Education importance of child education, adult education, women education and science and technology
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education is humanity’s best hope and most effective means in the quest to achieve
sustainable development. This powerful statement was made in 1997 in the UNESCO
report, Educating for a Sustainable Future. Five years later, it was brought to the attention
of the world leaders at the Johannesburg World Summit on Sustainable Development,
paving the way to the establishment of the United Nations Decade for Education for
Sustainable Development (2005-2014). UNESCO was designated as the lead agency for implementing
the Decade.
The Organization has taken the leadership role to heart, and helped catalyse, guide, co-ordinate
and document related efforts around the world. This publication represents a highly important effort in the
implementation of the Decade: it is a product of a well-focused international workshop, ‘The Role of Early
Childhood Education for a Sustainable Society’, held in Göteborg, Sweden, in May 2007, during which
delegates of sixteen countries contributed a diversity of insights, perspectives and experiences. More
importantly, it is about early childhood education – the fi rst stage of education where the foundation for
lifelong learning and development is laid – and its contribution to building a sustainable society. It offers
a rare and valuable collection of refl ections on the linkages between early education and sustainable
development, which UNESCO is pleased to publish.
I would like to thank colleagues from Göteborg University and Chalmers University of Technology,
particularly Ingrid Pramling Samuelsson, Helene Nilsson, Elsi Brit Jodahl, Christer Larsson, Lars-Erik
Olsson, Helene Bergsten, Inger Björneloo, Bo Samuelsson and Lisbetth Söderberg, for having planned
and organized the workshop. I am also grateful to the City of Göteborg for its generous fi nancial support
for the organization of the workshop, and to Göteborg University and the Centre for Environment and
Sustainability, which kindly contributed to the printing of this publication. My special thanks are reserved
for Ingrid Pramling Samuelsson, Göteborg University, and Yoshie Kaga, the Division for the Promotion of
Basic Education, UNESCO, who prepared the synthesis of the workshop proceedings and who oversaw
the preparation of the publication.
I hope that this report will inspire further refl ection and action to educate and empower our youngest
citizens for a common, sustainable future.
sustainable development. This powerful statement was made in 1997 in the UNESCO
report, Educating for a Sustainable Future. Five years later, it was brought to the attention
of the world leaders at the Johannesburg World Summit on Sustainable Development,
paving the way to the establishment of the United Nations Decade for Education for
Sustainable Development (2005-2014). UNESCO was designated as the lead agency for implementing
the Decade.
The Organization has taken the leadership role to heart, and helped catalyse, guide, co-ordinate
and document related efforts around the world. This publication represents a highly important effort in the
implementation of the Decade: it is a product of a well-focused international workshop, ‘The Role of Early
Childhood Education for a Sustainable Society’, held in Göteborg, Sweden, in May 2007, during which
delegates of sixteen countries contributed a diversity of insights, perspectives and experiences. More
importantly, it is about early childhood education – the fi rst stage of education where the foundation for
lifelong learning and development is laid – and its contribution to building a sustainable society. It offers
a rare and valuable collection of refl ections on the linkages between early education and sustainable
development, which UNESCO is pleased to publish.
I would like to thank colleagues from Göteborg University and Chalmers University of Technology,
particularly Ingrid Pramling Samuelsson, Helene Nilsson, Elsi Brit Jodahl, Christer Larsson, Lars-Erik
Olsson, Helene Bergsten, Inger Björneloo, Bo Samuelsson and Lisbetth Söderberg, for having planned
and organized the workshop. I am also grateful to the City of Göteborg for its generous fi nancial support
for the organization of the workshop, and to Göteborg University and the Centre for Environment and
Sustainability, which kindly contributed to the printing of this publication. My special thanks are reserved
for Ingrid Pramling Samuelsson, Göteborg University, and Yoshie Kaga, the Division for the Promotion of
Basic Education, UNESCO, who prepared the synthesis of the workshop proceedings and who oversaw
the preparation of the publication.
I hope that this report will inspire further refl ection and action to educate and empower our youngest
citizens for a common, sustainable future.
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3
Answer:
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values.[1] It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner.[2]
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