The World Assembly,
Aware that education and sustainable development go hand in hand;
Noting with regret that despite many conferences and campaigns all over the world, environmental degradation is gradually increasing;
Taking into consideration environmental education represents a relevant means of prevention because this type of education encourages learner's awareness of their environment's ambient conditions, as well as their active participation in solving local problems;
Alarmed by rising levels of global warming, ozone layer depletion, greenhouse effects, raise in sea water level, improper monsoon and acid rain.
Convinced that the current system for dealing with the environment while at the same time development being sustainable is erroneous, ineffective, and unreliable;
Thereby;
Urges nations to help each other by providing resources , financial and professional aid to promote education and to make the local communities and people living in rural areas aware of the importance of education in sustainable development and environmental protection;
Authorizes an independent WA enquiry team to be given the task of submitting an annual report stating the improvements made by the member countries with respect to educational level, sustainable development and the environment keeping in mind factors such as deforestation, status of renewable resources, literacy level and gross school attendance
Emphasizes the need for international cooperation, on the part of all countries, and give WA full power to decide on and enforce sanctions on any countries unwilling to cooperate, which includes not complying with the set deadline;
Urges the concerned governments of member countries to shift its focus from strategy developments to implementation , support development/implementation of specific policy instruments and policy package to promote Education for Sustainable Development ( ESD ) practises that have been identified as critical in achieving the sustainable development goals;
Considers that an indicator is needed for comparing the relative progress made by different countries towards sustainable development at a given time or for measuring progress made by a given country or region over time as various processes of education – which lie at the heart of promoting changes in behaviour – on a global level will help turn things around and enhance its progress;
Requests that the new revised curricula for education in the member nations should include the following :
1) Encompass the curricula to include environmental science as a major subject in their school curriculum;
2) The methods of science and technology to deal with pollution already produced and with pollution prevention and reduction by incorporating the know –how and skills and also the moral imperatives and to bring about the change of attitude in education by moral and ethical philosophy where in the young minds it is essential to reinforce the environment respecting moral values;
3) Apart from the introduction of environmental science as a major subject , it should include hands-on activities and projects to arouse the interest , awareness and enthusiasm among students in green issues;
Further requests that the communication between their respective nations and their habitants should be increased in propagating the values of environmental sustainability and sustainable development by defining responsible environmental behavior as it allows to consider it not only from the individual perspective but also from a social perspective through workshops , seminars, campaigns and public debates;
Expresses its hope by enhancing the interactions between researchers , teachers , NGOs and others in the field of ESD in order to strengthen knowledge sharing , enhance curriculum development and promote more valid and reliable ways of evaluating ESD and actively participating in international joint research on mechanisms and indicators monitoring and evaluation of ESD performances;
