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Jean Monnet
UN DECADE OF EDUCATION FOR
SUSTAINABLE DEVELOPMENT IN LATVIA
AND
PERSPECTIVE OF THE LIFE-LONG
EDUCATION FOR SUSTAINABLE
DEVELOPMENT SYSTEM
Dr. Jānis Zaļoksnis
Associate professor, University of Latvia, Riga
Saransk, April 23, 2014.
1
Sustainable development
2
HOTEL „BELLA SKY”, COPENHAGEN
3
United Nations Climate
Change conference, 2009
India’s Prime Minister Manmohan Singh (blue) and Indian Minister of Environment and Forests Jaraim
Ramesh (behind) during a multilateral meeting with U.S. President Barac Obama, Chinese Premier Wen
Jiabao, Brazilian President Lula da Silva and South African President Jacob Zuma
Connie Hedegaard, former president of the UN
Climate Change Conference 2009 in Copenhagen;
now – EU Commissioner for Climate action
4
EU Sustainable Development Strategy
implementation progress for the period between
2000 and 2013
5
Sustainable development
Stockholm (1972)
-United Nations Conference on the
Human Environment
Rio De Janeiro (1992)
-United Nations Conference on the
Environmental and Development
“Sustainable development meets the
needs of the present generations without
compromising the ability of future
generations to meet their own needs."
Johannesburg (2002)
-United Nations Conference on the
Sustainable Development
Rio De Janeiro (2012)
-United Nations Conference on the
Sustainable Development - (Rio+20-”The Future We Want” )
1972
1992
Gro Harlem Bruntland
Dennis Meadows
2004
6
7
Planetary boundaries
8
The UN’s High-Level Panel on
Global Sustainability
In early 2012, the UN’s High-Level Panel on Global Sustainability — chaired by
Presidents Zuma of South Africa and Halonen of Finland
— noted the need for “The international community to measure development beyond gross domestic product (GDP)
and develop a new sustainable development index or set of indicators.”
9
THE WORLD DEVELOPMENT MODELS
„Green economy” + „National happiness” = „Sustainable world”
10
United Nations Decade of Education for
Sustainable Development
Education in its general sense is a form of lerning in which
the knowledge, slills and habits of a group of people are
transferred from one generation to the next through teaching,
training, or research. Education frequently takes place under
the guidance of others, but may also be autodidactic.
Systematic thinking – acknowledging complexities and looking for links and
synergies, when trying to find solutions to problems.
Participation in decision-making – empowering people.
Envisioning – being able to imagine a better future. The premise is that if we
know where we want to go, we will be better able to work out how to get there.
Critical thinking and reflection – learning to question our current belief systems
and to recognize the assumptions underlying our knowledge, perspective and
opinions. Critical thinking skills help people learn to examine economic,
environmental, social and cultural structures in the context of sustainable
development.
Building partnerships – promoting dialogue and negotiation, learning to work
together.
11
The objectives of the UN Decade
ESD are to:
• facilitate networking linkages, exchange and interaction among stakeholders in ESD;
• foster increased quality of teaching and learning in ESD;
• help countries make progress towards and attain the Millennium Development
Goals through ESD efforts;
• provide countries with new opportunities to incorporate ESD into education reform
efforts.
Concepts development for the education
12
UN DECADE ESD HAS BEEN NEEDED FOCUS ON:
• reorienting educational programmes - rethinking and revising education from
nursery school through university to include a clear focus on the development of
knowledge, skills, perspectives and values related to sustainability,
• building public understanding and awareness - achieving the goals of
sustainable development requires widespread community education and a
responsible media committed to encouraging an informed and actived citizens,
• providing practical training - all sectors of the workforce can contribute to local,
regional and national sustainability,
• creating synergies with the other global initiatives that preceded it, like the
Millenium Development Goals (centered on the reduction of poverty) and
Education For All (focuses on the universal access to education).
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Teaching and Learning for a Sustainable Future
UNESCO multimedia teacher education programme
Theme 1
Curriculum Rationale
These modules present an introduction to the global
realities, imperatives for sustainable development
and educational issues that form the rationale of
Education for a Sustainable Future.
1. Exploring global realities
2. Understanding sustainable development
3. A futures perspective in the curriculum
4. Reorienting education for a sustainable future
5. Accepting the challenge
Theme 3
Contemporary Issues
This section illustrates ways in which a variety of
curriculum themes may be recognised to
integrate an interdisciplinary emphasis on a
sustainable future.
10. Culture and religion for sustainable future
11. Indigenous knowledge and sustainability
12. Women and sustainable development
13. Population and development
14. Understanding world hunger
15. Sustainable agriculture
16. Sustainable tourism
17. Sustainable communities
18. Globalisation
19. Climate change
Theme 2
Sustainable Development Across the Curriculum
These modules illustrate ways in which Education
for Sustainable Development can be integrated into
all areas of the curriculum, especially into cross
curriculum themes such as health and consumer
education.
6. Sustainable futures across the curriculum
7. Citizenship education
8. Health education
9. Consumer education
Theme 4
Teaching & Learning Strategies
This set of modules develops professional skills for using
teaching and learning strategies that can help students achieve
the wide range of knowledge, skill and values objectives of
Education for Sustainable Development.
20. Experiential learning
21. Story telling
22. Values education
23. Enquiry learning
24. Appropriate assessment
25. Future problem solving
26. Learning outside the classroom
27. Community problem solving
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22. Values education
Introduction
The values and attitudes we live by affect how we relate to other people and to all our activities in the environment,
and so are a major influence on our prospects for achieving a sustainable future.
Although they cannot be separated from cognitive understanding, values and attitudes relate to the affective (or
emotional) dimension of human behaviour. While values and attitudes are similar in this regard, they differ in several
important ways.
Values are generally long-term standards or principles that are used to judge the worth of an idea or action. They
provide the criteria by which we decide whether something is good or bad, right or wrong.
Attitudes predispose us to respond in particular ways to people and events. They are not so deeply felt as values and
quite often change as a result of experience.
This module provides an opportunity to consider the importance of human values and attitudes in shaping the future.
It also provides ideas and examples for two categories of strategies for exploring values in the classroom – values
clarification and values analysis.
Objectives
To develop an understanding of values education strategies;
To consider the relation between values and personal behaviour affecting the achievement of sustainable futures;
To reflect on your futures awareness, commitment and actions; and
To develop skills for using values clarification and values analysis in teaching.
Activities
The Elephant Dilemma
Towards an ethic of sustainability
Values educational strategies
Reflection
References
15
Values education - Reflection
Begin by opening your Learning Journal for this activity.
Completing the module: Look back through the activities and tasks to check that you have done them
all and to change any that you think you can improve now that you have come to the end of the module.
Values education aims to achieve two basic outcomes:
• Helping students to better understand the values that guide their own daily lives, and
• Contributing to changes in values held collectively by communities and personally by individuals.
In Education for Sustainable Development, the direction of this change is toward increased
understanding, tolerance and fairness toward other humans (through social equity, peace and
democracy) and toward sustainability in the use of resources drawn from the natural environment
(through appropriate development and conservation).
Q: Identify eight key values that you believe can contribute to achieving a sustainable future.
Q: Outline how the Copper Mine exercise (or a similar issue – perhaps one in your own country) could
be adapted to use with a class you teach.
16
UNESCO World Conference on ESD
Bonn, Germany, 2009
DECLARATION
• Despite unprecedented economic growth in the 20th century, persistent poverty and inequality still affect too
many people, especially those that are most vulnerable.
• The global financial and economic crises highlights the risks of unsustainable economic development models and
practices based on short-term gains.
• The food crisis and world hunger are an increasingly serious issue.
• Unsustainable production and consumption patterns are creating ecological impacts that compromise the options
of current and future generations and the sustainability of life on Earth, as climate change is showing.
• All countries will need to work collaboratively to ensure sustainable development now and in the future.
• Investment in ESD is an investment in the future, and can be a life-saving measure, especially in post-conflict and
least developed countries.
• Education should be of a quality that provides the values, knowledge, skills and competencies for sustainable
living and participation in society and decent work.
• Through education and lifelong learning we can achieve lifestyles based on economic and social justice, food
security, ecological integrity, sustainable livelihoods, respect for all life forms and strong values that foster social
cohesion, democracy and collective action.
• Education for sustainable development is immediately necessary for securing sustainable life chances, aspirations
and futures for young people.
17
UNESCO World Conference on ESD
Plenary Hall
18
Environmental Protection Law of the
Republic of Latvia
Section 42. Environmental Education
(1) The matters in respect of environmental education and education for
sustainable development shall be included in the mandatory curriculum of the
subject or course standard in accordance with the specific character of each
subject by co-ordinating and ensuring succession on different education levels.
(2) The environmental protection course shall be included in the mandatory part of
all study programmes of authorities of higher education and colleges.
(3) A course regarding sustainable development shall be included in the study
programmes of instructors of all authorities of higher education and colleges.
Law approved in Saeima (Parliament) of the Republic of Latvia on November 2, 2006
19
Number of schools and teachers for general daily
education in Latvia 2013/2014 sch./y.
Total
Schools in Latvia
807
Primary
schools
48
Elementary
schools
337
Primary schools
Latvia, together 1-4 class
Elementary schools
Latvia, together 5-9 class
Secondary schools
Latvia, together 10-12 class
Latvia, together 1-12 class
Secondary
schools
361
Total
76921
Total
90459
Total
33320
200 207
1.cl.
20168
5.cl.
18293
10.cl.
10409
Special educational
establishments
61
2.cl.
18876
6.cl.
18820
11.cl.
10976
3.cl.
19120
7.cl.
17644
12.cl.
11941
4.cl.
18757
8.cl.
17015
9.cl.
18687
Number of learners by classes in the schools of general daily education in Latvia, 2012/2013 sch./y.
No. of teachers
28 221
Full day teachers
23 882
20
Regulations of Cabinet of Ministers on the
general state education standard
Regulations of Cabinet of Ministers of the Republic of Latvia Regulations on the general
state education standard, study subjects and curriculum models” (No.281; 21.05.2013.) in the 3rd
article identify the needs and requirements as
„To provide learners with the knowledge and skills necessary for personal growth
and development, civic participation, employment, social integration and continuation of
education”, with one of the main task “creation of awareness of the processes of society
and the desire to share responsibility to engage in sustainable community”.
Integration of the sustainable development issues are required at 14 of 25 teaching subjects
by mentioned above education standard (Natural sciences; Mathematics; Physics; Chemistry;
Biology; Geography; Economics; Politics; Philosophy; Psychology; Ethics; History;
Culture; Household).
21
HISTORICAL DEVELOPMENT OF SCHOOLS
Plato’s academy, mosaic from Pompei.
Mental calculations in the school of S. Rachinsky. Nikolay
Bvogdanov-Berlsky, Russia, 1895.
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HISTORICAL DEVELOPMENT OF SCHOOLS
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NEW PROBLEMS DUE TO SCHOOLS DEVELOPMENT
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An Agenda 21 for Education
in the Baltic Sea Region – Baltic 21E
Overall goal for Education
All individuals should have competence to support a sustainable
development that meets the needs of the present without compromising on
the ability of future generations to meet their own needs.
Education for sustainable development should be based on an
integrated approach to economic, societal and environmental
development.
Goal for higher education
The individual learner should have such skills and competence relevant to their future
professions and future roles as decision-makers. Higher education should also play an
active role locally, nationally, and internationally in enhancing knowledge and action
competence regarding sustainable development through research and education in cooperation with surrounding society.
Goal for schools
The individual learner should have the knowledge, values and skills to be active, democratic and responsible citizens
and to participate in decisions at individual, as well as at different levels within society, locally and globally, to
contribute to creating a sustainable society. Learners in vocational education should also have skills and competencies
relevant to their future professions.
This will require the following:
• legal provisions that clearly include ESD,
• ESD is part of regular teaching and learning in school and the basis of all school life,
• educators have relevant competence to include SD in their teaching ,
• Suitable learning methods and a learning environment positive to SD.
25
Sustainable Development
Strategy of Latvia until 2030
SAEIMA OF THE REPUBLIC
OF LATVIA
Change of Paradigm in Education
In order to multiply the human capital at our disposal and
to use other capitals fully, for example, culture, nature and
economic capitals, change of paradigm in education is
necessary. Available lifelong education of good quality is the
necessity of the 21st century, because only educated society
which is open to creative activity is capable to work
efficiently.
Qualitative and Available Lifelong Education
• Access to Education and Changes in Organisation of Educational Process
• School as the Centre of Social Networking
• Contextual Education and Shift in the Profession of Teacher
• E-school and Use of Information Technologies
• Lifelong Education – from Pre-school to Further Education of Adults
Indicators 2030
• Number of children in pre-school institutions at the age of four, % of the total number of children >95
• Participation of inhabitants in adult education, % of the age group 25-64 >14
• Proportion of the persons, who have acquired higher education in the age group from 30 up to 34, % >40
•Proportion of foreign students in institutions of higher education (at the beginning of the school year), % >10
26
United Nations University
Sustainable Development
Main sectors
Population and Health
Food & Nutrition; Health; Infectious Disease; Population &
Migration; Water
Science, Technology & Society
Energy; Housing; Technology & Innovation; Urban
Development
Global Change & Sustainable Development
Biodiversity; Climate Change; Green Economy; Natural
Resources; Risk & Vulnerabilities
Development Governance
Economic Development; Education; Entrepreneurship; Fair
Trade; Governance; Poverty; Regional Integration
Peace, Security & Human Rights
Gender; Global Dialogue; Human Rights; Human Security;
Peace
Interact with GEO-5 experts and join the global
discussion on the environment.
http://unep.org/geo/
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Books on Sustainability in Higher Education
Barlett, Peggy and Geoffrey W. Chas, eds. Sustainability in Higher
Education: Stories and Strategies for Transformation. Cambridge, MA:
MIT Press, 2013.
Johnston, Lucas. Higher Education for Sustainability: Cases,
Challenges, and Opportunities from Across the Curriculum. New York,
NY: Routledge, 2012.
Bowers, C.A. University Reforms in an Era of Global Warming. Eugene,
OR: Eco-Justice Press, 2011.
Jones, Paula, David Selby, and Stephen Sterling. Sustainability Education:
Principles and Practices across Higher Education. New York: Earthscan,
2010.
Reynolds, Heather L., et al. Teaching Environmental Literacy: Across
Campus and Across the Curriculum. Bloomington: Indiana University
Press, 2009.
Aber, John, et al. The Sustainable Learning Community: One
University’s Journey to the Future. Durham, N.H: University of New
Hampshire Press, 2009.
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Eco School Programme
Eco School program is currently the most popular model of environmental education
in the world. It is UNEP and UNESCO partner of environmental education, and the
environment is the foundation of the educational process in schools.
Currently Eco School program involves about 40 000 schools in 60 countries,
involving 6 million students.
62 Latvian educational institutions in the last school year received international Eco
School Green Flag. Another 34 schools will receive the Green Eco School diploma.
These awards are given to schools for one year and each time it is necessary fought
again.
Latvia’s Eco School program involves more than 120 schools, bringing together
about 20 000 schoolchildren.
The Eco School program address environmental and sustainable development issues.
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“Competence enhancement for professional education teachers, involved
in teaching general subjects "
CONTENT
PEOPLE AND THE ENVIRONMENT
Earth systems: the lithosphere , hydrosphere , atmosphere , biosphere. Substance and energy movement of the Earth. Environmental
pollution and degradation of environmental quality. Exercises and follow-up.
SUSTAINABLE DEVELOPMENT
Limits to growth. Restrictions on development. Beyond the border. The concept of sustainable development. Basic Principles of
Sustainable Development. Ecological footprint. Sustainable consumption and production. Sustainable development of the Latvia.
Exercises and follow-up.
CONTENTS AND METHODS OF EDUCATION
Education for sustainable development. Environmental education and education for sustainable development - similarities and
differences. Education for sustainable development - historical approach. ESD implementation strategies. Exercises and follow-up.
32
Associated Schools Project
The UNESCO Associated Schools Project Network (ASPnet) is a long term
initiative in the field of education. Established in 1953 as a pilot project the ASPnet
has taken up its work with 33 schools from 15 countries. In Latvia the UNESCO
ASPnet was launched in 1989. At the moment there are 11 educational institutions
from all Latvian regions taking part in the project.
The main objective of the project is to promote sustainable development and
implement basic principles of sustainable education into the Latvian
educational system.
ASPnet translate the four pillars of
education for the 21st century into good
practices of quality education:
• learning to know,
• learning to do,
• learning to be,
• learning to live together.
Membership of UNESCO ASP network
is globally recognized mark for school’s
quality.
33
Pedagogical universities in Latvia
Main target groups are pedagogical students (1510 studying with state budget financing in 2014), who,
as a teachers will be obliged teach sustainable development at secondary schools of Latvia.
University
of Latvia
Rezekne Higher
Education Institution
Liepaja University
Higher
Education Institution
Riga Teacher Training and Educational
Management Academy
University of Latvia
Liepaja University
Rezekne Higher Education Institution
Latvia Academy of Music
Latvia University of Agriculture
TOTAL
No. of
students
482
379
214
150
67
38
Riga Teacher Training and
Educational Management
Academy
Daugavpils University
1510
34
EDUCATION FOR SUSTAINABLE
DEVELOPMENT/ ENVIRONMENTAL EDUCATION
EDUCATION FOR SUSTAINABLE DEVELOPMENT
integrated approach to the environment and the protection of
ecosystems, efficient use of natural resources, and economic and
social development
believes that the problems arises from the conflict between the
different objectives of humans on environment , social, cultural and
economic fields
focuses on the cultural, social , economic and biological
biodiversity
motivation to change lifestyle based on personal life experiences
responsibility for people's living conditions and the quality of the
environment
raises the competence of human activity, their ability to develop
moral criteria to encourage public participation in decision-making
resulting from local economic , social and ecological context and
take into account regional, national and global context of
environmental
integrated throughout all educational process and integrated into the
life of the school
ENVIRONMENTAL EDUCATION
dealing with environmental problems
believe that environmental problems resulting
from human activities and their impact on the
environment
focus on the biological diversity of their
conservation
focus on environmental protection activities
environmental responsibility
emphasizes individual actions (environmental
ethics)
environmental education has a local and global
context
integrate in the school’s subjects, mainly in
nature science subjects
35
Development of Environmental Science Study
Content and Study Materials
Norway Grants Project LV0044
September 2008 – April 2011
36
Study Course
”Environment and Sustainable Development”
for Universities
4 CP = 6 ECTS
Study level: 1–4 year bachelor studies;
Total amount of the study hours 160 =
64 hours – auditorium + 96 hours self-education.
Number of lecture hours 32;
Seminars (2 x 16 hours);
Environmental films & environmental
simulation games;
First test, second test, final exam.
1. Introduction
2. Environmental Science
3. Ecosystem Services
4. Ecology
5. Environmental Systems
6. Natural Disasters
7. Resources
8. Environmental Pollution
9. Climate Change
10. Water Pollution
11. Lithosphere Pollution
12. Environmental Health
13. Economics (Environment or Growth)
14. Nature Protection
15. Cultural Environment
16. Environmental Legislation
17. Environment and Territory Planning
18. Environmental Management, Institutions
19. International Cooperation
20. Environmental Technologies
21. Prevention of Air Pollution
22. Technologies for Drinking Water Processing
23. Wastewater Treatment Technologies
24. Solid Waste Management Systems
25. Sustainable Development
26. Implementation of Sustainable Development
27. Students’ Perspective on Sustainable Development
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CONTENT - TEXT & ILLUSTRATIONS
Environmental management
Environment and health
Legislation of Environmental Protection
Legal Principles of Environmental Protection
Process of Enforcement of Environmental Legislation
Approaches to Elaboration of Legal Documents
Environmental Legislation Instruments
Dialogue with Society
Environmental Policy
Environmental Management System
From Vision to Implementation
Environmental Monitoring Indicators
Voluntary Measures of Environmental Policy
EU Environmental Management Institutions
EU Directorate-General for the Environment
General Objectives of DG Environment
DG Environment Management
European Environment Agency
EU Nature and Environmental Programmes
Biodiversity Conservation Programmes
Clean Air for Europe Programme
EU Climate and Energy Package
39
Foreword for Textbook
„Environment and Sustainable Development”
Connie Hedegaard,
EU Commissioner for
Climate Action
Janez Potočnik,
EU Commissioner
For Environment
Andris Piebalgs,
EU Commissioner
for Development
40
Six advanced learning textbooks for students and
teachers of environmental science and sustainable
development
41
E-study course
”Environment and Sustainable Development”
The e-study course ”Environment
and sustainable development” was
made in the Moodle
virtual learning environment
devised at the University of Latvia.
It contains lecture
materials on 27 themes structured in
detail, provides options of tests and
self-tests,
course organisation calendar, e-mail
and forum for students and
teachers. The virtual
learning environment provides
ample opportunity to develop the
study course in the
future. It helps to learn the study
course; furthermore, it is a place for
virtual meetings
and exchange of ideas.
42
Environmental Simulation Games
Compass Education is an approach to Education for
Sustainable Development that integrates classroom
teaching, institutional
management, and community relations, using a common
platform called the Sustainability Compass: Nature,
Economy, Society, and Wellbeing.
The course also addresses the critical role played by all
educational institutions in the process of transitioning to a
sustainable society, and offers a comprehensive, integrated,
systems-based framework and set of tools for accelerating
that transition at the institutional level.
EKOPROFIL: www.ekoprofil.com
Arnold Bernaciak: [email protected]
Tomasz Branka: [email protected]
www.AtKisson.com
© 2011 AtKisson, Inc.
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Educational Films
The share of the total public
TV viewers watching the
programme
“Environmental Facts”
on Channel LTV1 was
13–16.8%,
the average number of
viewers
including rerun was 130,000.
1. Johannesburg Summit Meeting.
2. Bacteria and oil.
3. Climate change.
4. Electro-cars in Riga and in the world.
5. Alternative Europe – Malta: the green energy island. Wooden chip power.
7. Oil catastrophe in Latvia. Fukushima and Chernobyl disasters.
8. How clean are rain and snow? Snow and salts on the streets of Riga.
9. Climate change – European and global politics.
10. Tank ship “Prestige” catastrophe. The fragile sea.
11. Pollution on the banks of the Daugava River.
12. Bad smell and odours. Flux oil ponds in Latvia. Noise and health.
14. Latvian orchids, insects and butterflies - Kemeri National Park.
15. Latvia’s waterfalls. Daugeni natural trail.
16. Tow belt. Prohibition of fishing at night-time. Legislation on lake privatisation
17. Ligatne Nature Park – Natura 2000. Engure – Natura 2000.
19. UN Climate Conference in Copenhagen.
20. Eco-building in London. Low energy consumption houses. CO2-neutral house.
21. Bikeways and bikers in Riga.
22. Drinking water in Venice. H2O – fresh from the tap in Latvia.
23. Malta – ecological houses.
24. Biogas procuring in the solid waste polygon ”Getlini”.
25. Energo-efficiency. Processing of glass chippings. Second life of the refrigerator.
26. Heat insulation of buildings.
27. Environmental innovations. Environmental education lessons in open air.
44
Opening Ceremony
of the Sustainability Index
From the left: Līvija Marcinkēviča, Deputy Chairman of the Free Trade Union Confederation of Latvia; Valdis Dombrovskis, Prime Minister of Latvia; Elīna Egle,
Director-General of the Employers’ Confederation of Latvia; Ilona Jurševska, Minister of Welfare; Raimonds Vējonis, Minister of the Environment and Regional
Development; Artis Kampars, Minister of Economics
45
Voices of students
International student’ s group, Uppsala University
It is time to move on now. We do not have
much time left, and we can no longer allow
laggards to get in our way.
It is time to leave them behind and agree with
people on ideas that will actually move the
humanity forward - towards a future that is attractive, fair and
sustainable, a future shaped by us, not by the
people that have a vested interest in maintaining
the status quo.
With the tools we have at our disposal, with vision and networking, truth-telling, learning
and love, we are sure our generation can change the world towards a better future.
46
Our future needs for improvement
of the educational system and ESD
Unfortunately, educational system of Latvia is not ready yet fulfilled all educational goals, which are following
from binding documents of the European Union (EU Sustainable Development Strategy) and United Nations (Decade
of Education for Sustainable development: 2005-2014). Therefore we need:
• substantially improve qualification of school teachers to be integrated and provide complex understanding for
learners about the world and main processes going in it,
• ensure education for sustainable development for pedagogical study programmes students,
• elaborate study courses content, text books, methodical materials,
• work-out national tests for compulsory schools, possibly one test for each education level on sustainable
development, because integrated teaching through many subjects not to let evaluate knowledge of the sustainable
development,
• prepare e-course and educate acting school teachers, possibly using life-long education system (award - better
knowledge on topic and higher salary likewise),
• organise national network of school teachers, lectures and professors of universities and researchers working on
ESD/SD.
47
The Hope Graph
Transformation
Point
Objective:
Poverty gap
Innovation
Pollution
Destruction of
natural habitat
Strive to
PUSH
this point
forward and up
Empowerment
... implement
Sustainability
FASTER ...
Renewables
Fossil fuel use
Conservation
Unsustainable
Technologies
& Practices
The time
of
our lives
Awareness
Sustainable
Technologies
& Practices
1880
1920
1960
2000
... and REDUCE
the amount of
loss and damage
2040
48
I would like to live
in this beautiful
world too !!!
49
Thank You for attention !
50