Realizing Education for Sustainable Development in Japan - The Case of Nishinomiya City - Mutual learning environment as a key element

Oct 15, 2026

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Education for sustainable development (ESD) is presented as a key measure for achieving sustainability through institutional initiatives. The paper examines how Nishinomiya City, Japan, implemented ESD via the Learning and Ecological Activities Foundation for Children (LEAF), a nonprofit whose model was adopted nationally by the Ministry of the Environment. By analyzing LEAF activities, the work identifies essential elements aligned with the UNESCO ESD framework and argues for mutual learning as central to sustainable outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Background

Sustainable development and education policy milestones

UNESCO framework and ESD domains

Realizing Education for Sustainable Development in Japan: The Case of Nishinomiya City1 Miki Yoshizumi Kyoto University Takaaki Miyaguchi United Nations University Abstract Various approaches have been advocated and practiced to address sustainable development. Among these, education has been recognized as one of the key measures to achieving sustainability. In Nishinomiya, Japan, education for sustainable development (ESD) has been established through the Learning and Ecological Activities Foundation for Children (LEAF), a nonprofit organization whose activities have been adopted by the Ministry of the Environment as the model for Japanese ESD projects nation-wide. LEAF aims to establish mutual learning programs through various types of activities. Through an examination of LEAF initiatives, key elements for achieving sustainable development are explored and analyzed in relation to the UNESCO framework for implementing ESD (UNESCO, 2003) . The paper suggests that a mutual learning environment is a key element in achieving sustainable development. Introduction Various approaches have been advocated and practiced to address sustainable development. Among these, education has been recognized as one of the key measures for achieving sustainability (UN, 1992; UNESCO, 2005; WCED, 1987), particularly since the World Commission on Environment and Development (WCED) published Our Common Future in 1987. In supporting the global initiative for Education for Sustainable Development (ESD), the Japanese government has been an active advocate in stressing the importance of combining sustainable development and education by establishing a number of ESD programs across the country (Japan Environmental Education Forum, 2000) . Among these, the Learning and Ecological Activities Foundation for Children (LEAF) initiative based in the city of Nishinomiya has served asa particularly influential model; its predecessor, the Earth Watching Club (EWC), was adopted by the Japanese Ministry of the Environment in 1995 as the nation-wide environmental education program. Its membership currently numbers over half a million persons. The purpose of this paper is to investigate the key elements necessary for realizing ESD by examining the case of a successful program in Nishinomiya City. The paper begins by presenting a brief overview of the historical context of ESD, then introduces LEAF within this context. By examining LEAF's various initiatives, key elements for achieving sustainable development are explored and analyzed in relation to the UNESCO framework for implementing ESD (UNESCO, 2003) . The case suggests that creating a mutual learning environment is central to achieving sustainable development. © 2005 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED 104 April 21, 2005 Realizing Education for Sustainable Development in Japan: The Case of Nishinomiya City Background The concept of sustainable development first emerged in the 1980s with the well-known WCED publication Our Common Future (1987), and in response to a growing awareness of the need to balance economic and social progress with concern for the environment and the exploitation of natural resources. The Commission defined sustainable development as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (WCED, 1987, p. 47) . The first time that the sustainable development concept formally met education was atthe UN Conference on Environment and Development in 1992. The conference gave high priority to the role of education in pursuing the kind of development that would respect and nurture the natural environment. In particular, Chapter 36 of Agenda 21 emphasized that education is critical for promoting sustainable development and improving the capacity of people to address environment and development issues (UN, 1992) . The Johannesburg Summ

FAQs

What organization and program are central to the Nishinomiya case study?

The study focuses on the Learning and Ecological Activities Foundation for Children (LEAF) and its initiatives in Nishinomiya City.

How does the paper connect LEAF’s activities to UNESCO’s ESD framework?

It examines LEAF’s initiatives and analyzes their elements in relation to UNESCO (2003) guidance for implementing ESD.

What key element does the paper argue is central to achieving sustainable development?

The paper suggests that creating a mutual learning environment is central to achieving sustainable development.

Oct 15, 2026

Uploaded by OmBimo