ABSTRACT
When the United Nations General Assembly adopted the intergovernmental agreement and declaration, “Transforming Our World: The 2030 Agenda for Sustainable Development”, the Sustainable Development Goals (SDGs) were brought to the forefront of the global development agenda. The lackluster early results in pursuit of the Paris Agreement do not inspire optimism in the world’s delivery on the promises of the 2030 Agenda for Sustainable Development. Jeffrey Sach’s “Age of Sustainable Development” is far from assured. The dependence on the national governments of countries to achieve the SDGs within their own jurisdiction may burden the poorest and least capable countries that tend to have the largest development-related problems and tasks. Experimental components of the program Education for Sustainable Development included experiential learning approaches such as team gaming, multi-stakeholder simulations in problem solving and negotiations and the use of project-cycle management and visual thinking tools. The chapter also presents an overview of the key concepts discussed in this book.
