Author(s)

Wei Wang^*

Department of Preschool Education, Faculty of Education, Southwest University, Chongqing, China.

China began to promote the project on Education for Environment Population and Sustainable Development (EPD) in 1998 and obtained significant gains. After that, in response to the global-scale implementation of the United Nations Decade of Education for Sustainable Development (DESD), China, on the basis of a local concept interpretation of education for sustainable development (ESD), as well as its specific national condition, continually explored education practice models for more than ten years. The main features of ESD innovative practice in China are as follows: exploring and forming an ESD development model based on the Chinese native experiences, creating an organization mechanism for the continuous improvement of ESD projects, and building a school curriculum system with the concept of ESD. However, ESD in China has many problems such as funding deficiency, lack of teacher training, and other support system issues.

Education for Sustainable Development (ESD), Practice Exploration, Educational Development Mode, China

Wang, W. (2015) An Exploration of Patterns in the Practice of Education for Sustainable Development in China: Experience and Reflection. Open Journal of Social Sciences, 3, 64-75. doi: 10.4236/jss.2015.35010.