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In summary then, the first model, education about sustainable development, provides awareness which generates changes in attitude and then in behaviour. The second model, education for sustainable development, focuses on actions which change attitudes and build awareness for life and then so develop lifelong practice. The third model, education towards sustainable development, is about generating knowledge through critical action, and so developing active citizenship.

Figure 1 In summary then, the first model, education about sustainable development, provides awareness which generates changes in attitude and then in behaviour. The second model, education for sustainable development, focuses on actions which change attitudes and build awareness for life and then so develop lifelong practice. The third model, education towards sustainable development, is about generating knowledge through critical action, and so developing active citizenship.

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Table-1: Action for Sustainable Development in Bangladesh Given the developmental challenges mentioned earlier in respect to countries such as Bangladesh, any list of actions for sustainability is likely to emphasise meeting basic needs and improving the quality of life, rather than dealing with problems associated with mass consumption for example. Table-1 bellow illustrates the range of issues and actions that are likely to be prominent in this context: The Role of Formal Education in Sustainable Development a a a a a I a a a a ea Formal education is the provided for the majority of children and young people in Bangladesh. The Gross Enrolment Rate (GER) is 96 per cent according to World Bank statistics; Bangladesh has increased public spending on education by more than 50 per cent since 1990 and spends 45.1 per cent of it on primary levels. In this way formal education is making a significant contribution to achievement of universal primary education and to the Millennium Development Goals. Bangladesh, any list of actions for sustainability is likely to emphasise meeting basic
Table-1: Action for Sustainable Development in Bangladesh Given the developmental challenges mentioned earlier in respect to countries such as Bangladesh, any list of actions for sustainability is likely to emphasise meeting basic needs and improving the quality of life, rather than dealing with problems associated with mass consumption for example. Table-1 bellow illustrates the range of issues and actions that are likely to be prominent in this context: The Role of Formal Education in Sustainable Development a a a a a I a a a a ea Formal education is the provided for the majority of children and young people in Bangladesh. The Gross Enrolment Rate (GER) is 96 per cent according to World Bank statistics; Bangladesh has increased public spending on education by more than 50 per cent since 1990 and spends 45.1 per cent of it on primary levels. In this way formal education is making a significant contribution to achievement of universal primary education and to the Millennium Development Goals. Bangladesh, any list of actions for sustainability is likely to emphasise meeting basic
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Nonformal EducationEducation for Sustainable Development
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