Managing Education for Sustainable Development

Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT: UNESCO being the lead agency for the UN Decade of Education for Sustainable Development (2005-2014) has continually reiterated that education remains the vehicle to achieving sustainable development. McKeown (2012) observed that proponents of sustainable development realize that there can be no sustainable development in the world if teachers are not trained in skills that enhance sustainable utilization of finite resources in the universe. This paper puts forth a proposition for the use of a conceptual approach of Education for Sustainable Development (ESD) for the planning and design of curricula to ensure that educational opportunities in sustainable development are holistically and effectively provided to secondary school students. It addresses how the internal and external environments could influence the prospects of a school to address curriculum development and an implementation process in ESD. In addition, due to concerns of many researchers that any strategies pertaining to sustainable development should consider the surrounding environment and geographical location, this study addresses what such a ‘localization ’ process would mean in practice through a case study of selected secondary schools in Kenya. Working from stated definitions of ‘Sustainable Development ’ and ‘Education for Sustainable Development, ’ the author developed a theoretical process for achieving curricular reform in secondary education. This paper explores current awareness and attitudes towards sustainable development; explores the inclusion o