How to Educate for Sustainable Communities - Case Study Example

How to Educate for Sustainable Communities: Focus on Sustainable use of Biodiversity Introduction Australia is a country that is fortunate to be wealthy in terms of cultural and natural heritage, with a stable social system and a strong democratic political system. Importantly, the country has a significant amount of resources to support economic prosperity (Australian Government, 2009). In spite of this, the future is likely to present challenges if the vast wealth is not exploited ethically. Notably, if the Australian society has to continue to prosper, it must avoid the problems associated with depletion of resources by protecting what currently exists for the benefit of future generations. But the available evidence shows that in many areas of the country, the current way of living cannot be sustained for future generations (Australian Government, 2009). It is obvious that the are many factors such as population growth, an increase in environmental pollution, and a general decline of the existing natural resources – especially those that are non-renewable – which will affect the ability of future generations to sustain themselves. The foreseen problems need to be tackled by a proper education system that focuses on sustainability. The significance of education to the welfare and prosperity of any society is well known. According to Burret (2008, p. 3), “education is humanity’s best hope and most effective means in the quest to achieve sustainable development.” However, according to the Australian Government (2009), the principles and practical use of education for sustainability are less well understood, but in recent years, they have been recognised internationally as being important to dealing with the critical global challenges that the world is facing. Hence, by focusing on information awareness and enhancing people’s capacity to innovate and implement solutions, education for sustainability is critical to re-thinking the ways people live and work, as well as to Australia becoming a sustainable society (Australian Government, 2009). It is inarguable that everyone in Australia interacts with biodiversity. In view of this, there is need to ensure that the elements of diversity are preserved so that they can benefit the current generations and those generations of the future. As noted above, education for sustainable communities is one way of achieving this. Therefore, this paper presents an analysis of an approach that can be used to educate communities for sustainable use of biodiversity. Basically, the approach should involve creating community awareness on the importance of education for sustainability so that the communities “see” the benefits of environmental sustainability. Additionally, the communities should be empowered to partake in sustainable development, which is the essence of education for sustainable communities. Understanding “education for sustainable communities” In common parlance, sustainable communities are premised on the principles of sustainable development. According to the Brundtland Report titled “Our Common Future,” sustainable development refers to the “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Leslie, 2009, p. 3). Sustainable communities attain this by addressing environmental, economic and social challenges to develop a better future that is shaped and shared by all. Importantly, sustainable communities respect the requirements of other communities in the wider region or globally also to make their communities sustainable. Although the hierarchy of challenges and needs will differ based on the location and type of community, a sustainable community is healthy and safe, inclusive, offers economic opportunity and prosperity, uses resources effectively and protects the environment (Leslie, 2009). Framework of education for sustainability Education for sustainability aims to reduce humanity’s ecological footprint while simultaneously improving the quality of life (Australian Government, 2010). To ensure that there exist sustainable communities, the education framework should be both present- and future-oriented. Further, it should involve learning to design and implement actions for the present, but with cognisance of the view that the impact of these actions will be felt in the future. In this way, it will help people of all ages across the community to contribute to a more sustainable future in regard to environmental integrity, economic feasibility, as well as a just society for present and future generations (Australian Government, 2010). The following are the principles upon which education for suitable communities should be based according to the Australian Government (2009): Transformation and change: Education for sustainable communities is not simply about offering information but encompasses equipping people with skills, abilities and motivation to plan and manage change towards sustainability within the society in which they live. Education for all and lifetime learning: The essence of education for sustainability is to create a broad understanding of education and learning that includes people of all ages and from different backgrounds and at all stages of life and occurs within all possible places of learning, both formal and informal, in workplaces, schools, homes and communities. Systems thinking Education for sustainable communities aims to prepare people to understand the links between environmental, social, economic, social and political systems. Envisaging a better future Education for sustainable communities values the capacity of individuals as well as groups to reflect on personal experiences and global views and to contest conventional ways of interpreting and interacting with the world. Participation Education for sustainability identifies participation as fundamental for involving communities and individual in sustainability. Partnerships for change Another aim of education for sustainability is to use genuine partnerships to develop networks and relationships, and to improve communication between various sectors of the society. Going by the principles above, it is important to note that education for sustainable communities should focus on every stakeholder in the community, and this means engaging people of all ages, whether in school at home or in the workplace. Importantly since the future communities have to be informed about the need to use biodiversity sustainably, it is important to inculcate the knowledge among the young populations. This paper will therefore focus on how education for sustainable can be incorporated in the school curriculum and also target the older communities through participation, communication and facilitation. As the Australian Association for Environmental Education (n.d.) notes, in Australia and globally, education is increasingly recognised as an important means of attaining sustainability. In addition, environmental education has advanced from nature studies to sustainability education, and from provision of information to community development that enables people to participate in the required activities at school, at home and at work (Australian Association for Environmental Education, n.d.). Understanding Australia’s biodiversity and the sustainability challenge Australia is among the 17 countries in the world which are identified as “megadiverse,” implying that they account for a large percentage of the earth’s species. It is notable that out of the 5 million to 30 million identified species of the world, over 1 million species are found in Australia. Further, in Australia, over 80 percent of plant and animal species are endemic, which means that they do not occur naturally in any other part of the world. Australia’s rich biodiversity is attributed to the country’s geographical isolation, continental separation and the distinctiveness of its climate and environment (Yencken, Henry & Murphy, 2011). Despite the biodiversity richness, it notable that over the years, changes have been occurring, which result in losses of the biodiversity components. According to Yencken, Henry and Murphy (2011), the factors that contribute to biodiversity loss include disturbance to soil and vegetation; feral animals; the introduction of other exotic species such as weeds and parasites; fire; the exhaustion of water resources; habitat destruction and loss; and plants diseases. These threats occur largely as a result of modification of land (through activities such as deforestation, agriculture, mining, urban development and road works), and the effect of pollution, salinity, climate change and unsustainable commercial activities such as overfishing. These activities affect all the three levels of biodiversity which include species diversity, genetic diversity and ecosystem diversity. Although some species can adapt to the changing conditions, many others cannot adapt and either become depleted or disappear (Yencken, Henry & Murphy, 2011). How to educate children to be integrated into sustainable communities The Sustainability Curriculum Framework released by the Australian Government (2010) offers a guide on how to engage school going children in education for sustainability from Year 2 to Year 10 stages. In each of the three broad year groupings, the content of the curriculum is presented under three organisers: sustainability action process, knowledge of ecological and human systems, and repertoires of practice. Sustainability action process: Learning to take action that will make people to live more sustainably is the fundamental learning goal of the framework, as mere acquisition of knowledge and skill has little significance if it does not result in effective action. The key organiser for the content of the framework is thus the sustainability action process. The focus is to engage learners right from the kindergarten stage to Year 10. The sustainability action process should involve a number of stages. First is to make a cause for change by exploring a sustainability use, evaluating the current situation, investigating suitability concepts and developing a case for change. Second is to define the scope for action by exploring various options for making a change, identifying obtainable resources and limitations, seeking consensus, and coming up with a statement of the agreed course of action. Third is to develop a proposal for action by generating and selecting ideas, advancing and modifying them ready for implementation, and preparing, communicating and deliberating upon the proposal. The fourth point is to implement the proposal by turning it into action. Finally, it is important to evaluate and reflect upon the process by assessing the degree of success of the action that has been implemented as well as its efficiency, highlighting possible future directions and the learning that has been derived from the action (Australian Government, 2010). According to the Stage 2 Science - Teacher’s Guide on teaching about biodiversity, teachers should work with students to create a biodiversity collage by covering each letter with pictures of native animals, plants, and residential places. The students can then use a dictionary to find the meaning of the term biodiversity and the teacher will explain that this is the foundation of healthy, functioning ecosystems upon which all life depends. Learners will be able to learn know from very young ages that biodiversity helps with soil formation; energy production; clean air, nutrient, oxygen, nitrogen and carbon cycling; food and medicines; clean water; pest and disease control; breaking down pollutants; and flood and erosion control (Papp & Thompson, 2003). The teacher will then discuss with the students on aspects of biodiversity such as water use at home and in school, use of materials and home and in school, use of local spaces and places, and caring for particular living things or a part of the local natural environment. It is important then to make the students understand why change is needed in the mentioned areas, how the change could result in an improvement, and the potential that exists for the students to make that difference – whether individually or collectively (Australian Government, 2010). Knowledge of ecological and human systems: This should involve identifying knowledge which is developed through an array of learning areas and which is premised on and applied in the sustainability action process. For instance, an understanding of the ecological systems involves knowledge associated with the processes and interrelations of living physical systems that augment the functioning of the earth’s biosphere. Students should also be taught on human systems, which involves knowledge associated with social, cultural, economic, political and technological systems, structures, actions and beliefs that affect the functioning of the earth’s biosphere and influence the ability of people, both individually and collectively, to live sustainably (Australian Government, 2010). Creative pictorial diagrams with questions can be used to make learners have a full understanding of biodiversity and the need to use it sustainably. See display panel 1. Displays that help students to explore some benefits of biodiversity as well as the sources of these benefits are particularly important to develop young learners into sustainable communities. Such benefits include fresh air, clean water, cultural identity, food and drink, inspiration, timber, recreation, energy, medicines and vaccines and so forth (Australian Government, 2011a). See display panel 2. Display panel 1: Understanding biodiversity. Source: Australian Government (2011a) Display panel 2: Bio-benefits of biodiversity. Source: Source: Australian Government (2011a) Repertoires of practice The Sustainability Curriculum Framework identifies a broad body of knowledge and practices that are developed through a variety of learning areas focused upon and applied in the sustainability action process. This should involve (1) world viewing that encompasses practices associated with reflecting on, understanding, negotiating and changing key beliefs, perpetual orientations, and ethical values and principles; (2) systems thinking that involves practices related to understanding and working reasonably with intricacy, uncertainty and risk, so that they can be managed efficiently; and (3) futures design and thinking that involves practices associated with envisaging, modelling, choosing and advancing ideas, environments, processes and systems that make a contribution to preferred futures, with the objective of coming up with practical solutions (Australian Government, 2010). Targeting older sections of the community From the previous discussion, it is evident that education has a key role to play in the fostering of knowledge about sustainable use of biodiversity among people of all ages – older people included. According to Ma Rhea (2004), education is particularly important for protection and maintenance of knowledge. For local communities, adult education is important since some indigenous populations have access to only their local community language that may not have a written form. Further, because many are also semi-illiterate or illiterate, adult basic education can play a significant role in developing skills of reading and writing in their own language or a more mainstream language, which could result in a greater possibility of documenting the points learnt and preserving them (Ma Rhea, 2004). Adult education should be employed to support capacity building measures in all local communities. There can be a range of community based adult education programmes that focus on a variety of activities such as working with communities to protect, encourage and partake in the use of their knowledge to local peoples. According to Ma Rhea (2004), such programmes, which are also called community capacity building programmes, draw on documented traditional knowledge, and in some cases the activity seek to establish documentation and registers of these knowledges and establish their ownership. For instance, Greening Australia engages the community in conservation and management of vegetation to protect and restore the health, productivity and diversity of Australian landscapes (Bartlett, 2010). The organisation also works with rural and urban collaborators to develop and execute on-ground, practicable solutions to complex environmental predicaments such as river health rehabilitation, protection of remnant vegetation, biodiversity management, and the re-establishment of agricultural productivity (Bartlett, 2010). Generally, strategic and innovation approaches to conservation management and planning are necessary if the health and sustainability of Australia’s nationally significant ecosystems are to be maintained. This will require new management objectives to be reoriented from preserving all species and current compositions to sustaining diversity and well-functioning ecosystems that can support a range of ecological services and uphold the evolutionary process (Australian Government, 2011b). The importance of education for sustainable communities as relates to biodiversity is a matter for all players in the society. As Lawson (2002) notes, it is essential that civil society and governments realise that sustainable use is a precondition for the achievement of the broader goal of sustainable development. Importantly, the players should recognise that this is not an option but an imperative if humankind is to survive. Community participation and education are a growing focus of natural resource management research and policy (Thomsen, 2004 – cited by Tilbury, 2004). In addition, the Environmental Education for a Sustainable Future: National Action Plan recognises the significance of non-formal education as fundamental to lifelong learning as well as learning for sustainability. The plan is underpinned by the involvement of community stakeholders through action oriented approaches (Tilbury, 2004). In regard to this, this paper suggests an education model such as that suggested by the Community Biodiversity Network (n.d.) to foster sustainable communities. This is detailed below. Community education strategies Communication and education Objective Activities a) Promote partnerships and collaborations to develop and implement biodiversity education programmes Pursue potential partnerships, where applicable Offer advice and materials, and work together, where appropriate b) Create a national media and community point of focus to celebrate and promote biodiversity and how it can be conserved Establishing a biodiversity awareness month Coordinating community events and national media Staging competitions to award winners in biodiversity management c) Use ongoing media coverage to improve awareness and comprehension of biodiversity and actions that help in its conservation Obtain support through local commercial TV networks d) Offer easy access to popular or educational material on biodiversity, issues affecting its conservation, and conservation strategies Initiate projects that make use of existing and emerging news on biodiversity resources Develop creative community educational tools e) Offer individuals, households and families adequate tools to understand the significance of biodiversity, how it is linked to their way of life, and how to conserve existing local species and ecosystems Formulate 'how-to' biodiversity community education resources Disseminate the materials through the local network of each community Enable communities to access latest information on emerging biodiversity policy and conservation issues Enable communities access to information about breaking and current biodiversity issues Design, print and hand out materials that summarise breaking and topical concerns Capacity-building Objective Activities Enable the development of a nationally organised biodiversity community education strategy Regularly work with biodiversity communicators in other national organisations to share biodiversity information Promote involvement in Biodiversity Month to increase awareness Raise the ability of network organisations to create and enforce biodiversity community education projects and programmes. Offer advice to network organisations dealing with communities Develop materials which analyse current and emerging knowledge about community perspectives to biodiversity, elements of successful communication, sample community education plans, and information materials Strengths and weaknesses of the education programmes The education programme is viable because it targets people across all ages. It recognises the fact that societies urgently need new kinds of education that can help prevent further degradation of the planet. Importantly, the education offered must be available to all – not just a handful of people – and be implemented in various settings, including communities and families as suggested by Samuelsson and Kaga (2008). Moreover, since the programme aims to target children of a young age, the values, attitudes skills and behaviours acquired will have a lifelong impact in their later life. As noted by Samuelsson and Kaga (2008), early childhood education has an important place in the efforts to enhance sustainable development – and the suggested approach is more encompassing since it also targets adults. Challenges are however abound, and according to Steffen (2010), most of the challenges are related to institutional capacity to implement the suggestion. These challenges include key knowledge gaps, policy and jurisdictional differences, resource limitations, and the historical dominance of production industry over conservation –which sidelines the role of communities in the same efforts. Conclusion This paper has reviewed the need to increase information awareness and to enhance people’s capacity to innovate and create solutions for sustainability with respect to use of biodiversity. Education for sustainability is necessary for people across all ages, and the paper has outlined a programme to engage children from the early childhood stage and another one for adults. These programs should encourage lifelong learning and foster sustainability among the young populations as well as the older populations in Australia. The key focus of education for sustainable communities is to encourage engagement and participation in community efforts to care for the biodiversity around them, rather than the dissemination of knowledge for mere theoretical understanding. References Australian Association for Environmental Education (n.d.). “Creating ecologically sustainable communities.” Retrieved 20 January 2012, from http://www.aaeensw.org.au/ Australian Government (2009). “Living Sustainably: The Australian Government’s National Action Plan for Education for Sustainability.” Department of the Environment, Water, Heritage and the Arts. Retrieved 20 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CGsQFjAA&url=http%3A%2F%2Fwww.environment.gov.au%2Feducation%2Fpublications%2Fpubs%2Fnational-action-plan.pdf&ei=5YMZT6SMBI-DtQa1utlH&usg=AFQjCNH97quCkRdZznOIVnXW2hZaXZO4YA&sig2=fxE1Fms5359cDvzTvNwkWw Australian Government (2010). “Sustainability Curriculum Framework.” Department of the Environment, Water, Heritage and the Arts. Retrieved 20 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEsQFjAC&url=http%3A%2F%2Fwww.environment.gov.au%2Feducation%2Fpublications%2Fpubs%2Fcurriculum-framework.pdf&ei=5KAZT866JMLQsgbM8OVH&usg=AFQjCNGQJ4bkTHBnT433t4iVdmEOj2Uapg&sig2=cVi1u2vkl6jNai9V3OLPaA Australian Government (2011a). “Conserving Australia's biological diversity: teacher's notes and display materials.” Department of Sustainability, Water, Population and Communities. Retrieved 22 January 2012, from http://www.environment.gov.au/education/publications/biodiversity/index.html Australian Government (2011b). “Biodiversity in a Changing Climate.” A submission to the inquiry by the House of Representatives Standing Committee on Climate Change, Environment and the Arts. August 2011. Retrieved 22 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CJsBEBYwBQ&url=http%3A%2F%2Fwww.aph.gov.au%2Fhouse%2Fcommittee%2Fccea%2Fccbio%2Fsubs%2FSub066.pdf&ei=DgYcT4CfN4SO8gOW_oikCw&usg=AFQjCNH9fKAecCqoImESG0rkorhwx2Vwsg&sig2=_HlX-MDM6v6EAg1AvkVXNQ Bartlett, A.G. (2010). “Community participation in restoring Australian forest landscapes.” 18th Commonwealth Forestry Conference, Edinburgh. 28 June - 2 July 2010. Retrieved 23 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CFAQFjAD&url=http%3A%2F%2Fwww.cfc2010.org%2Fpapers%2Fsession11%2FBartlett-s11.pdf&ei=sqUdT_KYMorrOYOMhaAL&usg=AFQjCNEfO4MdzjmKxG6RhI-VxJaOqbHz_Q&sig2=4TIRpuBudr42CpqB2ZlENA Burret, N. (2008). Preface for Samuelsson, I. & Kaga, Y. (eds). “The contribution of early childhood education to a sustainable society.” UNESCO, 2008. Retrieved 24 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDQQFjAB&url=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0015%2F001593%2F159355e.pdf&ei=kKIeT7HLB9Kx8QP5tsCTDg&usg=AFQjCNE0EMtPXTmM_OVoXyhcnf0hYlA9cQ&sig2=8__XOOvP2HptCtqgSht1GA Convention on Biological Diversity. (n.d). “Projects from the Global Initiative.” Retrieved 24 January 2012, from http://www.cbd.int/cepa/projects.shtml?s=community Lawson, D. (2002). “Sustainable use.” In “Biodiversity and Sustainable Development.” CBD New Supplement. Retrieved 22 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CG0QFjAC&url=http%3A%2F%2Fwww.ine.gob.mx%2Fdescargas%2Fdgipea%2Fbonn.pdf&ei=-LsZT-ChCMiE-wbv3_SfCg&usg=AFQjCNFdlpQQX1TF0lbfptXYsOX5y0a80g&sig2=blcVxmVsuL8HCIUBsZ5OoA Leslie, A. (2009). “Sustainable communities: The role of global citizenship education.” POLIS Journal. Vol. 2, Winter 2009. Retrieved 20 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CJoBEBYwBg&url=http%3A%2F%2Fwww.polis.leeds.ac.uk%2Fassets%2Ffiles%2Fstudents%2Fstudent-journal%2Fma-winter-09%2Falison-leslie-winter-09.pdf&ei=xYEZT96dF4zNswbWgvhH&usg=AFQjCNHIo1Dwf93IUk0I-6NbRJ05fjk8Tw&sig2=rMCW_bI3ew7XcQXwCGPayQ Ma Rhea, Z. (2004). “The Preservation and Maintenance of the Knowledge of Indigenous Peoples and Local Communities: The Role of Education.” AARE Conference, Melbourne. Retrieved 20 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&sqi=2&ved=0CJEBEBYwCQ&url=http%3A%2F%2Fwww.aare.edu.au%2F04pap%2Fmar04956.pdf&ei=QL4ZT8ndBYWc-wawgN3vBQ&usg=AFQjCNFCF5BI0BrZ1pu2QG2kYDoU-bpP1A&sig2=vYwKrPQsCgbEsuUY2nmAMA Papp, S. & Thompson, G. (2003). “Biodiversity for kids: Stage 2 Science - Teacher’s Guide.” NSW National Parks and Wildlife Service. Retrieved 22 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CFoQFjAA&url=http%3A%2F%2Fwww.environment.nsw.gov.au%2Fresources%2Feducation%2FBiodiversityTeachersGuide.pdf&ei=V_IbT5jxJ4yq8APrpNizCw&usg=AFQjCNE93zUUe0djKECjZH9CS4wB5rWXVw&sig2=9ysWz4hYR9606iZ8b9BhKQ Samuelsson, I. & Kaga, Y. (eds). (2008). “The contribution of early childhood education to a sustainable society.” UNESCO, 2008. Retrieved 24 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDQQFjAB&url=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0015%2F001593%2F159355e.pdf&ei=kKIeT7HLB9Kx8QP5tsCTDg&usg=AFQjCNE0EMtPXTmM_OVoXyhcnf0hYlA9cQ&sig2=8__XOOvP2HptCtqgSht1GA Steffen, W. (ed). (2010). Australia's Biodiversity and Climate Change. Sydney: Csiro Publishing. Tilbury, D. (2004). “Rising to the challenge: Education for sustainability in Australia.” Australian Journal of environmental education, 20(2): 103-114. Retrieved 24 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CG8QFjAE&url=http%3A%2F%2Fwww.aaee.org.au%2Fdocs%2FAJEE%2FTilbury.pdf&ei=1I4eT-nlHcSpiAfn8fnVDQ&usg=AFQjCNESbsnpZwgxs2Jeav6guro4OzDvUg&sig2=DN4PGKav8FyMqNhry4Csqw Yencken, E.D., Henry, N. & Murphy, S. (2011). “Biodiversity.” The Australian Collaboration. Retrieved 21 January 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CIoBEBYwBg&url=http%3A%2F%2Fwww.australiancollaboration.com.au%2F_factsheets%2FBiodiversity_FactSheet.pdf&ei=-LsZT-ChCMiE-wbv3_SfCg&usg=AFQjCNG3_sE83WtHxESsRLMaIAdbHb5-cQ&sig2=xRFtz5LNRIdqY0Qg03bYcg Read More

Sustainable communities attain this by addressing environmental, economic and social challenges to develop a better future that is shaped and shared by all. Importantly, sustainable communities respect the requirements of other communities in the wider region or globally also to make their communities sustainable. Although the hierarchy of challenges and needs will differ based on the location and type of community, a sustainable community is healthy and safe, inclusive, offers economic opportunity and prosperity, uses resources effectively and protects the environment (Leslie, 2009).

Framework of education for sustainability Education for sustainability aims to reduce humanity’s ecological footprint while simultaneously improving the quality of life (Australian Government, 2010). To ensure that there exist sustainable communities, the education framework should be both present- and future-oriented. Further, it should involve learning to design and implement actions for the present, but with cognisance of the view that the impact of these actions will be felt in the future.

In this way, it will help people of all ages across the community to contribute to a more sustainable future in regard to environmental integrity, economic feasibility, as well as a just society for present and future generations (Australian Government, 2010). The following are the principles upon which education for suitable communities should be based according to the Australian Government (2009): Transformation and change: Education for sustainable communities is not simply about offering information but encompasses equipping people with skills, abilities and motivation to plan and manage change towards sustainability within the society in which they live.

Education for all and lifetime learning: The essence of education for sustainability is to create a broad understanding of education and learning that includes people of all ages and from different backgrounds and at all stages of life and occurs within all possible places of learning, both formal and informal, in workplaces, schools, homes and communities. Systems thinking Education for sustainable communities aims to prepare people to understand the links between environmental, social, economic, social and political systems.

Envisaging a better future Education for sustainable communities values the capacity of individuals as well as groups to reflect on personal experiences and global views and to contest conventional ways of interpreting and interacting with the world. Participation Education for sustainability identifies participation as fundamental for involving communities and individual in sustainability. Partnerships for change Another aim of education for sustainability is to use genuine partnerships to develop networks and relationships, and to improve communication between various sectors of the society.

Going by the principles above, it is important to note that education for sustainable communities should focus on every stakeholder in the community, and this means engaging people of all ages, whether in school at home or in the workplace. Importantly since the future communities have to be informed about the need to use biodiversity sustainably, it is important to inculcate the knowledge among the young populations. This paper will therefore focus on how education for sustainable can be incorporated in the school curriculum and also target the older communities through participation, communication and facilitation.

As the Australian Association for Environmental Education (n.d.) notes, in Australia and globally, education is increasingly recognised as an important means of attaining sustainability. In addition, environmental education has advanced from nature studies to sustainability education, and from provision of information to community development that enables people to participate in the required activities at school, at home and at work (Australian Association for Environmental Education, n.d.).

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