EDUCATION FOR SUSTAINABLE DEVELOPMENT: A THEORETICAL MODEL OF SUSTAINABLE EDUCATION FOR INDIA
Sustainability education gained importance during the U N Decade of Education for Sustainable Development (DESD: 2005-2014) which promoted and upheld the integration of principles, values and practices of sustainable development into all sides of education and teaching from kindergarten up to university and lifelong learning. The decade was trailed up by Global Action Programme (GAP 2015-19) to scale-up ESD and accelerate and fast track progress towards sustainable development. Agenda 2030 and associated SDGs recognized the important role of education by making it as a specific goal (SDG 4) and also by including targets on education under several other SDGs. UNESCO gives utmost importance to Education because it ensures the basic human rights and the basis on which peace and sustainable development can be achieved. Education is the key to the global integrated framework of sustainable development goals. With the help of education, one can change and transform the world within which we live. Present paper pacts mainly with the UNESCO sustainable development goals (SDG), especially the SDG 4 quality education and lifelong opportunities for all and its experiential and conjectural background as well. In this context a deep review the literature on education for sustainable development (ESD) and sustainability in education is done to gauge and evaluate the definition and best practices of Sustainable Education and taking into consideration Sterlings triple bottom line model (of Sustainable Development) a modest attempt has been made to develop a theoretical model of sustainable education for Indian school education system. The validity of this model would be tested through a proposed pilot study and various ESD approaches.