The Global Learning and Observations to Benefit the Environment (GLOBE) program is an international hands-on environmental science and education program. Since its launch in 1995, over 37,600 schools across 125 countries have participated in the GLOBE program. In Japan, 281 schools and institutions have been involved in this program to date. This study examines how the GLOBE program, offering the experience of observing and analyzing data on the natural environment, affected students' awareness of the natural environment and their future career choices. The survey was conducted using questionnaires sent to 16 teachers and 108 students of high schools participating in GLOBE program (quantitative research), and interviews with ７ GLOBE alumni (qualitative research). The results show that the GLOBE program has enhanced students' interest in the natural environment and commitment to awareness of environmental conservation. Moreover, based on their approaches (e.g., enthusiastic guidance from teachers, continuous observation and data analysis, independent inquiry activities, experience in presenting research findings, interaction with other students and researchers, etc.), it was revealed that the program also influences students' career choices, such as choosing university or college courses on environmental or natural science and jobs related to nature, biology, and science.

  The purpose of this study is to identify the characteristics of effective education for sustainable development (ESD) that can bring transformation to depopulated communities through a case study of community resilience activities against earthquakes and tsunamis in Kuroshio, Kochi Prefecture. Such activities were conceived and introduced during the process of overcoming disaster crises as a form of ESD. They were then analyzed from nonformal and informal education perspectives, as well as from the perspective of nature-human-community connection. The results suggest that certain ESD approaches are effective in transforming a depopulated community. The first of such approaches is characterized by local government leadership establishing a guiding principle, based upon which communication is encouraged between the administrative officers and local residents to overturn negative images of the town and create a new identity for the community. In the case of Kuroshio, the town’s government established a philosophy for disaster management, and the government staff and residents held discussions by organizing workshops to enhance their preparedness against earthquakes and tsunamis with a focus on fostering a spirit of “never giving up.” The second approach is geared towards developing a sustainable relationship between nature, people, and community by rekindling the residents’ pride in their traditional way of life, being in harmony with nature. Kuroshio’s preparedness education aims to teach not only the dangers of the sea, but also the local culture, where people were living in unity with the ocean and blessed with its bounty, to rebuild the nature-human-community connection on a sustainable basis. This study revealed that ESD can transform a depopulated community by overturning the residents’ negative perception of their hometown through the provision of nonformal and informal education, while building a sustainable relationship between the community, its people and the natural environment.

  This study explored the possibilities of educating junior high school students and building community ties through a project in which the students interviewed elderly residents of a small farming town in Fukui Prefecture as cultural resources. The 16 students collected children’s plays known in the town of Ikeda approximately 60 years ago by interviewing local elderly residents, which led the students to learn about lifestyles in the past and wisdom at that time. The study concluded that, through the interviews the students were able to: 1) build relationships with members of older generations in the community, 2) gain confidence to interact with others, 3) discover things about their own community, which inspired them to want to learn more, 4) learn lessons drawn from stories in the past, and 5) improve their academic skills. What the students learned included some aspects linked to contributing to a sustainable society. The results of this study suggest that experiential learning opportunities interacting with different generations has the potential of being able to pass down cultural resources from generation to generation. It also revealed issues regarding young people in depopulated areas. It aims to contribute to discussions regarding how to support children in depopulated societies, as well as how to utilize the knowledge and experiences of elderly residents in building community ties.

  For this paper, the author first reviewed previous research conducted on environment and gender in the context of development assistance, gender mainstreaming, and gender gaps in terms of resource management. An analysis on sustainable development in a local community was conducted using the sustainable livelihood approach, which is often referenced in, and applied to, social development. The author further analyzed issues on sustainable development in terms of gender mainstreaming and financial inclusion by introducing some international trends relating to financial inclusion and correcting gender inequality. Finally, the author proposes future perspectives for education in the area of sustainable development. The sustainable livelihood approach categorizes livelihoods into five capitals: human, social, natural, physical, and financial. This approach helps to organize the factors that constrain or enhance livelihood opportunities, as well as to understand any relationships that may exist between each capital. The approach places emphasis on the importance of maintaining a balance among the five capitals in order to ensure sustainable livelihoods. Financial capital, however, has been identified as one area where there exists significant gender imbalance, especially in terms of women’s access to and the utilization of financial resources. Financial inclusion, “All shall have access to financial services,” is of significant importance to be solved and can help to achieve sustainable development goals. Gender equality plays a key role in achieving this. Focused education on financial capitals and financial inclusion are indispensable and should be available. Well-developed education for women including subjects such as how to use financial services like account management, asset management, starting a new business, and so on, to name a few, is expected. In conclusion, there should be a greater focus on financial resources management in order to realize and promote gender mainstreaming and sustainable development. Education on financial inclusion, especially for women, is needed in the future.