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3. Numerous actions and recommendations within the international community have been proposed to ensure that youth are provided a secure and healthy future, including an environment of quality, improved standards of living and access to education and employment. These issues need to be addressed in development planning. [Chapter 25, Para 3]

5. Each country, by the year 2000, should ensure that more than 50 per cent of its youth, gender balanced, are enrolled in or have access to appropriate secondary education or equivalent educational or vocational training programmes by increasing participation and access rates on an annual basis. [Chapter 25, Para 5]

9. (d) Ensure access for all youth to all types of education, wherever appropriate, providing alternative learning structures, ensure that education reflects the economic and social needs of youth and incorporates the concepts of environmental awareness and sustainable development throughout the curricula; and expand vocational training, implementing innovative methods aimed at increasing practical skills, such as environmental scouting; [Chapter 25, Para 9 (d)]

9. (f) Establish task forces that include youth and youth non-governmental organizations to develop educational and awareness programmes specifically targeted to the youth population on critical issues pertaining to youth. These task forces should use formal and non-formal educational methods to reach a maximum audience. National and local media, non-governmental organizations, businesses and other organizations should assist in these task forces; [Chapter 25, Para 9 (f)]

12. Children not only will inherit the responsibility of looking after the Earth, but in many developing countries they comprise nearly half the population. Furthermore, children in both developing and industrialized countries are highly vulnerable to the effects of environmental degradation. They are also highly aware supporters of environmental thinking. The specific interests of children need to be taken fully into account in the participatory process on environment and development in order to safeguard the future sustainability of any actions taken to improve the environment. [Chapter 25, Para 12]

14. (a) Implement programmes for children designed to reach the child-related goals of the 1990s in the areas of environment and development, especially health, nutrition, education, literacy and poverty alleviation; [Chapter 25, Para 14 (a)]

14. (d) Expand educational opportunities for children and youth, including education for environmental and developmental responsibility, with overriding attention to the education of the girl child; [Chapter 25, Para 14 (d)]