ESD progress, problems and prospects in the English-speaking Caribbean: Some perspectives from the field

Abstract

Education for sustainable development (ESD) is a significant field for the Caribbean region and one that has been steadily developing from the 1980s onwards. The current ESD for 2030 framework offers an opportune moment for reflection on progress to-date, current challenges and future prospects for the field. With this in mind, this article shares perspectives gathered from qualitative interviews with those working in the foreground of the field across four Caribbean countries. Thoughts shared include the need to redefine and recontextualise development and education in the region, incorporate indigenous and traditional knowledge in ESD, and ensure more coherence amongst efforts within countries. The insights offered highlight significant areas for researchers and practitioners to capitalise on as ESD and the wider education systems within which it is framed are re-envisioned towards more resilient and sustainable societies.

Keywords:

• Sustainable development
• Caribbean
• education
• sustainability

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Therese Ferguson

Therese Ferguson is a Senior Lecturer in Education for Sustainable Development (ESD) in the School of Education at The University of the West Indies, Mona Campus, Jamaica. She is the Coordinator of the ESD Working Group within the School of Education and the Programme Leader for Change from Within, a school-based initiative in Jamaica which addresses violence and indiscipline. Her research interests include ESD, environmental education, children and the environment, and peace education.