Education and the UN Sustainable Development Goals: Praxis Within and Beyond the Classroom (Education for Sustainability, 7)

This book focuses on the complex relationship between education and the Sustainable Development Goals (SDGs) and highlights how important context is for both critiquing and achieving the Goals though education, given the critical role teachers, schools and curriculum play in young people’s lives. Readers will find examples of thinking and practice across the spectrum of education and training sectors, both formal and informal. The book adds to the increasing body of literature that recognises that education is, and must be, in its praxis, at the heart of all the SDGs. As we enter the third decade of the 21st century, we have a clear understanding of the wicked and complex crises regarding the health of life on our planet, and we cannot ignore the high levels of anxiety our young people are experiencing about their future. Continuing in the direction of unsustainable exploitation of people and nature is no longer an option if life is to have a flourishing future. The book illustrates how SDGs are supported in and by education and training, showcasing the conditions necessary to ensure SDGs are fore fronted in policy reform. It includes real-world examples of SDGs in education and training contexts, as well as novel critiques of the SDGs in regard to their privileging of anthropocentrism and neoliberalism. This book is beneficial to academics, researchers, post graduate and tertiary students from all fields relating to education and training. It is also of interest to policy developers from across disciplines and government agencies who are interested in how the SDGs relate to education. Foreword Series Editors Introduction Contents Part I Histories and Critical Perspectives 1 Setting the Scene: The Sustainable Development Goals and the Importance of Education 1.1 Introduction 1.2 Education and the SDGs 1.3 Structure of the Book References 2 Sustainable Development Goals and UNESCO World Heritage Sites in Australia and the Pacific: The Role of Education 2.1 Introduction 2.2 UNESCO Environmental and World Heritage Programmes 2.3 Protecting the Australian Environment 2.4 World Heritage in Australia 2.5 World Heritage Education and ESD in Australia 2.6 World Heritage and ESD in New Zealand and the Pacific 2.7 Conclusion References 3 The United Nations Sustainable Development Goals in a Neoliberal World 3.1 Introduction 3.2 The United Nations Sustainable Development Goals 3.3 The Genealogy of the United Nations and SDGs 3.4 The Contradictory Impulses of Liberalism 3.5 The Rise, Rise, and Rise Again of Neoliberalism 3.6 Neoliberalism at Large: The Economy of Sustainable Development 3.7 Zeitenwende: Ways Forward for the New Era References 4 On the Right to a Sustainable Education: Philosophical Perspectives and Moral Imperatives 4.1 Introduction 4.2 Education as a Human Right and Force for Sustainable Development and Peace 4.3 Rights, Interests, and Moral Duties 4.4 Are Rights Necessary? 4.5 Children’s Rights and the Interests They Protect 4.6 Raz and the Moral Status of Rights 4.7 Freedom and Hart’s Rejection of Natural Rights 4.8 Moral Status Derives from Morally Relevant Interests 4.9 Moral Relations Rather Than Legal or Conventional Transactions 4.10 Conclusion References 5 Decolonising the Sustainable Development Agenda: Bitin’ Back at the Establishment Man 5.1 Introduction 5.1.1 Bitin’ Back 5.2 The Colonising Agenda of the SDGs 5.3 Debut of Establishment Man 5.3.1 Background: Blakcuriosty and Faux-Wokeness —Weapons for the Establishment Man 5.3.2 Racial Discrimination and Ongoing Colonialism in the SDGs 5.4 Methodologies: Bitin’ Back at the Establishment Man 5.4.1 Faux-Woke Reporting Progress of SDGs 5.5 The White Australian SDG Fantasy 5.6 Conclusion: The Establishment Man’s Hold on the SDGs References 6 Decolonising the Sustainable Development Agenda: The Voice of Country and Treaty 6.1 Introduction 6.1.1 Silencing Aboriginal Voices and Reporting on the SDGs 6.2 Background 6.2.1 Indigenous Voice and Sovereignty in the SDGs 6.2.2 Land Rights and Treaty in Lutruwita 6.3 Methodology 6.3.1 Queer Indigenous Standpoint Theory 6.4 Case Study 6.4.1 A White Treaty 6.4.2 Settler Smokescreens 6.4.3 The Colonising Trap of Coexisting Sovereignty 6.4.4 Treaty in Lutruwita and Its Relevance to the SDGs 6.4.5 The Sovereign Body of Country and Sustainable Development Tropes 6.5 Conclusion References 7 Future Lawyers, Future Laws: Reimagining Legal Education for Sustainability in a World “Governing Through Goals” 7.1 Introduction 7.2 Global Governance Regimes Are Poorly Adapted for This Period of Extreme Disruption 7.3 Critically Examining the SDGs in Their Legal and Institutional Context 7.4 Legal Education in Australia 7.4.1 Trends in Legal Education in Australia 7.4.2 Using Systems-Thinking to Re-Imagine Legal Education for a Very Different Future 7.5 Conclusion: Training Lawyers for Their Future, Not Ours References Part II Challenges to Implementation from Around the World 8 (Re)Conceptualizing the Role and Actions of Higher Education Through Excellence Discourse: Perspectives of University Management and Academics 8.1 Introduction 8.2 Literature Review: Role of Higher Education in Achieving SDGs 8.3 Methods 8.4 Findings 8.4.1 SDG 1: End Poverty in All Its Forms Everywhere 8.4.2 SDG4.3: By 2030, Ensure Equal Access for All Women and Men to Affordable and Quality Technical, Vocational and Tertiary Education, Including University 8.4.3 SDG8.2: Achieve Higher Levels of Economic Productivity Through Diversification, Technological Upgrading and Innovation, including through a Focus on High-value Added and Labour-intensive Sectors 8.5 Discussion 8.6 Implications References 9 The Challenge of Meeting Sustainable Development Goal 4 in a Developing Country: The Case of Ugandan Secondary Education 9.1 Introduction 9.2 Case Study Context: Uganda 9.3 Methodology 9.4 Free, Equitable, and Quality Secondary Education 9.4.1 Free and Compulsory Secondary Education 9.4.2 Gross Intake, Over-Age, and Completion Rates 9.4.3 Out-Of-School Rate 9.5 The Challenge of Covid-19 on SDG4 in Uganda 9.5.1 National Standardised Examinations 9.5.2 Proficiency Level in Reading and Mathematics 9.6 Supply of Qualified Teachers 9.6.1 Teacher Qualifications 9.6.2 Student–Teacher Ratio: The Rosy Picture Versus On-Ground Experiences 9.6.3 The Challenge of Teacher Salary in Uganda 9.7 Conclusion References 10 Enacting the Sustainable Development Goals in Nepalese Schools and Teacher Education 10.1 Introduction 10.2 Roots, Reflexivity, and Structure 10.3 Implications of the SDGs for Policy Implementation and School Leaders—the Challenges 10.4 Implications of the SDGs for Reforms to Textbooks 10.5 Implications of the SDGs for the Whole School Culture and Ethos 10.6 Implications of the SDGs for Initial Teacher Education and Teachers’ Professional Development 10.7 Conclusion References 11 Exploring the Challenges Schoolteachers Are Facing in Promoting Sustainable Development Goal 4: The Case of Pakistan 11.1 Introduction 11.2 Literature Review 11.2.1 SDG4.a: Build and Upgrade Education Facilities 11.2.2 SDG4.c: Supply of Qualified Teachers 11.3 Method 11.3.1 Research Design 11.3.2 Participants 11.3.3 Data Collection and Analysis 11.4 Results 11.4.1 Theme 1: Design and Delivery of Training 11.4.2 Theme 2: PCK 11.4.3 Theme 3: Barriers to Quality Education 11.4.4 Theme 4: Support to Enhance Quality Education 11.5 Discussion 11.6 Conclusion References 12 The Construction of Gender Identities Through Pakistani Curriculum Textbooks 12.1 Introduction 12.2 Gender Identities, Religion, and Education 12.3 Methodology and the Study 12.4 Findings 12.4.1 Relative Positioning of Religion and Gender in Textbooks 12.4.2 Dress Code 12.5 Stereotypical Representation of Gender 12.6 Conclusion References 13 A Trinidad and Tobago Case Study of One Response to the Equity Challenge in Education Within the Digital Era 13.1 Introduction 13.2 Understanding the Context of the Equity Challenge 13.3 Equity Challenges and Education 13.3.1 Equity Challenges and Youth 13.4 Initiatives to Achieve Greater Equity in Education 13.5 Education as the Way Forward 13.6 Equity and Technology 13.7 Case Study of an Initiative to Enhance Equity 13.7.1 Technological Knowledge (TK) Survey 13.7.2 Technological Pedagogical Content Knowledge (TPACK) Survey 13.8 Implications of the Equity Initiative 13.9 Knowledge Is Cumulative 13.10 Limitations of This Equity Case Study 13.11 Reflecting on Change References Part III SDG Implementation and Assessment in University Systems 14 Designing for a Better World: Learning Systemic Design for the Sustainable Development Goals 14.1 Introduction 14.2 Part 1: An Introduction to the Sustainable Development Goals (SDGs) 14.3 Part 2: Developing Tools and Skill Sets for Systemic Design 14.4 Systems Thinking 14.5 Design Thinking 14.6 Systemic Design 14.7 Part 3: SDG Challenge Projects 14.8 Conclusion References 15 From Climate Literacy to Climate Policy: Interrogating a University’s Role as a Climate Change Thought Leader 15.1 Introduction 15.2 Climate Literacy and Thought Leadership 15.3 Measuring a University’s Societal Impact 15.4 Building Climate Literacy Through University Teaching 15.5 Influencing Government Policy 15.6 Conclusion: A Framework for University Thought Leadership on Climate Through Incorporating the SDGs 15.7 Dedication to Dr. Rebecca Harris References 16 Universities as Exemplars of Climate Action 16.1 Introduction 16.2 Sustainable Development and Climate Change 16.3 Who Will Lead Climate Action? 16.4 Operationalising Climate Leadership 16.4.1 Carbon Accounting 16.4.2 Energy Reduction and Generation 16.4.3 Divesting from Fossil Fuels 16.4.4 Food on Campus 16.4.5 Offsetting 16.4.6 Collective Action 16.5 Climate Action at Universities—Virtue Signalling? 16.6 Conclusion References 17 Shooting for the STARS: Implementation of the Sustainable Development Goals at a University Through a Whole of Organisation Approach 17.1 Introduction 17.2 The Sustainability Tracking, Assessment and Rating System (STARS) 17.2.1 STARS and the Sustainable Development Goals 17.3 Documenting Sustainability at UTAS Using STARS 17.3.1 Leadership and Governance 17.3.2 Partnerships and Engagement 17.3.3 Teaching, Learning, and Research 17.3.4 Facilities and Operations 17.4 Going for Platinum 17.5 Sustainability is Everyone’s Business 17.6 STARS at the University of Tasmania and the Role of the Sustainability Mission Integrator 17.7 Operationalising the Governance Framework: Guiding the Journey to Embedding Sustainability 17.7.1 SDGs in Action 1: The University’s Sustainability Integration Program for Students (SIPS) 17.7.2 STARS in Action 2: Addressing SDG13: Climate Action 17.8 Conclusion References Part IV Enacting Sustainable Development Goals in University Practice 18 The Role of Arts and Crafts in Promotion of Students’ Awareness About Environment and Sustainable Development Goals: The Case of Tabriz Islamic Art University, Iran 18.1 Introduction 18.2 Art Universities as Inspirational Environments for Contributing to Sustainable Development Goals in Iran: Limits and Opportunities 18.2.1 How Universities in General and Art Universities in Particular Can Contribute to the SDGs 18.3 Tabriz Islamic Art University and Contribution to SDGs Through Official and Non-official Procedures 18.3.1 Campus Design, Governance, and Institutional Structure 18.3.2 External Leadership and Community Participation 18.3.3 Research Areas and Activities 18.3.4 Teaching Curriculum and Students’ Works 18.4 Discussion and Conclusion References 19 Where Health Professional Education and Sustainability Collide 19.1 Introduction 19.2 Pulse of the Planet 19.3 (Re)Defining Health 19.4 Where Health Professional Education and Sustainability Collide 19.5 Neoliberal Forces 19.6 The Subconscious Privilege of Our High Technology and Energy Intensive Lives 19.7 The Footprint of Global (North) Health Systems 19.8 Disposition of Students, Educators, and Clinicians Towards Engaging with Sustainability 19.9 A Vision for Health Professional Education for People and Planetary Health 19.10 Moving from Big Ideas to Practice 19.10.1 What Do Students Need for the Critical Decades Ahead? 19.10.2 Seeing and Acting on the Big Picture 19.11 Resilience 19.12 How: Curriculum and Pedagogy 19.12.1 Curriculum: Embed or Add On? 19.12.2 Transformative Pedagogy 19.12.3 Bringing Competencies and Themes Together: The Case of the Global Tobacco Industry 19.13 Approaches to Assessment in Transformative Pedagogies 19.13.1 Focus on Educators 19.14 Developing Educator Knowledge and Expertise 19.14.1 Educator/Learner Partnerships 19.14.2 Collaborative Curriculum Development 19.14.3 Transdisciplinary Collaboration 19.15 Leading for Planetary Health 19.16 Reflection on the Ideology and Goals of Health Professional Education 19.17 Are First Nations Voices Being Heard? 19.18 Frameworks for Building Vision and Guiding Action 19.19 Transdisciplinary Coalitions 19.20 Conclusion Appendix References 20 Sustainability in a Bachelor of Engineering with Honours Degree 20.1 Introduction 20.2 Degree Outline 20.3 Sustainability Throughout the Degree 20.3.1 Year 1 20.3.2 Sustainability of Design 20.3.3 Year 2 20.3.4 Year 3 20.3.5 Year 4 20.4 Conclusions References 21 Encountering Sustainable Development Goal SDG13, Climate Justice, and Emotions While Role-Playing an International Forum on Climate Change-Induced Migration 21.1 Introduction 21.2 Climate-Induced Migration Learning Activity 21.2.1 Interdisciplinary Teaching Team 21.2.2 Locating the Activity 21.3 The Learning Activity 21.3.1 The Lecture Program 21.3.2 The Workshop Program 21.4 Facilitator Reflections on the Learning Activity 21.4.1 Performance Making 21.4.2 Identity Bias 21.4.3 Emotional Responses 21.5 Solution-Based Justice-Forward Transformative Learning Experiences References 22 Reducing Inequity Through Teacher Education: Reflection on a Teacher Education Subject on Classroom Management 22.1 Introduction 22.2 Inequality in Australian Schools 22.2.1 Students from Low Socio-Economic Status (SES) 22.2.2 Students with Learning Disabilities 22.2.3 Students from Diverse Language and Cultural Backgrounds 22.3 Addressing Inequality Through Classroom Management 22.3.1 Creating a Sense of Belonging 22.3.2 Creating a Sense of Competence 22.3.3 Creating a Sense of Value in Schooling 22.4 Bringing It Together 22.5 Conclusion References 23 Realising the Sustainable Development Goals to Enrich Teacher Education for Children, Young People, and Lifelong Learners with Disabilities 23.1 Introduction 23.2 The Social Model of Disability 23.3 Educational Reform for People with Disability 23.4 Policies and Policy Enactment 23.5 The Australian Case 23.6 Teacher Education, Learning Disabilities, and Realising Sustainable Development Goals 23.7 To Conclude References Part V Engagement in Schools 24 Answering Children’s Questions on Climate Change: Curious Climate Schools 24.1 Introduction 24.2 Teaching Climate Change in the Australian Context 24.3 Project Background 24.4 Curious Climate Schools: A Case Study 24.5 Cultivating Curiosity in the Classroom 24.6 Curating Questions and Communicating Answers 24.7 Reflections References 25 Tasmanian Secondary Students’ Experiences of Education for Sustainability 25.1 Introduction 25.2 The Challenges for EfS in Schools 25.3 Methods 25.4 Conceptions and Misconceptions 25.5 Frustrations 25.6 Hopes 25.7 Conclusion References 26 Strategies for Encouraging Children to Be Physically Active to Improve Health for Life 26.1 Introduction 26.2 Physical Activity Guidelines 26.3 Physical Activity and the Sustainable Development Goals (SDGs) 26.4 The Role of Schools in Encouraging Physical Activity 26.5 Strategies for Developing School Children’s Lifelong Physical Activity Habits and How They Can Contribute to Understanding of, and Action Towards Realising SDG3, SDG4, and SDG5 26.5.1 Curricular HPE Strategies 26.5.2 Co-Curricular HPE Strategies 26.5.3 Non-Curricular HPE Strategies 26.5.4 Active Transportation 26.5.5 After-School Strategies 26.5.6 School Uniforms 26.5.7 Strategies to Increase Girls’ Physical Activity Levels 26.6 Conclusion References 27 The Importance of Health Literacy for Sustainable Development 27.1 Introduction 27.2 SDG3: Ensure Healthy Lives and Promote Wellbeing for All at All Ages 27.3 SDG4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All 27.4 SDG10: Reduce Inequality Within and Among Countries 27.5 Conclusion References 28 Genre-Based Literacy and Collaboration: Promoting Social Justice and Quality Education 28.1 Introduction 28.2 Genre and Social Justice 28.2.1 Genre-Based Teaching 28.2.2 Genre-Based Teaching for Social Justice 28.3 Collaboration and Quality Education 28.3.1 The Gradual Release of Responsibility Framework 28.4 Conclusion References 29 Developing Academic Language in Young Children to Support Sustainability 29.1 Introduction 29.2 Academic Vocabulary and the Sustainable Development Goals 29.3 The Current Study 29.4 Research Design 29.5 Research Procedure 29.6 Data Collection 29.7 Data Analysis 29.8 Results and Discussion 29.9 Summary References 30 Using the Practice of Statistics to Enhance Education Through UN Sustainable Development Goal 13, Climate Change 30.1 Introduction 30.2 Education and the Sustainable Development Goals 30.3 Data and Statistics in the Learning Objectives and Competencies 30.4 Variation and the Importance of the Practice of Statistics 30.5 Variation and Learning Theory 30.6 Developing the Practice of Statistics at the Primary School Level 30.7 Sustainable Development Goal 13 and the Practice of Statistics 30.8 Examples Relating to SDG13 Across the School Curriculum 30.9 Implications References Part VI Community Initiatives 31 Sustainable Wellbeing and Learning Communities for Achieving the Sustainable Development Goals 31.1 Introduction 31.1.1 Dimensions of Development: The Inner World 31.1.2 The Sustainable Development Goals and Wellbeing 31.1.3 Social Pathologies and Economism 31.2 Sustainable Wellbeing and Prefigurative Politics 31.2.1 Basic Needs, Self-Determination, and Deliberation 31.2.2 Sustainable Wellbeing and Education 31.2.3 Informal Education 31.3 Addressing Collective Capacity and Complex Social Problems: The Cradle Coast Academic Community of Practice 31.4 Conclusion References 32 People, Pets and Art: A Model of Creative and Cultural Enterprise for Connecting Communities 32.1 Introduction 32.2 Background 32.3 Why Pets and Art? 32.4 A Decimated Art Sector 32.5 Pilot Program 32.6 Communities of Practice and Narrative-Driven Pedagogies 32.7 Artists 32.8 Workshop Format and Assessing Personal Impact 32.9 Reflection and What We Have Learned for Now ... 32.10 SDG Goal 4 Target 4.3 32.11 SDG Goal 4 Target 4.4 32.12 SDG Goal 4 Target 4.5 32.13 SDG Goal 4 Target 4.7 References 33 Participatory Capacity Building for Sustainable Development: Community Skills Cafes 33.1 Introduction 33.1.1 Sustainability Skills Cafes 33.1.2 The Waverley Community Context 33.1.3 Scoping the Project 33.2 Theory of Change—Development and Implementation 33.2.1 Assumptions of Our Theory of Change 33.3 Activities of the Project 33.3.1 Consultative and Participatory Processes 33.4 Adapting Activities in Line with Project Aims 33.4.1 Resource Packs 33.4.2 Recipe Boxes 33.4.3 Little Libraries 33.5 Discussion 33.5.1 SDG11: Supporting Community Capacity Building Using a ToC 33.5.2 SDG17: Negotiating Social Spaces in School-Community Partnerships 33.6 Implications and Learnings 33.7 Conclusion References 34 New Hope/Omid Now (FileRef="520094_1_En_34_Figa_HTML.gif" Format="GIF" Color="BlackWhite" Type="Linedraw" Rendition="HTML" Height="29" Resolution="120" Width="73"): Supporting Afghan Women to Access Higher Education by Reimagining the Sustainable Development Goals 34.1 Introduction 34.2 The Sustainable Development Goals: An Opening for Socially Connected Responsibility 34.2.1 Responsibility 34.3 Theoretical Framing 34.4 Background 34.5 “New Hope”/Omid Now (FileRef="520094_1_En_34_Figk_HTML.gif" Format="GIF" Color="BlackWhite" Type="Linedraw" Rendition="HTML" Height="17" Resolution="120" Width="42") 34.5.1 Why Higher Education? 34.6 Ensuring Education for a Generation of Afghan Women—A Reflexive Justice Approach 34.6.1 Who? 34.6.2 What? 34.6.3 How? 34.7 Final Remarks References 35 Platforms of Skills Ecosystems: A Lifelong Learning System Model in Which TVET Can Lead Local Communities to Achieve the Sustainable Development Goals 35.1 Introduction 35.2 SDGs Principles for Excellence in TVET 35.3 Strong Ethical Commitment to International Cooperation for the Implementation of the SDGs 35.4 Other TVET Potential in Relation to the SDGs 35.4.1 Internationalisation: Micro-Credentials, Digital, and Alternative Credentials 35.4.2 Curricula and Requirements for Digital Skills 35.4.3 Green Skills 35.4.4 Twin Transformations and Social Inclusion 35.5 High-Level Decision-Makers Strategic Recommendations for the Future 35.5.1 Revising What a Lifelong Learning System Should Prioritise—Identifying Key Competencies 35.6 How Should a Lifelong Learning System Work? (Is There an Ideal Pathway?) 35.6.1 What Megatrends Are Influencing the Lifelong Learning System? 35.7 What Partnerships and Alliances Can Support the Lifelong Learning System? 35.7.1 Cross-Country Networks/Partnerships 35.8 Moving to 2030 Driven by Education Systems References Part VII Moving the Sustainable Development Goals Forward: Alternative Perspectives 36 The Sustainable Development Goals and STEM Education: Paradoxes and Reframings 36.1 Introduction 36.2 Background: The Rise of the Development Agenda 36.2.1 Neoliberal Influences on Development 36.2.2 The Neoliberal Shaping of Education 36.3 Science, Technology, Engineering, and Mathematics (STEM) Education and the SDGs 36.4 A Reconceptualised STEM Education for the “5Ps”—People, Prosperity, Planet, Partnership, and Peace 36.5 The Role of Teachers 36.6 Conclusion References 37 Towards the Sustainable Development Goals: Building Capacity for Action via a Participation Income 37.1 Introduction 37.2 Wary Cooperation 37.3 Sustainability and the SDGs 37.4 Why Are Relationships so Important to All Human Endeavour, in Particular the SDGs? 37.5 Purpose and Meaning 37.6 The Need to Transform Work Beyond SDG8 37.7 Deliberation and the SDGs 37.8 From Unconditional Basic Income to a Conditional Participation Income 37.9 Conclusion References 38 For an Education that Contributes to Heal the World: The Role of Buddhist Education 38.1 Introduction 38.1.1 Commenting on a Suffering World 38.1.2 The Quantitative Drift: Consumerism as a Pain Killer 38.1.3 Moderation to Change Our Community of Destiny 38.1.4 What Has to Be Learned to Heal the World? 38.2 Our Triple Human Identity and Inter-being Nature 38.2.1 Nature of a Sustainable Life on Earth 38.3 Biomimicry: Reconnecting with the Wisdom of Nature 38.4 Nature Bears All the Solutions Within Itself 38.5 Quality of Being for a Sustainable World 38.6 Wisdom as a Life Purpose 38.6.1 Education to Wisdom at Hoa Nghiem Buddhist College 38.7 Buddhist Philosophy and Practice 38.8 Nature as a Model and Mentor 38.9 Conclusion References 39 Ethical and Spiritual Values for Transformative Sustainable Development: The Earth Charter Vision 39.1 Introduction 39.2 Historical Perspective: The Earth Charter 39.3 Transforming Our World: The 2030 Agenda for Sustainable Development 39.4 A Comparative Analysis of the Earth Charter Principles and the Sustainable Development Goals 39.5 The Earth Charter’s Potential Contributions to Deepening and Implementing the SDGs 39.5.1 Recommendation One: Earth Charter Principle 12.b. “Affirm the Right of Indigenous Peoples to Their Spirituality, Knowledge, Lands, and Resources and to Their Related Practice of Sustainable Livelihoods.” 39.5.2 Recommendation Two: Earth Charter Principle 9: “Eradicate Poverty as an Ethical, Social, and Environmental Imperative.” 39.5.3 Recommendation Three: Earth Charter Principle 10: “Ensure that Economic Activities and Institutions at All Levels Promote Human Development in an Equitable and Sustainable Manner.” 39.5.4 Recommendation Four: Earth Charter Principle 4: “Secure Earth’s Bounty and Beauty for Future Generations,” and Earth Charter Principle 1: “Respect Earth and Life in All Its Diversity.” 39.6 Education for Sustainable Development and for Global Citizenship Inspired by the Earth Charter 39.7 Conclusion Appendix: The Earth Charter Preamble Earth, Our Home The Global Situation The Challenges Ahead Universal Responsibility Principles The Way Forward References 40 The Closing Challenge for a Flourishing and Sustainable Future Index