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together of environmental and development education, in the UK, as in most other
industrialized countries, it has been the environmental agenda that has tended to
dominate. In the UK, policy-makers have since 1997 played an increasingly leading
role in promoting ESD, particularly within schools. However, the drive behind these
initiatives poses wider questions about their ultimate purpose: a learning agenda or
one based on seeking behavioural change?
Development education has always been the junior partner in the ESD debates in the
UK, in part because of its low academic profile but also because of the policy
separation by governments.This has, however, begun to change through the merging of
policy initiatives around ESD and global citizenship which, by their very nature,
are again posing the wider questions about the purpose and goal of these
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