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"National policy for Education for Sustainable Consumption (ESC) is a powerful instrument to influence sustainable consumption (SC) behaviour at individual and organisational levels. Despite diverse policy dialogues and initiatives on sustainable consumption and production (SCP), there is a lack of knowledge on how to influence behaviours towards SC. This chapter will address how to improve the capacity of governments in implementing effective ESC. The research was conducted through primary interviews with relevant government officers, survey/questionnaires, and analysis of policy documents in P.R. China, Japan and Republic of Korea. The findings identify key aspects of current governmental context for promoting SC. The three country cases are analysed in a comparative capacity assessment based on the four levers of change identified in UNDP's capacity development framework: (1) institutional arrangements, (2) leadership, (3) knowledge, and (4) accountability. The recommendations aim to strengthen policy and institutional frameworks for ESC and to link with wider policies for SCP and education for sustainable development (ESD). The primary recommendations address: (1) expanding roles and responsibilities for ESC beyond national governments, (2) applying multiple policy mechanisms and inter-ministerial/agency approaches, (3) defining policy priorities and target areas for SC, (4) improving accountability as a means to strengthen the overall system, and (5) addressing ESC as a thematic approach to ESD and SCP." (publisher's description)

"National policy for Education for Sustainable Consumption (ESC) is a powerful instrument to influence sustainable consumption (SC) behaviour at individual and organisational levels. Despite diverse policy dialogues and initiatives on sustainable consumption and production (SCP), there is a lack of knowledge on how to influence behaviours towards SC. This chapter will address how to improve the capacity of governments in implementing effective ESC. The research was conducted through primary interviews with relevant government officers, survey/questionnaires, and analysis of policy documents in P.R. China, Japan and Republic of Korea. The findings identify key aspects of current governmental context for promoting SC. The three country cases are analysed in a comparative capacity assessment based on the four levers of change identified in UNDP's capacity development framework: (1) institutional arrangements, (2) leadership, (3) knowledge, and (4) accountability. The recommendations aim to strengthen policy and institutional frameworks for ESC and to link with wider policies for SCP and education for sustainable development (ESD). The primary recommendations address: (1) expanding roles and responsibilities for ESC beyond national governments, (2) applying multiple policy mechanisms and inter-ministerial/agency approaches, (3) defining policy priorities and target areas for SC, (4) improving accountability as a means to strengthen the overall system, and (5) addressing ESC as a thematic approach to ESD and SCP." (publisher's description).

This report presents some of the main results of research conducted on Education for Sustainable Development (ESD) in the Nordic countries – one of Iceland's presidency projects for the Nordic Council of Ministers initiated in 2019 under the heading A Common Path (Nordic Council of Ministers, 2018). Iceland's presidency focused on the UN Sustainable Development Goals (UNSDGs) with special attention to young people. This was emphasised by the Prime Minister of Iceland and the Minister for Nordic Cooperation who introduced the projects. The Icelandic Presidency will focus on issues concerning young people in the Nordic region – the generation born around the turn of the century beginning to make its way in life. We want to listen to young people and support projects that promote education, culture and health. (Nordic Council of Ministers, 2018, p. 5) The project presented in this report concerns the implementation of UN Sustainable Development Goal 4.7 in compulsory education in Denmark, Finland, Iceland, Norway, and Sweden. The aim was both to receive an overview of how well each of the Nordic countries had integrated the UNSDGs into their educational policies and practices. There are seventeen UNSDGs; Goal 4 concerns education specifically. The sub-goal on which we focused our research was UNSDG 4.7 which states: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development. As one can immediately see, the goal is broad and, therefore, a thorough mapping of its implementation was outside of the present project's scope. However, we attempt to outline a picture of how things stand in the Nordic countries, looking at legislation, curriculum, teacher education, and local implementation with the aim of identifying a "Nordic Perspective". We try to bring out not only how things stand in each country, but also to shed light on what is common and where things differ. The more we have worked on this, the more we are painfully aware of how our work does little more than scratch the surface. But in order to go deeper, one has to begin by scratching the surface. We hope that what we present here goes a little further than the bare surface and, more importantly, will help others to continue to dig deeper. ; Nordic Council of Ministers ; Edited

The project is concerned with sustainability in compulsory education in the Nordic countries and is part of the Iceland Presidency Project for the Nordic Council of Ministers initiated in 2018. The overall focus of the Presidency Project is on young people but this report looks at policy, curricula, teacher education and school practices. The analysis shows both similarities and differences across the Nordic Region. Compulsory education in the Nordic countries share some striking similarities, reflecting a strong emphasis on certain aspects of sustainability such as equality, democracy.Although sustainability education has a clear application in the fields of social and political life and economic activities in all of the Nordic countries, it is still the case that when sustainability education is discussed, an environmental perspective is most often taken.