Welcoming remarks by H.E. Ambassador ISHIKANE Kimihiro, Permanent Representative of Japan to the United Nations, Co-Chair of the Group of Friends for Education and Lifelong Learning
2021/2/26
Ms. Stefania Giannini, UNESCO Assistant Director-General for Education,
Excellencies, Distinguished Representative from Germany,
Co-chairs of the Group of Friends,
Distinguished guests,
It is my great pleasure to welcome you on behalf of the co-chairs of the Group of Friends for Education and Lifelong Learning, the Permanent Missions of Argentina, the Czech Republic, Kenya and, Norway, and Japan.
Today’s discussion will highlight ways to harness the transformative power of Education for Sustainable Development (ESD) as we share best practices on how it can contribute to “building back better”.
The COVID-19 pandemic has markedly disrupted education systems all over the world, while revealing the extent of exclusion that the most marginalized members of society experience. This unprecedented crisis has affected every single aspect of our lives and threatens our efforts to achieve a better and more sustainable future for all.
At the same time, this pandemic has also given us the opportunity to reimagine the world of tomorrow and to build back better, more sustainable and more inclusive. It has shown that it is essential to be able to respond quickly to the risks and challenges of a crisis - skills that are developed through ESD.
Education for Sustainable Development is a valuable and powerful tool to mitigate the negative socio-economic impact of the pandemic, reduce vulnerability, and make positive change happen. Echoing human security principles, Education for Sustainable Development addresses the consequences and complex challenges of our world by empowering learners of all ages with the knowledge, skills, values and attitudes to take informed decisions and act for environmental integrity, economic viability, equality and a just society.
Education systems that have mainstreamed ESD into their curricula and pedagogical approach are better positioned to prepare individuals to adapt to a constantly changing world, witnessing rapid technological advancement, increased mobility, demographic changes, increasing inequalities and environmental degradation. Such education systems support the development of socio-emotional skills such as empathy, tolerance and respect for diversity – skills that are key for building peaceful, just and inclusive societies. They also lead to transformative learning that rethinks what, where and how we learn, in order to create change-makers.
ESD is one of the best opportunities we have available to secure our common future. It contributes to the building of a sustainable world, founded on solidarity and harmony, where people can live happier, healthier and more productive lives. Thus, they can “live together sustainably and in peace”.
Despite the progress achieved on Education for Sustainable Development under the ‘Decade on Education for Sustainable Development’ and the ‘Global Action Program’, considerable challenges remain in realizing its full potential, especially in the context of COVID-19.
In this vein, the international community should strengthen its determination to promote social integration and rebuild more sustainable and inclusive societies based on the values of non-discrimination, tolerance and respect for diversity. It should also recommit to address the aggravating factors that are preventing the implementation of the ESD agenda, notably the significant digital divide that is largely leaving the most vulnerable and marginalized people behind as well as insufficient teacher training, which remains a stumbling block.
In order to equip educators with the knowledge, skills, values and behaviours that are instrumental in creating the enabling environment for the successful scaling up of ESD, we must encourage conditions that empower teachers and educators to become facilitators of learning and not just transmitters of information.
Excellencies and dear friends, ESD is about our planet and future.
In line with the UN General Assembly resolution on ESD for 2030 adopted in 2019, let us take this opportunity to reaffirm our commitment to the promotion of ESD. The Group of Friends for Education is strongly convinced that ESD can provide the green skills needed to create the mindsets for more sustainable economies centred around the well-being of people and the planet.
Lastly, please allow me to add some remarks in my national capacity.
Japan has been advocating and promoting ESD over 16 years through the Japan Funds-in-Trust to UNESCO. In support of the new global framework of ESD for 2030, we will continue to lead efforts across the globe focused on ESD’s important role in achieving the 17 SDGs, and individual and societal transformation.
Excellencies and dear friends,
In conclusion, let me reiterate the commitment of the co-chairs to work with the entire membership of the Group of Friends and all partners to further enhance our efforts to achieve the 2030 Agenda, particularly through “ESD for 2030,” which will be officially launched in Germany, in May 2021.
Thank you.
Excellencies, Distinguished Representative from Germany,
Co-chairs of the Group of Friends,
Distinguished guests,
It is my great pleasure to welcome you on behalf of the co-chairs of the Group of Friends for Education and Lifelong Learning, the Permanent Missions of Argentina, the Czech Republic, Kenya and, Norway, and Japan.
Today’s discussion will highlight ways to harness the transformative power of Education for Sustainable Development (ESD) as we share best practices on how it can contribute to “building back better”.
The COVID-19 pandemic has markedly disrupted education systems all over the world, while revealing the extent of exclusion that the most marginalized members of society experience. This unprecedented crisis has affected every single aspect of our lives and threatens our efforts to achieve a better and more sustainable future for all.
At the same time, this pandemic has also given us the opportunity to reimagine the world of tomorrow and to build back better, more sustainable and more inclusive. It has shown that it is essential to be able to respond quickly to the risks and challenges of a crisis - skills that are developed through ESD.
Education for Sustainable Development is a valuable and powerful tool to mitigate the negative socio-economic impact of the pandemic, reduce vulnerability, and make positive change happen. Echoing human security principles, Education for Sustainable Development addresses the consequences and complex challenges of our world by empowering learners of all ages with the knowledge, skills, values and attitudes to take informed decisions and act for environmental integrity, economic viability, equality and a just society.
Education systems that have mainstreamed ESD into their curricula and pedagogical approach are better positioned to prepare individuals to adapt to a constantly changing world, witnessing rapid technological advancement, increased mobility, demographic changes, increasing inequalities and environmental degradation. Such education systems support the development of socio-emotional skills such as empathy, tolerance and respect for diversity – skills that are key for building peaceful, just and inclusive societies. They also lead to transformative learning that rethinks what, where and how we learn, in order to create change-makers.
ESD is one of the best opportunities we have available to secure our common future. It contributes to the building of a sustainable world, founded on solidarity and harmony, where people can live happier, healthier and more productive lives. Thus, they can “live together sustainably and in peace”.
Despite the progress achieved on Education for Sustainable Development under the ‘Decade on Education for Sustainable Development’ and the ‘Global Action Program’, considerable challenges remain in realizing its full potential, especially in the context of COVID-19.
In this vein, the international community should strengthen its determination to promote social integration and rebuild more sustainable and inclusive societies based on the values of non-discrimination, tolerance and respect for diversity. It should also recommit to address the aggravating factors that are preventing the implementation of the ESD agenda, notably the significant digital divide that is largely leaving the most vulnerable and marginalized people behind as well as insufficient teacher training, which remains a stumbling block.
In order to equip educators with the knowledge, skills, values and behaviours that are instrumental in creating the enabling environment for the successful scaling up of ESD, we must encourage conditions that empower teachers and educators to become facilitators of learning and not just transmitters of information.
Excellencies and dear friends, ESD is about our planet and future.
In line with the UN General Assembly resolution on ESD for 2030 adopted in 2019, let us take this opportunity to reaffirm our commitment to the promotion of ESD. The Group of Friends for Education is strongly convinced that ESD can provide the green skills needed to create the mindsets for more sustainable economies centred around the well-being of people and the planet.
Lastly, please allow me to add some remarks in my national capacity.
Japan has been advocating and promoting ESD over 16 years through the Japan Funds-in-Trust to UNESCO. In support of the new global framework of ESD for 2030, we will continue to lead efforts across the globe focused on ESD’s important role in achieving the 17 SDGs, and individual and societal transformation.
Excellencies and dear friends,
In conclusion, let me reiterate the commitment of the co-chairs to work with the entire membership of the Group of Friends and all partners to further enhance our efforts to achieve the 2030 Agenda, particularly through “ESD for 2030,” which will be officially launched in Germany, in May 2021.
Thank you.