Education is the principal agent of transformation towards sustainable development, raising people’s capacities to transform their visions for society into reality. Education not only provides practical and scientific skills, in addition, it gives the motivation, and social support for pursuing and employing them. For this reason, society has to be profoundly worried that much of current education falls way short of what is demanded. When we say this, it reveals the very requirements across the cultures that let everyone become responsible towards quality enhancement. Chad Smith Principal reorienting its goals to recognise the importance of sustainable development and enhancing revelation and the standard of education must be among society’s highest priorities. It is not that we talk just about environment but also about every part of life. We consequently have to clarify the notion of education for sustainable development. It was a major challenge for educators during the past decade.
The significance of sustainable development in educational set ups, the correct balance of peace, human rights, citizenship, social equity, ecological and development subjects in already overloaded programs, and ways of incorporating the humanities, the social sciences and the arts into what had up to now been seen and practised as a division of science education. Principal Chad Smith argued that educating for sustainable development ran the risk of programming while others wondered whether teachers were being asked too much of by requesting schools to take a lead in the transition to sustainable development. The desire of many, mostly environmental, NGOs compounded these arguments to lead to educational preparation with no necessary understanding of how education systems operate, how innovation and educational change occurs, and of helpful worth, professional development and important curriculum development.
Not recognising that effective educational change does take time, others were critical of authorities for not acting more quickly. Thus, many international, regional and national initiatives have led to an expanded and refined understanding of the significance of education for sustainable development. For example, Education International, the leading umbrella group of teachers’ unions and associations in the world, has issued a declaration and action plan to boost sustainable development through education. A common plan in these is the requirement for an integrated approach through which all communities, government entities, collaborate in creating a shared understanding of and dedication to strategies policies and programs of education for sustainable development.
Furthermore, many individual authorities have established curriculum development jobs and committees, panels, advisory councils to discuss education for sustainable development, develop policy and appropriate support structures, plans and resources, and finance local initiatives. Along with international education, development education, peace education, citizenship education, human rights education, and multicultural and anti-racist education that have all been essential, environmental education has been particularly important. In its brief thirty-year history, contemporary environmental education has steadily striven towards consequences and targets comparable and similar to those inherent in the theory of sustainability.