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This paper discusses the current status of all aspects of education for sustainable development (ESD) across the United Kingdom (UK), drawing on evidence from its political jurisdictions (England, Northern Ireland, Scotland and Wales), and setting out some characteristics of best practice. The paper analyzes current barriers to progress, and outlines future opportunities for enhancing the core role of education and learning in the pursuit of a more sustainable future. Although effective ESD exists at all levels, and in most learning contexts across the UK, with good teaching and enhanced learner outcomes, the authors argue that a wider adoption of ESD would result from the development of a strategic framework which puts it at the core of the education policy agenda in every jurisdiction. This would provide much needed coherence, direction and impetus to existing initiatives, scale up and build on existing good practice, and prevent unnecessary duplication of effort and resources. The absence of an overarching UK strategy for sustainable development that sets out a clear vision about the contribution learning can make to its goals is a major barrier to progress. This strategy needs to be coupled with the establishment of a pan-UK forum for overseeing the promotion, implementation and evaluation of ESD.

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/). ; There are salutary lessons from contrasting community consultation efforts in 2011 and 2015 to develop and gain support for an urban stormwater management plan for the Brownhill Creek catchment in Adelaide, South Australia. The 2011 process was a failure in the human dimension, precipitating loss of community confidence, unnecessarily entrained thousands of hours of time of residents who initiated a community action group for environmental conservation and caused a three-year delay to decision making. By contrast, the 2015 process was vastly improved, resulted in a landslide level of support for an obvious option not previously offered, achieved the required level of flood protection, saved Aus$5 million (14%) on the previously proposed option and protected a highly valued natural environment from an unnecessary dam. This paper presents a rarely heard perspective on these community consultation processes from a participating community environmental and heritage conservation action group (the Brownhill Creek Association) that was deeply engaged in reforming the Draft Brown Hill Keswick Creek Stormwater Management Plan. This reveals that the community needs to see that all options are considered and to have access to accurate information with which to assess them. It is also necessary that the proposed plan is consistent with existing agreed plans and policies developed through public consultation. Community concerns need to be heard, acknowledged and acted upon or responded to, and the consultation process needs to be transparently fair and democratic to win community support. A major contributor to success in the second consultation was that all community action groups were invited to meetings to discuss the purpose of the consultation and the methods to be used. Feedback was subsequently received before the process commenced to show what had changed and why any suggestions concerning the consultation process were not being adopted. This openness helped to mend the distrust of the first consultation process and is recommended as an essential early step in any public consultation process.

First edition. ; Printed by J. L. Cox, Great Queen Street, Lincoln's Inn Field. ; Abbey, J. R. Travel ; Mode of access: Internet. ; Illustrations by C. Ingrey and Henry O'Neill. ; BAC: This copy is the Abbey copy.

AbstractTraining young water professionals in India and many other countries often focuses primarily on technical skills, leaving them ill‐prepared to deal with complex challenges and changing water management practices of the 21st century. Mentoring programs need to be designed to address the gap in competency development by incorporating transdisciplinary projects and activities, team building, professional networking, and relationship‐building. This will equip young professionals with the necessary leadership and managerial skills. Here, we present a case study of the Young Water Professionals (YWP) training program for participants from India, which developed transdisciplinary thinkers capable of leading positive change in the water industry. The YWP training program involved 20 participants under 35 years of age, paired with mentors from Australia and India who were experienced professionals in the water sector. The Mentor role was diverse and included positioning as an educator, sponsor, advisor, advocating agent, role model, coach, and confidante. This diversity of roles and attributes was necessary to support the mentees in their personal and professional development. The transdisciplinarity of the YWP training approach combined mentoring with technical training, experiential learning through situation understanding and improvement (SUIP), and working with client and project partners is expected to benefit the participants' professional outcomes significantly. The mentoring program aided in facilitating the achievement of career goals and improved the ability of participants to manage workplace challenges providing a clearer path for career progression. There were several learnings for future YWP mentoring, including; a hybrid mentoring mode, making online mentoring more interactive and productive and strengthening lines of communication. Overall, the YWP program reinforced the value of mentoring, especially the role of mentoring in enhancing the skills and capabilities of young water professionals and preparing them for future leadership roles in the water industry.