Education for Sustainable Development (ESD) Initiatives and Programmes in Bangladesh

Abstract

Education for sustainable development (ESD), though not carried out formally under that designation, can be seen happening through various avenues of learning available in a developing country like Bangladesh. Challenges such as those associated with the environment, population, development and climate change constitute the context for recognizing the centrality of education in development. In particular, environmental education and education for sustainable development address these challenges. Thus, the narrow mandate of education as a means of preparing people for economic prosperity has been surpassed in the country. Specifically, mass-scale overall courses in basic environmental studies (Poribesh Shiksha) have been initiated by the national government in primary schools (Year 1–Year 5) and secondary education from the 1990s. At the tertiary level, many higher education institutions and universities are providing courses specifically related to allied fields of environment and its management. However, a stronger but more scattered notional ESD is being implemented by non-formal education (NFE) systems and activities that are organized principally by non-governmental organizations (NGOs) and community-based organizations (CBOs) at grass-root levels in both rural and urban areas. The importance of ESD is being clearly recognized by different agencies like the media (both newspapers and electronic media) and they are being seen as important actors for the purpose of drawing environment and sustainable development issues to the fore. A review of government policies, programmes, rules and regulations shows that there is a concerted effort in recognizing the role of education for environmental and sustainable development at different levels of the country.