Marc Ó Cathasaigh (Waterford, Green Party) | Oireachtas source

I move amendment No. 3:

In page 12, between lines 30 and 31, to insert the following: “ “education for sustainable development” has the meaning assigned to it by UNESCO whereby Education for Sustainable Development (ESD) means empowering learners of all ages with the knowledge, skills, values and attitudes to address the interconnected global challenges we are facing, including climate change, environmental degradation, loss of biodiversity, poverty and inequality;”.

I thank the Irish Development Education Association, IDEA, which is a network of more than 80 members that works to strengthen development education in Ireland and raise awareness of the crucial role development education plays in achieving the sustainable development goals, SDGs. These amendments proceed from the sustainable development goals, goal 4 in particular, which references quality education. The sub-target SDG 4.7 specifically sets out a target of 2030 to ensure all learners acquire the knowledge and skills needed to promote sustainable development and recognises the important role of education in an increased understanding of sustainable development.

While sustainable development is referenced in particular in section 47(1)(j) of the Bill, amendment No. 3 is a definitional piece because the term "sustainable development" can be fluffy, for want of a better word, poorly understood and poorly defined. In amendment No. 3, therefore, I am seeking to use a definition that is readily available.

The UNESCO definition is that "Education for Sustainable Development (ESD) empowers learners of all ages with the knowledge, skills, values and attitudes to address the interconnected global challenges we are facing, including climate change, environmental degradation, loss of biodiversity, poverty and inequality." Unfortunately, it is difficult to see a scenario whereby education of that type, and the role of higher education institutions in delivering that type of education, does not become more important in the future.

Amendment No. 3 is definitional. Amendment No. 9 is the more substantive one because it seeks to introduce within the object of an t-údarás that designated institutions of higher education have a role in "contributing to sustainable development, climate and biodiversity action, through research, innovation, leadership and governance", I am aware that some reference is made to those goals in the lifelong and flexible learning provision in section 47. I make the argument, however, that to include it further and in a more important place in the Bill, under the objects of an t-údarás, would give it a higher role, a higher profile and increased importance.

There are two factors at play here. One is that definitional piece. If we have a definition available that defines properly what sustainable development means, then perhaps we should be using it to give it a higher profile role within the objects of an t-údarás.

Amendment No. 124 makes much more specific reference to sustainable development goal No. 4.7, which deals comprehensively with issues around sustainability education.