ABSTRACT
Learning and understanding more about sustainable development had become a feature of policy initiatives and programmes by a number of countries prior to the decision at the Johannesburg Summit to promote a Decade on the subject (Scott & Gough, 2004a; Huckle & Sterling, 1996). But research and evaluation of programmes on sustainable development education over the past 10 years have, in the main, highlighted the initiatives as being little more than an extension and development of environmental education (Reid, 2002).
