sustainable development 20 years on from the ... - JosÃ© Eli da Veiga

More documents

Recommendations

Info

163 From a <strong>sustainable</strong> <strong>development</strong> perspective, it is interesting to look at the quality of education in the region. For the purposes of assessing the performance of students in the Second Regional Comparative and Explanatory Study (SERCE), the tests used had common elements and were structured along the lines of the “skills for life” approach promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO), which emphasizes not only the acquisition of knowledge but also its application to a range of daily situations and settings in order to interpret and understand the world. The data confirms that the performance of most students in the region in the sciences is severely hampered in this respect. Early parenthood affects the capacity of young people, particularly girls, to make the transition to adulthood with the resources and human capital they need for their future life. Sexual and reproductive health education for adolescents, within the framework established by the International Conference on Population and Development (ICPD) (Cairo, 1994), is a key policy tool for preventing intergenerational reproduction of poverty and promoting <strong>sustainable</strong> <strong>development</strong> (Delamónica and Mehrotra, <strong>20</strong>06). Twenty <strong>years</strong> after the Rio Declaration on Environment and Development and the recommendation to reorient education towards <strong>sustainable</strong> <strong>development</strong> (Agenda 21, chapter 36), and seven <strong>years</strong> after the United Nations Decade of Education for Sustainable Development began, the majority of Latin American and countries and some Caribbean countries have approved national policies or strategies for education on the environment or <strong>sustainable</strong> <strong>development</strong> (see box III.4). This demonstrates that the education community, and, above all, policymakers, have identified the need to include <strong>sustainable</strong> <strong>development</strong> issues in national plans, with a view to creating education competencies in this area. However, more action is needed in regard to education on issues such as climate change, biodiversity and disaster risk reduction. Other policy proposals may be prompted by the impact of environmental degradation on childhood and adolescence (Tamburlini, von Ehrenstein and Bertollini, <strong>20</strong>02; UNICEF, <strong>20</strong>07). The impact begins even before gestation, as toxic agents in water, air or food can affect the reproductive organs of men and women and cause congenital diseases. During gestation, cells reproduce more quickly and the foetus may be affected by the environment via the placenta, which can lead to growth anomalies and a greater propensity to develop cancer in later life. Babies that are not fed exclusively on breast milk during the neonatal period are more likely to ingest toxins, since the gastro-intestinal tract has minimal resistance at this time. Babies and children have higher calorie consumption and respiration rates per kilo of body weight than adults and are therefore more vulnerable to environmental pollution while eating and breathing. This is particularly true in poorer households whose only alternative is to use polluting materials for cooking and heating, and in urban centres affected by industrial pollution. Children and adolescents may also be exposed to toxic substances at school, since few families or schools have access to materials and toys that have been certified as non-toxic. The school’s location and facilities may exacerbate the situation (it may be close to factories or rubbish dumps, sanitary conditions may be poor or there may be no connection to drinking water). Other potential sources of contamination are asbestos, mould owing to moisture and a lack of maintenance, and lead in paint or in other surfaces in the home. In urban areas, children and adolescents, especially the poorest, often play in rubbish dumps, having no other alternatives (UNICEF, <strong>20</strong>12).
164 Box III.4 LATIN AMERICA AND THE CARIBBEAN: EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL EDUCATION A significant number of countries in the region have designed and/or implemented national initiatives on education for <strong>sustainable</strong> <strong>development</strong> and/or environmental education. The concept of education for <strong>sustainable</strong> <strong>development</strong> emerged in the late 1990s and gained momentum following the declaration of the United Nations Decade of Education for Sustainable Development, giving rise to the Regional Strategy on Building Education for Sustainable Development in Latin America and the Caribbean and the Latin American and Caribbean Programme for Environmental Education (PLACEA). In addition, there are a large number of initiatives outside the formal education sector, in which nongovernmental organizations (NGOs) play a major role. Many NGOs are keenly interested in working on cultural diversity issues, as well as on indigenous, gender, inequality and poverty issues. LATIN AMERICA AND THE CARIBBEAN: NATIONAL INITIATIVES ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL EDUCATION Countries with policies, strategies and/or plans on education for <strong>sustainable</strong> <strong>development</strong>, and year of implementation Chile (<strong>20</strong>08) Argentina (<strong>20</strong>08) Costa Rica (<strong>20</strong>06) Peru (<strong>20</strong>07) Mexico (<strong>20</strong>06) Ecuador (<strong>20</strong>06) Uruguay (<strong>20</strong>05) El Salvador (<strong>20</strong>06) Jamaica (1998) Brazil (<strong>20</strong>04) Countries with policies, strategies and/or plans on environmental education, and year of implementation Nicaragua (<strong>20</strong>03) Colombia (<strong>20</strong>02) Cuba (1997) Guatemala (1996) Dominican Republic (1992) Panama (1992) Source: United Nations Educational, Scientific and Cultural Organization (UNESCO), “Políticas, estrategias y planes regionales, subregionales y nacionales en educación para el desarrollo sostenible y la educación ambiental en América Latina y el Caribe. Decenio de las Naciones Unidas de la Educación para el Desarrollo Sostenible, <strong>20</strong>05-<strong>20</strong>14” (OREALC/<strong>20</strong>09/PI/H/2), Santiago, Chile, Regional Bureau for Education in Latin America and the Caribbean <strong>20</strong>09, “Organismos No Gubernamentales que trabajan en Educación para el Desarrollo Sostenible y en Educación Ambiental en América Latina y el Caribe” (OREALC/<strong>20</strong>09/PI/H/5), Santiago, Chile, Regional Bureau for Education in Latin America and the Caribbean, <strong>20</strong>09; E. Tréllez, “Algunos elementos del proceso de construcción de la educación ambiental en América Latina”, Revista iberoamericana de educación, No. 41, <strong>20</strong>06; Programa Latinoamericano y del Caribe de Educación Ambiental, Informe final [online] www.medioambiente.cu/download/PLACEA.doc; y Programa Latinoamericano y del Caribe de Educación Ambiental en el Marco del Desarrollo Sostenible (PLACEA) [online] http://www.pnuma.org/educamb/placea.php. This has led to various policy initiatives, some of which are common to the <strong>sustainable</strong> <strong>development</strong> agenda while others target children. The first category includes water and sanitation provision, which, together with precarious housing, is the best indicator of child poverty (ECLAC/UNICEF, <strong>20</strong>10; Katzman, <strong>20</strong>11), while the second includes the regulation and certification of non-toxic educational toys and materials. The use of asbestos and lead paint in general but particularly in nurseries and schools should be prohibited, given that infants and children spend most of their time at home or at school. Policies on <strong>sustainable</strong> <strong>development</strong> and equity should also address decisions on the location of schools and safe public play and recreation areas. Feeding babies exclusively on breast milk
Page 1 and 2:
SUSTAINABLE DEVELOPMENT 20<
Page 3 and 4:
Alicia Bárcena Executive Secretary
Page 5 and 6:
4 8. Protection of fishery resource
Page 7 and 8:
6 Table II.1 Ratification of multil
Page 9 and 10:
8 Figure V.7 Figure V.8 Figure V.9
Page 12 and 13:
11 FOREWORD In December 20<
Page 14 and 15:
13 INTRODUCTION The United Nations
Page 16 and 17:
15 The Rio Declaration contains 27
Page 18 and 19:
17 Box 2 (concluded) 24 Warfare is
Page 20 and 21:
19 this regard, the International C
Page 22 and 23:
21 The dynamic on which these data
Page 24:
23 Bibliography Acquatella, J. and
Page 27 and 28:
26 inequality, access to basic serv
Page 29 and 30:
28 Figure I.3 LATIN AMERICA AND THE
Page 31 and 32:
30 air (see the section on health),
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
36 The problem of unreliable servic
Page 39 and 40:
38 Figure I.11 LATIN AMERICA AND TH
Page 41 and 42:
40 Concerning tenure, certain struc
Page 43 and 44:
42 Thanks to the improvements in wa
Page 45 and 46:
44 One of the greatest health risks
Page 47 and 48:
46 In Latin America and the Caribbe
Page 49 and 50:
48 Figure I.14 UNDERNUTRITION AND O
Page 51 and 52:
50 Generally speaking, national hea
Page 53 and 54:
52 covered by existing retirement s
Page 55 and 56:
54 Box I.3 MAINSTREAMING DISASTER-R
Page 57 and 58:
56 patterns in Latin America, with
Page 59 and 60:
58 In fact, despite achievements ma
Page 61 and 62:
60 The second productivity feature
Page 63 and 64:
62 for groups that are usually bypa
Page 65 and 66:
64 Figure I.18 LATIN AMERICA AND TH
Page 67 and 68:
66 2009). In addit
Page 69 and 70:
68 production will, however, height
Page 71 and 72:
70 Lastly, climate factors are also
Page 73 and 74:
72 C. ENERGY: ENERGY INTENSITY, EFF
Page 75 and 76:
74 Fuel subsidies for private vehic
Page 77 and 78:
76 Table I.9 LAWS FOR THE PROMOTION
Page 79 and 80:
78 reduction must also be mainstrea
Page 81 and 82:
80 Box I.7 URBAN SUSTAINABILITY IN
Page 83 and 84:
82 Box I.8 THE ECO-EFFICIENCY OF UR
Page 85 and 86:
84 Figure I.21 SELECTED COUNTRIES:
Page 87 and 88:
86 E. STRENGTHENING THE STATE AND A
Page 89 and 90:
88 Bibliography Acquatella, Jean (<
Page 91 and 92:
90 Fresco, Louise (20</stro
Page 93 and 94:
92 Perroti, D.E. and R. Sánchez (<
Page 95 and 96:
94 (2010b), Achiev
Page 97 and 98:
96 Table II.1 RATIFICATION OF MULTI
Page 99 and 100:
98 Box II.1 (concluded) Union of So
Page 101 and 102:
100 Table II.3 LATIN AMERICA AND TH
Page 103 and 104:
102 The same applies to the incenti
Page 105 and 106:
104 Figure II.1 LATIN AMERICA AND T
Page 107 and 108:
106 Box II.2 LATIN AMERICA AND THE
Page 109 and 110:
108 Figure II.3 SHARE OF GLOBAL GRE
Page 111 and 112:
110 Figure II.7 PER CAPITA CO 2 EMI
Page 113 and 114: 112 Figure II.10 CARBON INTENSITY O
Page 115 and 116: 114 Table II.4 LATIN AMERICA AND TH
Page 117 and 118: 116 coast and in marine areas, the
Page 119 and 120: 118 Box II.4 CENTRAL AMERICA: BIODI
Page 121 and 122: 120 25 Figure II.1
Page 123 and 124: 122 The valuable assets related to
Page 125 and 126: 124 monitoring have been instrument
Page 127 and 128: 126 Box II.7 LATIN AMERICA AND THE
Page 129 and 130: 128 technology transfer is successf
Page 131 and 132: 130 Table II.6 AGRICULTURAL PRODUCT
Page 133 and 134: 132 (a) Integrated water resources
Page 135 and 136: 134 concessions, authorizations and
Page 137 and 138: 136 water flows caused by land-use
Page 139 and 140: 138 Climate change will exacerbate
Page 141 and 142: 140 With regard to the safe recover
Page 143 and 144: 142 MERCOSUR countries are implemen
Page 145 and 146: 144 Unlike in the early 1990s, all
Page 147 and 148: 146 Bibliography Acquatella, J. (<s
Page 149 and 150: 148 Li, J. and M. Colombier (<stron
Page 151 and 152: 150 WHO (World Health Organization)
Page 153 and 154: 152 1. Statistics and indicators Si
Page 155 and 156: 154 3. Technology and environmental
Page 157 and 158: 156 2. Citizen participation in env
Page 159 and 160: 158 Reforms that would improve acce
Page 161 and 162: 160 (b) Land ownership Land rights
Page 163: 162 Box III.3 LATIN AMERICA AND THE
Page 167 and 168: 166 Many countries have created ins
Page 169 and 170: 168 Since 1992, municipalities in L
Page 171 and 172: 170 requirements of legislation; 14
Page 173 and 174: 172 8. The science and technology c
Page 175 and 176: 174 9. Farmers Rural households, in
Page 177 and 178: 176 Bibliography Acuña, G. (<stron
Page 179 and 180: 178 Tréllez, E. (20</stron
Page 181 and 182: 180 A. IMPLEMENTATION OF INTERNATIO
Page 183 and 184: 182 strategies, develop mechanisms
Page 185 and 186: 184 participatory process; and nati
Page 187 and 188: 186 issues, which have been incorpo
Page 189 and 190: 188 Furthermore, at the internation
Page 191 and 192: 190 4. Freshwater resources, water
Page 193 and 194: 192 With respect to coastal and mar
Page 195 and 196: 194 Further to the issues identifie
Page 197 and 198: 196 (2006), Challe
Page 199 and 200: 198 (2010b), Towar
Page 201 and 202: 200 As for financi
Page 203 and 204: 202 This assistanc
Page 205 and 206: 204 Regions Table
Page 207 and 208: 206 In addition to
Page 209 and 210: 208 Figure V.5 LAT
Page 211 and 212: 210 Innovative financing mechanisms
Page 213 and 214: 212 8.8 Agricultural support estima
Page 215 and 216:
214 2. Agricultural subsidies Most
Page 217 and 218:
216 (18.9%). 11 Fishery subsidies h
Page 219 and 220:
218 Figure V.9 LATIN AMERICA AND TH
Page 221 and 222:
220 1. Science and
Page 223 and 224:
222 Figure V.10 LATIN AMERICA AND T
Page 225 and 226:
224 2. Scientific capacities and te
Page 227 and 228:
226 4. Knowledge plurality Rural po
Page 229 and 230:
228 IDB (Inter-American Development
Page 232 and 233:
231 Chapter VI GUIDELINES FOR ACHIE
Page 234 and 235:
233 B. GUIDELINES FOR THE INTEGRATI
Page 236 and 237:
235 (b) Strengthen policies designe
Page 238 and 239:
237 from these sectors could suffer
Page 240 and 241:
239 (f) Send proper signals to esse
Page 242 and 243:
241 The following actions are sugge
Page 244 and 245:
243 As part of the preparatory proc
Page 246 and 247:
245 Indicators can help to raise aw
Page 248 and 249:
247 All of these initiatives seek t
Page 250 and 251:
249 (a) Reform curricula to include
Page 252 and 253:
251 (ii) Support initiatives to for
Page 254 and 255:
253 (b) For Latin America and the C
Page 256 and 257:
255 initiatives, are intended to no
Page 258:
This report describes the progress
show all

sustainable development 20 years on from the ... - JosÃ© Eli da Veiga

Create successful ePaper yourself

Delete template?

Save as template?