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LIFELONG EDUCATION
FOR SUSTAINABLE DEVELOPMENT:
A SYNTHESIS OF APPROACHES
A. M. Avdonina
Sustainable development is a concept describing a model of socio-economic development where needs of the current generation are satisfied without depriving future generations of this opportunity due to depletion of resources and environmental degradation [4]. An important place in the concept is given to drivers of sustainable development, in particular education.
One of the key ideas of the Conference in Rio de Janeiro (1992) was a call for all sectors of society to recognize the need for sustainable development, and further, to facilitate the transition to it in every way [2]. It is clear that global challenges may not be solved by technical or legislative measures only. It also requires transforming value orientations and worldviews people carry. Only conscious actions can change the nature of relations in the "man-nature" system. Public participation in addressing global issues is essential, but requires raising awareness and special training. In the second half of the 20th century, this function was performed by ecological and environmental education and upbringing. At that time, the concept of lifelong learning was developed contemporaneously with the ideas of sustainable development. These facts are reflected in the legislation. For example, Article 71 of the Federal Law dated January 10, 2002, No. 7-ФЗ "On Environmental Protection," "establishes a system of universal and comprehensive environmental education" in the Russian Federation, which encompasses educational institutions, media, cultural institutions, etc. [1]. However, global challenges are not limited to environmental problems, but also include social and economic issues. Therefore, a new paradigm of education appeared in the beginning of the 21st century, "Education for Sustainable Development" (hereinafter ESD). This type of education is a "new form of 'penetrating' learning that encompasses nearly all subject areas of natural, human and engineering sciences" [5, p. 4].
Lifelong education and ESD have much in common, namely: (a) each of the approaches combines all types (formal, non-formal and informal) and levels of education, ranging from family to post-professional education, and learning is carried out at all stages of life and therefore is often referred to as "lifelong." Experts in ESD note that changes in the structure and policies of education should move from formal education to lifelong learning [5] as (b) the content of lifelong education and ESD includes a system of worldview concepts and questions and is built on the basis of consistency and continuity of learning at different stages; (c) ESD and lifelong education are developed as holistic systems (and have the internal unity of elements, external links to other approaches, and a new quality of knowledge learned); (d) self-learning is a mandatory element of each of the approaches; (e) both concepts are philosophical and educational; (f) the main reason behind the emergence of ESD, as well as of lifelong education, is recognition of the need for change in education to ensure further development of society, economy and environment; (g) both approaches expand independence,
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choice and responsibility of an individual in decision making; and (h) the main goal of the education system, when considered as creating an appropriate and effective environment for the continuous development of an individual [3], is implemented in each of the approaches in similar ways.
Lifelong education can be regarded as a catalyst which systematically actualizes the information necessary for the transition to the sustainable development model.
References
1. Федеральный закон от 10 января 2002 года № 7-ФЗ «Об охране окружающей среды».
2. Акимова Т.А., Хаскин В.В. Основы экоразвития: учеб. пособие / под ред. В.И. Видяпина. - M.: Издательство Российская экономическая академия, 1994. - 312 c.
3. Бугаков И.А. Непрерывное образование как условие и способ существования и развития личности и общества (философский аспект) / Серпухов: сборник трудов XXIV Межведомственной НТК. - 2005. - Ч. 5. - С. 25-29.
4. Наше общее будущее: Доклад Международной комиссии по окружающей среде и развитию (МКОСР): пер. с англ / под ред. и с послесл. С. А. Евтеева и Р. А. Перелета. -М.: Прогресс, 1989. - 376 с.
5. Садовничий В.А., Касимов Н.С. Становление образования для устойчивого развития в России / Экологическое образование: до школы, в школе, вне школы. 2006. - № 4 (29). -С. 3-9.
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