Delivering Programs on Education for Sustainable Development (ESD) and UN Sustainable Development Goals (SDGs) in Mainland China and the Hong Kong Special Administrative Region: An Assessment of the Hong Kong Institute of Education for Sustainable Development

Abstract

The promulgation of the UN Agenda 2030 and the 17 Sustainable Development Goals (SDGs) has provided new impetus for education institutions in their efforts to foster Education for Sustainable Development (ESD). A wide search of ESD literature indicates that these institutions tend to adopt varying approaches to maintaining a balance of the three components of environment, society, and economy in their ESD programs. This chapter undertakes an institutional review of HIESD and assesses its programs. The program review establishes the level of relevancy according to four criteria, namely category, ownership, structure, and quality assurance. Findings reveal that high relevancy levels are achieved in the following: (1) professional programs on Accounting and Management Consulting, in goals on quality education, economic growth, professional development, and international network, (2) ESD-oriented programs for schools, in goals on environment, the Thirteenth Five-Year Plan, Decade of Education for Sustainable Development and SDGs, (3) Peace and Sustainable Development, in goals on peace, social capital growth and lifelong learning, and (4) Smart Health School, in goals on well-being, quality education, and big data application.