Kofi Annan, the late United Nations secretary-general, memorably summed up this way the 21st century's greatest challenge: "…(T)o take an idea that seems abstract — sustainable development — and turn it into a reality for people."
To realise this dream, nothing is more pivotal than education. That is the essential pre-requisite for any transformative change, especially in the case of the environment, the least understood of the three pillars of sustainable development, the other two being the economy and society.
We need coherent interaction between nature-related education, public awareness and training more than ever. Last year, a report card on the 17 Aichi Biodiversity Targets set in 2010 showed that while some were met at a national level, none were met by the world as a whole.
That news followed close on the heels of the 2019 Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services assessment warning of one million species at risk of extinction in the coming decades and that 60 per cent of the ecosystem services we depend on for food, water and clean air are degrading, with disastrous consequences ahead if we don't reform our attitudes and practices.
Fortunately, recognition of the conservation of nature as an existential imperative seems to be increasing at the world's leadership levels, as demonstrated by the statements and pledges in recent times, notably during and since last September's UN biodiversity summit.
We welcome that but realise that the actions to meet those commitments must follow, and that governments cannot solve the problems without street-level action as well.
In this context, an initiative known as the "Strategy on Education for Conservation" (EfC) is being developed by the International Union for Conservation of Nature and The Forum for Law, Environment, Development and Governance (Fledge) in India.
EfC involves diverse approaches and strategies that facilitate connection with nature and impart diverse values, norms, knowledge and practices that nurture a way of life in harmony with nature.
It promotes ecological literacy throughout society and across disciplines, sectors and institutions. And the EfC framers underline the need to appreciate the many different but complementary ways of dealing with conservation, including:
Appreciating, respecting and protecting nature — There are close links between identity, culture and nature, and we need to realise that "through nature we find part of our own human identity as living beings among other living creatures".
Nature as a resource that has to be managed, shared and passed on to future generations — This requires education that promotes commitment to the sustainable use and responsible consumption of resources, and to conserve nature, "with equitable benefit-sharing within and among societies, including local communities and between present and future generations".
Nature as a solution that can solve society's problems — EfC will promote an appreciation of nature-based solutions to challenges, such as climate change. "This requires the development of skills for critical investigation into the realities of our milieu and for the enlightened diagnosis of problems."
Nature as a place to live — EfC will encourage mindfulness of nature and a focus on everyday life and encourage the exploration and rediscovery of our surroundings, and "to develop a sense of belonging".
Nature as a biosphere — EfC will also underline the interdependence of efforts at every level, from local to global, the importance of international solidarity, and the need "to think more deeply about the modes and indicators of economic growth and development of human societies".
Four fundamental principles will guide the EfC: increase knowledge, skills and understanding of conservation issues; influence attitudes and behavioural change; promote innovative learning opportunities and; be relevant and responsive to local needs.
There's much to be done to make this programme fully operational. Next steps include designing the programme to suit modern needs, supporting inter and transdisciplinary approaches, developing engagement and impact assessment methods, encouraging responsive policy development, linking with local, national and global conservation priorities, goals and targets, and preparing teachers and mentors.
According to Dr Balakrishna Pisupati, the author of EfC and Fledge chairman, the strategy is a first step towards long-needed changes in the way we educate young generations with changing scenarios of opportunities and challenges. In short — let us all consider conservation an essential part of education as well as a life skill.
The writer is a former director of the UN University Institute of Advanced Studies in Tokyo and chair of the EfC steering committee
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times