Geography Reference
In-Depth Information
10.1
Introduction
Current issues among Japanese geography educators are threefold: (1) implementation
of the revised National Curriculum Standards in 2008 and 2009 by the Ministry of
Education, Culture, Sports, Science and Technology (MEXT), (2) a declaration that
promotes Education for Sustainable Development (ESD) made by the International
Geographical Union Commission on Geographical Education (IGU-CGE), and (3)
UNESCO's development of a roadmap for geography education that promotes
ESD in Japan.
Geography education is facing a new era, not only in Japan but internationally.
The challenge that the new geography education faces is one of fostering student
talents that can contribute to the building of a sustainable society within the new
framework of ESD, under the United Nations Decade of ESD from 2005 to 2014.
The purpose of this paper is to fi rst examine the direction of reform that sustainable
development instruction demands from geography education, as well as the move-
ment of IGU-CGE in response to the needs for education based on that development.
Third we discuss the infl uence that UNESCO education, which has proposed the basic
principles of education for sustainable development, has had on geography education.
The discussion is aimed at clarifying optimal ways to reform ESD within geography
education in Japan.
10.2
ESD: Driving Reform of Geography Education
10.2.1
Origins and Goals of ESD
The conceptual origins of ESD can be traced to the UN Conference on the Humanity
and the Environment, held in Stockholm during 1972. However, the offi cial beginning
of ESD was at the UN World Summit for Sustainable Development (WSSD) in
Johannesburg in 2002. That is where the Japanese government, together with NGOs,
proposed that the period 2005 to 2014 be recognized as the United Nations Decade
of Education for Sustainable Development (UNDESD). That same year, the proposal
was approved unanimously by the UN General Assembly. This led to creation of the
concept “building a sustainable society,” which was introduced into the revised
Japanese National Curriculum Standards. This was the beginning of a worldwide
education reform movement proposed by Japan. When the UNDESD was approved
by the UN General Assembly, UNESCO was designated as the lead agency. UNESCO
drew up the International Implementation Scheme for the UN Decade of ESD, called
“UNESCO IIS for UNDESD 2005,” and obtained approval from the United Nations.
This implementation scheme requested that each UN member state introduce ESD
into their national curricula.
In Japan, the Liaison Council of Ministries and Agencies (hereafter referred to as the
liaison council), which was concerned with the UN Decade of ESD, was established
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