The age of globalization could be considered an era of “internalizing” corporate activities and human living and so on, that have been “externalized” and disposed of as has been the case with natural resources and wastes from industry and daily living. In this age without “externalities,” “global environmental problems” and “social exclusion problems” are no longer separate issues; rather they have an intricate and reciprocal relationship. Today, the need for linking these issues and developing them together has emerged in both environmental and development education, which have been involved in the educational aspects of both of these problems. In this article the authors address “global environmental problems” and “social exclusion problems” created as the outcome of “economic globalization” which has exacerbated the mutually prescribed opposition of excesses in wealth and the accumulation of poverty, and they examine environmental education and development education as two educational initiatives working on these problems.
  Based on these initiatives, the authors articulate the perspective of “Endogenous Development”, which aims to solve both of these problems at the same time, as a ‘glocal’ practical theory towards the creation of a “Sustainable and Inclusive Society.” They also articulate the importance of “Education Planning Theory” which promotes proactive learning (self-education activities) related to internal development. In environmental education and development education within the context of globalization, people need to become the problem solving agents through the learning process and participating in knowledge creation. This means not simply understanding and criticizing environmental problems and problems of social exclusion, but protecting a sustainable and inclusive environment in a living community and forming cooperative and creative practical theory will suffice. Lastly, the authors explore the significance and possibility of “Education for Sustainable and Inclusive Communities, ESIC”.

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  In terms of sustainable development at a local level, a fulfillment of triple bottom line namely ecological, economical and social sustainability in the real everyday living situations is necessary. Especially solutions for following problem are seriously: the ecological problems threatening human lives and securities and the exclusions from labor markets causing difficulties of “participation of the peopole”. This essay will examine both concepts of sustainability by super-national body European Union and by local efforts in germany in case of “sustainable pupil's company” as an ESD practice, while national efforts at sustainable local development get into difficulties more and more.
  In this practice, efficiency of an ESD approach to “underclass of education” is confirmed, and at the same time challenges of educational responsibility for the sustainablity is showed at the following three levels: 1st, at the individual level, the necessity of Creative Competencies, that even employee should have “qualities requisite for a manager”. The understanding fort he management on partnership with others. The importance of autonomy a sense of responsibility, independence, competence for action. 2nd, at the organizational level namely schools, the reconsideration about school management system and distributing of costs, on the base of alternative curriculums. 3rd, at the local level, the responsible for social exclusion by difference inside of community. The phenomenon about increase of interest for alternative local economy under globalization is showing an issue about production of job opportunities from niche industry independent on the economic growth.

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