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M.Sc. Student of Environmental Education , payame noor university
Abstract
Following the Earth Conference in 1992 and the preparation of Agenda 21 and Its 36th chapter which is about environmental education and training for sustainable development, and regarding four main themes of this chapter, all implying the stability of training, and also, because we are in the decade of education for sustainable development now, all countries have tried to design and suggest ways for the stability of education. Therefore, in this conference all countries unanimously agreed upon “training of sustainable development in schools as a whole”. This approach put emphasis on implementation of what has been learned to reduce the gap between values in action through integrating formal and informal training programs .In “schools as a whole” approach which is sustainable school in essence, it is necessary to consider a framework for sustainable school with emphasis on its dimensions and indexes. In this article, all of these items have been described completely, and in the end, it has been concluded that training for sustainable development in schools is in it’s initial phase and the managers have come to understood it’s necessary, but there is no clear framework for its implementation.
Karimi, D., & Enayati, A. (2012). Education for Sustainable Development, Sustainable School. Journals of Environmental Education and Sustainable Development, 1(1), 59-74.
MLA
D. Karimi; Ashraf Enayati. "Education for Sustainable Development, Sustainable School". Journals of Environmental Education and Sustainable Development, 1, 1, 2012, 59-74.
HARVARD
Karimi, D., Enayati, A. (2012). 'Education for Sustainable Development, Sustainable School', Journals of Environmental Education and Sustainable Development, 1(1), pp. 59-74.
VANCOUVER
Karimi, D., Enayati, A. Education for Sustainable Development, Sustainable School. Journals of Environmental Education and Sustainable Development, 2012; 1(1): 59-74.
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