12 - Education for sustainable development: An overview of Asia-Pacific perspectives

Summary

In the 30 years since the introduction of sustainable development and its acceptance as a concept in education, much can be gained from its successful implementation across the world. It is largely driven by the Brundtland Report of 1987, when the term ‘sustainable development’ (SD) was coined. While much has been achieved since then, there are, however, still a number of gaps, conceptually and in practice, when viewed from the perspectives of indigenous knowledge and wisdom, especially the non-Western-centric worldviews. This can be well observed within the diverse indigenous communities of the Asia-Pacific, such as in Japan, Indonesia, Malaysia, Thailand, and New Zealand. Overall, each provides a unique input to the understanding of SD as a concept and its practice beyond what is conventionally framed by the Brundtland Report. By taking due consideration of the various indigenous perspectives, the vista of SD could be further enhanced and expanded, at the same time enriching the concept through real-life examples, making SD even more relevant and viable as a way of life. Instead of regarding these as divergent views, it is more instructive to integrate them into what has been constructed thus far to generate a more holistic and balanced framework with a higher sense of purpose, as spelt out by the overarching goals of the United Nations Sustainable Development Goals, namely dignity, justice, and partnership, apart from the usual 3Ps of planet, people, and prosperity.