WorldWideScience

Sample records for sustainable development education

  1. Education for sustainable development

    DEFF Research Database (Denmark)

    Breiting, Søren

    2009-01-01

     An introduction to the idea of sustainable development (SD) and education for sustainable development (ESD) with reference to the international Decade for Education for Sustainable Development . The chapter includes a focus on conflicting interests between present and future generations related...... to the use of natural resources and other matters, and how that kind of issues can be dealt with in education as ESD....

  2. Education for Sustainable development

    African Journals Online (AJOL)

    that sustainability logically necessitates a deep learning response in educational thinking and practice and anticipative education, recognising the new conditions and discontinuities which face present generations. Faculty of Science and Agriculture. These are in fact two faculties, but they were considered as one for the ...

  3. Civic Education for Sustainable Development

    Science.gov (United States)

    Ohlmeier, Bernhard

    2015-01-01

    Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm,…

  4. Education for Sustainable development

    African Journals Online (AJOL)

    The unit-based sustainability assessment tool (USAT) was administered at Masinde Muliro University of. Science and Technology (MMUST), Kenya, between January and March 2012. The assessment focused on establishing to what extent the University integrated sustainability concerns into its core functions of teaching ...

  5. Educating Engineers for Sustainable Development

    DEFF Research Database (Denmark)

    Myrdal, Christina Grann; Holgaard, Jette Egelund

    In this paper, we explore the potentials of designing engineering education activities for sustainability development based on how environmental concerns are integrated into product development processes in a company context. First we draw on a case study from the Danish company Grundfos Management...... A/S and based on their experience with product development practise and competence development of product developers, we propose a set of competences to be addressed in engineering education for sustainable development (EESD). Furthermore, we use the problem based learning philosophy as a base...

  6. Language Education for Sustainable Development

    Science.gov (United States)

    Zygmunt, Tomasz

    2016-01-01

    Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of…

  7. Language Education for Sustainable Development

    Directory of Open Access Journals (Sweden)

    Zygmunt Tomasz

    2016-12-01

    Full Text Available Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of the present paper is to redirect the concern of administrators, researchers and educators preoccupied with sustainability to issues such as equal opportunity, tolerance, respect, and especially foreign language education, being component parts of the socio-cultural sphere. Undoubtedly, competence in the socio-linguistic field becomes the decisive element in negotiations and international contacts which require from the language user to be tactful and tolerant. Since sustainability is not a local issue, all sustainability related problems ought to be discussed on the macro scale, which requires an internationally shared means of communication such as language. Although no name of any language appears in the paper, it becomes evident that the attention is directed towards English as an internationally recognized language or, if necessary, any other language which might serve as a means of communication on the macro scale.

  8. Sustainable spatial development in higher education

    National Research Council Canada - National Science Library

    Maja TERLEVIĆ; Andreja ISTENIČ STARČIČ; Maruška ŠUBIC KOVAČ

    2015-01-01

    Sustainable development is not only a great challenge for society as a whole, but also for higher education institutions, which have been rapidly including sustainable development in their educational...

  9. A Sustainability Education Academic Development Framework (SEAD)

    Science.gov (United States)

    Holdsworth, Sarah; Thomas, Ian

    2016-01-01

    Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine…

  10. Sustainable spatial development in higher education

    OpenAIRE

    Maja Terlević; Andreja Istenič Starčič; Maruška Šubic Kovač

    2015-01-01

    Sustainable development is not only a great challenge for society as a whole, but also for higher education institutions, which have been rapidly including sustainable development in their educational process in the last two decades. Directly or indirectly, education for sustainable spatial development includes all aspects of sustainable development: environmental, economic, social and cultural. Space is a junction of various interests, which requires coordinating the entire process of spatia...

  11. Ruling Relationships in Sustainable Development and Education for Sustainable Development

    Science.gov (United States)

    Berryman, Tom; Sauvé, Lucie

    2016-01-01

    It is from historical perspectives on more than 40 years of environment related education theories, practices, and policies that we revisit what might otherwise become a tired conversation about environmental education and sustainable development. Our contemporary critical analysis of Stefan Bengtsson's research about policy making leads us to…

  12. Sustainable spatial development in higher education

    Directory of Open Access Journals (Sweden)

    Maja Terlević

    2015-06-01

    Full Text Available Sustainable development is not only a great challenge for society as a whole, but also for higher education institutions, which have been rapidly including sustainable development in their educational process in the last two decades. Directly or indirectly, education for sustainable spatial development includes all aspects of sustainable development: environmental, economic, social and cultural. Space is a junction of various interests, which requires coordinating the entire process of spatial planning, taking into account the goal of sustainable spatial development. The existing values of space are insufficient for the rapid implementation of a sustainable spatial development paradigm. Suitable education is needed by both individuals and spatial planning professionals and at all levels of education. It is therefore necessary to transform some of the academic programs in the higher education curriculum by integrating teaching content and methods that include long-term knowledge and holistic thinking, taking into account the importance of interdisciplinary integration. This article reviews literature in sustainable development in higher education from 2002 to 2013. Topics discussed include students’ and teachers’ conceptions of sustainable development, the presence of sustainable development and sustainable spatial development in higher education and the reasons for the slow introduction of this material into the curriculum. Based on a literature analysis, the last section identifies important drivers that can contribute to a more rapid integration of a sustainable spatial development paradigm into higher education.

  13. Education for Sustainable Development: Knowledge and ...

    African Journals Online (AJOL)

    The United Nations' launch of the Decade of Education for Sustainable Development in 2005 has focused international attention on the concept of education for sustainable development (ESD). This paper covers the emergence of ESD in relation to environmental education in South Africa. It critiques the core concept, ...

  14. No-Self, Natural Sustainability and Education for Sustainable Development

    Science.gov (United States)

    Wang, Chia-Ling

    2017-01-01

    This article explores the significance of sustainability and several ways in which education for sustainable development (ESD) can be considered. It presents several issues related to the theories of sustainability and ESD, which are generated based on a firm concept of anthropocentrism. ESD has been used for developing a scientific understanding…

  15. Argentina and Education for Sustainable Development

    Science.gov (United States)

    Andelman, Marta

    2005-01-01

    In Argentina, few groups recognize the value of Education for Sustainable Development (ESD). The Decade of Education for Sustainable Development (DESD) carries no significant weight in governmental and nongovernmental circles. It does not appear in any agenda, or in any suggestion or recommendation for policy-making, not even in proposals for…

  16. Nigerian Educational Research For Sustainable Development ...

    African Journals Online (AJOL)

    Education and research controls the development of any nation because no nation can rise above the products of its educational system. However, a number of problems face our educational and national development in general. The solution to such problem lies in research . educational research for sustainable ...

  17. Education for Sustainable Development in Higher Education Institutions

    OpenAIRE

    César Tapia-Fonllem; Blanca Fraijo-Sing; Víctor Corral-Verdugo; Anais Ortiz Valdez

    2017-01-01

    The role that higher education plays in the promotion of sustainable development outstands in the declarations on Education for Sustainable Development (ESD), besides being a research priority in higher education. However, few studies exist that evaluate sustainable lifestyles among university students. The aim of this study was to analyze the mission and vision, processes and actions undertaken to promote sustainability in higher education institutions, and to compare the pro-sustainability ...

  18. Integrating Sustainable Development Education into Secondary ...

    African Journals Online (AJOL)

    The average secondary school leaver in Nigeria is ill-equipped in the basics of sustainable development. ... This paper opines that principles and practice of sustainable development education should be incorporated in key subjects like geography, history, government, introductory technology, home economics, agricultural ...

  19. Imperatives of Vocational Education and Sustainable Development ...

    African Journals Online (AJOL)

    Toshiba

    looking for employment opportunity increase day by day. Nigeria's educational practices were tailored ... It can be a tool for securing employment and sustainable development in Nigeria. Vocational education .... strengthening the bridge between education and schooling and preparation for the world of work with attention ...

  20. EDUCATION FOR SUSTAINABLE DEVELOPMENT: PHILOSOPHICAL ASPECT

    Directory of Open Access Journals (Sweden)

    K. M. Alilova

    2016-01-01

    Full Text Available Aim. The aim is to consider the relationship of philosophy and education; the article also reviews the Education for Sustainable Development (ESD, a global model for a special educational activity. We also discuss the features of the philosophical approach to the issue of sustainable development. Discussion. In research, we use the method of socio-natural approach, a new educational paradigm that combines the theory and concept of training and education within the anthropocentric approach based on humanistic philosophical ideas which laid the basis for understanding the person as the subject of life, history and culture. We analyzed environmental and educational aspects of sustainable development in the current context. In order to address these challenges, philosophy produces new concepts, theories and paradigms. It is necessary to work on people's motivation and values, develop their cooperation skills, teach civic engagement and democratic by action rather than words. Only a highly educated society can generate environmental paradigm and implement the strategy of sustainable development. Conclusions. We recommend transferring research outcomes into practice in schools starting with elementary school, as well as in vocational schools and universities. Clarifying the essence of the concept of education for sustainable development is possible through philosophical understanding of its genesis and ideas.

  1. Education for sustainable development. Just do it : guide to designing education for sustainable development

    NARCIS (Netherlands)

    Frijters, S.

    Sustainable development has become a crucial part of our modern society and our education. Sustainability is a complex concept. After all, what is considered sustainable to us now may not necessarily be so in the future. We need to continually review our judgments with regards to sustainability.

  2. Imperatives of Vocational Education and Sustainable Development ...

    African Journals Online (AJOL)

    Education is seen as one of the most powerful instrument man has devised so far to shape his own fortune. Vocational education in particular is the cornerstone for any sustainable technological development. Its relevant practical training components hold the key to Nigeria becoming technologically developed.

  3. South America and Education for Sustainable Development

    Science.gov (United States)

    Ostuni, Josefina

    2006-01-01

    Three South American countries, Argentina, Chile and Brazil, have been selected in order to study the impact of the document "The United Nations Decade of Education for Sustainable Development". In these countries, whose people react energetically against any attempt to break the environmental balance, the synergic power of education is…

  4. Sustainable Development Begins with Education

    Science.gov (United States)

    Uvalic-Trumbic, Stamenka; Daniel, John

    2016-01-01

    This article builds on the report of a meeting of the Memory and Future Club of the Association of Former UNESCO Staff Members held in February 2016 to discuss the impact of UNESCO's work on Education for All. It also derives from the authors' personal perspectives on the important contribution that the EFA campaign has made and could make to the…

  5. Environmental Education for Sustainable Development in ...

    African Journals Online (AJOL)

    Environmental Education for Sustainable Development in Developing Societies: The Role of School Teachers. ... human values and behaviour, right across the entire social spectrum, from that of over exploitation of nature and ecological apathy, to a new spirit, habits, morals, ethics, ideals, principles, customs and life styles.

  6. Education for Sustainable Development: Connecting the Dots for Sustainability

    Science.gov (United States)

    Gokool-Ramdoo, Sushita; Rumjaun, Anwar Bhai

    2017-01-01

    Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the challenges impeding the completion of unfinished ESD businesses. In response to practitioner-expressed needs, this paper…

  7. Internationalising Experiential Learning for Sustainable Development Education

    Science.gov (United States)

    Lee, Young S.; Schottenfeld, Matthew A.

    2012-01-01

    The article discusses the internationalising of informal experiential learning as a pedagogical intervention for sustainable development education in the curriculum of built environment disciplines in the United States (US). A group of American students in the School of Planning, Design and Construction at Michigan State University participated in…

  8. Contents of Education for Sustainable Development

    Directory of Open Access Journals (Sweden)

    D S Ermakov

    2013-12-01

    Full Text Available The essence of education for sustainable development (ESD has been disclosed in this article. The definition of ESD has been formulated. The key approaches to the formation of the ESD curriculum have been designated. The criteria for selecting the content of ESD have been proposed. The feasibility of applying the competency based approach has been shown.

  9. Successful Globalisation, Education and Sustainable Development

    Science.gov (United States)

    Little, Angela W.; Green, Andy

    2009-01-01

    This article examines the role of education in "successful globalisation" and how this links with agendas for sustainable development. In the first part "successful globalisation" is defined as economic growth combined with equality and social peace. Japan and the East Asian tiger economies--particularly South Korea and…

  10. Competences for Education for Sustainable Development in Teacher Education

    Science.gov (United States)

    Rauch, Franz; Steiner, Regina

    2013-01-01

    Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004-2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher…

  11. Sustainability Policy and Sustainability in Higher Education Curricula: The Educational Developer Perspective

    Science.gov (United States)

    Baughan, Patrick

    2015-01-01

    Various studies have investigated the views of higher education staff and students about sustainability, yet educational developer perspectives are under-represented in the research. This project gathered educational developer perspectives about sustainability in the curriculum. It sought to capture their views about a national sustainability…

  12. Education for sustainable development, environmetal education and action competence

    DEFF Research Database (Denmark)

    Breiting, Søren

    2008-01-01

    Kapitlet diskuterer sammenhænge mellem miljøundervising (education for sustaianble development) og uddannelse for bæredygtig udvikling (UBU) (education for sustainable development) med vægt på den tænkning og de erfaringer fra miljøundervisningen, som synes mest relevante og lovende i forhold til...

  13. Science Education and Education for Citizenship and Sustainable Development

    Science.gov (United States)

    Johnston, Ronald

    2011-01-01

    In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in "the sciences" as evidenced by a reduction in the…

  14. Education for Sustainable Development (ESD) and Chemistry Education

    Science.gov (United States)

    Burmeister, Mareike; Rauch, Franz; Eilks, Ingo

    2012-01-01

    The years between 2005 and 2014 have been declared as a worldwide Decade of Education for Sustainable Development (DESD) by the United Nations. DESD's intended purpose is to promote and more thoroughly focus education as a crucial tool preparing young people to be responsible future citizens, so that our future generations can shape society in a…

  15. Engineering Education for Sustainable Development. The Contribution of University Curricula to Engineering Education for Sustainable Development.

    NARCIS (Netherlands)

    Kastenhofer, Karen; Lansu, Angelique; Van Dam-Mieras, Rietje; Sotoudeh, Mahshid

    2010-01-01

    Global failures to reach a sustainable development within present-day societies as well as recent breakthroughs within technoscience pose new challenges to engineering education. The list of competencies which engineers should have to rise to these challenges is long and diverse, and often

  16. Environmental ethics and education for sustainable development

    Directory of Open Access Journals (Sweden)

    Ljubo Mohorič

    2011-10-01

    Full Text Available The subject of this article – sustainable development and limits to growth within the dominant paradigm of constant eco- nomic growth – is an urgent issue today. Mankind is facing a great dilemma regarding the future, as certain effects of the current anthropocentric and non-sustainable development have become apparent in the environment and nature as well as in the human society. The economic development is, despite occasional economic downturns, a serious threat for the future of all life on the planet, not only human beings. The entropy law is universal; it applies to the entire universe, including the people on the Earth. It has been proved by many research studies that the majority of the effects we can observe in the environment are of anthropogenic origin. It is obvious that humans will have to change their practices to a certain extent and, above all, reconsider their attitude to constant economic growth and the effects (good or bad it entails. The author suggests that a solution to this problems could be in the new ecological ethics, which is intrinsic and no longer anthropocentric, the ethics that will see sustainable (balanced and close to nature development not as a goal in itself but as a means to reach the set goals. We could perhaps shorten the path to acceptance of this kind of ethics, which fosters responsibility towards the environment, people and all living creatures, if we knew how to pass on the experience of older generations to today’s youth by using a suitable educational approach. Luckily, the young generations, who are living with us here and now and sharing the fate of our time and space, are extremely perceptive of the »new« environmental/ecological ethics. To embrace it is more than just our individual right and obligation; we are, as the article states, »authorised« and bound to do so by a number of international treaties.

  17. Hope and Fear in Education for Sustainable Development

    Science.gov (United States)

    Dahlbeck, Johan

    2014-01-01

    Education for sustainable development represents a politically prioritized area of knowledge in contemporary Swedish education and as such it has acquired a prominent position among the governing values of educational policy. Insofar as education for sustainable development is directed at securing the future of human well-being, this article…

  18. Education for Sustainable Development in Higher Education Institutions

    Directory of Open Access Journals (Sweden)

    César Tapia-Fonllem

    2017-01-01

    Full Text Available The role that higher education plays in the promotion of sustainable development outstands in the declarations on Education for Sustainable Development (ESD, besides being a research priority in higher education. However, few studies exist that evaluate sustainable lifestyles among university students. The aim of this study was to analyze the mission and vision, processes and actions undertaken to promote sustainability in higher education institutions, and to compare the pro-sustainability orientation (PSO reported by 360 students coursing first or last semesters at college. The study was intended to evaluate the influence that four higher education institutions in Sonora, Mexico, have on students’ PSO. Results of the study indicate that a coherent PSO factor emerges from the interrelations among pro-environmental dispositional and behavioral variables reported by students. However, university programs and actions do not produce statistically significant differences between freshmen and senior students. Possible reasons explaining the lack of positive influence of those universities on students’ PSO are discussed.

  19. Is ‘Sustainable Development' the core of ‘Education for SustainableDevelopment'?

    DEFF Research Database (Denmark)

    Breiting, Søren

    2007-01-01

    What is the core of Education for Sustainable Development (ESD) and how to avoid that ESD becomes everything good in school and in reality not more than a new terminology without much innovative power for education?......What is the core of Education for Sustainable Development (ESD) and how to avoid that ESD becomes everything good in school and in reality not more than a new terminology without much innovative power for education?...

  20. Education for Sustainable Development: Knowledge and ...

    African Journals Online (AJOL)

    verbalising problems or organising token environmental actions. As sustainable development is taken up at political levels, the environment ..... consensus around an explicit integrating idea (e.g. sustainable development) and skilled teachers who enjoy ambiguity and can link the integrating idea to the knowledge base ...

  1. Curriculum Analysis and Education for Sustainable Development in Iceland

    Science.gov (United States)

    Johannesson, Ingolfur Asgeir; Norodahl, Kristin; Oskarsdottir, Gunnhildur; Palsdottir, Auour; Petursdottir, Bjorg

    2011-01-01

    The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was…

  2. Literacy Education and Sustainable Development in Developing Societies

    Science.gov (United States)

    Oghenekohwo, Jonathan E.; Frank-Oputu, Ekima A.

    2017-01-01

    The development of a literate society is a pre-requisite for the emergence of a knowledge economy. The thesis advanced in this paper is that, without massive investment and promotion of literacy education, development that is targeted at the 17-point sustainable development goals (SDGs) will be bereft of citizen's empowerment, engagement,…

  3. Sustainable human development: an educational commitment

    Directory of Open Access Journals (Sweden)

    Pilar AZNAR MÍNGUET

    2017-06-01

    Full Text Available Sustainable Human Development (hereafter SHD is taking shape as a proposal for progress in the face of a crisis in civilization so complex and far-reaching that it is considered quite difficult to solve. The aim of this article is to offer a reasoned justification of the evolution of the concept of development and of the need for an educational commitment to be able to make progress towards it. Although it is still polemical and the object of criticism, SHD has become consolidated as a strongly ethical proposal to lead the change in the course of development, transversally affecting its multiple dimensions and advocating interdisciplinary and intercultural cooperation and dialogue. The article analyses the challenges posed by SHD to today’s global society, as well as some ways to respond to them from the field of educational action and research. It concludes with a reasoned structuring of the contents of the monograph and an analytical description of the contents of the different contributions.

  4. Educating the Engineer for Sustainable Community Development

    Science.gov (United States)

    Munoz, D. R.

    2008-12-01

    More than ever before, we are confronting the challenges of limited resources (water, food, energy and mineral), while also facing complex challenges with the environment and related social unrest. Resource access problems are exacerbated by multi-scale geopolitical instability. We seek a balance that will allow profit but also leave a world fit for our children to inherit. Many are working with small groups to make positive change through finding solutions that address these challenges. In fact, some say that in sum, it is the largest human movement that has ever existed. In this talk I will share our experiences to alleviate vulnerabilities for populations of humans in need while working with students, corporate entities and non governmental organizations. Our main focus is to educate a new cadre of engineers that have an enhanced awareness of and better communication skills for a different cultural environment than the one in which they were raised and are hungry to seek new opportunities to serve humanity at a basic level. The results of a few of the more than forty humanitarian engineering projects completed since 2003 will be superimposed on a theoretical framework for sustainable community development. This will be useful information to those seeking a social corporate position of responsibility and a world that more closely approaches a sustainable equilibrium.

  5. Globalization and Environmental Education: Looking beyond sustainable development

    NARCIS (Netherlands)

    Jickling, B.; Wals, A.E.J.

    2008-01-01

    This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This

  6. School development and education for sustainable development

    Energy Technology Data Exchange (ETDEWEB)

    Centrone, Liza [Univ. of Bressanone (Italy)

    2008-07-01

    OECD (2003) has developed a set of six scenarios for schooling in the future up to 2020. They have been clustered into three main categories: Scenarios 1a and 1b ''Attempting to Maintain the Status Quo'', 2a and 2b ''Re-schooling'', and 3a and 3b ''De-schooling''. The scenarios describe in a somewhat ''pure form'' how schooling in general might take place in about fifteen years. In reality, of course, one would expect complex mixes to emerge between these different possible futures, rather than one or the other. By sharpening the alternatives, however, they provide an opportunity to think about what we want and do not want, and how probable the more or less desired choices are in terms of on-going trends and policies. (orig.)

  7. Education for Sustainable Development: Knowledge and ...

    African Journals Online (AJOL)

    acknowledges that knowledge is socially created, a process that forms the basis for objectivity ... 'Recycling and environment conservation is the simplest thing someone can do, but people tend to .... sustainable development in Germany.

  8. Education for Sustainable Development: A Framework for Nigeria

    Science.gov (United States)

    Oni, Adesoji A.; Adetoro, J. A.

    2012-01-01

    This paper proposed a framework for conceptualizing, planning for and implementing an education agenda for sustainable development within the Nigerian context. The strategic questions informing this framework are: What is the context within which sustainable development is being proposed? What are the educational needs that arise within the given…

  9. Western and Chinese Development Discourses: Education, Growth and Sustainability

    Science.gov (United States)

    Nordtveit, Bjorn Harald

    2009-01-01

    This article examines Western and Chinese discourses of education, sustainable growth and development. Education is increasingly considered as a means to fuel economic growth, especially since the 1980s, when conservative economic values became predominant in Western development thought. Despite a discourse on sustainability favouring ecologically…

  10. Sustainable Development in Engineering Education: A Pedagogical Approach

    Science.gov (United States)

    Ahrens, A.; Zascerinska, J.

    2012-01-01

    Engineering education is facing a challenge of the development of student engineers' social responsibility in the context of sustainable development. The aim of the research is to analyze efficiency of engineering curriculum in the context of sustainable development underpinning elaboration of pedagogical guidelines on the development of students'…

  11. Bridging Geography and Education for Sustainable Development: A Korean Example

    Science.gov (United States)

    Gress, Douglas R.; Tschapka, Johannes M.

    2017-01-01

    There is an apparent disconnect between geography and education for sustainable development (ESD), with geography underrepresented in publications and curricula related to sustainability though the discipline embraces the need to foment positive change. To bridge this schism, this article introduces advances in education for sustainable…

  12. Higher Education for Sustainable Development: A Systematic Review

    Science.gov (United States)

    Wu, Yen-Chun Jim; Shen, Ju-Peng

    2016-01-01

    Purpose: This study aims to provide a complete understanding of academic research into higher education for sustainable development (HESD). Design/methodology/approach: This study utilizes a systematic review of four scientific literature databases to outline topics of research during the UN's Decade of Education for Sustainable Development…

  13. German Chemistry Teachers' Understanding of Sustainability and Education for Sustainable Development--An Interview Case Study

    Science.gov (United States)

    Burmeister, Mareike; Schmidt-Jacob, Sabine; Eilks, Ingo

    2013-01-01

    Sustainability became a regulatory idea of national and international policies worldwide with the advent of the Agenda 21. One part of these policies includes promoting sustainability through educational reform. With the United Nations World Decade for Education for Sustainable Development (ESD), spanning the years 2005 to 2014, all school…

  14. UNESCO World Conference on Education for Sustainable Development: Learning Today for a Sustainable Future

    Science.gov (United States)

    Journal of Education for Sustainable Development, 2012

    2012-01-01

    The UNESCO World Conference on Education for Sustainable Development (ESD) will be co-organised in 2014 by UNESCO and the Government of Japan on the occasion of the end of the UN Decade of Education for Sustainable Development. It has the following objectives: (1) Celebrating a decade of action; (2) Reorienting education to build a better future…

  15. Art and Craft education for sustainable development

    Directory of Open Access Journals (Sweden)

    Eva Lutnæs

    2017-12-01

    Full Text Available The Norwegian school subject Art and Crafts makes a lense for pupils into the world of object, buildings and pictures. It makes visual and material culture part of general education. The subject embodies problem solving in materials, aesthetical awareness and critical reflection on visual communication and the quality of objects. Teachers in this subject have the opportunity to connect daily actions and opinions to bigger picture thinking, by challenging pupils to take responsibility for what they do, and what they might choose to ignore. This article explores four entries to ecoliteracy in the repertoire of the subject: Problem solving in materials, aesthetic experiences, responsible product design and critical reflection. Ecoliteracy rely on both awareness and empowerment, and to coin the four entries in design assignments would better prepare pupils for a transition towards a more sustainable future.

  16. Think Piece: Re-thinking Education for Sustainable Development as ...

    African Journals Online (AJOL)

    The modernist expansion of Education is examined to explore how the concept of Education for Sustainable Development (ESD) has emerged, is being worked with, and is being assessed in imperatives intended to foster social-ecological change on a global scale. The opening review sketches how education developed ...

  17. Open Education and the Sustainable Development Goals: Making Change Happen

    Science.gov (United States)

    Lane, Andy

    2017-01-01

    Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Open education, in the form of resources and…

  18. Perspective of Game Theory in Education for Sustainable Development

    Science.gov (United States)

    Ahrens, A.; Zascerinska, J.

    2012-01-01

    The sustainable development of society has attracted a lot of research efforts. A strategic aspect to the society's evolution is introduced by the game theory (Fernandez, 2011, p. 1). The research question is as follows: how to organize the process of teaching and learning in education for sustainable development? The aim of the research is to…

  19. Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable development

    DEFF Research Database (Denmark)

    Holm, Tove; Sammalisto, Kaisu; Grindsted, Thomas Skou

    2015-01-01

    Sustainability aspects in higher education must be enhanced with more concrete actions. Universities are globally required to have quality assurance to secure and improve teaching and learning, and they use management systems to this aim. Integrating education for sustainable development...... and management systems are alike in that they are based on continuous improvement and systematic thinking; for both processes all stakeholders need to be involved. Although quality assurance is compulsory for higher education, education for sustainable development has barely been examined or integrated...... framework for integrating education for sustainable development with management systems was developed in a network of 11 universities in the Nordic countries. The framework included planning, assessment, monitoring, and implementation of education for sustainable development. It was piloted and applied...

  20. A UK indicator of education for sustainable development

    OpenAIRE

    Huckle, John; Sustainable Development Commission

    2006-01-01

    Report references UK Government publication 'Securing the Future'. Report on workshops consulting members of the education community on their preferred approach to the indicator announced in the UK strategy for sustainable development, 'Securing the Future'. Publisher PDF

  1. Education for Sustainable Development: A Global Agenda for the ...

    African Journals Online (AJOL)

    In response to this, there is a growing body of literature which argues that the problem should be approached with education. Therefore, this review paper describes briefly the environmental problem, sustainable development and the role that education play in combating the environmental problem by linking education with ...

  2. Outlook on Research in Education for Sustainable Development

    Science.gov (United States)

    Grasel, Cornelia; Bormann, Inka; Schutte, Kerstin; Trempler, Kati; Fischbach, Robert

    2013-01-01

    This article provides an overview of current research on Education for Sustainable Development (ESD). It shows a lack of correspondence between ESD research and recent debates in educational research. Research on ESD has established as a field of research with insufficient relations to other fields in educational research. Based on the overview…

  3. 123 Relevant Education for Sustainable Human Development in ...

    African Journals Online (AJOL)

    Nollywood's Advocacy of Relevant Education for Sustainable. Human Development in Nigeria: Reading Selected Films. The Illiterate Series. The captivating movie ..... Books, 2002. 3 – 26. Print. Onyemerekeya, C.C. “Meaning and Objectives of Education.” Teacher Education in Nigeria. Owerri: Department of. Curriculum ...

  4. Higher Education for Sustainable Development at EARTH University

    Science.gov (United States)

    Rodríguez-Solera, Carlos Rafael; Silva-Laya, Marisol

    2017-01-01

    Purpose: The purpose of this article is to present the experience of a Central American university that has been successfully advancing an educational model focused on sustainability for over 25 years. Many universities in industrialized nations are assuming a more active role in promoting sustainable development, while in emerging countries,…

  5. Education for Sustainable Development: Current Discourses and Practices and Their Relevance to Technology Education

    Science.gov (United States)

    Leal Filho, Walter; Manolas, Evangelos; Pace, Paul

    2009-01-01

    Technology education is a well-established field of knowledge whose applications have many ramifications. For example, technology education may be used as a tool in meeting the challenges of sustainable development. However, the usefulness of technology education to the sustainability debate as a whole and to education for sustainable development…

  6. The Sustainable Development Goals: An Experience on Higher Education

    Directory of Open Access Journals (Sweden)

    Bárbara Crespo

    2017-08-01

    Full Text Available Sustainable development is acquiring high attendance in higher education. In fact, one of the targets for the Sustainable Development Goals announced by the United Nations in September 2015 aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, thorough education on sustainable development. The current study focuses on the evaluation of individual works based on the sustainable development suggested to students in a subject of the Master’s of Thermal Engineering at the University of Vigo. In addition, a sustainable holistic rubric is presented, which was used to analyze the ability of the students to incorporate sustainability principles in their work. The rubric was based on the 17 Sustainable Development Goals and the associated targets of the United Nations, more specifically on the Goals 7, 8, 12, and 13. A total of 10 works were evaluated. As a general conclusion, it was found that the students generally do not consider or consider to a lower extent the economic criteria opposite to the environmental, technical, and social dimensions. The environmental sub-criterion were applied to a greater extent in the development of the works. However, the technical and social dimensions were included to a greater or lesser extent depending on the type of work developed.

  7. Cosmopolitan perspectives on education and sustainable development

    Directory of Open Access Journals (Sweden)

    Louise Sund

    2011-01-01

    Full Text Available In this paper we draw attention to the possibilities of the philosophical perspectives of cosmopolitanism in the development of ESD. We argue that one challenge facing the development and implementation of ESD is the finding of balanced ways to deal with the normativity dilemma that take both the search for consensus and universal claims and particular contexts and dissensionseriously. The paper begins with a brief sketch of environmental andsustainability education in transition and a problematisation of the universal characteristics of ESD. Drawing on the recent works of Martha C. Nussbaum, Peter Kemp, Kwame Anthony Appiah and Sharon Todd, we then explore how scholars with different cosmopolitanism approaches balance between the cultivation of universal values and individuals’ autonomous thinking and relate these approaches to ESD. Our overall claim is that ESD is in need of a critical discussion and exploration of ESD as a political project with dissonant voices that takes the particular human encounter into consideration.

  8. Imperatives of Vocational Education and Sustainable Development ...

    African Journals Online (AJOL)

    Toshiba

    general or vocational education (Osuala, 2004). Vocational education is defined as any form of education whose primary purpose is to prepare persons for employment in recognized occupations (Okoro, 1993). Some authors always refer to the twin concepts ―Vocational-technical education‖ in reference to education.

  9. COOPERATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT IN GLOBALIZATION ERA

    Directory of Open Access Journals (Sweden)

    NEDELCU ELENA

    2013-05-01

    Full Text Available The present paper aims to approach a relatively new topic: international cooperation for sustainable development. The first part of this paper is a theoretical construct which deals with the connection that exists between its main variables: globalization, democratization and development. This part of the paper also brings into evidence the necessity and importance of international cooperation for sustainable development (SD during the globalization era. The second part of the paper aims to briefly analyse the importance and practice of education for sustainable development (ESD in our contemporary society: the case of Romania. Conclusions represent the object of the last part of the paper.

  10. Education for Sustainability-Challenges and Opportunities: The Case of RCEs (Regional Centres of Expertise in Education for Sustainable Development)

    Science.gov (United States)

    Wade, Ros

    2016-01-01

    This article will focus on the challenges of leadership and management of a key initiative of the 20052014 UN Decade of Education for Sustainable Development (DESD), namely the Regional Centres of Expertise in Education for Sustainability (RCEs). It will argue that in order to achieve sustainability, there is a need to move away from outdated…

  11. Education for Sustainable Development and Climate Change Education in China: A Status Report

    Science.gov (United States)

    Han, Qingqing

    2015-01-01

    Recognizing the significance of education in promoting sustainable development (SD), China has developed a number of policies and initiatives relating to education for sustainable development (ESD) and climate change education (CCE). The article first reviews China's national policies and initiatives with regard to SD, climate change, education,…

  12. Education as a Global "Soft Power" for Sustainable Development

    Science.gov (United States)

    Sayamov, Yury Nikolayevich

    2013-01-01

    Purpose: The purpose of this paper is to analyse various aspects of education for sustainable development (ESD) drawing attention to the approaching end of the UN Decade on ESD (DESD) in 2014 and to the necessity of the continuation of ESD activities. Defining the internationalisation of education as an ever more significant part of globalisation,…

  13. Developing Quality Assurance Culture for Sustainable University Education in Nigeria

    Science.gov (United States)

    Ibara, Emmanuel Chisa

    2015-01-01

    The relevance of any university education depends on quality parameters that should be specified, adhered to and sustained. The development of quality assurance culture in Nigerian university education is imperative, considering the fact that globalization, mobility of labour, competition and the quest for best practices have subjected…

  14. Sustainable Development as a Meta-Context for Engineering Education

    Directory of Open Access Journals (Sweden)

    Karel Mulder

    2013-12-01

    Full Text Available At the end of the first decade of the twenty-first century, there is unprecedented awareness of the need for a transformation in development, to meet the needs of the present while also preserving the ability of future generations to meet their own needs. However, within engineering, educators still tend to regard such development as an ‘aspect’ of engineering rather than an overarching meta-context, with ad hoc and highly variable references to topics. Furthermore, within a milieu of interpretations there can appear to be conflicting needs for achieving sustainable development, which can be confusing for students and educators alike. Different articulations of sustainable development can create dilemmas around conflicting needs for designers and researchers, at the level of specific designs and (sub- disciplinary analysis. Hence sustainability issues need to be addressed at a meta-level using a whole of system approach, so that decisions regarding these dilemmas can be made. With this appreciation, and in light of curriculum renewal challenges that also exist in engineering education, this paper considers how educators might take the next step to move from sustainable development being an interesting ‘aspect’ of the curriculum, to sustainable development as a meta-context for curriculum renewal. It is concluded that capacity building for such strategic considerations is critical in engineering education.

  15. Higher Education in the Sustainable Development Goals Framework

    Science.gov (United States)

    Owens, Taya Louise

    2017-01-01

    Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide quality education systems. Whilst the Millennial Development Goals focused attention on universal primary…

  16. Science Education and Education for Sustainable Development--Justifications, Models, Practices and Perspectives

    Science.gov (United States)

    Eilks, Ingo

    2015-01-01

    The year 2014 marks the end of the United Nations Decade of Education for Sustainable Development (ESD). All educational domains and levels, including primary and secondary science education, have been working to contribute to education enabling younger generations to become responsible citizens and promote sustainable development in our world.…

  17. Entrepreneurial Education in Nigeria Tertiary Institutions and Sustainable Development

    Science.gov (United States)

    Agboola, B. M.

    2010-01-01

    The higher education in Nigeria has witnessed a tremendous growth in the last 50 years in terms of producing manpower that could bring about development. However, the problem of Nigeria today is not about human and natural resources, but how to translate the human potentials to meet the realization of its all round development and sustain economic…

  18. Mapping the relationship between higher education and sustainable development

    DEFF Research Database (Denmark)

    Holm, Claus; Martinsen, Anders

    2015-01-01

    "lifelong learning skills for a resilient life" is beginning to establish itself as part of a main conflict with the approach "necessary knowledge for a secured life". That is to say that these two approaches to the question of the relationship between higher education and sustainable development...... are in a conflict with each other and with respect to understanding of as well higher education, in casu the curriculum and assessment activity of the university, as sustainable development – and, first of all, it gives rise to very different conditions for future forms of life and learning inside as well...

  19. Why It Matters How We Frame "Education" in Education for Sustainable Development

    Science.gov (United States)

    Shephard, Kerry; Dulgar, Pete

    2015-01-01

    We analyzed two educational frameworks that seek to embed "education for sustainable development" into higher education (HE). Both identify that HE is failing to educate graduates able to address the sustainability needs of society and suggest approaches to remedy the situation. We used discourse analysis and framing analysis to explore…

  20. The Kosovo Education for Sustainable Development's Role in Promoting the Decade of Education for Sustainable Development in Kosovo

    Science.gov (United States)

    Beka, Arlinda

    2015-01-01

    The Republic of Kosovo declared its independence in 2008 following almost a decade of administration by the United Nations Mission in Kosovo. During the United Nations administration the first initiatives towards Education for Sustainable Development (ESD) were taken, particularly with the Millennium Development Goals agenda. Following the idea of…

  1. Developing and Piloting a Baselining Tool for Education for Sustainable Development and Global Citizenship (ESDGC) in Welsh Higher Education

    Science.gov (United States)

    Glover, Alison; Jones, Yvonne; Claricoates, Jane; Morgan, Jan; Peters, Carl

    2013-01-01

    Mainstreaming Education for Sustainable Development in higher education is vital if graduates are to possess the abilities, skills, and knowledge needed to tackle the sustainability issues of the future. In this article we explain the development and piloting of a baselining tool, the Education for Sustainable Development and Global Citizenship…

  2. Social education, human rights and sustainability in community development

    Directory of Open Access Journals (Sweden)

    José Antonio CARIDE GÓMEZ

    2017-06-01

    Full Text Available The article places its contributions in a reflection of a pedagogical and social nature about the links that are established between social education, human rights and sustainability in community development. In this regard, in a historical and prospective key, it places emphasis on the need to promote educational actions that, being consistent with the principles of equity and justice, make it possible to build a more democratic, inclusive and cohesive local-global society.A future expectation that must be confined to educational theories and practices where local communities assume the role they play in their own development processes, with an alternative vision to the ways of educating people and themselves on a daily basis, respectful of human and ecological rights. A line of action that coincides with the commitments made at the Global Action Programme on Education for Sustainable Development, adopted by UNESCO, and Resolution A/70/1 adopted by the General Assembly in 2015, Transform our world: the 2030 Agenda for Sustainable Development, guaranteeing lifelong learning for all.In this objective beats a decisive, although not explicit, of a pedagogical-social vocation: to train citizens that, individually and collectively being aware of their role in socio-environmental changes, assume the responsibilities inherent to the values that sustain life in all its diversity. Social education and community development that, by projecting initiatives in different times and social spaces, allows formative opportunities to be expanded beyond the school system and its curricular practices. The Environmental Education and the Local Agenda 21 continue being two references main for the reflection-action educational and community.

  3. Problem Based Learning and Education for Sustainable Development

    DEFF Research Database (Denmark)

    Guerra, Aida

    2012-01-01

    are problem based learning (PBL), project based learning (PjBL), case study, role play, group discussion, field work, etc. These learning approaches are capable of integrating education for sustainable development (ESD) in engineering education at different levels, and do not aim to substitute the core......An engineering education that integrates education for sustainable development (ESD) perspectives claims for a learning approach centred on students, interdisciplinary and problem oriented, and this cannot be achieve through an “add on” strategy. Example of such active learning approaches...... scientific and technological knowledge but instead align it with the social, economic and environmental dimensions of the professional practice. It is agreed among ESD experts that PBL is a suitable learning approach to integrate ESD in the engineering curricula. This paper provides an overview...

  4. Education for Sustainable Development: Implications for University ...

    African Journals Online (AJOL)

    Data were collected from 381 respondents, who included academic staff , managers and student leaders at the University. The respondents suggested that the University should help the government in drawing and implementing development plans, adding that this could provide a means of overcoming its antagonistic ...

  5. Education for Sustainable Development: The Case of Masinde ...

    African Journals Online (AJOL)

    Education for Sustainable Development: The Case of Masinde Muliro University of Science and Technology (MMUST) ... Using a unit-based assessment tool allowed for 'building the picture' of the whole university, as well as concentrating on specific units as required, that is, on one faculty at a time. The assessment ...

  6. Education for Sustainable Development, Nature and Vernacular Learning

    Science.gov (United States)

    Selby, David

    2017-01-01

    Mainstream education for sustainable development conceives of nature as a resource or commodity. The natural world is, for the most part, accorded only instrumental or utilitarian value. As a field it thus aligns itself with a longstanding paradigm in western thinking that sees humans as separate from and dominant over nature. The de-natured…

  7. A Commentary on Education and Sustainable Development Goals

    Science.gov (United States)

    Sterling, Stephen

    2016-01-01

    The Sustainable Development Goals (SDGs) are viewed in the context of Johan Rockström's work on planetary boundaries at the Stockholm Resilience Centre. This work sets a double challenge to educational policy and practice: to embrace and help achieve the Goals, but also to work towards a deeper change in consciousness which can reconcile people…

  8. Education for sustainable development (ESD) : exploring theoretical and practical challenges

    NARCIS (Netherlands)

    dr. Frans Meijers; Helen Kopnina

    2014-01-01

    Purpose: This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD perspectives and methodological approaches as well variations in ESD practice will be addressed.

  9. Education for Sustainable Development at the United Nations Conference on Sustainable Development (Rio+20)

    Science.gov (United States)

    Journal of Education for Sustainable Development, 2012

    2012-01-01

    The United Nations Conference on Sustainable Development (Rio+20) was held in Rio de Janeiro, Brazil, 20-22 June 2012, marking the twentieth anniversary of the United Nations Conference on Sustainable Development in Rio de Janeiro in 1992 and the tenth anniversary of the 2002 World Summit on Sustainable Development in Johannesburg. With more than…

  10. EDUCATION AND SUSTAINABLE DEVELOPMENT – A CONNECTION FOR THE FUTURE

    Directory of Open Access Journals (Sweden)

    LIANA BADEA

    2014-08-01

    Full Text Available Nowadays, people are living in a continuous changing world, which faces a lot of difficulties, such as increased poverty, human-induced climate change, different diseases, natural disasters, etc. The challenges that humans have to face are not new, but they are important because the future of our society is connected to the way we solve our present problems. In this context, it becomes more and more obvious that the dimension and the importance of educational processes are crucial for the evolution of our society itself. Moreover, educational processes are the ones to tell us about the past and to shape the future, helping society to obtain a sustainable development. Starting from this point of view, this paper aims to emphasize the way education and sustainable development is influencing each other in the globalization era.

  11. Thematic development of declarations on Sustainability in Higher Education

    DEFF Research Database (Denmark)

    Grindsted, Thomas Skou; Holm, Tove

    2012-01-01

    Declarations on Sustainability in Higher Education (SHE) have grown in number and significance over the last decade. SHE declarations can be viewed as a piece of non binding international regulation that shapes universities’ pioneering role in ensuring sustainable development. Examination......) an analysis of themes the two types of declarations might have in common; and if so (3) an analysis of how they have developed during the past decade. The article finds four new themes that previous research has not identified, and shows how the valuation of nature is under reconfiguration in higher education...... of the international SHE literature reveals no study that deals specifically with the interaction between declarations developed by the university sector and declarations developed by governmental and intergovernmental institutions. An analysis of this type can give us important insights in what themes these parties...

  12. Development of a sustainable community-based dental education program.

    Science.gov (United States)

    Piskorowski, Wilhelm A; Fitzgerald, Mark; Mastey, Jerry; Krell, Rachel E

    2011-08-01

    Increasing the use of community-based programs is an important trend in improving dental education to meet the needs of students and the public. To support this trend, understanding the history of programs that have established successful models for community-based education is valuable for the creation and development of new programs. The community-based education model of the University of Michigan School of Dentistry (UMSOD) offers a useful guide for understanding the essential steps and challenges involved in developing a successful program. Initial steps in program development were as follows: raising funds, selecting an outreach clinical model, and recruiting clinics to become partners. As the program developed, the challenges of creating a sustainable financial model with the highest educational value required the inclusion of new clinical settings and the creation of a unique revenue-sharing model. Since the beginning of the community-based program at UMSOD in 2000, the number of community partners has increased to twenty-seven clinics, and students have treated thousands of patients in need. Fourth-year students now spend a minimum of ten weeks in community-based clinical education. The community-based program at UMSOD demonstrates the value of service-based education and offers a sustainable model for the development of future programs.

  13. Worry becomes hope in education for sustainable development

    Directory of Open Access Journals (Sweden)

    Lena Persson

    2011-01-01

    Full Text Available Researchers in environmental education and education for sustainable development (ESD have discussed in what ways young people’s experience in school may contribute to their action competence. This paper illustrates how an action research study centered on students’ reflections can contribute to a change in teaching that supports their action competence in education for sustainable development (ESD. The emphasis is on a pluralistic approach to ESD in which problems concerning sustainable development are considered as open-ended where students’ voices, action competence and decision-makingplay an important role. The researcher together with a teacher and her Year 9 class in a suburb of Stockholm carried out the action research study. The research corpus for the study was the students’ reflections in log books and interviews. Interviews were conducted with a smaller group of five students, and an interview was also made with the teacher at the end of the project to document her experiences. The case illustrates how students’ worries weremade salient through their reflections, which in turn made a change in teaching possible that transformed students’ worries into hope and supported their action competence. This way of working in the school practice may help teachers to think about ESD in new ways as well as in other areas of education.

  14. UN decade of education for sustainable development:perceptions of portuguese’s higher education institutions

    OpenAIRE

    Aleixo, Ana Marta; Azeiteiro, Ulisses Miranda; Leal, Susana

    2016-01-01

    This poster shows partial results of a cross-sectional research project investigating the perceptions of stakeholders of four Portuguese Higher Education Institutions about the importance of integration Sustainable Development (SD) in Higher Education Institutions (HEIs). N/A

  15. The Role of Place-based Education in Developing Sustainability as ...

    African Journals Online (AJOL)

    conscious education and how these fairly new educational notions might assist in developing sustainability as a frame of mind. We also discuss the educational implications of practising a pedagogy of place with specific reference to sustainability.

  16. Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development

    Directory of Open Access Journals (Sweden)

    Franziska Bertschy

    2013-11-01

    Full Text Available The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers’ competencies regarding ESD and to develop corresponding competence models. The following article presents two models—Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model and Learning for the future: The Competences in Education for Sustainable Development (ECE Model—and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model.

  17. Towards Using Transformative Education as a Benchmark for Clarifying Differences and Similarities between Environmental Education and Education for Sustainable Development

    Science.gov (United States)

    Pavlova, Margarita

    2013-01-01

    The UN Decade of Education for Sustainable Development (DESD) charges educators with a key role in developing and "securing sustainable life chances, aspirations and futures for young people". Environmental Education (EE) and ESD share a vision of quality education and a society that lives in balance with Earth's carrying capacity,…

  18. The Significance of "Participation" as an Educational Ideal in Education for Sustainable Development and Health Education in Schools

    Science.gov (United States)

    Andreasen Lysgaard, Jonas; Simovska, Venka

    2016-01-01

    This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing…

  19. Education for sustainable development using indoor and outdoor activities

    Science.gov (United States)

    Žigon, Lenka

    2016-04-01

    Environmental education became an important part of our development in the last years. We put a lot of effort into a task how to improve students'values, skills, understanding and how to significantly enhance their learning and achievements regarding ecological problems. At the same time we also know that environmental learning is easier when our students have the opportunity to feel, see, touch, taste and smell the nature. Therefore teachers in my school develop regular access to the outdoors as a learning resource. Students understand the impact of their activities on the environment and they also like to participate in the nature protection. My school (Biotechnical Centre)is an example of educational centre where different research and development programes are strongly oriented to the sustainable development. Students are educated to become experts in biotechnology, agronomy, food technology and horticulture. At the same time they are educated how to care for the nature. The institution itself cooperates with different fields of economy (farms, food - baker industry, floristry, country design etc.). For these reasons the environmental education is an essential dimension of basic education focused on a sphere of interaction that lies at the root of personal and social development. We try to develop different outdoor activities through all the school year. These activities are: analyse the water quality; research waste water treatment plants; exploration of new food sources (like aquaponics - where fish and plants grow together); collecting plants with medical activities; care for the plants in the school yard; growing new plants in the poly tunnel; learning about unknown plants - especially when visiting national and regional parks; selling different things in the school shop - also for local citizens; participating in the world wide activity - "Keep the country tidy" etc. Students and teachers enjoy to participate in different outdoor activities; we both

  20. Integrating Sustainable Development Concept into Science Education Program Is Not Enough; We Need Competent Science Teachers for Education for Sustainable Development--Turkish Experience

    Science.gov (United States)

    Karaarslan, Güliz; Teksöz, Gaye

    2016-01-01

    In order to educate science teachers for a sustainable future, recent discussions are going on related to collaboration between science education and education for sustainable development (ESD). Still, ESD has been in a development stage and needs to be improved in terms of developing teacher competencies. Therefore, in this study we focused on…

  1. Education for Sustainable Development in Vietnam: Lessons Learned from Teacher Education

    Science.gov (United States)

    Kieu, Thi Kinh; Singer, Jane; Gannon, Tracey Jean

    2016-01-01

    Purpose: The purpose of this paper is to identify challenges in education for sustainable development (ESD) implementation in teacher education institutions (TEIs) in Vietnam and propose some appropriate solutions to advance ESD in training teachers toward sustainability. Design/methodology/approach The authors interviewed ten lecturers and 75…

  2. Education for Sustainable Development in Higher Education: State-of-the-Art, Barriers and Challenges

    Science.gov (United States)

    Fernández-Sánchez, Gonzalo; Bernaldo, María Olga; Castillejo, Ana; Manzanero, Ana María

    2014-01-01

    Education for Sustainable Development (ESD) is a new educational paradigm that allows Universities to lead and respond to social needs towards a more sustainable life. The ESD is a global preparedness and complex phenomena in relation to the effects of human activity on the environment, society and economy in spatial (global, regional and local)…

  3. Unfolding education for sustainable development as didactic thinking and practice

    DEFF Research Database (Denmark)

    Madsen, Katrine Dahl

    2013-01-01

    This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation...... to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form...

  4. Education for Sustainable Development through Service Learninn in Engineering

    OpenAIRE

    Segalàs Coral, Jorge; Tejedor Papell, Gemma

    2017-01-01

    The Research Institute for Sustainability Science and Technology under the Master degree in Sustainability Science and Technology organises the course Action Research Workshop on Science and Technology for Sustainability (5 ECTS). The purpose of the course is to put together civil society organisations, local administrations, students and educators to collaboratively undertake responsible research, using trandisciplinary Action-Research methodologies through service learning.

  5. Greening academia: developing sustainable waste management at Higher Education Institutions.

    Science.gov (United States)

    Zhang, N; Williams, I D; Kemp, S; Smith, N F

    2011-07-01

    Higher Education Institutions (HEIs) are often the size of small municipalities. Worldwide, the higher education (HE) sector has expanded phenomenally; for example, since the 1960s, the United Kingdom (UK) HE system has expanded sixfold to >2.4 million students. As a consequence, the overall production of waste at HEIs throughout the world is very large and presents significant challenges as the associated legislative, economic and environmental pressures can be difficult to control and manage. This paper critically reviews why sustainable waste management has become a key issue for the worldwide HE sector to address and describes some of the benefits, barriers, practical and logistical problems. As a practical illustration of some of the issues and problems, the four-phase waste management strategy developed over 15 years by one of the largest universities in Southern England--the University of Southampton (UoS)--is outlined as a case study. The UoS is committed to protecting the environment by developing practices that are safe, sustainable and environmentally friendly and has developed a practical, staged approach to manage waste in an increasingly sustainable fashion. At each stage, the approach taken to the development of infrastructure (I), service provision (S) and behavior change (B) is explained, taking into account the Political, Economic, Social, Technological, Legal and Environmental (PESTLE) factors. Signposts to lessons learned, good practice and useful resources that other institutions--both nationally and internationally--can access are provided. As a result of the strategy developed at the UoS, from 2004 to 2008 waste costs fell by around £125k and a recycling rate of 72% was achieved. The holistic approach taken--recognizing the PESTLE factors and the importance of a concerted ISB approach--provides a realistic, successful and practical example for other institutions wishing to effectively and sustainably manage their waste. Copyright © 2011

  6. A Model for Enhancing Education for Sustainable Development with Management Systems

    DEFF Research Database (Denmark)

    Holm, Tove; Sammalisto, Kaisu; Vuorisalo, Timo

    2012-01-01

    Enhancing education for sustainable development in higher education is a global challenge. National quality assurance demands for higher education were studied in the context of ESD......Enhancing education for sustainable development in higher education is a global challenge. National quality assurance demands for higher education were studied in the context of ESD...

  7. Sustainable development of education: mutual links of technology and pedagogy

    Directory of Open Access Journals (Sweden)

    Vyacheslav A. Starodubtsev

    2017-01-01

    Full Text Available The purpose of the paper is to compare the development trends of information and communication environment, the global educational space and pedagogical ideas, which directly or indirectly affect the application of ICT in education. The study has been based on the foresight results and the content of the Internet publications on the prospects for sustainable development of education in the context of UNESCO Incheon Declaration for Education 2030. The content analysis of pedagogical publications has demonstrated that the current understanding of knowledge appeals to its socialization and dissemination in the global network environment, whose technological basis is rapidly growing. The educational process in the Learning Society is regarded as a distributed one among some formal education establishments (“universities of the world for one” and the community of content curators. The function of content curators is to deliver comments, generalize and promote new information that supports learning needs of different global network users. The relation model of the subjects of the informational and educational space has been described. The model includes lecturers and learners as well as the content curators. The necessity of humanitarian potential development in the informational and communicational environment has been argued as well as the development of a creative class of people who share their existential experience, knowledge and wisdom. The development of every society member in the robot-based artificial intelligence environment has been considered to be defective without any interpersonal interaction and learners’ activity in the online community. Thus, the psychological and pedagogical theories of connectionism, social learning, multiple intelligences, and some others are to be recognized in the development of hardware and software base for education technologies.

  8. Climate Change Education and Education for Sustainable Development in the Republic of Korea: A Status Report

    Science.gov (United States)

    Sung, Junghee

    2015-01-01

    The Republic of Korea (ROK) has officially declared its national vision of green growth, and actively develops and implements policies related to education for sustainable development (ESD), green growth education (GGE) and climate change education (CCE). Over the Decade of ESD, the ROK experienced three administrations which have taken different…

  9. Emerging Areas in Research on Higher Education for Sustainable Development:Management education, sustainable consumption and perspectives from Central and Eastern Europe

    OpenAIRE

    Adomßent, Maik; Fischer, Daniel; Godemann, Jasmin; Otte, Insa; Rieckmann, Marco; Timm, Jana-Michaela; Herzig, Christian

    2014-01-01

    Management education for sustainable development, sustainable consumption in higher education institutions, and higher education for sustainable development in Central and Eastern Europe can be considered as three highly relevant emerging areas in research on higher education for sustainable development. The transformation of management education to meet the increasing societal demands for responsible business has been reinforced in the light of the current economic situation. In this context...

  10. Educating for Transforming Our World: Revisiting International Debates Surrounding Education for Sustainable Development

    Science.gov (United States)

    Mochizuki, Yoko

    2016-01-01

    In 2015, the United Nations (UN) General Assembly adopted a resolution titled "Transforming our world: the 2030 Agenda for Sustainable Development" and a set of 17 Sustainable Development Goals (SDGs). The notion of "transformative education" is being mainstreamed in the work of UNESCO within the new framework of the SDGs,…

  11. From The Human-Environment Theme Towards Sustainability – Danish Geography and Education for Sustainable Development

    DEFF Research Database (Denmark)

    Grindsted, Thomas Skou

    2013-01-01

    Research on geography in relation to education for sustainable development (ESD), has only recently climbed the research agenda. The geopolitics of intended learning outcomes in the ESD debate, carries policy that produce dilemmas and challenges confronted with disciplinary traditions. In this ar......Research on geography in relation to education for sustainable development (ESD), has only recently climbed the research agenda. The geopolitics of intended learning outcomes in the ESD debate, carries policy that produce dilemmas and challenges confronted with disciplinary traditions...... and climate change and how geographers articulate their role and function as knowledge on human-environment interactions changes. The analysis of the geographical education reveal that geographers’ find their discipline contribute considerably to ESD, and thus the human environment theme seems...

  12. Skill Development in Science and Technology Education for Sustainable Development in Nigeria

    Science.gov (United States)

    Modebelu, M. N.; Ugwuanyi, S. A.

    2014-01-01

    This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria.

  13. Education within Sustainable Development: Critical Thinking Formation on ESL Class

    Science.gov (United States)

    Pevneva, Inna; Gavrishina, Olga; Smirnova, Anna; Rozhneva, Elena; Yakimova, Nataliya

    2017-11-01

    The article is devoted to consideration of the critical thinking formation in course of foreign language teaching within the education for sustainable development as a crucial skill of perspective employee and a future leader of Russian employment market. The necessity to include the component of problem education and critical thinking methodology in course of the foreign language class is justified along with analysis of the basic principles of critical thinking and certain strategies that can be implied in class. This model targets communicative language competences of students as well as critical thinking due to interconnection of various types of cognitive activities in class. The role in personality development of the students is considered along with the formation and enhancing of critical thinking skills within the modern personality-oriented approach.

  14. Education within Sustainable Development: Critical Thinking Formation on ESL Class

    Directory of Open Access Journals (Sweden)

    Pevneva Inna

    2017-01-01

    Full Text Available The article is devoted to consideration of the critical thinking formation in course of foreign language teaching within the education for sustainable development as a crucial skill of perspective employee and a future leader of Russian employment market. The necessity to include the component of problem education and critical thinking methodology in course of the foreign language class is justified along with analysis of the basic principles of critical thinking and certain strategies that can be implied in class. This model targets communicative language competences of students as well as critical thinking due to interconnection of various types of cognitive activities in class. The role in personality development of the students is considered along with the formation and enhancing of critical thinking skills within the modern personality-oriented approach.

  15. Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research

    Science.gov (United States)

    Laurie, Robert; Nonoyama-Tarumi, Yuko; Mckeown, Rosalyn; Hopkins, Charles

    2016-01-01

    This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. Five common questions were used for the interviews in each country to solicit education leaders and practitioners' views on the outcome and implementation of ESD. The analysis revealed…

  16. Exploring the Priorities of Teacher Education Related Policies: An Education for Sustainable Development Perspective

    Science.gov (United States)

    Bentham, Hayley; Sinnes, Astrid; Gjøtterud, Sigrid

    2014-01-01

    Education for Sustainable Development (ESD) for many is considered to be a "quality education" in its own right. There also exist many debates around the semantics and implications of such an education, however this study acknowledges the greater intentions of ESD and thus deems it necessary to analyze to what degree teacher education…

  17. Revolutions and Second-Best Solutions: Education for Sustainable Development in Higher Education

    Science.gov (United States)

    Cotton, Debby; Bailey, Ian; Warren, Martyn; Bissell, Susie

    2009-01-01

    Despite widespread policy support for education for sustainable development in higher education, and a strong academic literature arguing for a radical rethink of curriculum, pedagogy and institutional culture, progress towards the educational reforms advocated remains limited. Based on in-depth interviews with lecturers at a case-study…

  18. Education for Sustainable Development in Technology Education in Irish Schools: A Curriculum Analysis

    Science.gov (United States)

    McGarr, Oliver

    2010-01-01

    This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology…

  19. Education for sustainable development in technology education in Irish schools: a curriculum analysis

    OpenAIRE

    McGarr, Oliver

    2010-01-01

    peer-reviewed This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology relat...

  20. World Trends in Education for Sustainable Development. Environmental Education, Communication and Sustainability. Volume 32

    Science.gov (United States)

    Leal Filho, Walter, Ed.

    2011-01-01

    It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political…

  1. Unfolding Education for Sustainable Development as Didactic Thinking and Practice

    Directory of Open Access Journals (Sweden)

    Katrine Dahl Madsen

    2013-09-01

    Full Text Available This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form the analytical foundation; thus, it is the practices as seen from the ‘inside’. Furthermore, ESD practices are considered in a broader societal perspective, pointing to the critical power of the practice lens.

  2. The Future We Want: Key Issues on Sustainable Development in Higher Education after Rio and the UN Decade of Education for Sustainable Development

    Science.gov (United States)

    Leal Filho, Walter; Manolas, Evangelos; Pace, Paul

    2015-01-01

    Purpose: This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach: The paper initially…

  3. An Understanding of Sustainability and Education for Sustainable Development among German Student Teachers and Trainee Teachers of Chemistry

    Science.gov (United States)

    Burmeister, Mareike; Eilks, Ingo

    2013-01-01

    Sustainable development is a central concern of today's politics across the world. Different political agendas have been developed to promote sustainability and make it a political goal worldwide. As stated in Agenda 21, the political debate seems to agree that education has to play a key role in achieving sustainability. But practices focusing on…

  4. Primary Schools Eco-Friendly Education in the Frame of Education for Sustainable Development

    Science.gov (United States)

    Prabawani, Bulan; Hanika, Ita Musfirowati; Pradhanawati, Ari; Budiatmo, Agung

    2017-01-01

    A research on primary school education in the frame of education for sustainable development, as known as ESD, is important because the awareness of eco-friendly activities and environment empowerment cannot be developed in a short time. Meanwhile, human activities have caused significant environmental degradation. This is an exploratory study…

  5. Balancing the Tensions and Meeting the Conceptual Challenges of Education for Sustainable Development and Climate Change

    Science.gov (United States)

    Blum, Nicole; Nazir, Joanne; Breiting, Soren; Goh, Kim Chuan; Pedretti, Erminia

    2013-01-01

    This paper addresses one of the key challenges for work on education, sustainable development and climate change: the overall conceptualisation of central ideas such as Environmental Education (EE), Education for Sustainable Development (ESD) and Climate Change Education (CCE). What do these concepts mean in diverse contexts and amongst diverse…

  6. Teachers' Reflections on an Education for Sustainable Development Project

    Science.gov (United States)

    Villanen, Heli

    2014-01-01

    Sustainable development includes controversial values and complex issues such as energy consumption contra natural resources. This paper discusses a school project involving teachers from pre-schools to upper secondary schools in Sweden. The project aimed to support the teaching of energy issues and more generally sustainable development. During…

  7. An Interdisciplinary Approach to Environmental and Sustainability Education: Developing Geography Students' Understandings of Sustainable Development Using Poetry

    Science.gov (United States)

    Walshe, Nicola

    2017-01-01

    Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16-…

  8. Learning from Sustainable Development: Education in the Light of Public Issues

    Science.gov (United States)

    Van Poeck, Katrien; Vandenabeele, Joke

    2012-01-01

    Education for sustainable development plays an increasing role in environmental education policy and practice. In this article, we show how sustainable development is mainly seen as a goal that can be achieved by applying the proper processes of learning and how this learning perspective translates sustainability issues into learning problems of…

  9. Education for Sustainable Development (ESD) : The turn away from ‘environment’ in environmental education?

    NARCIS (Netherlands)

    Kopnina, H.N.

    2012-01-01

    This article explores the implications of the shift of environmental education (EE) towards education for sustainable development (ESD) in the context of environmental ethics. While plural perspectives on ESD are encouraged both by practitioners and researchers of EE, there is also a danger that

  10. The Role of Higher Education for Sustainable Development in Africa ...

    African Journals Online (AJOL)

    ... resource development, management and conservation, biodiversity preservation and so forth. Traditional academic/disciplinary structures cannot cope with these demands adequately. The problem-driven nature of sustainable development concern is changing the relationship between university and communities.

  11. The Matter of Geography in Education for Sustainable Development

    DEFF Research Database (Denmark)

    Grindsted, Thomas Skou

    2015-01-01

    Geographical imaginations are absolutely vital to make sense of sustainability challenges. Yet, a number of studies reveal that geography education has been slow in integrating issues of sustainability into curricula. Geography is particularly interesting in the context of ESD, due to its tradition...... of investigating human environment interactions. In this paper we aim to contribute to this particular field of knowledge by providing an empirical analysis of ESD in Danish University Geography. In this paper it is examined how programs in Geography in higher education have taken different approaches...

  12. Branding the Green Education: Challenges Facing Implementation of Education for Sustainable Development in Egypt

    Science.gov (United States)

    Ramzy, Omar; Wahieb, Rasha

    2012-01-01

    Due to the scarcity in natural resources and the demand for green labour and economy, education for sustainable development (ESD) gained a great importance in developed countries, let alone developing ones. From this point of view, this paper is studying the possibility of infusing ESD in Egypt after one and a half years since January 2011 youth…

  13. Current State and Future Prospects of Education for Sustainable Development (ESD) in Japan

    Science.gov (United States)

    Tanaka, Haruhiko

    2017-01-01

    The UN Decade of Education for Sustainable Development (ESD) ran from 2005 to 2014. This study concerns the concepts of Sustainable Development (SD) and ESD. The term "sustainable development" was coined by the Brundtland Commission in 1987 as the key word in integrating environment and development. SD achieved international consensus at…

  14. EDUCATION PROCESS VISUALIZATION IN METACOGNITION DEVELOPMENT AND SUSTAINABILITY

    Directory of Open Access Journals (Sweden)

    Elena Aleksandrovna Makarova

    2017-12-01

    Full Text Available The article reflects on the role of visualization in education. Modern society is characterized by rapid growth of information that people have to process in order to maintain progress and sustainability in science and development of education. The amount of information is growing so quickly that a person is no longer able to perceive actual data about the outside world and process it using traditional methods. The basis of the “image of the world” contains not only concepts, but the semantic images created with the help of visual thinking. In our study we assume that students are quite limited in their knowledge about cognitive phenomena or in their meta-cognition and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. But we also assume that every student is potentially capable of meta-cognition, which is thinking of how better to perform cognitive actions and to be aware of how to learn. Developing meta-cognitive awareness is important because it helps learners become more efficacious and more autonomous. For many of them it can be identified as the most effective way of acquiring knowledge. Visualizing the very process of learning can help see how well it is going. Schema theory offers different ways of using schemas, especially in education. So far, there have been researches on schema as a tool for particular skills such as better comprehension, memorizing and retrieval of the knowledge received. It means students can use schemas to better understand the process of learning and skills acquired.

  15. The Role of Place-based Education in Developing Sustainability as ...

    African Journals Online (AJOL)

    As the Decade of Education for Sustainable Development (2005-2014) draws to an end, one could pose the question: what might education's response be to a deepening environmental crisis as we move beyond the decade? Sustainability as a frame of mind presents a different perspective to that of sustainable ...

  16. Protecting the Future: the Role of School Education in Sustainable Development--An Indian Case Study

    Science.gov (United States)

    Bangay, Colin

    2016-01-01

    This paper explores the potential contribution of education to sustainable development. Drawing on recent evidence it argues that education could play a stronger role--a position reinforced by the new sustainable development goals (SDGs). However, securing this contribution will have to be achieved in an era where educational delivery will be…

  17. Education for Sustainable Development and Multidimensional Implementation. A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example

    Science.gov (United States)

    Svalfors, Ulrika

    2017-01-01

    This article discusses different interpretations of sustainable development in education and if different interpretations of the concept are implemented in Curriculum, with the Swedish Curriculum of Upper Secondary School as an example. According to Agenda 21 sustainable development should be implemented in a multidimensional way. In 2011, a new…

  18. Education for Sustainable Development: Enhancing Climate Change Adaptation Expertise in Developing Countries

    Science.gov (United States)

    Fahey, Shireen; Verstraten, Luke; Berry, Ashton J.

    2016-01-01

    This article presents the results of an innovative education capacity assessment and delivery project to promote sustainable development in large ocean states in the Western Indian Ocean (WIO) region. Science education can help prepare the present and coming generations for stability in an uncertain future. Limited financial, geographical and…

  19. Youth Empowerment in Higher Education for Sustainable Development of Developing Communities in Cross River State, Nigeria

    Science.gov (United States)

    Ekpiken, William E.; Ukpabio, Godfrey U.

    2015-01-01

    This paper was an attempt to examine youth empowerment in higher education for sustainable development of developing communities in Cross River State in Nigeria. In Cross River State developing communities, youths are in the majority and form a very strong formidable force in the society we live, study, but are not empowered while in school nor…

  20. Civic Education for Sustainable Development and Its Consequences for German Civic Education Didactics and Curricula of Higher Education

    Science.gov (United States)

    Brunold, Andreas

    2015-01-01

    Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems…

  1. Sustainable Development: The Contribution from GISc Education in ...

    African Journals Online (AJOL)

    Concerns over the negative impact of the deteriorating environment and declining natural resources on economic and social development prompted the drive towards sustainable development, i.e. development that meets the needs of the present without compromising the ability of future generations to meet their own ...

  2. Clarifying the Ethical Tendency in Education for Sustainable Development Practice: A Wittgenstein-Inspired Approach

    Science.gov (United States)

    Ohman, Johan; Ostman, Leif

    2008-01-01

    This article aims to contribute to the debate about the moral and ethical aspects of education for sustainable development by suggesting a clarification of ethics and morals through an investigation of how these aspects appear in educational practice. The ambition is both to point to the normative dangers of education for sustainable development…

  3. Education for Sustainable Development in South Africa: A Model Case Scenario

    Science.gov (United States)

    Teise, K.; le Roux, A.

    2016-01-01

    Education for Sustainable Development (ESD) is an educational approach that, by being a catalyst of social change, promotes sustainability. Although South African education policy and practice appear to be oriented towards ESD, the concept is contested, and ragged with ambiguity and vagueness. Because the transformation of South African education…

  4. Educating the Heart and the Mind: Conceptualizing Inclusive Pedagogy for Sustainable Development

    Science.gov (United States)

    Mukherjee, Mousumi

    2017-01-01

    There is growing global consensus that inequality is making sustainable development goals unattainable. Social inclusion of the historically marginalized and equality of opportunity is crucial for sustainable development. Inclusive quality education for all is therefore considered as one of the three main targets for sustainable development…

  5. Relevant Education for Sustainable Human Development in Nigeria ...

    African Journals Online (AJOL)

    In human development, conscious efforts are made to enlarge people's choices to enable them live a healthy and prolonged life, acquire knowledge, and have access to resources needed to earn a decent living. Obviously, sustained improvement in African human development still falls short of those experienced in other ...

  6. Perspectives of Education for Sustainable Development--Understanding and Introducing the Notion in Polish Educational Documents

    Science.gov (United States)

    Czapla, Malgorzata; Berlinska, Agnieszka

    2011-01-01

    The aim of this article is to present an analysis of formal educational documents in the context of the sustainable development notion. This goal was realised by an analysis of the National Curriculum Framework documents from 2002 in comparison with the newest document from 2008. In addition, seven teaching programmes were analysed. On the grounds…

  7. Seeking Learning Outcomes Appropriate for "Education for Sustainable Development" and for Higher Education

    Science.gov (United States)

    Shephard, Kerry; Harraway, John; Lovelock, Brent; Mirosa, Miranda; Skeaff, Sheila; Slooten, Liz; Strack, Mick; Furnari, Mary; Jowett, Tim; Deaker, Lynley

    2015-01-01

    This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students' worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by…

  8. Education in Sustainable Development: How Can Science Education Contribute to the Vulnerability Perception?

    Science.gov (United States)

    Lange, J. M.

    2012-01-01

    Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently "non-disciplinary" and cannot be the basis of a single school…

  9. Setting a good example – good practice of sustainable development in institutions of higher education

    OpenAIRE

    Schröter, Matthias

    2008-01-01

    Sustainable development is a major challenge for the present and future society. Universities have a central role in the process for sustainable development and this includes all activities of higher education: research, education, contacts with society in large and how everyday operations are run. It is therefore important that universities actively engage with knowledge and learning about sustainable development, not the least that the engagement of students and teachers increase. The repor...

  10. Starting the Pluralistic Tradition of Teaching? Effects of Education for Sustainable Development (ESD) on Pre-Service Teachers' Views on Teaching about Sustainable Development

    Science.gov (United States)

    Andersson, Klas

    2017-01-01

    There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers'…

  11. The Education for Sustainable Development Movement in Japan: A Political Perspective

    Science.gov (United States)

    Nomura, Ko; Abe, Osamu

    2009-01-01

    The Japanese government provided various political opportunities for non-governmental groups and individuals in Japan to "jointly propose" policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for…

  12. Supporting Structures for Education for Sustainable Development and School-Based Health Promotion

    Science.gov (United States)

    Madsen, Katrine Dahl; Nordin, Lone Lindegaard; Simovska, Venka

    2016-01-01

    The article aims to explore the following question: "How is education for sustainable development and health education in schools approached and contextualized at a municipal level, and what contradictions and tensions might local structures imply for sustainable health promoting school development?" Based on interviews with key agents…

  13. Outside the Green Box: Embedding Education for Sustainable Development through Cooperative Inquiry

    Science.gov (United States)

    Summers, Denise; Turner, Rebecca

    2011-01-01

    By 2010 all educators in the English lifelong learning sector were expected to embed "education for sustainable development" to support their learners in becoming sustainable citizens. The teacher training team at a college in southwest England used a "cooperative inquiry" approach to develop themselves and their curriculum, to…

  14. The Effect of Implementation of Education for Sustainable Development in Swedish Compulsory Schools--Assessing Pupils' Sustainability Consciousness

    Science.gov (United States)

    Olsson, D.; Gericke, N.; Chang Rundgren, S.-N.

    2016-01-01

    During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect of this approach in comparison with that of pupils taught in ordinary schools. Accordingly, we introduce the concept of sustainability consciousness to…

  15. Exploring a sustainable world : research and education on sustainable development at Utrecht University

    NARCIS (Netherlands)

    Bootsma, M.C.; Driessen, P.P.J.

    2005-01-01

    Utrecht University contributed to the COPERNICUS charter by bundling its broad expertise on sustainability issues in the Copernicus Institute for Sustainable Development and Innovation. The Copernicus Institute seeks to contribute to the development of knowledge and techniques as well as methods

  16. Professional Development of Sustainability Competences in Higher Education

    Science.gov (United States)

    Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara

    2017-01-01

    Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…

  17. Public Understanding of Sustainable Development: Some Implications for Education

    Science.gov (United States)

    Scott, William

    2015-01-01

    A number of recent surveys of public opinion claim that there is now widespread acceptance of the need for sustainable development, and that the general public, through its social and consumer activity is already successfully engaged. However, in all this, the focus has primarily been on individual and family behaviours such as recycling and…

  18. Sustainable Development in Higher Education: Current Practice and Future Development: A Case Study of University of Calabar-Nigeria

    Science.gov (United States)

    Ajake, Uchenna E.; Omori, Anne E.; Essien, Margaret

    2011-01-01

    The study highlighted the Nigerian Universities' new sustainable development strategies: emphasizes the role that entrepreneurship education can play in both raising awareness among young people about sustainable development and giving them the skills to put sustainable development into practice. Universities place priority on the development of…

  19. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning....

  20. The Adolescent Dip in Students' Sustainability Consciousness--Implications for Education for Sustainable Development

    Science.gov (United States)

    Olsson, Daniel; Gericke, Niklas

    2016-01-01

    Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This…

  1. Social and Solidarity Economy, Sustainable Development Goals, and Community Development: The Mission of Adult Education & Training

    Directory of Open Access Journals (Sweden)

    Catalina Quiroz-Niño

    2017-11-01

    Full Text Available A utopia of sustainable development is becoming established on the international stage. To get there, varied and complementary strategies must come into play—among them education. This trend is turning to the “Social and Solidarity Economy” (SSE, especially since the approval by the United Nations (UN of the 2030 Agenda; the fulfilment of which demands adult education strategies and programs in line with the principles and values of sustainability. This article offers a response to that demand. It aims to carry out a reflective analysis that reveals the similarities between the principles and values of the SSE and those guiding the UN’s 2030 Agenda, with its 17 Sustainable Development Goals (SDGs. Based on the results of this analysis, we will argue that training in the competencies for sustainability, essential in achieving the SDGs, is among the main functions of education within the SSE framework. Further, in order to make educational programs more sustainable, such training must be included in their operating objectives. The work uses a hermeneutic methodology based on the existing literature and gives particular attention to UNESCO’s directives on training in key competencies for sustainability. The significant contribution the results make is to show: (a the emphases of each approach and their similarities; (b how the two are complementary; and (c the potential, and need, for creating synergies based on their respective strengths. A further original contribution is a proposed basic guide for the design of training activities geared towards gaining the normative competency that UNESCO has identified as key to sustainability. This innovative proposal will be useful for improving the quality of adult training programs, thereby contributing to the achievement of the SDGs in communities.

  2. Supporting structures for education for sustainable development and school-based health promotion

    DEFF Research Database (Denmark)

    Madsen, Katrine Dahl; Nordin, Lone Lindegard; Simovska, Venka

    2016-01-01

    The article aims to explore the following question: How is education for sustainable development and health education in schools approached and contextualized at a municipal level, and what contradictions and tensions might local structures imply for sustainable health promoting school developmen...

  3. The significance of ‘participation’ as an educational ideal in education for sustainable development and health education in schools

    DEFF Research Database (Denmark)

    Lysgaard, Jonas Greve; Simovska, Venka

    2016-01-01

    problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields...

  4. Tracing Sustainability: Education for Sustainable Development in the Lower Secondary Geography Curricula of Germany, Romania, and Mexico

    Science.gov (United States)

    Bagoly-Simó, Péter

    2014-01-01

    Over the last two decades Education for Sustainable Development (ESD) has received increasing attention. Due to the close affinity that geography as a school subject shares with both theoretical constructs and methodologies of ESD, geography has assumed a key position in the implementation of ESD in formal education. Still, little attention has so…

  5. Teaching and Learning for Sustainable Development: ESD Research in Technology Education

    Science.gov (United States)

    Pavlova, Margarita

    2013-01-01

    When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn…

  6. Stratification of Environmental Education and Education for Sustainable Development in Australia: An Analysis of Positions Vacant Advertisements

    Science.gov (United States)

    Hardy, Joy

    2008-01-01

    Positions vacant advertisements discursively construct employment sectors, employers and employees. This paper uses content analysis, systemic functional linguistics and critical discourse analysis to investigate the discursive construction of environmental education and education for sustainable development through positions vacant advertisements…

  7. Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views

    Directory of Open Access Journals (Sweden)

    Gisela Cebrián

    2015-03-01

    Full Text Available In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.

  8. Model Development on Awareness of Education for Sustainable Schools Development in Malaysia

    Directory of Open Access Journals (Sweden)

    Hanifah Mahat

    2016-08-01

    Full Text Available ἀis article aims to develope the Structural Equation Model (SEM on Education for Sustainable Development (ESD student awareness around Sustainable Schools in Malaysia. ἀe cluster sampling technique was used in selecting the school samples and the respondents were then also selected through simple random sampling among upper second-ary pupils. A questionnaire survey was administered for 447 pupils, to evaluate the aḀer eᴀects of the SLAAS. ἀe results showed that the model has been developed to provide an overview of each construct (knowledge on SLAAS Program, ESD content knowledge, ESD practices knowledge, attitudes of ESD and behavioral constructs of ESD formed a ᰀt model. ἀe implication of this article showed that SLAAS Program implemented in Malaysia can be an indicator for the achievement of sustainable school.

  9. PLANNING EDUCATION AND SUSTAINABLE DEVELOPMENT: STUDENTS’ PERCEPTION AND KNOWLEDGE – A CASE FROM TURKEY

    Directory of Open Access Journals (Sweden)

    Ebru Cubukcu

    2009-03-01

    Full Text Available Sustainable development is one of the great challenges of 21st century for various disciplines including city and regional planning. Studies showed that city plans fail to promote sustainable development, design professionals have limited understanding of sustainability issues, and curriculums in design education schools do not put the necessary emphasis on sustainability concepts. However, no study has tested whether planning students’ have a different perception and understanding of sustainable development than other students. Thus, this study aims to understand attitudes of planning students towards sustainable development and compare planning students’ and other students’ knowledge about sustainable development. Data were collected by means of questionnaires, which asked questions about perception and attitudes towards sustainable development, source of information to improve sustainability knowledge, and level of knowledge for general, legal and architectural aspects of sustainability. One hundred ten volunteers (79 planning students, 31 general students participated in the study. Results showed that students thought that very little sustainable practice appears to be undertaken. Although, planning students thought that the sensitivity to sustainability determines an important percentage of their final grades in a studio project, they reported not using many of the sustainability principles in studios. In addition, planning students reported that they improve their understanding of sustainable development via classes, scientific articles and books. On the other hand, other students reported that they rely on visual and written media to improve their understanding of sustainable development. Despite those differences in sources of information, results showed that, planning students’ level of knowledge (for general, legal and architectural aspects of sustainability was not different than that of other students. In conclusion, although

  10. Visual Art Education: Between Spatial Sustainable Development and the Image of Architecture

    Science.gov (United States)

    Tomšic Cerkez, Beatriz Gabriela

    2013-01-01

    If we consider the role of education and its implications in the formation of a critical and conscious user of architecture, it is obvious that the development of educational strategies related to the sustainable development of our common space and environment becomes fundamental. Among the objectives of art education, we should consider our…

  11. Contesting 'Environment' Through the Lens of Sustainability: Examining Implications for Environmental Education (EE and Education for Sustainable Development (ESD

    Directory of Open Access Journals (Sweden)

    Helen Kopnina

    2014-10-01

    Full Text Available This article reflects on implications of presenting nature as a social construction, and of commodification of nature. The social construction of nature tends to limit significance of nature to human perception of it. Commodification presents nature in strict instrumental terms as 'natural resources', 'natural capital' or 'ecosystem services'. Both construction and commodification exhibit anthropocentric bias in denying intrinsic value of non-human species. This article will highlight the im-portance of a deep ecology perspective, by elaborating upon the ethical context in which construction and commodification of nature occur. Finally, this article will discuss the implications of this ethical context in relation to environmental education (EE and education for sustainable development (ESD.

  12. Booker T. Washington's Educational Contributions to Contemporary Practices of Sustainable Development

    Science.gov (United States)

    Grant, Brett G.

    2014-01-01

    This article discusses Booker T. Washington's educational contributions to contemporary practices of sustainable development. In particular, the article looks at Washington's contributions in the areas of economic sustainability and entrepreneurship, character development, and aesthetics. As states continue to contemplate and evaluate the value of…

  13. Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

    Science.gov (United States)

    Salite, lga; Drelinga, Elga; Iliško, Dzintra; Olehnovica, Eridiana; Zarina, Sandra

    2016-01-01

    The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing…

  14. Transnational Higher Education and Sustainable Development: Current Initiatives and Future Prospects

    Science.gov (United States)

    Koehn, Peter H.

    2012-01-01

    Tertiary educational institutions increasingly are relied upon for sustainable development initiatives. This policy research note analyzes newly available data regarding seven key dimensions of 295 transnational sustainable development projects involving US universities. Comparative regional analysis of the projects profiled in the APLU/AAU…

  15. "Our Common World" Belongs to "Us": Constructions of Otherness in Education for Sustainable Development

    Science.gov (United States)

    Ideland, Malin; Malmberg, Claes

    2014-01-01

    The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between "Us" and "Them". The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how "Us" and…

  16. Learning for the Future? Effects of Education for Sustainable Development (ESD on Teacher Education Students

    Directory of Open Access Journals (Sweden)

    Klas Andersson

    2013-12-01

    Full Text Available Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD among citizens, with the idea of Education for Sustainable Development (ESD as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might have the intended effects on teacher education students. More specifically, we account for the results from a panel study on the effects of a course on SD held in autumn 2010 at the University of Gothenburg (n = 323 on teacher education students. The surveys consisted of questions about the students’ concerns about various issues, including issues related to SD, and their attitudes towards SD and views of moral obligations to contributing to SD. The study included a control group (n = 97 consisting of students from the teacher-training programme at University West, which had not and did not include ESD. We find positive effects of ESD on almost all attitudes and perceptions, including e.g., personal responsibility in relation to SD and willingness to contribute to SD, while there is no noticeable effect in the control group. We conclude the paper by discussing the implications of our results for the idea of ESD in teacher training programmes at Swedish higher education institutions.

  17. Hegemony and the Politics of Policy Making for Education for Sustainable Development: A Case Study of Vietnam

    Science.gov (United States)

    Bengtsson, Stefan Lars

    2016-01-01

    Assumptions are readily made about the global nature and discourse of education for sustainable development. This study challenges assumptions made about structural power as expressed through Education for Sustainable Development (ESD) policy and politics of education. Focusing on the concept of sustainable development (SD) and ESD, the research…

  18. What Happened during the UN Decade of Education for Sustainable Development?

    Science.gov (United States)

    McKeown, Rosalyn

    2015-01-01

    The United Nations Decade of Education for Sustainable Development (DESD) drew to a close at the end of 2014. People ask: What happened? In broad brushstrokes, the author describes activities of the DESD in the formal and nonformal education sector of the education community. The author also identifies some enablers and barriers to advancing…

  19. Education for Sustainable Development in Africa: The Search for Pedagogical Logic

    Science.gov (United States)

    Manteaw, Offei Okoffo

    2012-01-01

    The United Nation's Decade of Education for Sustainable Development (DESD) is past its halfway milestone; yet, its overall impact on educational thinking and practice remains unclear in most places and regions of the world. While several efforts and programs are currently in place to promote and affirm the role of education in the global quest for…

  20. Sustainable Development

    African Journals Online (AJOL)

    Tsegai Berhane Ghebretekle

    Abstract. This article examines the concept of sustainable development after the Post-. 2015 Paris Climate Change Agreement with particular emphasis on Ethiopia. Various African countries are vulnerable to climate change, as is evidenced by recent droughts. Ethiopia is selected as a case study in light of its pace in.

  1. The UN Decade of Education for Sustainable Development: Business as Usual in the End

    Science.gov (United States)

    Huckle, John; Wals, Arjen E. J.

    2015-01-01

    An analysis of the literature supporting the UN Decade of Education for Sustainable Development and a sample of its key products suggests that it failed to acknowledge or challenge neoliberalism as a hegemonic force blocking transitions towards genuine sustainability. The authors argue that the rationale for the Decade was idealistic and that…

  2. The Future of Education: Innovations Needed to Meet the Sustainable Development Goals

    Science.gov (United States)

    Pota, Vikas

    2017-01-01

    In autumn 2015, the world's governments came together to agree to 17 ambitious Sustainable Development Goals (SDGs), which promised to overcome a vast array of problems--from poverty and hunger to health and gender equality--by 2030. The UNESCO report "Education for People and Planet: Creating Sustainable Futures for All" charted the…

  3. Education for Sustainable Development: Experiences from Action Research with Science Teachers

    Science.gov (United States)

    El-Deghaidy, Heba

    2012-01-01

    This study reports on Egyptian science teachers' experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course "Teaching Strategies" that had been revised with a focus on sustainability. The course was introduced in the spring semester of…

  4. Curriculum Design for Transformative Enterprise Education within the Context of Strategic Sustainable Development

    OpenAIRE

    Sims, Peter Alexander; Huang, Xiaoou; Niles, Jason

    2017-01-01

    There is a need for large-scale and coordinated leadership and innovation to transform society toward sustainability. Working from the Strategic Sustainable Development (SSD) approach, the authors investigated the potential of enterprise education and curriculum design in promoting Transformational Innovation toward Sustainability (TIS). A five phase qualitative research design was created, consisting of 17 semi-structured interviews with experts, and 4 case studies with leading enterprise ed...

  5. The Global Goals for Sustainable Development in Engineering Education

    DEFF Research Database (Denmark)

    Thuesen, Christian; Geraldi, Joana

    of a ‘Knowledge Café’ rotate in small groups across different ‘stations’, in each station the group will discuss a different aspect of the problem, in our case, how to embed SDGs in engineering education. Specifically we will explore practices to connect the SDGs to core educational activities: courses, extra......History is full of examples of how engineers for good and bad have invented and implemented technologies, with consequence far beyond their imaginations. Think for instance on the development of the combustion engine which enabled a revolution in transport and individual mobility but at the same...... time contributed to CO2 emissions and thus global warming. Or digital technologies that through the internet and social media have created platforms for information sharing and identity building in a globalized world but at same time creates more polarized and post factual societies. A recent study...

  6. Sustainability in Materials Education

    Science.gov (United States)

    Fergus, Jeffrey W.; Twigge-Molecey, Christopher; Mcguffin-Cawley, James

    2013-08-01

    Consideration of the environmental and societal impacts of engineering products and processes is becoming increasingly important, so sustainability-related issues need to be addressed in educating engineers. Awareness of sustainability issues is particularly important for materials and metallurgical scientists and engineers because they are involved in both developing processes and selecting materials with low-energy use and low environmental impact. In this article, activities at TMS to identify sustainability-related educational needs and opportunities to address these needs will be discussed.

  7. Biodiversity Conservation through Environmental Education for Sustainable Development--A Case Study from Puducherry, India

    Science.gov (United States)

    Ramadoss, Alexandar; Poyya Moli, Gopalsamy

    2011-01-01

    Promoting students commitment to protect local biodiversity is an important goal of education for sustainable development in India and elsewhere. The main focus of the biodiversity education was to create knowledge, interest and necessary skills to solve various biodiversity problems with reference to the local context. In order to develop the…

  8. Sustainability of Curriculum Development for Enterprise Education: Observations on Cases from Wales

    Science.gov (United States)

    Roffe, Ian

    2010-01-01

    Purpose: This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors. Design/methodology/approach: This investigation adopted a case…

  9. EnviWiki – the Czech Multimedia Toolkit for Education for Sustainable Development (ESD (reviewed text

    Directory of Open Access Journals (Sweden)

    Jana Dlouhá

    2008-05-01

    Full Text Available EnviWiki, The educational encyclopaedia for ESD literacy has been selected to be part of the EC DG EAC Inventory of innovative good practice on education for sustainable development.The main purpose of the Inventory is to show concrete examples which have been implemented in the Member States under the concept of ESD in formal and non-formal learning contexts and which are at the forefront as regards innovative approaches. Projects/programmes selected as innovative good practice will be used to inform the preparation of the next Progress Report on the EU Sustainable Development Strategy in Education. See European Commission DG Education and Culture Inventory of innovative practices in education for sustainable development, the case study EnviWiki - Environmental Literacy for Teachers (CZECH REPUBLIC, page 51.

  10. Developing sustainable trauma care education in Egypt: sequential trauma education program, steps to success.

    Science.gov (United States)

    El-Shinawi, Mohamed; McCunn, Maureen; Sisley, Amy C; El-Setouhy, Maged; Hirshon, Jon Mark

    2015-01-01

    As one of the leading causes of death and disability in the world, human trauma and injury disproportionately affects individuals in developing countries. To meet the need for improved trauma care in Egypt, the Sequential Trauma Emergency/Education ProgramS (STEPS) course was created through the collaborative effort of U.S. and Egyptian physicians. The objective of course development was to create a high-quality, modular, adaptable, and sustainable trauma care course that could be readily adopted by a lower- or middle-income country. We describe the development, transition, and host nation sustainability of a trauma care training course between a high-income Western nation and a lower-middle-income Middle Eastern/Northern African country, including the number of physicians trained and the challenges to program development and sustainability. STEPS was developed at the University of Maryland, based in part on World Health Organization's Emergency and Trauma Care materials, and introduced to the Egyptian Ministry of Health and Population and Ain Shams University in May 2006. To date, 639 physicians from multiple specialties have taken the 4-day course through the Ministry of Health and Population or public/governmental universities. In 2008, the course transitioned completely to the leadership of Egyptian academic physicians. Multiple Egyptian medical schools and the Egyptian Emergency Medicine Board now require STEPS or its equivalent for physicians in training. Success of this collaborative educational program is demonstrated by the numbers of physicians trained, the adoption of STEPS by the Egyptian Emergency Medicine Board, and program continuance after transitioning to in-country leadership and trainers. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  11. Losing Traction and the Art of Slip-Sliding Away: Or, Getting over Education for Sustainable Development

    Science.gov (United States)

    Jickling, Bob

    2016-01-01

    This response problematizes Stefan Bengtsson's (2016) defense of education for sustainable development. He argues that sustainable development and education for sustainable development are not globalizing and hegemonic discourses, as some have claimed, and uses case-study analysis of Vietnamese policy documents to support his claims. He observes…

  12. Sustainable development of low income countries through investment in tertiary education

    OpenAIRE

    Kundu, Nobinkhor; Banu, Asma

    2014-01-01

    To counterbalance the challenges of globalization, raising the superiority of our tertiary education to global standard is very significant. Tertiary education is the essential enabler of the human capital of the twenty-first century that demands a set of new competencies. It draws lessons for developing countries where policy makers have set out procedure to build a tertiary education in which higher priorities and future strategies would form the center of the sustainable development strate...

  13. Education for Sustainable Development: A Movement towards Pedagogies of Civic Compassion

    Science.gov (United States)

    Warwick, Paul

    2016-01-01

    This article explores the moral imperative for a renewed vision of schooling in the twenty-first century, from the standpoint of Education for Sustainable Development (ESD). ESD advocates for teaching and learning spaces underpinned by civic compassion in the sense of "an active concern for well-being". This paradigm of education seeks…

  14. For Function or Transformation? A Critical Discourse Analysis of Education under the Sustainable Development Goals

    Science.gov (United States)

    Brissett, Nigel; Mitter, Radhika

    2017-01-01

    We conduct a critical discourse analysis of the extent to which Sustainable Development Goal 4, "to ensure inclusive and equitable quality education for all and promote lifelong learning," promotes a utilitarian and/or transformative approach to education. Our findings show that despite transformative language used throughout the Agenda,…

  15. Networking for Education for Sustainable Development in Austria: The Austrian ECOLOG-Schools Programme

    Science.gov (United States)

    Rauch, Franz

    2016-01-01

    This case describes networking for education for sustainable development within the Austrian ECOLOG-schools network. The article presents theoretical concepts of networks in education in general, and the organization of the ECOLOG-network in particular. Based upon these foundations, the concept and results of a participatory evaluation study are…

  16. An Assessment of Turkish Elementary Teachers in the Context of Education for Sustainable Development

    Science.gov (United States)

    Sagdic, Ali; Sahin, Elvan

    2016-01-01

    The purpose of the current study is to describe beliefs, perceived barriers and teaching strategy preference of elementary teachers with respect to education for sustainable development. The sample of research survey consisted of 211 elementary teachers who are also participant of projects on environmental education entitled Green Pack and…

  17. Embracing the Paradox in Educational Change for Sustainable Development: A Case of Accounting

    Science.gov (United States)

    Qian, Wei

    2013-01-01

    Higher education institutions have been encouraged to prepare their graduates to be socially and environmentally responsible professionals. However, previous studies have found a slow uptake of education for sustainable development (ESD) in university curricula, particularly in non-environmental disciplines. This paper investigates the process of…

  18. When Businesses Go to School: Neoliberalism and Education for Sustainable Development

    Science.gov (United States)

    Manteaw, Bob Offei

    2008-01-01

    This paper foregrounds education for sustainable development (ESD) and corporate social responsibility (CSR) as emergent discourses that need conscious efforts to align their ideals. While it explores the capacity of ESD to make significant contribution towards educational thinking and practice, it does so recognising that current neoliberalists'…

  19. Expressions of Liberal Justice? Examining the Aims of the UN's Sustainable Development Goals for Education

    Science.gov (United States)

    VanderDussen Toukan, Elena

    2017-01-01

    This paper analyzes the United Nations' Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to "ensure inclusive and equitable quality education and promote lifelong opportunities for all" by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a…

  20. Finding Space for Education for Sustainable Development in the Enterprise Economy

    Science.gov (United States)

    Higgitt, David

    2006-01-01

    The promotion of education for sustainable development (ESD) is likely to be constrained by its compatibility with other missions and objectives of higher education institutions (HEIs). Finding space for ESD in the Enterprise Economy invites consideration of opportunities for increasing the visibility and audibility of environmental messages in HE…

  1. Chemistry Teaching for the Future: A Model for Secondary Chemistry Education for Sustainable Development

    Science.gov (United States)

    Jegstad, Kirsti Marie; Sinnes, Astrid Tonette

    2015-01-01

    For more than 40 years, the international community has acknowledged the role education might play in environmental awareness and conservation. The last major initiative came when the United Nations General Assembly proclaimed a Decade of Education for Sustainable Development (2005-2014). In the final year of the decade, teachers still struggle to…

  2. Globalisation and Education for Sustainable Development: Emancipation from Context and Meaning

    Science.gov (United States)

    Bengtsson, Stefan L.; Östman, Leif O.

    2013-01-01

    This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD's ideological and globalising tendency. Further, the authors…

  3. Cloud Computing in Higher Education Sector for Sustainable Development

    Science.gov (United States)

    Duan, Yuchao

    2016-01-01

    Cloud computing is considered a new frontier in the field of computing, as this technology comprises three major entities namely: software, hardware and network. The collective nature of all these entities is known as the Cloud. This research aims to examine the impacts of various aspects namely: cloud computing, sustainability, performance…

  4. Sustainable Energy for University Science Majors: Developing Guidelines for Educators

    Science.gov (United States)

    Langbeheim, Elon; Rez, Peter

    2017-01-01

    This paper describes the basic tenets of a sustainable energy course for university science majors. First, it outlines the three core components of the course: (1) The scientific evidence for the connection between climate change and energy usage; (2) An analysis of the capacity and environmental impact of various renewable and traditional energy…

  5. Educating for action: Aligning skills with policies for sustainable development in the Danube river basin.

    Science.gov (United States)

    Irvine, Kenneth; Weigelhofer, Gabriele; Popescu, Ioana; Pfeiffer, Ellen; Păun, Andrei; Drobot, Radu; Gettel, Gretchen; Staska, Bernadette; Stanica, Adrian; Hein, Thomas; Habersack, Helmut

    2016-02-01

    Sustainable river basin management depends on knowledge, skills and education. The DANCERS project set out to identify feasible options for achieving education for sustainable water management across the Danube river basin, and its integration with broader education and economic development. The study traced the historic, regulatory and educational landscape of water management in the basin, contrasting it with the complex political decision-making, data-heavy decision support, learning-centred collaboration, and information-based participation that are all inherent components of Integrated Water Resource Management (IWRM). While there is a wide range of educational opportunities and mobility schemes available to individuals, there is no coherent network related to training in water management and sustainable development in the study region. Progress in addressing the multi-layered environmental challenges within the basin requires further aligning of economic, environmental and educational policies, advancing the EU Bologna Process across the region, and the development of dedicated training programmes that combine technical and relational skills. The DANCERS project identified key short and medium term needs for education and research to support progressive adoption of sustainable development, and the necessary dialogue across the public and private sectors to align policies. These include the development of new education networks for masters and PhD programmes, including joint programmes; improved access to technical training and life-long learning programmes for skills development; developing formalized and certified competency structures and associated accreditation of institutions where such skilled individuals work; and developing a co-ordinated research infrastructure and pan-basin programme for research for water management and sustainable development. Copyright © 2015 Elsevier B.V. All rights reserved.

  6. Embedding education for sustainable development in Initial Teacher Training in the Lifelong Learning Sector

    Directory of Open Access Journals (Sweden)

    Summers, Denise

    2010-01-01

    Full Text Available Over the last twenty years, there has been growing international recognition of the importance of education in encouraging sustainable development. There is now a plethora of action plans and strategies from various Government departments expecting teachers to play an important part in this and, in the Lifelong Learning Sector, providers are expected to embed sustainability within their provision from 2010. This paper explains how the teacher education team at Somerset College, as part of the University of Plymouth partnership which provides the Professional Graduate Certificate in Education/Certificate in Education which incorporate the Diploma in Teaching in the Lifelong Learning Sector, embedded Education for Sustainable Development within these programmes. They used a co-operative inquiry approach to carry out the professional and curriculum development required and are now sharing this within the partnership and further afield. The main focus of this paper is the Education for Sustainable Development curriculum development undertaken; a forthcoming paper (Summers and Turner, in review will explore the cooperative inquiry process and how this supported the development.

  7. Ergonomics and education as a strategy for sustainable development in business.

    Science.gov (United States)

    Silveira, Dierci Marcio; Brandão, Erico Lourenço

    2012-01-01

    It is part of the vocabulary of organizations, and the agendas discussed the subject of "Sustainability", but there are few companies that implement practices or even know the means of implementing sustainable practices. The objective of this paper is to discuss an approach to education for sustainable development (ESD) based on the concepts and practice of ergonomics, as a consequence of this approach allows the implementation of integration initiatives focused on sustainability, such as eg. energy efficiency and consumer awareness thus allowing a means of reducing costs and operating expenses, increased competitiveness and significant contributions to corporate sustainability. There is also the inclusion of sustainability in corporate strategic planning, and their implications in the different spheres of the market.

  8. Problem-Solving in Technology Education as an Approach to Education for Sustainable Development

    Science.gov (United States)

    Middleton, Howard

    2009-01-01

    This paper explores the issue of how students might learn about sustainability in technology--education classrooms and the relevance of problem-solving in that learning. One of the emerging issues in technology education research is the nature of problem-solving specified in curriculum documents and the kinds of learning activities undertaken by…

  9. Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education

    Science.gov (United States)

    Burmeister, Mareike; Eilks, Ingo

    2013-01-01

    This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research.…

  10. Towards sustainable conversation: Developing environmental ...

    African Journals Online (AJOL)

    Towards sustainable conversation: Developing environmental education processes. ... Southern African Journal of Environmental Education ... paper highlights the importance of seeing environmental education as a process and considers the value of conversation and storytelling in environmental education processes.

  11. Benefiting from Authentic Education to a Sustainable Social Development

    Science.gov (United States)

    Watagodakumbura, Chandana

    2013-01-01

    Authentic education provides a unique learning experience to individual learners, specifically by addressing their psychological and neurological needs. The assessment of learners is done through generic attributes that have more validity and relates to intrinsic learner characteristics that could last throughout the life span of the learner.…

  12. A Teacher Education for Sustainable Development System: An Institutional Responsibility

    Science.gov (United States)

    Bentham, Hayley; Sinnes, Astrid; Gjøtterud, Sigrid

    2015-01-01

    Soft systems methodology is commonly used in organizational research and can be very useful when attempting to understand both organizational structures and dynamics. A teacher education institution is identified here as an organization. Soft systems methodology is employed to gain a picture of the current organizational structure of a Science and…

  13. Technical Education as a Tool for Ensuring Sustainable Development: A Case of India

    Science.gov (United States)

    Sharma, Gagan Deep; Uppal, Raminder Singh; Mahendru, Mandeep

    2016-01-01

    This paper notes that education needs to essentially lead to sustainable development serving two-fold purpose--eradicating the problems of unemployment and poverty; and ensuring equitable distribution of wealth while ensuring the right understanding leading to a peaceful, prosperous and developed world. In its current state, technical education…

  14. Perceptions and Attitudes of Early Childhood Teachers in Korea about Education for Sustainable Development

    Science.gov (United States)

    Park, Eunhye; Kim, Heejin; Yu, Sunyoung

    2016-01-01

    This study investigates the perceptions and attitudes of Korean early childhood teachers about education for sustainable development (ESD). A total of 301 Korean early childhood teachers participated in a survey which was purposefully developed for this research. The survey focused on three areas of interest: understanding of concepts about…

  15. Researchers' Positions and Construction of Curricula of Education for Sustainable Development in France

    Science.gov (United States)

    Barthes, Angela; Lange, Jean-Marc

    2018-01-01

    The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those…

  16. Education in Sustainable Development: How Can Science Education Contribute to the Vulnerability Perception?

    Science.gov (United States)

    Lange, J. M.

    2012-01-01

    Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently `non-disciplinary' and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society's values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of "vulnerability". Both primary and secondary schools are concerned.

  17. THE IMPACT OF ADULT EDUCATION AND TRAINING ON SUSTAINABLE DEVELOPMENT AND TOURISM IN SUCEAVA COUNTY

    Directory of Open Access Journals (Sweden)

    Gabriela ARIONESEI

    2014-07-01

    Full Text Available In the context of knowledge economy, education is an important vector for creativity and innovation, to the extent that it is properly carried out on different levels, combining theory with practice. Nowadays, travel and tourism industry is, worldwide, the most dynamic sector and the most important generator of jobs. Since it creates an unprecedented number of jobs, tourism provides part-time and seasonal jobs for people looking for a flexible job. But lately, employers in the tourism field argue that one way to achieve sustained employment in this industry is implementing the ”multiple qualifications” policy, meaning that they are searching for staff with several trainings. The link between sustainable development and education is complex, as recent research has shown that education is helping countries meet their sustainable development goals.

  18. SUSTAINABLE DEVELOPMENT IN THE CONTEXT OF EDUCATION: SWEDISH REALITIES AND RUSSIAN POTENTIAL

    Directory of Open Access Journals (Sweden)

    Nina Alexeeva

    2011-01-01

    Full Text Available The goal of this paper is to discuss current problems of education for sustainable development, i.e. a global educational innovation that is actively growing in the new century. In Sweden, which has extensive experience in ecological education, education for sustainable development is considered a national model for the creation of the foundation for SD. In Russia, difficulties exist in defining and achieving SD objectives. It has been demonstrated that cooperation between Russia and Sweden in the field of ESD may prove to be very successful. Such cooperation is based on historical, cultural, and geographical factors. Examples of successful cooperation are joint educational projects aimed at improving the ESD framework and its practical implementation. The results of joint projects between the two countries have been analyzed in the context of mutual interests of Russia and Sweden and new goals for cooperation have been outlines.

  19. Environmental Education in Costa Rica: Building a Framework for Sustainable Development?

    OpenAIRE

    Blum, Nicole

    2008-01-01

    Environmental education is commonly claimed to be at the centre of efforts to achieve sustainable development. Since the 1980s, Costa Rica has been one of the acknowledged leaders in efforts to promote environmental learning, and national policy includes a threefold national development strategy which simultaneously promotes education, conservation and ecotourism. As of yet, however, what is happening ?on the ground? has not been examined in much detail. This article addresses this gap in the...

  20. Transferring Education for Sustainability

    Science.gov (United States)

    Gafoor, Kunnathodi Abdul; Umer Farooque, T. K.

    2013-01-01

    Sustainability stands for sustaining the past, meeting needs of the present without compromising the ability to meet future needs. It should meet the individual and social needs, present and future needs local and global needs. A sustainable education that meets this requirements surely be a transferable education; an education that transfers from…

  1. Assessment of Education for Sustainable Development in Universities in Costa Rica: Implications for Latin America and the Caribbean

    Science.gov (United States)

    Garcia, Jairo H.

    2010-01-01

    Higher Education is a key factor for social change influencing future decision-makers in business, education, politics and science. As such, sustainable development requires creating awareness amongst these decision-makers of their responsibilities and opportunities in this area. Higher education for sustainable development is championed in…

  2. A Due Diligence Report on New Zealand's Educational Contribution to the UN Decade of Education for Sustainable Development

    Science.gov (United States)

    Chapman, David; Flaws, Mary; Le Heron, Richard

    2006-01-01

    Rather than assuming New Zealand's educational sectors and institutions will be active and effective contributors to the United Nations Decade of Education for Sustainable Development (UNDESD) the authors ask instead: "Are New Zealand's school and university sectors actually in a position to respond programmatically to the UN…

  3. Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications

    Science.gov (United States)

    Khoo, Yishin

    2015-01-01

    This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD…

  4. Creative Activity in Conception of Sustainable Development Education

    Science.gov (United States)

    Slahova, Aleksandra; Savvina, Jolanta; Cacka, Maris; Volonte, Ilze

    2007-01-01

    Purpose: The purpose of this paper is to reflect on the stages in the development of creative activity considering the distinctive features of all stages and the modes of dynamics of the development of a creative person. Design/methodology/approach: The paper analyses scientific investigations and pedagogical experiences in order to develop the…

  5. The Social Agenda of Education for Sustainable Development within Design & Technology: The Case of the Sustainable Design Award

    Science.gov (United States)

    Pitt, James; Lubben, Fred

    2009-01-01

    The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which contrasts education for sustainability as "a frame of mind" with an attempt to bridge a "value-action gap". This lens is used to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16…

  6. Reforms in Education: The Need for Re-Engineering Teacher Education for Sustainable Development

    Science.gov (United States)

    Ofoego, O. C.; Ebebe, I. E.

    2016-01-01

    The paper is concerned with reforms in Education and the need for re-engineering Teacher education in Nigeria for better professionalism and National Development. In the process, key concepts like Teacher Education and professionalism were explained. A brief review of the state of Teacher Education and Development in Nigeria revealed the…

  7. Educational potential in the concept of the Arctic region sustainable development

    Directory of Open Access Journals (Sweden)

    Agarkov S. A.

    2015-12-01

    Full Text Available Problem-oriented analysis of the status and prospects of vocational education development of the Murmansk region in the concept of the Arctic sustainable development has been worked out. It has been shown that establishing the pivotal university on the basis of the Murmansk State Technical University is the most effective model for formation of the regional vocational training system and meets the priorities of the state Arctic and the national marine policy of the Russian Federation, the goals and objectives of sustainable socio-economic development of the Murmansk region. The necessity to provide the intellectual leadership of the region where just the higher engineering education creates human potential (capital has been substantiated; it has been pointed out that engineering education is the basis of innovative development of the Arctic economy

  8. Training Special Educators: Sustaining Professional Development in Special School Placements

    Science.gov (United States)

    Peter, Melanie

    2013-01-01

    With the rapidly changing demographic due to survival rates from medical advances, the need to strengthen training on SEND is now recognised, and special school placements valued, having been previously marginalised within initial teacher training. Practices developed since 2008 at one university to support progression of trainees to gain advanced…

  9. Two Elementary Schools' Developing Potential for Sustainability of Engineering Education

    Science.gov (United States)

    Douglas, Kerrie Anna; Rynearson, Anastasia; Yoon, So Yoon; Diefes-Dux, Heidi

    2016-01-01

    The Next Generation Science Standards present a way for engineering lessons to be formally integrated into elementary classrooms at a national level in the United States. Professional development programs are an important method for preparing teachers to enact the new engineering practices in their science classrooms. To better understand what…

  10. Integrating Sustainable Development in Chemical Engineering Education: The Application of an Environmental Management System

    Science.gov (United States)

    Montanes, M. T.; Palomares, A. E.; Sanchez-Tovar, R.

    2012-01-01

    The principles of sustainable development have been integrated in chemical engineering education by means of an environmental management system. These principles have been introduced in the teaching laboratories where students perform their practical classes. In this paper, the implementation of the environmental management system, the problems…

  11. Governing "Eco-Certified Children" through Pastoral Power: Critical Perspectives on Education for Sustainable Development

    Science.gov (United States)

    Ideland, Malin; Malmberg, Claes

    2015-01-01

    This article analyses how "eco-certified children" are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become "natural" and obvious for us. A discourse analysis is carried out…

  12. Mapping of Student Sustainable Development Education Knowledge in Malaysia Using Geographical Information System (GIS)

    Science.gov (United States)

    Mahat, Hanifah; Hashim, Mohmadisa; Nayan, Nasir; Saleh, Yazid; Norkhaidi, Saiyidatina Balkhis

    2018-01-01

    This article aims to examine the levels of education for sustainable development (ESD) knowledge among students in secondary schools according to zones in Malaysia by using GIS mapping. The five main zones of the study were the north zone, the south zone, the east coast zone, the central zone, and the East Malaysia zone. This quantitative form of…

  13. Financing University Education for Sustainable Development in Nigeria: Issues and Challenges

    Science.gov (United States)

    Chukwu, Leo C.; Chinyelugo, Agada Fidelia; Eze, S. G. N.

    2017-01-01

    The paper explained the concept university and the objectives of university education. Sustainable development and its purpose were then explained. The paper went further to analyze the various sources of financing the universities, including; the governments, endowment, and consultancy amongst others. The role of the universities in the…

  14. Collaborative Working and Contested Practices: Forming, Developing and Sustaining Social Partnerships in Education

    Science.gov (United States)

    Billett, Stephen; Ovens, Carolyn; Clemans, Allie; Seddon, Terri

    2007-01-01

    Despite a lack of applied research, social partnerships are increasingly being adopted by both government and non-government agencies to meet localized needs in education and other fields. This article discusses the findings of an investigation of how social partnerships can best be formed, developed and sustained over time. Earlier work…

  15. Two Approaches to Curriculum Development for Educating for Sustainability and CSR

    Science.gov (United States)

    Stubbs, Wendy; Schapper, Jan

    2011-01-01

    Purpose: The purpose of this paper is to report on efforts to develop two stand-alone subjects on sustainability and corporate social responsibility (CSR) in a mainstream business curriculum at Monash University, Australia. Design/methodology/approach: This paper presents details on the educational rationale and design of the two subjects in…

  16. Neoliberalism, New Public Management and the Sustainable Development Agenda of Higher Education: History, Contradictions and Synergies

    Science.gov (United States)

    Bessant, Sophie E. F.; Robinson, Zoe P.; Ormerod, R. Mark

    2015-01-01

    This paper explores the ideological and the practical relationship between neoliberalism and New Public Management (NPM) and the sustainable development agenda of western higher education. Using the United Kingdom and specifically English universities as an example, it investigates the contradictions and the synergies between neoliberal and NPM…

  17. UN Global Action Programme and Education for Sustainable Development: A Critical Appraisal of the Evidence Base

    Science.gov (United States)

    Fischer, Daniel; Aubrecht, Elisabeth Lena; Brück, Maria; Ditges, Laura; Gathen, Lea; Jahns, Maximilian; Petersmann, Moritz; Rau, Jörn; Wellmann, Christiane

    2015-01-01

    The United Nations (UN) proclaimed the years 2005 to 2014 the World Decade on Education for Sustainable Development (ESD). As a follow up on the World Decade, the UN launched a Global Action Programme (GAP) that is designed to set the framework for international activities on ESD. The GAP focuses on five priority areas that are of high relevance…

  18. United Nations Sustainable Development Goals: Promoting Health and Well-Being through Physical Education Partnerships

    Science.gov (United States)

    Lynch, Timothy

    2016-01-01

    This paper shares a health and wellbeing partnership, modelling implementation of physical education (PE) advocated by the United Nations (UN). The Sustainable Development Goals (SDGs) exemplifies global efforts towards equality, specifically Goal 3 and 4 address health and wellbeing. The purpose of this paper is to provide insights into cross…

  19. Globalisation and Education for Sustainable Development: Exploring the Global in Motion

    Science.gov (United States)

    Bengtsson, Stefan L.; Östman, Leif O.

    2016-01-01

    The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article…

  20. The Global Goals for Sustainable Development in Engineering Education

    OpenAIRE

    Thuesen, Christian; Geraldi, Joana

    2017-01-01

    History is full of examples of how engineers for good and bad have invented and implemented technologies, with consequence far beyond their imaginations. Think for instance on the development of the combustion engine which enabled a revolution in transport and individual mobility but at the same time contributed to CO2 emissions and thus global warming. Or digital technologies that through the internet and social media have created platforms for information sharing and identity building in a ...

  1. Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions

    Science.gov (United States)

    Collins-Figueroa, Marceline

    2012-01-01

    This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education…

  2. The fourth scientific conference 'Higher education and effective business management - challenges of sustainable regional development'

    Directory of Open Access Journals (Sweden)

    Srećko R. Stopić

    2012-10-01

    Full Text Available The First Scientific Conference 'Higher Education and effective business management- challenges of sustainable regional development' was held on 20-21 December, 2006, in Užice, Republic of Serbia. More than 90 papers were presented. The number of authors and coauthors was 150. The Second Scientific Conference 'Economy development and effective business management - challenges of sustainable regional development' - was held upon the initiative of the management of the High Business Technical School of Užice on the occasion of its 30th anniversary It was held on 21-22 January 2007, in Užice, Republic of Serbia. Eighty papers were presented at the Conference. The number of authors and coauthors was 140. After that, the management of the High Business Technical School of Užice decided, for the first time, to organize an International Conference. The first International Conference 'Science and Higher Education in Function of Sustainable Development'. SED 2008 was held on 17-18 September, 2008, in Užice, Serbia. Ninety papers were presented on the Conference. The number of authors and coauthors was 150. The second International Conference 'Science and Higher Education in Function of Sustainable Development'. SED 2009 was held on 14-15 September 2009, in Užice, Serbia. More than 80 papers were presented. The number of authors and co-authors exceeded 100.

  3. Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles

    Science.gov (United States)

    Mochizuki, Yoko; Bryan, Audrey

    2015-01-01

    Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article…

  4. What Is an Education for Sustainable Development Supposed to Achieve--A Question of What, How and Why

    Science.gov (United States)

    Hofman, Maria

    2015-01-01

    This is a theoretical article to open the discussion of what an education for sustainable development is supposed to achieve and how teachers can help students to develop skills that might be needed in order to support a sustainable future. The focus in the article will be on education. As it is an article aiming to open this kind of discussion…

  5. Subjectivation, togetherness, environment. Potentials of participatory art for Art Education for Sustainable Development (AESD

    Directory of Open Access Journals (Sweden)

    Helene Illeris

    2017-06-01

    Full Text Available Through a process-oriented analysis of the participatory art project The Hill this article explores the relevance of participatory art projects for the development of AESD – Art Education for Sustainable Development. Inspired by Felix Guattari’s Three Ecologies (2008 the analysis moves through three sub-studies delving into three different aspects of the project. Each sub-study adopts two overlapping analytical ‘lenses’: The lens of a contemporary art form (performance art, community art, and site-specific art and the lens of a related theoretical concept (subjectivation, togetherness, environment. The aim is to propose art educational ideas and strategies that stimulate students to challenge the current political, economic and environmental situation. Central questions addressed by the article are: How can educators use contemporary artistic strategies to challenge essentialist and opportunistic self-understandings? What is the potential for participatory art forms to explore alternative and more sustainable conceptions of human subjectivity? How can art education work in favour of a sense of interconnectedness between the individual, the social and the environmental dimensions of being? In conclusion, the article proposes art education as a symbolic place for carrying out art-inspired experiments with how to live our lives in more sustainable ways.

  6. Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

    Science.gov (United States)

    Gresch, Helge; Bögeholz, Susanne

    2013-04-01

    Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' ( n = 120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence.

  7. The Contribution of Sustainability Assessment to Policy Development in Higher Education

    Science.gov (United States)

    Lambrechts, Wim

    2015-01-01

    This article builds upon the experiences and results of the application of sustainability assessment instruments in higher education. First, a short overview of existing sustainability assessment tools will be provided, as well as their contribution towards the integration of sustainability in higher education. Second, a reflective case focuses on…

  8. The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students

    Science.gov (United States)

    Berglund, Teresa; Gericke, Niklas; Rundgren, Shu-Nu Chang

    2014-09-01

    Background: Sustainable development (SD) is a complex idea, based on environmental, economic and social dimensions. In line with SD, education for sustainable development (ESD) is an approach to teaching that combines cognitive and affective domains and aims to build empowerment abilities. Purpose: The purpose of this article is to investigate effects of the implementation of ESD in Sweden, in terms of developing students' sustainability consciousness (SC). Two groups of students were included: one was from schools with a profile of ESD and the other one was from comparable schools without explicit ESD-profile. Sample: A total of 638 students from upper secondary schools (grade 12) in science-related or social science-related programs participated in the study. Design and methods: A procedure was created for the selection of schools considered to be the most active in using an ESD approach as well as comparable schools with no explicit ESD approach. During spring 2013, the students responded to a questionnaire based on sustainability knowingness, attitudes and behaviors within the environmental, economic and social dimensions of SD that together constitute the concept of SC. Data were analyzed using SPSS software. Results: The results indicate that there are significant differences in SC between students from schools that teach with an ESD approach compared to students from regular schools. Furthermore, a significant difference between the two groups of students was found in the underlying economic dimension of SC. No significant differences were found in the environmental and social dimensions of SC. Conclusions: Although the results show that ESD-profiled schools have effect on students' SC, the effects are relatively small. Therefore, the effects and nature of the implementation of ESD are discussed.

  9. Assessing Preschools Using the Eco-Schools Program in Terms of Educating for Sustainable Development in Early Childhood Education

    Science.gov (United States)

    Korkmaz, Aysel; Guler Yildiz, Tulin

    2017-01-01

    This study assesses the practices and environmental properties of preschools implementing the Eco-Schools program, targeting education for sustainable development (ESD) in terms of the program's environmental, sociocultural, and economic pillars. Qualitative and quantitative methods were used. The sample group, determined through criterion…

  10. The development of Sustainability Graduate Community (SGC) as a learning pathway for sustainability education - a framework for engineering programmes in Malaysia Technical Universities Network (MTUN)

    Science.gov (United States)

    Johan, Kartina; Mohd Turan, Faiz

    2016-11-01

    ‘Environmental and sustainability’ is one of the Program Outcome (PO) designated by the Board of Engineers Malaysia (BEM) as one of the accreditation program requirement. However, to-date the implementation of sustainability elements in engineering programme in the technical universities in Malaysia is within individual faculty's curriculum plan and lack of university-level structured learning pathway, which enable all students to have access to an education in sustainability across all disciplines. Sustainability Graduate Community (SGC) is a framework designed to provide a learning pathway in the curriculum of engineering programs to inculcate sustainability education among engineering graduates. This paper aims to study the required attributes in Sustainability Graduate Community (SGC) framework to produce graduates who are not just engineers but also skilful in sustainability competencies using Global Project Management (GPM) P5 Standard for Sustainability. The development of the conceptual framework is to provide a constructive teaching and learning plan for educators and policy makers to work on together in developing the Sustainability Graduates (SG), the new kind of graduates from Malaysia Technical Universities Network (MTUN) in Malaysia who are literate in sustainability practices. The framework also support the call for developing holistic students based on Malaysian Education Blueprint (Higher Education) and address the gap between the statuses of engineering qualification to the expected competencies from industries in Malaysia in particular by achieving the SG attributes outlined in the framework

  11. Evaluation of a collaborative project to develop sustainable healthcare education in eight UK medical schools.

    Science.gov (United States)

    Walpole, S C; Mortimer, F

    2017-09-01

    Environmental change poses pressing challenges to public health and calls for profound and far-reaching changes to policy and practice across communities and health systems. Medical schools can act as a seedbed where knowledge, skills and innovation to address environmental challenges can be developed through innovative and collaborative approaches. The objectives of this study were to (1) explore drivers and challenges of collaboration for educational development between and within medical schools; (2) evaluate the effectiveness of a range of pedagogies for sustainable healthcare education; and (3) identify effective strategies to facilitate the renewal of medical curricula to address evolving health challenges. Participatory action research. Medical school teams participated in a nine-month collaborative project, including a one-day seminar to learn about sustainable healthcare education and develop a project plan. After the seminar, teams were supported to develop, deliver and evaluate new teaching at their medical school. New teaching was introduced at seven medical schools. A variety of pedagogies were represented. Collaboration between schools motivated and informed participants. The main challenges faced related to time pressures. Educators and students commented that new teaching was enjoyable and effective at improving knowledge and skills. Collaborative working supported educators to develop and implement new teaching sessions rapidly and effectively. Collaboration can help to build educators' confidence and capacity in a new area of education development. Different forms of collaboration may be appropriate for different circumstances and at different stages of education development. Copyright © 2017 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  12. Informing Society about Pre-School Education and Educational Support in the Context of Sustainable Development

    Science.gov (United States)

    Kazlauskiene, Ausra; Gaucaite, Ramute; Juodaityte, Audrone

    2011-01-01

    Society qualitatively participates in the implementation of corresponding tasks only when it is informed. An analysis of the National Strategy for Sustainable Development of Lithuania expresses concern regarding shortage of information: information receivers are scantily informed, whilst information providers themselves are scantily informed about…

  13. Ecology and Sustainable Development

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 11. Ecology and Sustainable Development. M D Subash Chandran. Book Review Volume 7 Issue 11 November 2002 pp 80-81. Fulltext. Click here to view fulltext PDF. Permanent link: http://www.ias.ac.in/article/fulltext/reso/007/11/0080-0081 ...

  14. Developing Sustainable Feedback Practices

    Science.gov (United States)

    Carless, David; Salter, Diane; Yang, Min; Lam, Joy

    2011-01-01

    Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and…

  15. Environmental Sustainability and Quality Education: Perspectives ...

    African Journals Online (AJOL)

    perspectives on sustainability and sustainable resource use and management and on education and sustainable development. Sustainability issues and perspectives on sustainability. A key focal issue in the research was the question: How does the local community understand and make sense of sustainability and its ...

  16. Developing Sustainable Cancer Education Programs: Training Public Health Students to Deliver Cancer 101 in Puerto Rico.

    Science.gov (United States)

    Rivera, Y M; Moreno, L; Briant, K J; Vélez, H; Jiménez, J C; Torres, J; Vadaparampil, S T; Muñoz-Antonia, T; Quinn, G P

    2018-02-01

    The use of promotores to educate Hispanic communities about different health topics has been proven successful, albeit with limitations in program sustainability. The goal of this study was to develop a sustainable train-the-trainer model to train graduate public health (PH) students to disseminate cancer education among communities in Puerto Rico (PR). Graduate students (n = 32) from Ponce Health Sciences University's (PHSU) PH program participated in a 2-day Cáncer 101 training, where they learned how to deliver nine cancer modules to the community. Cancer knowledge was assessed before and after the training via 54 items measuring discussed concepts. Participants also assessed the training's effectiveness by completing a training evaluation informed by social cognitive theory (SCT) constructs of self-efficacy, outcome expectations, facilitation, and observational learning. Participants were mainly female (78.1 %), 26.7 ± 3.9 years old, and enrolled in a Masters-level program (81.3 %). Participants reported an average 11.38-point increase in cancer knowledge after attending the training [t(31) = 14.88, p reporting satisfactory comments in the open-ended responses and high scores on measured SCT constructs. The Cáncer 101 training program effectively prepared students to deliver cancer education to local communities. Training graduate PH students to educate communities about health issues is an innovative, and potentially sustainable, way to reach underserved populations.

  17. Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

    Science.gov (United States)

    Hiller, Katharina; Reichhart, Barbara

    2017-01-01

    The objective of teacher-training at university for political science is the development of professional competencies that enable teachers-in-training to act proficiently in all aspects of civic education. Although there are some studies that focus on civic education for teachers' professional competencies, most of them relate to general…

  18. The Development of Basic Competencies for Sustainability in Higher Education: An Educational Model

    Science.gov (United States)

    Hidalgo, Luis Amador; Fuentes, Juan Manuel Arjona

    2013-01-01

    Existing paradigms, which are deeply rooted in our educational systems, are fomenting unsustainable development. For this reason, it is necessary to opt for a style of education that allows university students to be aware of the need to live in a different way and be aware of our absolute dependency on our natural environment. This goal requires…

  19. HUMAN CAPITAL AND EDUCATION FOR SUSTAINABLE DEVELOPMENT IN A GLOBAL WORLD

    Directory of Open Access Journals (Sweden)

    Cătălin Chiriac

    2010-12-01

    Full Text Available The world continues to face various critical challenges such as: human-induced climate change, the rapid depletion of natural resources, the loss of biodiversity, increased poverty, the dependency of our economic systems on continuous growth in consumerism and so forth. Sustainable economic development focuses on the development of the economic infrastructure, in which the efficient management of our natural and human resources is crucially important. This paper presents on one hand the main steps made for creating, defining and applying the principles of sustainable development and on the other hand, it tries to highlight the role of education seen here as a powerful factor in modeling our most important resource: human capital.

  20. Advancing higher education for sustainable development: international insights and critical reflections

    NARCIS (Netherlands)

    Lozano, R.; Lozano, F.J.; Mulder, K. de; Huisingh, D.; Waas, T.

    2013-01-01

    Historically, universities have played many roles in transforming societies, by educating decision-makers, leaders, entrepreneurs, and academics. However, education and research on sustainability in universities is at an early stage in many institutions. This introduction highlights findings from

  1. Towards a Theory-based framework for assessing the mainstreaming of education for sustainable development : A case study of teacher education institutions in Botswana

    OpenAIRE

    Schrage, Jesse; Lenglet, Frans

    2016-01-01

    This article presents the development of a theory-based framework for exploring the ways in which different teacher education institutions in Botswana have worked towards the infusion of education for sustainable development (ESD) in the curriculum and the practice of pre-service teacher education.The framework combines theory of change, a theory of education for sustainable human development and a theory of transformative learning.The objective of this paper is to understand how this theoret...

  2. ARCHITECTURAL EDUCATION AND SCHOOLING: BETWEEN THE SUSTAINABLE DEVELOPMENT AND PERCEPTION OF THE ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Beatriz Tomšič Čerkez

    2014-06-01

    Full Text Available If we consider the role of education and its implications in the formation of a critical and conscious user of architecture, it is obvious that the development of educational strategies related to our common space and environment become fundamental. The comprehension of the concept of sustainable development is essential. Therefore, it is worth reflecting on how to develop proper programs at all educational levels to promote critical and responsible attitudes towards the common environment covering all the aspects that should shape the concepts of sustainable spatial and environmental development, enhancing at the same time great freedom regarding the formal aspects of architecture. The ideas presented in the article are supported by an empirical research on the image of architecture and the environment, held among secondary school students. The research based on the idea that one of the most efficient critical attitudes towards the world would be to develop an unconditional tie of the art work with everyday life conditions. That is why part of the activities within the research was devoted to recycling relevant architectural spaces. The results show a very heterogeneous image of architecture in the eyes of the students which sometimes overvalues contrasts and originality, disregarding tradition

  3. Alternative Communications about Sustainability Education

    OpenAIRE

    McGregor, Sue L. T.

    2013-01-01

    In preparation for the UN Decade of Education for Sustainable Development, UNESCO communicated its conceptualization of education for sustainable development (ESD). This paper does not assume that UNESCO was ineffective in communicating its approach to ESD; rather, the premise is that UNESCO’s actual message was not well received by everyone, with some pushing back with alternative communications of their own. This paper identifies and profiles seven vanguard theoretical and pedagogical appro...

  4. ECONOMIC DEVELOPMENT VERSUS SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Liliana Scutaru

    2013-09-01

    Full Text Available The paper put in antithesis, theoretically, two models of development and evolution of mankind, namely, economic development based on consumption of the exhaustible resources and pollution and on the other hand the development based on the concepts of sustainable development, involving a new mentality on human life and environment. Economic development includes economic growth, quantified in particular through the GDP, aspect that leads to a reduced analysis taking into account a limited number of variables such as household income, employment labour, consumption of goods and services, etc.. Perpetuation of this model has led, over time, to the company's inability to solve the problems facing mankind today and serious discrepancies regarding current levels of human development. This type of model does not take into account variables such as unemployment, poverty, education, health, environmental pollution, population migration, urban overcrowding, social inclusion etc. At the opposite side of this type of development, which proves to be beyond the crowd problems currently facing humanity, is a new alternative model, that of sustainable development, which provides an integrated view of all these variables and hence the chance of the human society to a new level of evolution. The sustainable development model of mankind put, among others, the zero growth issue or even sustained decrease for some countries. This model requires also reducing resource consumption and increase sustainability of assets created. It also offers practical solutions to many current problems of mankind, among which we can mention providing food for a growing world population and producing clean alternative energy.

  5. A Peaking and Tailing Approach to Education and Curriculum Renewal for Sustainable Development

    Directory of Open Access Journals (Sweden)

    Cheryl Desha

    2014-07-01

    Full Text Available Contextual factors for sustainable development such as population growth, energy, and resource availability and consumption levels, food production yield, and growth in pollution, provide numerous complex and rapidly changing education and training requirements for a variety of professions including engineering. Furthermore, these requirements may not be clearly understood or expressed by designers, governments, professional bodies or the industry. Within this context, this paper focuses on one priority area for greening the economy through sustainable development—improving energy efficiency—and discusses the complexity of capacity building needs for professionals. The paper begins by acknowledging the historical evolution of sustainability considerations, and the complexity embedded in built environment solutions. The authors propose a dual-track approach to building capacity building, with a short-term focus on improvement (i.e., making peaking challenges a priority for postgraduate education, and a long-term focus on transformational innovation (i.e., making tailing challenges a priority for undergraduate education. A case study is provided, of Australian experiences over the last decade with regard to the topic area of energy efficiency. The authors conclude with reflections on implications for the approach.

  6. Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education

    National Research Council Canada - National Science Library

    Andreas Brunold

    2015-01-01

    .... Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy...

  7. The U.S. Partnership for Education for Sustainable Development: Progress and Challenges Ahead

    Science.gov (United States)

    Rowe, Debra; Gentile, Susan Jane; Clevey, Lilah

    2015-01-01

    There has been substantial growth in Education for Sustainability (EfS) in the United States over the past 10 years. Efforts within higher education have created thousands of new programs, majors, minors, specializations, certificates, and across-the-curricula integrations of sustainability learning with an emphasis on real-world problem-solving…

  8. How to Assess Transformative Performance towards Sustainable Development in Higher Education Institutions

    Science.gov (United States)

    Mader, Clemens

    2012-01-01

    This article highlights the role of sustainability appraisal for Higher Education Institutions (HEIs). Traditional HEI appraisal systems lack a way to assess the integration of sustainability principles reflecting societal needs with the consequences of research, education and management of HEIs. Two appraisal systems are discussed. The Austrian…

  9. The Formation of Learners' Motivation to Study Physics in Terms of Sustainable Development of Education in Ukraine

    Science.gov (United States)

    Korsun, Igor

    2017-01-01

    This study is aimed at creating a general technique for the formation of learners' interest in physics in the context of sustainable development of education. The active means of training and active learning methods are the components of this technique. The sequence of interest formation for physics in the context of sustainable development of…

  10. Sustainable Biofuels Development Center

    Energy Technology Data Exchange (ETDEWEB)

    Reardon, Kenneth F. [Colorado State Univ., Fort Collins, CO (United States)

    2015-03-01

    The mission of the Sustainable Bioenergy Development Center (SBDC) is to enhance the capability of America’s bioenergy industry to produce transportation fuels and chemical feedstocks on a large scale, with significant energy yields, at competitive cost, through sustainable production techniques. Research within the SBDC is organized in five areas: (1) Development of Sustainable Crops and Agricultural Strategies, (2) Improvement of Biomass Processing Technologies, (3) Biofuel Characterization and Engine Adaptation, (4) Production of Byproducts for Sustainable Biorefining, and (5) Sustainability Assessment, including evaluation of the ecosystem/climate change implication of center research and evaluation of the policy implications of widespread production and utilization of bioenergy. The overall goal of this project is to develop new sustainable bioenergy-related technologies. To achieve that goal, three specific activities were supported with DOE funds: bioenergy-related research initiation projects, bioenergy research and education via support of undergraduate and graduate students, and Research Support Activities (equipment purchases, travel to attend bioenergy conferences, and seminars). Numerous research findings in diverse fields related to bioenergy were produced from these activities and are summarized in this report.

  11. Education for Sustainable Development at Notre Dame University--Louaize: Environmental Science Curriculum--A Pre-Phase to the Rucas Project on Education for Sustainable Development

    Science.gov (United States)

    Khalaf-Kairouz, Layla

    2012-01-01

    The Faculty of Natural and Applied Sciences at Notre Dame University--Louaize, conscious to the need of experts in the emerging field of sustainability and to the role that an educational institution plays for the service of the community, introduced into the university curricula a major in environmental science. This paper will present the…

  12. Developing digital educational materials for nursing and sustainability: The results of an observational study.

    Science.gov (United States)

    Álvarez-Nieto, Carmen; Richardson, Janet; Parra-Anguita, Gema; Linares-Abad, Manuel; Huss, Norma; Grande-Gascón, M Luisa; Grose, Jane; Huynen, Maud; López-Medina, Isabel M

    2018-01-01

    There is limited European literature on nursing and sustainability; nursing students are poorly prepared on the connections between resources, climate change, sustainability, and health, so they must acquire knowledge and develop skills and competencies in this field. The use of digital technologies and teaching via E-learning has grown, and has been widely adopted as a learning method for nursing. The aim of the current study was to test and evaluate digital educational materials on environmental sustainability and health, in the context of university nursing education in different European countries. An observational cross-sectional design. University of Plymouth, University of Jaén, and University of Esslingen for Nursing Degree Studies. 299 nursing students: 161 students from University of Jaén; 106 from Plymouth; and 32 from Esslingen. 22 professional evaluators with different profiles were recruited: Teachers, Clinical professionals, Delphi Experts, and Technical Experts. We conducted a piloting and validation process. The materials were designed and adapted to the NurSusTOOLKIT Sustainability Literacy and Competency framework. Evaluation was developed by professionals and students. We used the Spanish Standard for the assessment of Digital Educational Material Quality at University level questionnaire. All students provided informed consent prior to taking part in the learning and evaluation. The overall evaluations of materials by students and professionals were 7.98±1.28 and 8.50±1.17, respectively. The Ability to generate learning was scored higher among students (mean difference: 0.84; 0.22-1.47; p=0.008). In the overall assessment by students, statistically significant differences were found between the three universities (Welch: 11.69, p<0.001). Students, professionals, and technical experts considered the materials to be very good quality, especially regarding the quality of contents, format, and design. For students, these materials can generate

  13. Management Education Principles, Information and Communication Technologies and Sustainable Development in Nigeria

    Directory of Open Access Journals (Sweden)

    Richard INGWE

    2013-03-01

    Full Text Available The convergence of information technology (IT with those dedicated to communication to create information and communication technologies (ICTs in the recent centuries and decades has encouraged the application of innovations of technological, social and institutional forms to facilitate socio-economic and ecological development by nations – a process that started with the attainment of Industrial Revolution by Britain between the eighteenth and twentieth centuries. This paper examines the relevance of ICTs for management education principles and socio-economic development in Nigeria. Issues described here include: context for development, management education in Nigeria –including enrolments in business management/administration; global applications of ICTs for development and education. It is recommended that to optimize ICTs applications to achieve principles of responsible management education for attaining the goals of sustainable development within dynamic global/national environments, Nigeria’s government must adapt and implement some of the good practices in the ICT4Education programmes that have been implemented in some countries around the world.

  14. Sustainability and Teacher Education

    Science.gov (United States)

    Martin, Ken; Summers, Denise; Sjerps-Jones, Harriet

    2007-01-01

    Sustainability is now a key concept in both government policy and wider global concerns. Issues of climate change and global warming can no longer be ignored in teacher education programs in the post-compulsory education and training sector. Government policy-makers, notably the Department for Education and Skills (DfES), Learning Skills Council…

  15. Visual Art Education: Between Spatial Sustainable Development and the Image of Architecture

    Directory of Open Access Journals (Sweden)

    Beatriz Gabriela Tomšič Čerkez

    2013-01-01

    Full Text Available If we consider the role of education and its implications in the formation of a critical and conscious user of architecture, it is obvious that the development of educational strategies related to the sustainable development of our common space and environment becomes fundamental. Among the objectives of art education, we should consider our commitment with authentic and actual problems in our societies. One of them is the awareness of the characteristics of thebuilt environment. Our cities are, in fact, the results of time-space plasters that function as units of spatial experiences in everyday life. The oldest buildings are iconic points of reference, and their simple presence produces a collection of unique meanings to the collective memory of a culture. Their demolition would in many cases injure the cities’ images and memory. The main question is how to develop programs at all educational levels to promote critical and responsible attitudes towards the common environment covering all the aspects that shape the concepts of sustainable spatial development. However, it is not possible to create strategies without proper information about the views of the students. The collection and analysis of this views is the main theme of the paper. It is supported by an empirical research on the image of architecture andthe environment, held among secondary school students. The research is based on the idea that one of the most efficient critical attitudes towards the world would be to develop an unconditional connection of art work with »everyday life conditions« to promote the education of critical and responsible »perceivers « of the environment.

  16. Levels of governance in policy innovation cycles in community education: the cases of Education for Sustainable Development and Climate Change Education

    OpenAIRE

    Kolleck, N.; Jörgens, H.; M. Well

    2017-01-01

    While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE) or Education for Sustainable Development (ESD), scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We...

  17. Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

    OpenAIRE

    Nina Kolleck; Helge Jörgens; Mareike Well

    2017-01-01

    While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE) or Education for Sustainable Development (ESD), scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We...

  18. The Global Universities Partnership on Environment and Sustainability (GUPES): Networking of Higher Educational Institutions in Facilitating Implementation of the UN Decade of Education for Sustainable Development 2005-2014

    Science.gov (United States)

    Pradhan, Mahesh; Mariam, Ayombi

    2014-01-01

    This article will focus on involvement of Higher Education Institutions in promoting Education for Sustainable Development through UNEPs flagship programme Global Universities Partnership on Environment and Sustainability. To achieve this, the activities of the network are centered on three pillars: Education, Training and Networking.

  19. Outdoor Learning and Sustainability Education

    Science.gov (United States)

    Fleming, Margaret; Dawson, Richard

    2013-01-01

    A shared conference presentation describes two ways of bringing education for sustainable development into education. The first part concentrated on putting science into outdoor learning backed up by a series of mind-mapping activities. The second was about linking schools with their surrounding communities to develop ways of working together. An…

  20. In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning

    Directory of Open Access Journals (Sweden)

    Paul Ofei-Manu

    2012-07-01

    Full Text Available This article discusses a business-school collaborative learning partnership in the Regional Centre of Expertise (RCE on Education for Sustainable Development (ESD in Greater Sendai. This partnership is further linked to a broader context of multi-stakeholder public participation in the RCE that was set up to advance the ESD agenda in the region. The authors propose a conceptual framework for multi-stakeholder, ESD-based social learning within the RCE with the aim of enabling the creation of a sustainability-literate society. This proposal is based on the results of students’ prior experience in ESD activities, optimal age for ESD learning and future job choices presented in this paper, together with a reported article that the levels of sustainability of the two sectoral organizations were mixed and hence need improvement. The paper argues that it will be good to focus on bridging the business and education sectors by building ESD capacity of the children and youth in the formal education sector. It contends this could be done through collaborative learning using the government-mandated “Period of Integrated Studies” (PIS in the Japanese primary and secondary school curriculum. Additionally, it will be appropriate for the RCE Greater Sendai Steering Committee to facilitate and coordinate the learning processes and also promote networking and cooperative interactions among the actors and stakeholders in the region. Recommendations for improvement of the learning partnerships in RCE Greater Sendai are made for consideration at the local and national policy levels.

  1. SUSTAINABLE CORPORATE AND SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    DORU CÎRNU

    2017-06-01

    Full Text Available In recent decades, the image of the international business environment has changed significantly. Studies conducted by UNCTAD shows that corporate phenomenon developments in the world economy is growing. Without claiming to present an exhaustive topic so vast we tried to capture some "facets" of sustainable development from the perspective of multinational corporations, given the expansion of these economic entities and strengthening their power in the global economy. We present more negative aspects of the actions of multinational corporations in terms of sustainable development, it is very important to know both sides of the coin, which will not only help transnational giants including release. Based on issues such as corporate social responsibility, environmental pollution and workers' rights, we sought to counter official statements. The conclusion is that these economic entities are real forces that can not be ignored in today's world and the obvious problem of sustainable development can not be addressed independently of the phenomenon, context we also identified some possible solutions to conflict of corporations and essence of the concept of sustainable development.

  2. Mobile Satellite Communications for Disaster Emergency Relief , Education, Sustainable Development, and Land Mine Detection: Youth Perspectives

    Science.gov (United States)

    Marshall, W.

    2002-01-01

    Policy and technical issues associated with the use of satellite communications for disaster mitigation and relief, sustainable development, education, and land mine detection were discussed at the Space Generation Forum (SGF), at UNISPACE-III. The youth perspective on this topic is being further developed at the Space Generation Summit (SGS), an event at World Space Congress (WSC) which shall unite international students and young professionals to develop a youth vision and strategy for the peaceful uses of space. SGS, endorsed by the United Nations, will take place from October 11-13th, during which the 200 delegates will discuss ongoing youth space activities, particularly those stemming from the UNISPACE-III/SGF and taken forward by the Space Generation Advisory Council. Delegates will address a variety of topics with the goal of devising new recommendations according to the theme, 'Accelerating Our Pace in Space'. The material presented here and in other technical sessions throughout WSC includes the findings of these discussions. In this paper, we present the work of the SGS delegates relating to Satellite communication and Global Information Infrastructure. This international team of young people has been working to support the United Nations Committee on the Peaceful Uses of Outer Space (COPUOS) on their Action Teams for the implementation of disaster mitigation, planetary defense, sustainable development, and education recommendations from UNISPACE III. Results of work to date will be presented.

  3. Integrating Sustainable Development in Higher Education through Experience-Based Learning: Insights from Experts in Team (EiT) for Developing a Combined Theoretical Framework

    Science.gov (United States)

    Otte, Pia Piroschka

    2016-01-01

    Universities are understood to play an essential role in the promotion of sustainable development. However, the recognition of sustainable development in higher education poses multiple challenges to the traditional higher education system. This article introduces a course concept called "Experts in Teams" (EiT) as a new platform of…

  4. Developing a Sustainable Practical Model of Graduate Employability for Higher Education

    Directory of Open Access Journals (Sweden)

    Ahmed Umar Rufai

    2015-01-01

    Full Text Available The purpose of this paper is to evolve a sustainable practical model of employability skills that is sure to capture relevant learning aspects of a particular occupational discipline to be used as framework for Undergraduate students to develop their employability potentials. The study was conducted in three Universities and Polytechnics each with three multi-national companies. Data were collected using semi-structured interviews. Using purposeful sampling 18 academic staff and 3 professionals representing company employers were selected as the study participants. The study evolved a model that is work-based, explicit in its outcome, fully articulated and realistic in terms of employability skill experiences. The proposed model can be used to establish a common higher education programme or curricula that is work-based and skill experience oriented, that can encourage students in higher education to think about work place learning more explicitly and reflectively, that will in turn help them to develop a broad range of knowledge, skills, attitudes, and values, each of which ultimately contribute in some manner to graduate employability.  The paper is considered a contribution to the evolution and growth of knowledge on the linkage between higher education and workplace, through which the ‘skill gap’ occurring between the demand of employment and the level of educational preparation of graduates can be bridged. Keywords: Employability, Higher Education, Graduates, Model/Framework,   academic staff, Employers/Professionals

  5. Hard Times in Higher Education: The Closure of Subject Centres and the Implications for Education for Sustainable Development (ESD

    Directory of Open Access Journals (Sweden)

    Brian Chalkley

    2011-04-01

    Full Text Available Within many British Universities and, indeed, across higher education internationally, how best to provide education for sustainable development (ESD has become an increasingly important issue. There is now a widespread view that higher education sectors have a key part to play in preparing societies for the transition to a low carbon economy and the shift towards more sustainable ways of living and working. In the UK, a leading role in this field has been played by the Higher Education Academy and especially its network of 24 Subject Centres, each of which promotes curriculum enhancement in a particular discipline area. The mission of the Higher Education Academy has been to help raise the overall quality of the student learning experience across all disciplines and all Higher Education institutions (HEIs. As part of promoting and supporting many kinds of curriculum innovation and staff development, the HE Academy has championed the cause of ESD. Now, however, as a result of government spending cuts, the Academy is facing severe budget reductions and all its Subject Centres are soon to close. At this pivotal moment, the purpose of this paper is, therefore, to review the HE Academy’s past contribution to ESD and to explore the likely future implications of the demise of its Subject Centres. The paper ends by outlining some ideas as to how the ESD agenda might be advanced in the post-Subject Centre era, in the light of the Academy’s intention to support subject communities under its new structure. The paper has been developed through participation in key committees, engagement with Academy and Subject Centre staff, as well as through a literature review.

  6. Promoting Sustainable Development through Whole School Approaches: An International, Intercultural Teacher Education Research and Development Project

    Science.gov (United States)

    Shallcross, Tony; Loubser, Callie; Le Roux, Cheryl; O'Donoghue, Rob; Lupele, Justin

    2006-01-01

    This paper focuses on a British Council funded Higher Education Link project involving three institutions--Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands:…

  7. Managing Sustainability in Management Education

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    2014-01-01

    concerning trade-offs and complexity. Thus, the paper proposes an approach to sustainability in management education which help to initiate such critical reflection and discussion by drawing attention to the complex network of relations in which a given business or industry is embedded.......Sustainability has until relatively recently been seen as irrelevant to business practice and, hence, has been largely missing from management education. But, environmental issues are increasingly becoming a key business concern at local, national, international and global levels. This conceptual...... paper addresses the question: How can sustainability be addresses within management education? It engages in a critical discussion of traditional models for teaching sustainability and Corporate Social Responsibility (CSR) in order to develop an advanced framework that addresses the limitations...

  8. Education for sustainability through academic freedom | Ekwueme ...

    African Journals Online (AJOL)

    Past researches are of the opinion that education for sustainable development and academic freedom could assist in solving these ethical menaces. Education for sustainable development allows every human being to acquire knowledge, skills, attitudes and values necessary to shape a sustainable future to make ...

  9. The Creative Use of Companion Values in Environmental Education and Education for Sustainable Development: Exploring the Educative Moment

    Science.gov (United States)

    Garrison, Jim; Östman, Leif; Håkansson, Michael

    2015-01-01

    Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic…

  10. Sustainability, Ecojustice, and Adult Education

    Science.gov (United States)

    Griswold, Wendy

    2017-01-01

    Adult education has a significant role to play in creating a just and sustainable world. This chapter explores a continuum of perspectives related to the environment and education and highlights sustainability and ecojustice education theory and practices in this volume.

  11. Ethical Internationalisation in Higher Education: Interfaces with International Development and Sustainability

    Science.gov (United States)

    Pashby, Karen; de Oliveira Andreotti, Vanessa

    2016-01-01

    This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a…

  12. Striving for Sustainable Development in Higher Education: ProSPER.Net Members Meet in Shanghai

    Science.gov (United States)

    Tabucanon, Mario T.; Tanaka, Aurea Christine; Aipanjiguly, Sampreethi

    2011-01-01

    To celebrate the two-year anniversary of the founding of ProSPER.Net--the Promotion of Sustainability in Postgraduate Education and Research Network--members convened on 5-9 July 2010 in Shanghai, China, at a meeting hosted by Tongji University, a founding member. ProSPER.Net is an alliance of 21 higher education institutions in the Asia-Pacific…

  13. Sustainable development education, practice, and research: an indigenous model of sustainable development at the College of Menominee Nation, Keshena, WI, USA

    Science.gov (United States)

    Michael J. Dockry; Katherine Hall; William Van Lopik; Christopher M. Caldwell

    2015-01-01

    The College of Menominee Nation Sustainable Development Institute's theoretical model (SDI model) conceptualizes sustainable development as the process of maintaining the balance and reconciling the inherent tensions among six dimensions of sustainability: land and sovereignty; natural environment #including human beings); institutions; technology; economy; and...

  14. Eco-Education: A Required Element of Public Policies for Sustainable Social and Economic Development

    Directory of Open Access Journals (Sweden)

    Marţian Iovan

    2014-01-01

    Full Text Available In this article, the author analyzes eco-education from a transdisciplinary perspective, as part of the “new education”, referring to its current dimensions, its goals and its utility in shaping the attitudes and behaviors of contemporary humans towards their environment and towards sustainable living. The goals and content of eco-education are dependent on a new philosophy, on a new axiological and ethical orientation that is, opposed to rationalistic philosophy, which guided the age of machinism and industrialization. The new view regarding humans’ (anthroposphere relations with nature (biosphere and geosphere, is inspired from the fundamental rights of the human being, as part of nature, from universal values which harmonize sociosphere and biosphere, the ecological awareness of contemporary society with regard to the objective laws of nature, biodiversity conservation and environmental protection by juridical laws. These goals are meant for the entire population, especially children and young people, with the aid of schools and other educational factors (church, mass – media, cultural foundations, non-governmental organizations etc., an ecological awareness, positive feelings and attitudes with respect to the environment, skills, abilities and capacities for efficient action in the sense of protecting nature and conserving ecological circuits. The author lays an emphasis on the idea that ecological education, in all its forms, will not yield the results expected by experts and future generations if it is undertaken randomly, fragmentarily, incoherently – regardless of how diversified and quantitatively extended it might be. As a global issue of today’s society – the efficiency of eco-education is dependent on the philosophy of nature and life, materialized in a global strategy, such as that of durable and knowledge-based development, which will facilitate the harmonization of various public policies launched by contemporary

  15. Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education

    Directory of Open Access Journals (Sweden)

    Mareike Burmeister

    2013-01-01

    Full Text Available This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research. Experience gained during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded extremely positively to the course. The student teachers stated that the module was interesting, relevant and valuable for their later profession as high school chemistry teachers. They also emphasised that they now felt more competent in the area of sustainability and ESD.

  16. How education for sustainable development is implemented in Germany: Looking through the lens of educational governance theory

    Science.gov (United States)

    Bormann, Inka; Nikel, Jutta

    2017-12-01

    The United Nations (UN) Decade of Education for Sustainable Development (ESD) aimed to integrate the principles, values and practices of sustainable development into all aspects of education and learning around the world. The authors of this article address the implementation process of ESD in Germany during the UN Decade (2005-2014). By undertaking a meta-analysis of the findings of four related sub-studies they carried out during a three-year project funded by the German Federal Ministry of Education and Research, the authors contribute to the understanding of the process of transferring the concept of ESD within a multi-level education system. They investigated this process at two levels - the federal state (a sub-national entity in Germany) and the communal level. Drawing on educational governance theory, the authors unveil principles, norms, rules and procedures in the coordination of action within constellations of heterogeneous actors contributing to the implementation of ESD in their social entities. The outcome of the meta-analysis describes an emerging governance regime in ESD, taking into consideration the following features impacting the coordination of action being carried out by the actors involved: (1) the understanding of the normative concept of ESD as content of negotiation; (2) the perceived opportunity for actors to gain and increase appreciation within the field of ESD as an incentive for and driver of engagement; and (3) the dynamic quality of the set-up, rules and principles of the coordination of action, which renders these subject to situative changes. In the final part of the paper, the findings are discussed from the perspectives of the theory of transfer and the current empirical basis of ESD policy and governance.

  17. How education for sustainable development is implemented in Germany: Looking through the lens of educational governance theory

    Science.gov (United States)

    Bormann, Inka; Nikel, Jutta

    2017-10-01

    The United Nations (UN) Decade of Education for Sustainable Development (ESD) aimed to integrate the principles, values and practices of sustainable development into all aspects of education and learning around the world. The authors of this article address the implementation process of ESD in Germany during the UN Decade (2005-2014). By undertaking a meta-analysis of the findings of four related sub-studies they carried out during a three-year project funded by the German Federal Ministry of Education and Research, the authors contribute to the understanding of the process of transferring the concept of ESD within a multi-level education system. They investigated this process at two levels - the federal state (a sub-national entity in Germany) and the communal level. Drawing on educational governance theory, the authors unveil principles, norms, rules and procedures in the coordination of action within constellations of heterogeneous actors contributing to the implementation of ESD in their social entities. The outcome of the meta-analysis describes an emerging governance regime in ESD, taking into consideration the following features impacting the coordination of action being carried out by the actors involved: (1) the understanding of the normative concept of ESD as content of negotiation; (2) the perceived opportunity for actors to gain and increase appreciation within the field of ESD as an incentive for and driver of engagement; and (3) the dynamic quality of the set-up, rules and principles of the coordination of action, which renders these subject to situative changes. In the final part of the paper, the findings are discussed from the perspectives of the theory of transfer and the current empirical basis of ESD policy and governance.

  18. New Swedish environmental and sustainable education research

    Directory of Open Access Journals (Sweden)

    Johan Öhman

    2011-01-01

    Full Text Available This special issue of Education & Democracy presents examples froma new generation of Swedish research on environmental and sustainability education and thereby complement the picture of the current Swedish environmental and sustainability education research outlined in the recent Danish-Swedish special issue of Environmental EducationResearch (Vol 16, No 1 and the anthology Democracy and Values inEducation for Sustainable Development – Contributions from Swedish Research (Öhman 2008. All the contributors to this issue are associatedwith the Graduate School in Education and Sustainable Development (GRESD, either as PhD students or as supervisors.

  19. Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

    Directory of Open Access Journals (Sweden)

    Rodrigo Lozano

    2017-10-01

    Full Text Available Research into and practice of Higher Education for Sustainable Development (HESD have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities’ curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences.

  20. The Importance of Industrial Ecology in Engineering Education for Sustainable Development

    Science.gov (United States)

    Biswas, Wahidul K.

    2012-01-01

    Purpose: The purpose of this paper is to show how industrial ecology can facilitate the achievement of sustainable development through its incorporation into an engineering curriculum. Design/methodology/approach: A model has been developed for assessing sustainability learning outcomes due to the incorporation of the concept of industrial ecology…

  1. Neoliberalism and Justice in Education for Sustainable Development: A Call for Inclusive Pluralism

    Science.gov (United States)

    Kopnina, Helen; Cherniak, Brett

    2016-01-01

    Commonly conceived, sustainable development is concerned with social and economic equity and maintenance of ecological stability for future generations. The Brundtland Report addresses the ethical principles of intragenerational and intergenerational equity as fundamental pillars of sustainable development. This equity is often defined in economic…

  2. Environmental Education and Sustainability

    Science.gov (United States)

    Chapman, Paul

    2014-01-01

    In the fall of 2013, Inverness Associates conducted a comprehensive national survey of environmental education and sustainability among private independent schools. The National Association of Independent Schools (NAIS) and 14 regional and state associations supported the research. The survey sought to understand how schools' environmental…

  3. Education and Sustainability: Reinvigorating Adult Education's Role in Transformation, Justice and Development

    Science.gov (United States)

    Casey, Catherine; Asamoah, Lily

    2016-01-01

    Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators' practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention…

  4. A MODEL FOR THE INCORPORATION OF THE ENVIRONMENTAL EDUCATION FOR THE SUSTAINABLE DEVELOPMENT TO THE PEDAGOGIC PROCESS

    Directory of Open Access Journals (Sweden)

    Mavel Moré Estupiñán

    2016-07-01

    Full Text Available The insufficient attention to the incorporation of the environmental education for the sustainable development to the pedagogic process in the different subsystems of the National System of Education of the county of Villa Clara, this becomes the motive of the present study. In the investigation detailed the process that drives to the construction of a model for the incorporation of the environmental education for the sustainable development to the pedagogic process in the different subsystems of the National System of Education, presently of the county of Villa Clara. This constitutes a modest contribution to the execution of an action of the National Strategy of Environmental Education, 2010-2015, related with the construction of a theoretical-methodological model for the environmental education in Cuba.

  5. Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain

    Directory of Open Access Journals (Sweden)

    Pedro Vega-Marcote

    2015-03-01

    Full Text Available The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires global change on a political, social and environmental level. To boost this change, it is necessary to redirect education and, specifically, environmental education, to educate citizens so that they are capable of making responsible decisions and behaving sustainably. The purpose of this study is to evaluate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems. Its final aim is to search for a model that enables students to participate, individually and collectively, in the solution of socio-environmental problems in their surroundings, but without losing the global perspective, and that fosters sustainable life styles. To do so, a quasi-experimental quantitative research was performed with two pretest-posttest phases to compare the results of an active and participative methodology with another more expository one. The results show significant differences in the knowledge, attitudes and intention of the behavior of the aspiring teachers. Thus, this first analysis shows that the experiential educational model promotes and favors sustainable actions in higher education (the faculty of educational science, responsible for basic teacher training more efficiently and could be the basis for future proposals in this field.

  6. Adoption of Sustainable Development Schemes and Behaviours in Italy: Barriers and Solutions--What Can Educators Do?

    Science.gov (United States)

    Kuhtz, Silvana

    2007-01-01

    Purpose: The purpose of this paper is to investigate issues and concerns associated with sustainable development SD in Italy for different stakeholders, with a focus on the role of education. Cognitive maps for 49 individuals living in Italy have been developed and their differences analyzed and discussed with the aim of designing a seminar to…

  7. Sustainable Higher Education. Understanding and Moving Forward

    OpenAIRE

    Waas, T.; Huge, J.; K. Ceulemans; Lambrechts, W.; Vandenabeele, J.; Lozano, R.; Wright, T.

    2012-01-01

    The aim of this paper is to stimulate the debate about higher education as a (potential) major catalyst towards sustainable development. Reviewing the contemporary literature related to sustainable development and higher education we want to understand better this role as (potential) catalyst and move Flemish higher education forward in its sustainability transition. It should be noted that while this paper will provide a broad understanding of the literature, it is beyond its scope to deal w...

  8. Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention

    Science.gov (United States)

    Stanszus, Laura; Fischer, Daniel; Böhme, Tina; Frank, Pascal; Fritzsche, Jacomo; Geiger, Sonja; Harfensteller, Julia; Grossman, Paul; Schrader, Ulf

    2017-01-01

    Several widespread approaches to Education for Sustainable Consumption (ESC) have emerged from the tradition of consumer information. A major shortcoming of such cognitive-focused approaches is their limited capacity to facilitate reflection on the affective processes underpinning people's engagement with consumption. More holistic pedagogies are…

  9. Developing and Applying Green Building Technology in an Indigenous Community: An Engaged Approach to Sustainability Education

    Science.gov (United States)

    Riley, David R.; Thatcher, Corinne E.; Workman, Elizabeth A.

    2006-01-01

    Purpose: This paper aims to disseminate an innovative approach to sustainability education in construction-related fields in which teaching, research, and service are integrated to provide a unique learning experience for undergraduate students, faculty members, and community partners. Design/methodology/approach: The paper identifies the need for…

  10. SUSTAINABLE TERRITORIAL DEVELOPMENT STRATEGIE

    Directory of Open Access Journals (Sweden)

    Aurel-Gabriel, SIMIONESCU

    2013-12-01

    Full Text Available The development of the different regions of Europe throughout history has known different phases and evolutions according to the conditions which they have gone through. The aim of this article is to present an analysis of European regions depending on three essential elements of a unitary development including: concentration of resources, connecting regions and cooperation, highlighting a number of directions for a sustainable development.From this perspective in the EU financial period 2014-2020, national targets and regional funding should take into account varied issues, focusing on the structure and the concentration of population for the necessary conditions of housing and living (infrastructure, utilities, public services, education, health and social services to be satisfied.

  11. Alternative Communications about Sustainability Education

    Directory of Open Access Journals (Sweden)

    Sue L. T. McGregor

    2013-08-01

    Full Text Available In preparation for the UN Decade of Education for Sustainable Development, UNESCO communicated its conceptualization of education for sustainable development (ESD. This paper does not assume that UNESCO was ineffective in communicating its approach to ESD; rather, the premise is that UNESCO’s actual message was not well received by everyone, with some pushing back with alternative communications of their own. This paper identifies and profiles seven vanguard theoretical and pedagogical approaches to the problem of unsustainability, including, but not limited to: sustainable contraction, unlearning unsustainability, a 3D-heuristic, an integrative, place-based approach, and a Gaia-informed, ecological approach. It concludes with a discussion of seven overarching alternative messages for communicating about sustainability including: refocused education; complexity, chaos and living systems; Gaia and ecology; paradigm shifts for uncertainty; knowledge integration; existentialism; and fear and hope. Intellectual and pedagogical discourse can be kindled and stimulated by drawing on alternative communications about the normative concept of sustainability.

  12. A GLANCE AT STANDARD DEVELOPMENT STUDIES AND ACCREDITATION PROCESS AS SUSTAINING TOOLS FOR QUALITY IN TEACHER EDUCATION IN TURKEY

    Directory of Open Access Journals (Sweden)

    İsmail Yüksel

    2011-07-01

    Full Text Available The demand for qualified teachers has been constantly on the increase all over the world. Quite naturally, the teacher education programs have gained renewed importance. It has become indispensable that the effort and resources assembled to teacher education should be effective and sustainable. In Turkey, with the foundation of republic, challenging changes occurred in accordance with the state’s fundamental policy. Yet, these changes were temporal and conducted to just save the day. Moreover, they were limited to alter the teacher education program and inadequate in terms of sustainability. In this framework, the developed countries have focused on developing standards and establishing accreditation process to ensure sustainable the quality in teacher education. This has also influenced Turkey and since 1990s, the standard development studies in teacher education have been carried out and an accreditation process has been initiated. However, the researches and applications regarding these standards and accreditation process have not adequately been conducted. This study aims at pointing the standard development studies and accreditation process in teacher education in Turkey in order to gain insight about this standard development process and the current state.

  13. Ternate Historical Site as an Object Based Education for Sustainable Development

    Directory of Open Access Journals (Sweden)

    Suswandari Suswandari

    2019-10-01

    Full Text Available This study aims to classify the historical sites of Ternate based on the timeliness of its existence. This study uses a critical qualitative historical approach and is conducted in several locations related to the history of Ternate. Data relating to the physical facts of Ternate history sites, then the location of research in the Ternate region of North Maluku. Data were collected from several findings and poured in filed notes. Then do the sorting and grouping to found description. Data were analyzed using critical historical analysis techniques. The Ternate history sites identified in this research consist of Ternate Museum of Ternate, Ternate Great Mosque, Kastela Fortress, Toluko Fortress, Kalamata Fortress, Oranje Bull, and Nala Fortress. Seven sites are conditions vary and still require government intervention to be used as an object of tourism which can then become an economic power for the people of Ternate. With the Education For Sustainable Development (EDS approach, historical site development takes care of the needs and involves the community directly with full results for the benefit of the people of Ternate and the wider Indonesian community.

  14. Interprofessional education and practice guide No. 4: Developing and sustaining interprofessional education at an academic health center.

    Science.gov (United States)

    Willgerodt, Mayumi A; Abu-Rish Blakeney, Erin; Brock, Douglas M; Liner, Debra; Murphy, Nanci; Zierler, Brenda

    2015-01-01

    Increasingly health professions schools and academic health centers are required to include interprofessional education (IPE) as a standard part of their core curricula to maintain accreditation. However, challenges continue to surface as faculty struggle to develop and participate in IPE activities while balancing increasing workloads and limited resources, and also trying to keep current in the changing profession-specific accreditation and standards. This guide shares lessons learned from developing and sustaining IPE activities at the University of Washington (UW) based in the United States. In 2008, the UW Schools of Nursing and Medicine were awarded funds to develop, implement, and evaluate an interprofessional program focused on team communication. This funding supported the creation of two annual large-scale IPE events, provided infrastructure support for the Center for Health Sciences Interprofessional Education, Research and Practice (CHSIERP), and supported numerous interprofessional activities and initiatives in the health professions curricula. Our experiences over the years have yielded several key lessons that are important to consider in any IPE effort. In this guide we report on these lessons learned and provide pragmatic suggestions for designing and implementing IPE in order to maximize long-term success.

  15. Branding the Green Education: Challenges Facing Implementation of Education for Sustainable Development in Egypt

    National Research Council Canada - National Science Library

    Omar Ramzy; Rasha Wahieb

    2012-01-01

    ...) gained a great importance in developed countries, let alone developing ones. From this point of view, this paper is studying the possibility of infusing ESD in Egypt after one and a half years since January 2011 youth revolution...

  16. Re-Engineering Vocational and Technical Education (VTE) for Sustainable Development in North Central Geo-Political Zone, Nigeria

    Science.gov (United States)

    Sofoluwe, Abayomi Olumade

    2013-01-01

    The purpose of the study is to re-engineer vocational and technical education for sustainable development in the North Central Geo-Political Zone in Nigeria. The research design adopted was a survey inferential type. Stratified random was used to select 36 schools out of 98 schools while 920 students out of 3680 students were sampled. The data…

  17. SUSTAINABLE DEVELOPMENT, A MULTIDIMENSIONAL CONCEPT

    Directory of Open Access Journals (Sweden)

    TEODORESCU ANA MARIA

    2015-06-01

    environmental pillar, the genesis of the concept should be considered. „Ecodevelopment” term stated in the World Conference on Environment in Stockholm in 1972 underlies sustainable development. Social approach implies eradicate poverty, providing better living conditions in terms of education, income, and the environment. When a nation's standard of living is high, also cares for the environment is high. This is one relation between social and environment pillars. Regarded from an economic perspective, sustainable development implies a maximum profit in terms of satisfaction other pillars of sustainability: pillar environment by preserving natural capital and social pillar by increasing welfare, employment insurance, respecting the principle of equity. On perspective economy-environment relationship, sustainable development is not quantity but quality. Regardless of the approach, sustainable development requires simultaneously ensuring of economic development, environmental protection and social welfare, resulting interrelationship between the three pillars: social, economic, environmental. Sustainable development through its components - economic and environmental - has only one beneficiary - the human factor who receives income, good quality environmental factors, and enjoys equity generations.

  18. Shortfall online: The development of an educational computer game for teaching sustainable engineering to Millennial Generation students

    Science.gov (United States)

    Gennett, Zachary Andrew

    Millennial Generation students bring significant learning and teaching challenges to the classroom, because of their unique learning styles, breadth of interests related to social and environmental issues, and intimate experiences with technology. As a result, there has been an increased willingness at many universities to experiment with pedagogical strategies that depart from a traditional "learning by listening" model, and move toward more innovative methods involving active learning through computer games. In particular, current students typically express a strong interest in sustainability in which economic concerns must be weighed relative to environmental and social responsibilities. A game-based setting could prove very effective for fostering an operational understanding of these tradeoffs, and especially the social dimension which remains largely underdeveloped relative to the economic and environmental aspects. Through an examination of the educational potential of computer games, this study hypothesizes that to acquire the skills necessary to manage and understand the complexities of sustainability, Millennial Generation students must be engaged in active learning exercises that present dynamic problems and foster a high level of social interaction. This has led to the development of an educational computer game, entitled Shortfall, which simulates a business milieu for testing alternative paths regarding the principles of sustainability. This study examines the evolution of Shortfall from an educational board game that teaches the principles of environmentally benign manufacturing, to a completely networked computer game, entitled Shortfall Online that teaches the principles of sustainability. A capital-based theory of sustainability is adopted to more accurately convey the tradeoffs and opportunity costs among economic prosperity, environmental preservation, and societal responsibilities. While the economic and environmental aspects of sustainability

  19. Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities

    Science.gov (United States)

    McGreal, Rory

    2017-01-01

    Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the "Sustainable Development Goal 4: Quality Education" ("SDG4"). The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that…

  20. Quality Education: Cultural Competence and a Sustainability Worldview

    Science.gov (United States)

    Nolet, Victor

    2017-01-01

    The United Nations Sustainable Development Goals tie together equity, justice, and a more inclusive society with ecological sustainability. This article offers teaching strategies for integrating the goal of quality education for sustainability and multicultural education.

  1. Ethnic Conflict and Sustainable Development in Nigeria: The Role of Peace Education

    Directory of Open Access Journals (Sweden)

    Alonge Rufus A.

    2014-07-01

    Full Text Available The issue of ethnic conflict in Nigeria has become a burning national issue with its attendant problems. Its current predominance is reflected in the reports of various activities of ethnic militant in the country coupled with the high rising terrorism activities in the northern part of the country from which the traces of ethnicity problem cannot be totally ruled out. However, the issue now nationwide is no longer the recognition of ethnic conflict and its increasing threats to lives and properties but on how to curtail and manage it so that both human and material resources being used for such activities can be geared towards bringing about sustainable development in all spheres of life. The problem could best be tackled through deliberate and sincere efforts to change the behaviour and attitudes of the people to become their brothers’ keeper and tolerate one another. This could best be achieved upon the teaching of peace education in the schools. Therefore, this paper discusses ethnic conflict, reviews its trends and management and finally highlights the strategy for ethnic conflict resolution and management in Nigeria.

  2. From Attitude Change to Behaviour Change: Institutional Mediators of Education for Sustainable Development Effectiveness

    Directory of Open Access Journals (Sweden)

    Ismael Velasco

    2014-09-01

    Full Text Available In this paper, we explore the way in which institutional contexts mediate values-focused behaviour change, with potential design implications. We use concepts taken from training research, where “learning transfer” refers to the translation into practice of the learning acquired during training: it is considered necessary to generalize it for the job context and for it to be maintained over a period of time on the job. In this paper, we analyse the example of one education for sustainable development (ESD intervention that is already established as pedagogically effective when it is deployed in diverse institutional environments worldwide—the Youth as Agents of Behaviour Change program of the International Federation of Red Cross and Red Crescent Societies (IFRC. This allows an opportunity to consider variations in learning transfer due to distinctive moderating institutional features, which can now be understood in terms of varying transfer climates, levels of leadership support and opportunities to practice. Additional barriers of tokenistic consultation, lack of role clarity and perverse effects of increased distance between trainees and their colleagues on return were also seen. ESD programs intending to bridge the values-action gap could benefit from not focusing only on the training content, but pre-planning organisational support for returning trainees and including in the training ways for them to assess and plan to overcome such difficulties.

  3. Thermodynamics and sustainable development

    NARCIS (Netherlands)

    Cornelissen, Rene

    1997-01-01

    It is the objective of this thesis to demonstrate exergy analysis as a powerful instrument to obtain sustainable development. An important aspect of sustainable development is the minimisation of irreversibilities caused by the use of non-renewables. In order to limit the scope of this thesis

  4. An intercultural educational paradigm to promote peace and development of local indigenous communities. Sustainable development program of the intercultural university of the state of México (UIEM.

    Directory of Open Access Journals (Sweden)

    Mindahi Crescencio Bastida Muñoz

    2012-09-01

    Full Text Available The problems in indigenous communities Otomi and Mazahuas in Toluca, and Ixtlahuaca-Atlacomulco valleys are various. In this region there is mainly cultural, ethnic and economic violence. It is due to lack of access to infrastructure, access to education and access to justice. Education is one of the best ways to reduce these problems.The presence of the Intercultural University and the Bachelor of Sustainable Development in the Mazahua region has begun to impact positively in some communities and civil society organizations. This has been through intercultural education model and the principles of Sustainable Development. This paper describes some experiences of the Division of Sustainable Development in some communities. At the end we argue on how sustainability is a path to peace building.

  5. Where in the World of Sustainability Education Is US Geography?

    Science.gov (United States)

    Liu, Lee

    2011-01-01

    This paper investigates latest developments in sustainability studies, sustainability education and geography's place in sustainability education, with a focus on the USA. The investigation draws on latest information on sustainability education, from a survey of the 29 sustainability degree programs in the USA and interviews with the program…

  6. Searching for a crack to let environment light in: ecological biopolitics and education for sustainable development discourses

    Science.gov (United States)

    Gough, Annette

    2017-12-01

    This article traces the shifts in environmental education discourses from the 1972 UN Conference on the Human Environment, to the 2012 UN Rio+20 Conference on Sustainable Development, and beyond through a biopolitical lens. Each of the earlier shifts is reflected in environmental, sustainability and science education policies and curricula—but what of the most recent shifts at Rio+20 and in UNESCO's (2014) Roadmap for Implementing the Global Action Programme on Education for Sustainable Development? The article examines how the ecological version of politics emerged and then became integrated into technocentric biopolitics and how this shift affected the shaping of environmental, sustainability and science education policies and curricula. In particular, the article analyzes the shifting biopolitical interfaces that have occurred between "natural environment" and "society"—from a goal of preserving the natural foundations of life to a focus on exploiting these foundations, modifying and transforming the environment through scientific and technological means—and the manifestations of this in Australian curriculum documents.

  7. Searching for a crack to let environment light in: ecological biopolitics and education for sustainable development discourses

    Science.gov (United States)

    Gough, Annette

    2017-10-01

    This article traces the shifts in environmental education discourses from the 1972 UN Conference on the Human Environment, to the 2012 UN Rio+20 Conference on Sustainable Development, and beyond through a biopolitical lens. Each of the earlier shifts is reflected in environmental, sustainability and science education policies and curricula—but what of the most recent shifts at Rio+20 and in UNESCO's (2014) Roadmap for Implementing the Global Action Programme on Education for Sustainable Development? The article examines how the ecological version of politics emerged and then became integrated into technocentric biopolitics and how this shift affected the shaping of environmental, sustainability and science education policies and curricula. In particular, the article analyzes the shifting biopolitical interfaces that have occurred between "natural environment" and "society"—from a goal of preserving the natural foundations of life to a focus on exploiting these foundations, modifying and transforming the environment through scientific and technological means—and the manifestations of this in Australian curriculum documents.

  8. Integrating ePortfolios into Sustainability Education

    Science.gov (United States)

    Habron, Geoffrey

    2015-01-01

    Given the importance of applied learning and skills needed in sustainability education, this study sought to explore how electronic portfolios enable students to provide a range of evidence to demonstrate their sustainability learning. Michigan State University developed an undergraduate minor on sustainability that required students to provide…

  9. Education of Sustainability Engineers

    Science.gov (United States)

    Oleschko, K.; Perrier, E.; Tarquis, A. M.

    2010-05-01

    It's not the same to educate the sustainable engineers as to prepare the engineers of Sustainability. In the latter case all existing methods of inventive creativity (Altshuller, 1988) should be introduced in the teaching and research processes in order to create a culture of innovation at a group. The Theory of Inventing Problem Solving (TRIZ) is based on the pioneer works of Genrich Altshuller (1988) and his associated. Altshuller reviewed over 2 million patents beginning in 1946 (Orlov, 2006) and developed the Laws of Evolution of Technological Systems; An Algorithm for Inventive Problem Solving (ARIZ); forty typical Techniques for Overcoming System Conflicts (TOSC); a system of 76 Standard Approaches to Inventive Problems (Standards) etc. (Fey and Rivin, 1997). Nowadays, "a theory and constructive instrument package for the controlled synthesis of ideas and the focused transformation of the object to be improved" (Orlov, 2006) are used with high efficacy as the teaching and thinking inventive problem-solving methods in some high schools (Barak and Mesika, 2006; Sokoi et al., 2008) as well as a framework for research (Moehrle, 2005) in construction industry (Zhang et al., 2009); chemical engineering (Cortes Robles et al., 2008) etc. In 2005 US Congress passed the innovation act with the intent of increasing research investment (Gupta, 2007), while China had included inventive principles of TRIZ in strategy and decision making structure design (Kai Yang, 2010). The integrating of TRIZ into eco-innovation diminishes the common conflicts between technology and environment (Chang and Chen, 2004). In our presentation we show discuss some examples of future patents elaborated by the master degree students of Queretaro University, Faculty of Engineering, Mexico using TRIZ methods. References 1. Altshuller, G., 1988. Creativity as an Exact Science. Gordon and Breach, New York. 2. Chang, Hsiang-Tang and Chen, Jahau Lewis, 2004. The conflict-problem-solving CAD software

  10. Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa

    Science.gov (United States)

    Truong, Natasha

    2012-01-01

    The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA…

  11. ESD between Systemic Change and Bureaucratic Obfuscation: Some Reflections on Environmental Education and Education for Sustainable Development in Switzerland

    Science.gov (United States)

    Jucker, Rolf

    2011-01-01

    As in many other countries, the transformation of the Swiss education system into one that is conducive to a sustainable society is difficult. This article attempts to clarify a framework within which such change could happen. Following an extensive review process, the author has compiled essential learning approaches, knowledge, skills, values…

  12. Engineering sustainable development

    Energy Technology Data Exchange (ETDEWEB)

    Deitz, D.

    1996-05-01

    This article describes how engineers are forming alliances on the job, in communities, and in international organizations to accelerate economic development while they preserve resources and the environment. Despite the end of the Cold War and the rapid economic development in Asia and Latin America, anxiety abounds as the 21st century dawns. The growth rate of the world`s population remains frighteningly high, and the Earth`s atmosphere appears endangered. Even rays of hope, such as the surge in China`s and India`s economies, cast a shadow on the future by threatening to deplete natural resources even further. In the face of such overwhelming conditions, individual effort may seem futile. There are signs, however, that people are joining forces to do what they can within the limits of what is technologically and economically possible. Although many of them are driven by idealism, a good number are participating to make business more efficient and profitable as well as to enhance their nation`s industrial competitiveness. Their model for change and growth is one that doesn`t endanger the environment--a concept that has come to be known as sustainable development. In the process, engineers are leaving the isolation of their laboratories and individual disciplines to educate, invent, inspire, and join forces with other engineers, community groups, environmentalists, business and labor leaders, and government officials. One sign that such collaborative efforts are succeeding--in addition to the tangible results--is the evolution in thinking about sustainable development, as it applies both to today`s world and to future generations.

  13. Master's Program Module "Environmental Issues--Decision Making Experience" as Precondition for Implementation of Education for Sustainable Development for Professional Training of Teachers

    Science.gov (United States)

    Vinokurova, Natalia Fedorovna; Martilova, Natalia Viktorovna; Krivdina, Irina Yurievna; Badin, Mikhail Mikhailovich; Efimova, Olga Evgenyevna

    2016-01-01

    The article discusses current issues related to the implementation of the UNESCO roadmap implementing Global action programme on education for sustainable development. In the context of increasing the professional level of pedagogical workers is a priority area in the implementation of education for sustainable development. Therefore, we believe…

  14. Analysis of Pre-School Teachers' Views on the Importance of Education for Sustainable Development by Means of Location and Household Type in Childhood

    Science.gov (United States)

    Öztürk, Deniz Kahriman; Olgan, Refika

    2016-01-01

    This article explores views of pre-school teachers in Turkey regarding the importance of Education for Sustainable Development (ESD). It also explores how pre-school teachers' views on the importance of Education for Sustainable Development can be explained by their experiences with nature in childhood. The study sample consisted of 838 pre-school…

  15. Leaders of Sustainable Development Projects: Resources Used and Lessons Learned in a Context of Environmental Education?

    Science.gov (United States)

    Pruneau, Diane; Lang, Mathieu; Kerry, Jackie; Fortin, Guillaume; Langis, Joanne; Liboiron, Linda

    2014-01-01

    In our day, leaders involved in ingenious sustainable development projects plan spaces and implement practices that are beneficial to the environment. These initiatives represent a fertile source of information on the competences linked to environmental design that we should nurture in our students. In view of improving our understanding of the…

  16. Knowledge outside the Box--Sustainable Development Education in Swedish Schools

    Science.gov (United States)

    Gyberg, Per; Löfgren, Håkan

    2016-01-01

    Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is…

  17. Education for Global Citizenship and Sustainable Development in Social Science Textbooks

    Science.gov (United States)

    Jimenez, Jeremy David; Lerch, Julia; Bromley, Patricia

    2017-01-01

    This article reviews the state of research and data on relevant content, broadly understood as sustainable development, in social science textbooks worldwide. Specifically, it examines the extent to which these textbooks could help learners to acquire the knowledge, skills and values that are needed to meet goal 4.7 of the United Nation's…

  18. Developing a Sustainable Practical Model of Graduate Employability for Higher Education

    Science.gov (United States)

    Rufai, Ahmed Umar; Bakar, Ab Rahim Bin; Rashi, Abdullah Bin Mat

    2015-01-01

    The purpose of this paper is to evolve a sustainable practical model of employability skills that is sure to capture relevant learning aspects of a particular occupational discipline to be used as framework for Undergraduate students to develop their employability potentials. The study was conducted in three Universities and Polytechnics each with…

  19. Urban Quality Development and Management: Capacity Development and Continued Education for the Sustainable City

    Science.gov (United States)

    Lehmann, Martin; Fryd, Ole

    2008-01-01

    Purpose: The purpose of this paper is to describe and discuss the development and the structure of a new international master on the subject of urban quality development and management (UQDM), and explore the potential of the process and the outcome in serving as models adoptable by faculty at other universities. Design/methodology/approach: The…

  20. THE EDUCATION AND TRAINING OF RENEWABLE ENERGY RESOURCES FOR SUSTAINABLE DEVELOPMENT IN TURKEY

    OpenAIRE

    KEÇEBAŞ, Ali; ALKAN, Mehmet Ali

    2015-01-01

    The existence of quality human resources is a necessity for each development process to continue successfully. This is also true for the use of renewable energy in the developing countries that largely lack the quality human resources. Learning science is the best way of starting quality careers. For meeting the need for the quality human resources in developing countries, providing various educational programs are necessary. This education should take the new developments in science and tech...

  1. Women and sustainable development.

    Science.gov (United States)

    Meena, R

    1992-07-01

    Gender issues in sustainable development focuses on constraints, the policy environment, land rights, the division of labor, reproductive rights, human resource development, productive energy, care of children, education, politics, security, social norms, and women's initiatives. African women's participation in the development process has been limited by the policy environment, sociocultural setting, and women's initiatives. African policy has not recognized the different roles that men and women play. There is unequal division of labor, legal discrimination against women, and abuse of women's basic human rights. Women's subordinate position in society and their concrete needs are ignored. Land tenure and credit systems are based on discriminatory policies. Women share a major portion and in some cases all of the agricultural labor with few tools or equipment. The operating assumption is that women's labor supply is inelastic. In order to fully participate in the development process, women need to be able to determine the number of children needed, the spacing between children, and the timing and the method of contraception. Human resource development in Africa has focused on training men. Women must contribute a major portion of time and labor to processing and cooking food in addition to caring for children. Access to higher education is limited. Political accords have been reached without women when women have contributed significantly to political struggles. Social security is compromised during violence and civil strife. There is sexual harassment in the work place. Culture can subordinate women. Women have been unable to change policy making, planning, and patriarchal ideology. Women are marginal contributors to the labor force. Income-generating projects are primarily confined to the informal sector. The governments impose the women's programs. Political influence is highly desired if change in women's stature is to be accomplished.

  2. FROM ENVIRONMENTAL PROTECTION TO SUSTAINABLE DEVELOPMENT AND «GREEN ECONOMY»: NATIONAL PROJECT OF EDUCATION GREENING IN KAZAKHSTAN

    Directory of Open Access Journals (Sweden)

    Zhanbol O. Zhilbaev

    2016-01-01

    Full Text Available The aim of the investigation is to show an education system role during transition to "green economy" – to a new stage of development of world economy.Methods. The methods involve the analysis and generalization of contents of the international and interstate documents of the Republic of Kazakhstan urged to provide sustainable social and economic development. Retrospective and project analysis of course processes features of social and economic system greening of Kazakhstan is also applied.Results and scientific novelty. The essence of the concepts «green economy», "ecological enlightenment", "ecological education" and "greening of society" are disclosed. The Kazakh national specifics of implementation of the international documents on implementation of model of a sustainable development are shown. The Concept of ecological formation of the Republic of Kazakhstan according to which the education system of the country is urged to create, develop and fix effectively, along with a necessary complex of knowledge, stereotypes of behavior of the people capable to make reasonable decisions is provided and to work according to legislatively consolidated nature protection regulations and standards. It is stated that greening of content of education in the republic has the developed regulatory framework, however additional measures for upgrade of an education system are necessary: its theoretical and methodological reasons, preparation and advanced training of pedagogical personnel, development of the new methodical means bring into focus an ecological orientation of training and education, etc.Practical significance. Measures for further improvement of ecological education and ecological education at all steps of education are listed. 

  3. Development of Experience-based Learning about Atmospheric Environment with Quantitative Viewpoint aimed at Education for Sustainable Development

    Science.gov (United States)

    Saitoh, Y.; Tago, H.

    2014-12-01

    The word "ESD (Education for Sustainable Development)" has spread over the world in UN decade (2005 - 2014), and the momentum of the educational innovation aimed at ESD also has grown in the world. Especially, environmental educations recognized as one of the most important ESD have developed in many countries including Japan, but most of those are still mainly experiences in nature. Those could develop "Respect for Environment" of the educational targets of ESD, however we would have to take a further step in order to enhance "Ability of analysis and thinking logically about the environment" which are also targets of ESD.Thus, we developed experienced-learning program about atmospheric particulate matter (PM2.5), for understanding the state of the environment objectively based on quantitative data. PM2.5 is known for harmful, and various human activities are considered a source of it, therefore environmental standards for PM2.5 have been established in many countries. This program was tested on junior high school students of 13 - 15 years old, and the questionnaire survey also was conducted to them before and after the program for evaluating educational effects. Students experienced to measure the concentration of PM2.5 at 5 places around their school in a practical manner. The measured concentration of PM2.5 ranged from 19 to 41 μg/m3/day, that value at the most crowded roadside exceeded Japan's environmental standard (35 μg/m3/day). Many of them expressed "Value of PM2.5 is high" in their individual discussion notes. As a consistent with that, the answer "Don't know" to the question "What do you think about the state of the air?" markedly decreased after the program, on the other hand the answer "Pollution" to the same question increased instead. From above-mentioned, it was considered that they could judge the state of the air objectively. Consequently, the questionnaire result "Concern about Air Pollution" increased significantly after the program compared

  4. Sustaining Education for Sustainability in Turbulent Times

    Science.gov (United States)

    Smith, Gregory A.; Stevenson, Robert B.

    2017-01-01

    A study of two schools in northern Australia demonstrated the impact on Education for Sustainability (EfS) initiatives of a disruptive policy environment set in motion by neoliberal reforms focused on standards, accountability, and international competitiveness. In one of the schools, a culture characterized by trust and an emphasis on cultivating…

  5. Linking health education and sustainability education in schools

    DEFF Research Database (Denmark)

    Madsen, Katrine Dahl; Nordin, Lone Lindegaard; Simovska, Venka

    2015-01-01

    This chapter addresses the relationship between international and national policies regarding sustainability and health promotion which have the potential to affect school-based health education/promotion and education for sustainable development in Denmark. Based on policy mapping and analysis...... education in Denmark with its aims of ensuring overall school improvement, increasing pupil wellbeing and improving academic outcomes. Analysis of international policy documents, as well as of research literature shows that school-based health education (HE) and education for sustainable development (ESD...... on the common tendency that when health and sustainability education in schools are framed in national action plans, certain critical educational aspects are lost by narrowing the concepts of health and sustainability to fit particular school subjects (e.g. physical education or science), and defining outcomes...

  6. Project-organized learning and the development of competences in Engineering Education for Sustainable Development

    DEFF Research Database (Denmark)

    Guerra, Aida; Holgaard, Jette Egelund; Kolmos, Anette

    2013-01-01

    thinking, systems thinking, etc. It is argued that Problem-Based Learning (PBL) provides a suitable framework for developing the competences mentioned, but there is a lack of studies that investigate the room which PBL practice leaves for ESD. In this study, we aim to investigate the staff’s perception...... of what engineering students do; which aspects they touch upon, and which type of knowledge they gain in a PBL environment and how this reflects the ESD principles. The study includes two engineering programs in the PBL environment at Aalborg University, Denmark. The results show distinct strategies...

  7. Education and language: A human right for sustainable development in Africa

    Science.gov (United States)

    Babaci-Wilhite, Zehlia; Geo-JaJa, Macleans A.; Lou, Shizhou

    2012-10-01

    Pre-colonial Africa was neither an educationally nor a technologically unsophisticated continent. While education was an integral part of the culture, issues of language identification and standardisation which are subject to contentious debate today were insignificant. Children learned community knowledge and history by asking questions instead of being taught in a hegemonic alien language. This article argues that education and development should take place in a broader context of human rights, and explores the links between three areas often dealt with separately, namely: language, education and development. The authors of this paper demonstrate that changing the face of the multi-dimensionalities of poverty within societies is possible only when education is constructed in a rights perspective over the favoured colonial languages, which are not an integral part of the culture and resources of a community. The authors make a distinction between the right to education and rights in education, the latter of which are found to be more significant for the challenges Africa faces. It is argued here that the elements of Amartya Sen's "threshold" conditions for inclusion in human rights and self-development in education are essential, and that a more promising architecture of education would include what the authors term meta-narrative frameworks, i.e. interrelated policies. The authors contend that the neoliberal commodification of the knowledge sector has only exacerbated human rights and capabilities deprivation - which encompasses both human and income poverty.

  8. Microfranchising Microlearning Centers: A Sustainable Model for Expanding the Right to Education in Developing Countries?

    Science.gov (United States)

    Ivins, Tiffany Zenith

    2008-01-01

    While availability of information and access to it enables education in developing countries, information alone does not secure transmission of knowledge--especially to remote learners in low-tech, infrastructure-poor communities. For this reason, 21st century distance education tools require innovative mechanisms for accessing the…

  9. Teaching for Sustainable Development in Higher Education Institutions: University of Jordan as a Case Study

    Science.gov (United States)

    Abu-Hola, Imfadi R. M.; Tareef, Atif Bin

    2009-01-01

    In Jordan, a rapid movement of educational reform is taking place nowadays. Curricula development, teacher education, using information and communication technology (ICT), improving teaching and learning strategies and integrating different subjects are among the main objectives of this reform. One of the main challenges in Jordan in order to cope…

  10. Can Education for Sustainable Development Address Challenges in the Arab Region? Examining Business Students' Attitudes and Competences on Education for Sustainable Development: A Case Study

    Science.gov (United States)

    Kanbar, Nancy

    2012-01-01

    The population growth together with the unsustainable consumption pattern is putting increasing stress on the planet's natural resources. The increasing realisation that humans are harming the environment is taking the form of a global movement intended to change behaviour towards sustainability, now recognised as a framework that links humans to…

  11. Sustainability curricula in design education

    NARCIS (Netherlands)

    Casais, M.; Christiaans, H.H.C.M.; Almendra, R.

    2012-01-01

    While sustainability in Design finds much attention in the literature, the education of sustainability in Design courses lacks discussion regarding curricula and importance. In an attempt to map the way sustainability is taught in Design Bachelor and Master Courses in the European Union, we began

  12. For sustainable development.

    Science.gov (United States)

    Tu, P

    1994-03-01

    Even though the government of China has made much progress in controlling population growth, demographic momentum is such that the population of China is still increasing at a rate of about 16 million annually. By mid 1994, China had 1.19 billion people, making up more than 21% of the world's population. China adds about 24 million more people each year. This rapidly rising population is placing much pressure on natural resources and the environment. It is also a taxing obstacle for economic development. Huge population size, irregular age and sex structure, uneven geographic distribution, and much lower fertility and mortality rates than other developing countries at a similar level of socioeconomic development characterizes China's current population. The sex ratios are high (e.g., surplus of 16 million males 20 years old), especially for groups under age 10. In 1989, there was a deficit of 879,466 female births. 94% of the population lives in 36% of the territory (the east and southeast regions). The total fertility rate has fallen from 5.8 in 1970 to 2 in 1994. It is lowest in Shanghai and Beijing (about 1.3) and highest in Tibet (4.3). Natural increase has dropped from 26 to 11.9/1000 people. The size and proportion of the population 60 years and older is expected to increase from 98 million (8.6% of the total population) in mid 1990 to 412 million in 2050 (27.4% of the total population). Despite progress in improving the level of education, China still has 180 million illiterate and semiliterate people. Institutions of higher learning are experiencing a brain drain to developed countries and brain transfer to other sectors inside the country. The population policy and program should strive to realize a reasonable population structure and distribution and to develop human resources so China can meet its needs for sustainable development.

  13. Education for Sustainable Development and Global Citizenship: An Evaluation of the Validity of the STAUNCH Auditing Tool

    Science.gov (United States)

    Glover, Alison; Peters, Carl; Haslett, Simon K.

    2011-01-01

    Purpose: The purpose of this paper is to test the validity of the curriculum auditing tool Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCH[C]), which was designed to audit the education for sustainability and global citizenship content of higher education curricula. The Welsh Assembly Government aspires to…

  14. IAEA education and training in radiation protection,transport and waste - new developments and challenges towards sustainability

    Energy Technology Data Exchange (ETDEWEB)

    Sadagopan, G. [International Atomic Energy Agency (PPSS/NSRW/IAEA), Vienna (Austria); Mrabit, K. [International Atomic Energy Agency (PPSS/NSRW/IAEA), Vienna (Austria)

    2006-07-01

    IAEA education and training activities follow the resolutions of its General Conferences and reflects the latest IAEA standards and guidance. IAEA prepared a 'Strategic Approach to Education and Training in Radiation and Waste Safety' (Strategy on Education and Training) aiming at establishing, by 2010, sustainable education and training programmes in Member States, which was endorsed by the GC(45)/R.E.S./10 C in 2001. In implementing the strategy, IAEA is organizing training events in the regional level and assisting the Member States at the national level by providing them with exemplary quality of training material developed at the Agency. This work will continue ensuring its completeness in all areas of radiation protection. An Inter Centre Network between the Agency and regional, collaborating national training centres is established to facilitate information exchange, improve communication and dissemination of training material. There is a challenge to enhance the technical capability of the Member States to reach sustainability. This is intended through organizing number of Train the Trainers workshops to develop a pool of qualified trainers. The syllabus for training of Radiation Protection Officers is developed and a protocol document for educational and training appraisal (E.d.u.T.A.) is developed. The new developments include web enabling the approved training packages and establish E.learning and carrying out E.d.u.T.A. missions, aimed at identifying training needs in Member States and support them to build their own training strategy. These activities are aimed at assisting Member States attain self sustainability. (authors)

  15. Sample Course Material for Biodiversity and Sustainable Education

    Science.gov (United States)

    Erten, Sinan

    2015-01-01

    This study was done in a period when there are attempts to develop a framework for the sustainable development and sustainable education in order to emphasize the universal significance of biodiversity, sustainable development, and sustainable education. The research reported here is a case study carried out in the spring semester of 2012-2013…

  16. Bahrain’s tertiary education reform : a step towards sustainable economic development

    Directory of Open Access Journals (Sweden)

    Magdalena Karolak

    2012-07-01

    Full Text Available Bahrain has been experiencing along with other Gulf Council Cooperation countries a rapid development of its tertiary sector of education. The 2000's were marked by a boom in education with the opening of twelve private universities in this country of roughly 1 million inhabitants. Some institutions were locally based, while others worked in affiliation with foreign based universities. It is in sharp contrast with the 1990's, when only three public universities served as centers of higher education. The reasons behind this large-scale expansion of higher education include the growth of local and expatriate population, the planned transition from oil industry to a knowledge-based economy as well as the growing role of women in the workforce. All of these factors need to be addressed in order to assure a stable social and economic development, and education is the backbone of both. This paper examines the recent initiatives undertaken in Bahrain to monitor and ensure the quality of education of cross-border educational institutions as well as that of local education providers.

  17. Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

    Science.gov (United States)

    Gresch, Helge; Bogeholz, Susanne

    2013-01-01

    Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making…

  18. TOURISM AND SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Gina Ionela Butnaru

    2014-06-01

    Full Text Available Tourism and sustainable development are the subject of many initiatives and public or private debates in Romania. The main problem to which these initiatives try to find an answer is mostly related to the income generation for the local communities by using rationally and efficiently the local potential, in agreement with the economic, social, natural, and cultural factors. Consequently, some measures should be taken, and the tourist sector as a whole needs all the methods of sustainable development: new technologies, change of social behaviour, change of environmental legislation, methods of environmental management, better planning and development of control procedures. In this article, we presented a model of tourism development which should be applied in all the regions of great tourist attraction, and we realised a synthesis of the socio-economic advantages of sustainable tourism.

  19. Measuring Educational Sustainability

    Science.gov (United States)

    Selvanathan, Rani G.

    2013-01-01

    There are many definitions that are attributable to the meaning of sustainability. Sustainability can be viewed as long-lasting, effective result of a project, venture, action, or investment without consuming additional future resources. Because of the wide nature of its applicability, a universal measure of sustainability is hard to come by. This…

  20. Crossing Borders: A Qualitative Study of How Occupational Therapy Educators and Scholars Develop and Sustain Global Partnerships.

    Science.gov (United States)

    Witchger Hansen, Anne Marie

    2015-09-01

    The World Federation of Occupational Therapists (WFOT) and the American Occupational Therapy Association promote a globally connected profession that responds to the needs of our diverse societies. Global partnerships are grounded on the principle that cross-cultural experiences are enriching and provide mutual benefits. The purpose of this study was to uncover how occupational therapy educators and scholars perceive and experience (1) developing and sustaining global partnerships and (2) lessons learned. In this qualitative study, 30 occupational therapy educators and researchers completed an online survey. Eight participated in an interview. Results found major themes that help develop and sustain partnerships: building relationship of trust and respect, communicating effectively, cultivating cultural competence, sharing power and resources with collaborators and creating a context for reciprocal learning. Lessons learned include a call to walking humbly, building relationships of trust and respect, establishing open and honest communication, supporting local solutions to local problems, ensuring equality of resources and learning from their global partners. The findings suggest that global partnerships have the potential to transform both partners if the partners engage with mutual understanding and respect. Limitations of this study include a small sample size and participant's pool limited to occupational therapists from United States. Recommendations for future research include qualitative studies to identify model occupational therapy programmes that sustain global partnerships using a diverse sample of international occupational therapy educators and researchers. © 2015 John Wiley & Sons, Ltd.

  1. SUSTAINABLE DEVELOPMENT PARADIGM - SYNOPSIS

    Directory of Open Access Journals (Sweden)

    Constantinescu Andreea

    2014-07-01

    Full Text Available Even if sustainable development is a concept that gained quite recently its scientific prestige, through contribution of researchers its content has upgraded to a high degree of conceptual luggage and, through contribution from governance representatives, has gained an impressive good-practice background. Allowing the use of different methodological premises and conceptual tools, sustainable development paradigm is equipped with all the elements that would allow the opening of new horizons of knowledge. Based on the facility which can operate the concept of sustainable development, the European Union aims to develop both a more competitive economy based on environmental protection as well as a new governance of economic policy. This on one hand demonstrates the sustainable development ability to irradiate creativity towards the establishment of interdisciplinary bridges and on the other hand explains the growing interest of researchers interested in the problem of analyzing in detail this fruitful concept. Launched first as a theoretical framework to serve justify actions responsible for weighting economic growth, the concept of Sustainable Development has quickly become a topic of ethical debate circumscribed to the area of perfectibility of human nature to the necessity registry. In this regard, the philosophical content of this paradigm could not remain outside researchers concerns, who want to provide both policy makers and the general public a wide range of evidence to demonstrate the viability of this paradigm. Academia waits until maximization of the contribution of governance to achieve sustainable economic development, which consists in conjunction of this upward path with the momentum given by public policy sync, perfectly adapted for globalization era and all crises to come. However, because this concept based its structure and composition on three pillars, equally important economy, society and environment any attempt to strengthen

  2. Towards sustainable development

    Science.gov (United States)

    Munn, R. E.

    Sustainable development is a difficult phrase to define, particularly in the context of human ecosystems. Questions have to be asked, such as "Sustainable for whom?" "Sustainable for what purposes?" "Sustainable at the subsistence or at the luxury level?" and "Sustainable under what conditions?" In this paper, development is taken to mean improving the quality of life. (If development were to mean growth, then it could not be sustained over the long term.) Studies of development must, of course, consider economic factors, particularly in the case of societies who suffer from the pollution of poverty. However, cultural and environmental factors are equally important. In fact, development is not sustainable over the long term if it is not ecologically sustainable. The terms maximum sustainable yield of a renewable resource, carrying capacity of a region and assimilative capacity of a watershed or airshed are discussed. Approaches using these resource management tools are recommended when external conditions are not changing very much. The problem today is that unprecedented rates of change are expected in the next century, not only of environmental conditions such as climate but also of socioeconomic conditions such as renewable resource consumption and populations (of both people and of automobiles)! In rapidly changing situations, policies must be adopted that strengthen resilence and ecosystem integrity; that is, society must increase its ability to adapt. Maintaining the status quo is a long-term prescription for disaster. The problem is of course that little is known about how to design strategies that will increase resilience and ecosystem integrity, and this area of research needs to be strengthened. Some suggestions on appropriate indicators of ecosystem integrity are given in the paper but these need considerable refinement. One of the main problems with long-term environmental policy formulation is the uncertainty to be expected, including the possibility

  3. A Tale of North and South: Balanced and Sustainable Development of Primary Education in Ningxia, China

    Directory of Open Access Journals (Sweden)

    Jiali Wan

    2018-02-01

    Full Text Available Education is the driving force of social development, while regional differences have restricted the balance of educational development. This paper provides a political and geospatial analysis of regional inequality across the province from 1990–2015 under a comparative spatiotemporal conceptual framework. Great differences in terms of the distribution and dynamic changes in primary school were found between southern and the northern Ningxia. The southern region has a large number of primary schools with a sharp reduction in these numbers, especially in recent years, while the north has a small but stable number of schools. Spatial accessibility analyses revealed that due to the imbalance between the south and the north, the spatial accessibility of the southern region is much worse than that of the northern region. Our study found the imbalance in the number and spatial distribution of primary schools in the north and south of Ningxia was formed because of multiple factors of policy, geography, and social-economy. The government has pursued a policy of promoting education fairness. However, neglecting differences between north and south, on the contrary, has brought negative effects to the south, worsened the educational environment, and increased education inequities. Our case study in the Ningxia district demonstrates that this research can provide a practical basis for the formulation of policies to guide the rational planning of primary education in Ningxia and/or other similar areas.

  4. Education for Sustainable Development through the Use of the Second Life: The Case of a Virtual Museum for Sharks

    Science.gov (United States)

    Papadamou, Tryfon; Gavrilakis, Costas; Tsolakidis, Costas; Liarakou, Georgia

    The present work investigates the virtual world "Second Life" as an educational tool. The work commences with the very first steps of using the software and it ends up at the construction of a virtual building for the study of a subject in the context of Education for Sustainable Development. The subject is the pedagogical treatment of sharks due to the danger of extinction. The use of the term "Virtual Museum" is the proper term to describe the entire effort. Further than the constructional process, the paper focuses on the investigation of how easy it is for any educator to use this software and how likely it is to be used in a modern classroom in an effective way. In order to achieve that, a few internet sites were developed, a number of on line questionnaires were published and a series of virtual meetings were held. The entire effort was attempted through Internet exclusively.

  5. Designing for sustained adoption: A model of developing educational innovations for successful propagation

    Science.gov (United States)

    Khatri, Raina; Henderson, Charles; Cole, Renée; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney

    2016-06-01

    [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The physics education research community has produced a wealth of knowledge about effective teaching and learning of college level physics. Based on this knowledge, many research-proven instructional strategies and teaching materials have been developed and are currently available to instructors. Unfortunately, these intensive research and development activities have failed to influence the teaching practices of many physics instructors. This paper describes interim results of a larger study to develop a model of designing materials for successful propagation. The larger study includes three phases, the first two of which are reported here. The goal of the first phase was to characterize typical propagation practices of education developers, using data from a survey of 1284 National Science Foundation (NSF) principal investigators and focus group data from eight disciplinary groups of NSF program directors. The goal of the second phase was to develop an understanding of successful practice by studying three instructional strategies that have been well propagated. The result of the first two phases is a tentative model of designing for successful propagation, which will be further validated in the third phase through purposeful sampling of additional well-propagated instructional strategies along with typical education development projects. We found that interaction with potential adopters was one of the key missing ingredients in typical education development activities. Education developers often develop a polished product before getting feedback, rely on mass-market communication channels for dissemination, and do not plan for supporting adopters during implementation. The tentative model resulting from this study identifies three key propagation activities: interactive development, interactive dissemination, and support of adopters. Interactive development

  6. Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

    Directory of Open Access Journals (Sweden)

    Nina Kolleck

    2017-10-01

    Full Text Available While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE or Education for Sustainable Development (ESD, scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.

  7. Sustainable development of Philippine coastal resources: Subsidiarity in ethnoecology through inclusive participatory education

    Science.gov (United States)

    Ayala, Joey; Bautista, Pauline; Pajaro, Marivic; Raquino, Mark; Watts, Paul

    2016-04-01

    The Philippines is an archipelago of more than 7,100 islands, with a population of over 100 million people dependent upon marine resources which are characterised by a decline in both biodiversity and abundance. The resultant large sector of fisherfolk is generally impoverished with limited education, which makes coastal adult education and lifelong learning a national priority. This article considers the Filipino fisherfolk community as a culture to identify potential input strategies regarding education development for marine science concepts. In a study piloting cultural consensus theory applications with a well-established fisherfolk organisation, the authors focus on the lack of dialogue engaging Philippine fisherfolk with standards of international marine science, bioregional resource partitioning and reflexive in-country education development. Cross-cultural strategies considered in this paper include exploring paraprofessional approaches to adult education, accommodating several dialects/languages and drawing on international science concepts. While earlier adult education initiatives aimed at fisherfolk may have had limited success in part due to a lack of cultural context, this pilot study is innovative in that it applies an existing Filipino form of social artistry to fisherfolk identity, expression and communication. Siningbayan [ Sining = art, bayan = nation or town], or art whose canvas is society evolved through the Philippine history of organic networking and participation. Results confirm that a structured ethnoecological research design combined with Siningbayan appear effective for identifying education and curriculum specifics both for the fisherfolk sector of Filipino society and for professional marine science; their common goal being improved resource management. The authors place particular emphasis on subsidiarity, considering how best to transfer information to individual fisherfolk and their communities, as well as exploring their scaled

  8. What Kind of Critical University Education for Sustainable Development? A Comparative Study of European Students and Social Representations

    Directory of Open Access Journals (Sweden)

    Agnieszka Jeziorski

    2012-12-01

    Full Text Available In the course of the institutional integration of education for sustainable development (ESD, university courses have been going through rapid changes, but this process can be blocked or aided by each country’s peculiar features, whether institutional, financial, cultural or other. This article proposes an examination of the specific socio-educational characteristics of the implementation of ESD based on a study of the social representations of students in three European countries (Germany, France and Poland, and in two types of Master’s level university education. The paper initially focuses on the differences and similarities in the student research groups. It then analyses the representational components in terms of the possible impacts on the implementation of ESD at the university from a critical, citizenship perspective. Despite the differences in the students’ representational structures in the various countries, we can see that, in the three national groups, the social representations of sustainable development are highly focused and have a highly fragmented character. The lack of systematization of the different elements of the representation poses barriers to critical education, although this takes different forms in the different countries.

  9. Designing for Sustained Adoption: A Model of Developing Educational Innovations for Successful Propagation

    Science.gov (United States)

    Khatri, Raina; Henderson, Charles; Cole, Renée; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney

    2016-01-01

    The physics education research community has produced a wealth of knowledge about effective teaching and learning of college level physics. Based on this knowledge, many research-proven instructional strategies and teaching materials have been developed and are currently available to instructors. Unfortunately, these intensive research and…

  10. Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective

    Science.gov (United States)

    Luther, Ann E.; Barnes, Paul

    2015-01-01

    This article chronicles the evolution of an ePortfolio as a practicum/internship capstone project used to assess skill development in graduate level counselor education at the University of Nebraska at Omaha. The authors describe the successes and challenges encountered from the implementation of an internally designed and maintained ePortfolio in…

  11. Should We Use Wood for Energy? An Education for Sustainable Development Case Study

    Science.gov (United States)

    Ireland, Jessica J. T.; Monroe, Martha C.

    2015-01-01

    Local issues that combine economic, environmental, and equity impacts make excellent contexts for interdisciplinary teaching. An instructional unit, "Should We Use Wood for Energy? A High School Education Program," was developed by the University of Florida's School of Forest Resources and Conservation to engage high school students in…

  12. Catalysis for Sustainable Development

    Indian Academy of Sciences (India)

    Issue front cover thumbnail. Volume 126, Issue 2. March 2014, pages 309-532. Catalysis for Sustainable Development. pp 309-309. Foreword · M Lakshmi Kantam K S Rama Rao · More Details Fulltext PDF. pp 311-317. Concept and progress in coupling of dehydrogenation and hydrogenation reactions through catalysts.

  13. Curricula for sustainability in higher education

    CERN Document Server

    2017-01-01

    This books presents the curricula necessary for sustainability in higher education. It shows how the learning process is transforming in order to promote sustainability. It prepares administrators, teachers and students to diffuse the development in the field, showing a curricula based on three interconnected pillars: the environment, the economic and the social aspects. It contains 8 chapters introducing research advances in the field.

  14. Sustainable Schools in the UN Decade of Education for Sustainable ...

    African Journals Online (AJOL)

    Within UNESCO's conception of Education for Sustainable Development (ESD), schools should be implementing approaches to teaching and learning that integrate goals for conservation, social justice, appropriate development and democracy into a vision and a mission of personal and social change. ESD also involves ...

  15. MATERIALS AND MEANS FOR THE INCORPORATION OF THE ENVIRONMENTAL EDUCATION FOR THE SUSTAINABLE DEVELOPMENT TO THE PEDAGOGIC PROCESS OF THE SCHOOLS IN THE VILLA CLARA´S CUBA

    Directory of Open Access Journals (Sweden)

    Mavel Moré Estupiñán

    2015-06-01

    Full Text Available The incorporation of the educational environmental for the sustainable development to pedagogic process constitutes a challenge for the educational systems at XXI century. This study pretent to show, in the de Villa Clara´s Cuba.  We asume as  theorist  and methodologic basics the research-action-participation and the  experiences systematization, it is elaborated a group of materials and means. These scientific results are introduced in selected educational institutions of the county, with positive impacts in the Environmental Education for the Sustainable Development of children, adolescents and youths and in the environmental formation of the professionals of the education.

  16. Debating Education for Sustainable Development 20 Years after Rio: A Conversation between Bob Jickling and Arjen Wals

    NARCIS (Netherlands)

    Jickling, B.; Wals, A.E.J.

    2012-01-01

    In this dialogue between two friends and colleagues with different takes on education for sustainability, Canadian environmental education scholar Bob Jickling argues that education for any cause is not true education, which should strive to prepare minds to create new ideas, not follow a doctrine.

  17. Marketing Sustainable Retail Development

    Directory of Open Access Journals (Sweden)

    Dragan Ilić

    2013-06-01

    Full Text Available One of the primary benefits of sustainable retail over the long run has to be the marketing gain from having something other competitors do not: lower operating costs, a more socially responsible public profile, ease of gaining planning approval for new projects, better access to certain investment pools, higher rents (in the case of developers, ease of recruiting and retaining key people. Each of these benefits needs marketing and public relations support; each benefits from a clear and consistent corporate message that promotes sustainable retail. To date, there are very few retailers or developers who have championed sustainability long enough, consistently enough and with enough actual demonstration of changes in standard operations to gain the benefits of green marketing, but the very paucity of examples serves to underscore the point: the green marketing space is wide open for large retailers and developers. What would be the marketing steps that a company could take to benefit from its “sustainability focus?” The key to any marketing program is to differentiate a company’s actions from those of competitors and to do it along lines that its various stakeholders care about. This practice of differentiation is often expressed as “finding a difference that makes a difference, to someone who makes difference to you.” For retail developers, the first differentiator should be to attract more and better tenants to all of their centers, tenants who value lower operating costs and the developer’s program of sustainable development and corporate social responsibility.

  18. Managing sustainability in management education

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    Environmental issues are increasingly becoming a key business concern at local, national, international and global levels. Consequently, environmental issues and sustainability have found their way into management education in terms of business ethics, corporate social or sustainability responsib......Environmental issues are increasingly becoming a key business concern at local, national, international and global levels. Consequently, environmental issues and sustainability have found their way into management education in terms of business ethics, corporate social or sustainability...... practical and theoretical problems. Among others, problems concerning trade-offs and complexity. This paper proposes an approach to sustainability in management education which help to initiate such critical reflection and discussion concerning trade-offs and complexity by drawing attention to the complex...... network of relations in which a given business or industry is embedded....

  19. Education as a response to sustainability issues

    Directory of Open Access Journals (Sweden)

    Katrien Van Poeck

    2014-05-01

    Full Text Available In the field of environmental education and education for sustainable development, there is a lively discussion about the paradox between acknowledging pluralism and taking into account urgent sustainability concerns. With this article, we aim at nurturing this debate theoretically and empirically. We draw on concepts of Latour and Marres that allow an analysis of educational practices that strive to take into account a multiplicity of views, values, interests and knowledge claims without resorting to an ‘anything goes’ relativism vis-à-vis the far-reaching implications of sustainability issues. We present an analysis of a guided tour of a CSA farm (Community Supported Agriculture and articulate how the care for a sustainability issue can incite an interesting educational dynamic (understood as ‘education as a respons’e that emerges as a derivative of ‘mastery’.

  20. EDUCATING AND INFORMING TOURISM CONSUMERS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Carmen CHAŞOVSCHI

    2011-12-01

    Full Text Available This article addresses aspects of environmental behavior in tourism issues, in the context in which, sustainable development has become increasingly important, due to preservation of natural and cultural heritage,upon which the very existence of future tourism depends. Mass tourism is declining in favor of individualized forms of tourism such as ecotourism, where Romania, especially Bukovina area, has a great potential. Responsible environmental behavior is addressed to all actors involved in tourism, suppliers, consumers and authorities. Necessary initiatives are those of spreading awareness and good practice, and to this end, we chose to present a significant initiative from Bukovina zone, shaped in the form of a project, from which people working in tourism have been trained in the spirit of environmentally friendly behavior and will disseminate it among tourists with which come into contact. What we consider important in the future, in such tourism projects, regardless of their essential objective, is the inclusion of issues related to sustainability and ecological behavior.

  1. The Educational Approach for Sustainable Agriculture

    OpenAIRE

    Suparman Abdullah; Dwia A. Tina Pulubuhu; Arsyad Genda; Syaiful Cangara; Muh. Irfan Said; Ria Renita Abbas; Seniwati

    2017-01-01

    - This study focuses on the educational approaches for sustainable agriculture through the development, application and research of teaching and learning practices. These approaches serve and connect educators such as lecturers, students; decision makers such as regent, mayor or village head and local people who focus on the teaching and learning of sustainable agriculture. This research conducted in Turatea District, Jeneponto Region, South Sulawesi, Indonesia. People of the district in g...

  2. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY

    Directory of Open Access Journals (Sweden)

    James Edomwonyi Edokpolor

    2017-12-01

    Full Text Available The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended.

  3. Education for Sustainability through a Photography Competition

    Directory of Open Access Journals (Sweden)

    Rowena Scott

    2014-01-01

    Full Text Available This article describes the development and history of a sustainability photography competition. From its simple beginnings as an environmental officer’s idea, an environmental sustainability photography competition began in just one university. Now hosted by Australasian Campuses Towards Sustainability (ACTS, finalist entries are viewed on a public website gaining international attention. A purpose of this article is to demonstrate the diversity of views of sustainability by displaying the winning entries from 2013 and 2012. It is anticipated that readers may replicate these ideas in creative arts and across disciplines throughout primary, secondary and other higher education institutions, community groups and diverse organizations.

  4. Income Sustainability through Educational Attainment

    Science.gov (United States)

    Carlson, Ronald H.; McChesney, Christopher S.

    2015-01-01

    The authors examined the sustainability of income, as it relates to educational attainment, from the two recent decades, which includes three significant economic downturns. The data was analyzed to determine trends in the wealth gap, parsed by educational attainment and gender. Utilizing the data from 1991 through 2010, predictions in changes in…

  5. Subject Teachers as Educators for Sustainability: A Survey Study

    Science.gov (United States)

    Uitto, Anna; Saloranta, Seppo

    2017-01-01

    Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in…

  6. Sustainability of Higher Education Institutions in Taiwan

    Science.gov (United States)

    Su, H. Jenny; Chang, Tzu-chau

    2010-01-01

    Purpose: The purpose of this paper is to provide the rationale and context for recent national policy and funded initiatives to support sustainability developments within higher education in Taiwan, including practical and educational aspects. Concrete examples and specific outcomes are reviewed, to produce a profile across the higher education…

  7. Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

    Science.gov (United States)

    Derting, Terry L; Ebert-May, Diane; Henkel, Timothy P; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A

    2016-03-01

    We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

  8. Financing Sustainable Development

    DEFF Research Database (Denmark)

    Fejerskov, Adam Moe; Funder, Mikkel; Engberg-Pedersen, Lars

    In the fall of 2015, world leaders adopted the most ambitious global development agenda in history. Meeting the aspiring targets of the Sustainable Development Goals will require financing far beyond traditional aid. At the same time, aid itself is under major pressure as European governments cut...... aid budgets or divert them to meet refugee and migration issues. In this context of massive global ambition and concurrent uncertainty on the future of aid, other actors and sources of development financing seem ever more critical, such as the private sector, private foundations and the BRICS....... But what are in fact the interests and modes of operation of such actors in the context of development financing, and to what extent do they align with the aims of the SDGs? And how do national governments of developing countries themselves perceive and approach these new sources of financing?...

  9. Relational Study of Technical Education in Scotland and Nigeria for Sustainable Skill Development

    Science.gov (United States)

    Umunadi, E. Kennedy

    2014-01-01

    This paper was designed to look at technical education curriculum and mode of implementation in Scotland in order to adopt the advantageous attributes of the Scottish technical education in Nigeria. The paper x-rayed the staff perceptions of technical education and its roles in Scotland; history of technical education before the advent of British…

  10. Capacity Development and Strengthening for Energy Policy formulation and implementation of Sustainable Energy Projects in Indonesia CASINDO. Deliverable No. 17. Development of Education Programs at Indonesian Universities

    Energy Technology Data Exchange (ETDEWEB)

    Wijnker, M. [Eindhoven University of Technology TUE, Eindhoven (Netherlands)

    2011-08-15

    The overall objective of the CASINDO programme is to establish a self-sustaining and self-developing structure at both the national and regional level to build and strengthen human capacity to enable the provinces of North Sumatra, Yogyakarta, Central Java, West Nusa Tenggara and Papua to formulate sound policies for renewable energy and energy efficiency and to develop and implement sustainable energy projects. All five Indonesian partner universities managed to develop and implement an education program within the timeline of the CASINDO project. UMY (Muhammadiyah University of Yogyakarta, Indonesia), UNRAM (University of Mataram, Mataram, Indonesia) and UNCEN (Cenderawasih University, Jayapura, Papua, Indonesia) have chosen to develop a certificate program. UNDIP (Diponegoro University in Semarang, Java, Indonesia) and USU (University of Sumatra Utara, Medan, Indonesia) have both developed a master program in sustainable energy. UNDIP has already discussed the proposal of their master program with the Ministry of Education and will have to make some improvements. USU will first start the program as a specialisation within the Mechanical Engineering department and in some time continues to make it an independent master program. At all universities both contact persons and lecturers have put a lot of effort in developing the programs and succeeded. Additionally, through CASINDO a network of lecturers between the universities has developed, which will ease future cooperation, after the CASINDO project will have finished.

  11. Participating in the UN Decade of Education for Sustainability ...

    African Journals Online (AJOL)

    4carolinebell@gmail.com

    Programme (SADC REEP) on participation in the United Nations Decade on Education for Sustainable. Development ..... Sustainable development requires a new ethic, radical changes (particularly in economic systems) .... interest in the UNDESD include cultural and scientific organisations; health and social welfare.

  12. Sustainable development and construction industry in Malaysia

    Directory of Open Access Journals (Sweden)

    Suliman L. Kh. M.

    2009-12-01

    Full Text Available Sustainable construction is a way for the building and infrastructure industry to move towards achieving sustainable development, taking into account environmental, socioeconomic and cultural issues. Differing approaches and differing economic markets lead to different priorities. This paper presents the construction scenario of Malaysia and the developments in sustainable construction taking place in this country. Barriers to the implementation of sustainable construction are discussed. A list of recommendation was proposed to drive sustainable construction in this country. In conclusion, the status of sustainable construction in Malaysia is still in its infancy. The lack of awareness, training and education, ineffective procurement systems, existing public policies and regulatory frameworks are among the major barriers for sustainable construction in Malaysia. Besides the needs for capacities, technologies and tools, total and ardent commitment by all players in the construction sectors including the governments and the public atlarge are required in order to achieve sustainable construction in Malaysia.

  13. Modern astronomical knowledge as component of general education for sustainable development

    Science.gov (United States)

    Nurgaliev, I.

    {It is shown that 1) astronomical knowledge was a foundation of emerging modern physics and natural sciences based on mathematics, 2) mathematical basis of the natural sciences serves as an orientation of progress in the true objective of social sciences. The last example for this chain of impacts is the discovery of the fundamental demographic equation (N=aN^2-bN) full of the astronomical analogy [9]. Modern age endorses new imperatives on education. Reckless exploitation of the natural resources will cause irreversible exhaustion of the agro- and bio-potential of the planet during lifetime of a few generations. The adequate respond to the challenge lies in modern technologies and educating responsible (socially oriented) professionals. That is why the importance of teaching modern technologies along with providing the students with the understanding of global long term consequences of the human industrial activities is growing. The course ``Theoretical Foundations of Modern Technologies" at the Moscow State Agricultural University (Timiryazev Academy) taught by the author is discussed. New experimental project ``Space Technologies, Ecology and Safe Energetics in School of the Future" is presented as a project of a new age in the process of implementing at the Moscow city secondary schools by the colleagues and by the author. The new cosmological models in the frame of the Newtonian and general relativistic treatments developed by the author are considered in this report as an example of immediate implementation of new astro-knowledge into the education for modern agrarian students. The centrifugal forces acting between particles rotating randomly around each other are shown to be able to reverse gravitational collapse.

  14. The School Gardens in Preserving Biological Diversity for Education of Sustainable Development

    Directory of Open Access Journals (Sweden)

    E. Fleszar

    2009-12-01

    Full Text Available In the teaching-learning process, a school garden allows to fully cover the contents of biology and environment protection curricular basic requirements. The role and importance of school gardens increased immediately after WW II but later the idea of these school structures waned. However, today we come back to the creation of school gardens and incorporating them in the educational process. A school garden fulfills a great didactic and tutorial function. At the same time, it allows to connect theory with practice. It enables teachers to conduct classes in the open air in “a green classroom”. Didactic literature quotes that the use of school gardens in teaching and learning of biology increases the effectiveness of the educational process. The analysis of reports of students of IV Biology at the Natural Sciences Department of Szczecin University, who have conducted classes in a school Botanical Garden of Primary School No. 61 in Szczecin, shows the huge role of a school garden in the teaching-learning process. The students conclude that a school garden gives them an opportunity for direct contact with nature. The garden develops pupils’ talents and interests and teaches them to conduct ecological and phono-logical observations.

  15. Strategies for Sustainable Energy Development

    DEFF Research Database (Denmark)

    Meyer, Niels I

    2009-01-01

    The paper analyses international strategies for establishing a sustainable energy development. Proposals are given for mitigation of global warming.......The paper analyses international strategies for establishing a sustainable energy development. Proposals are given for mitigation of global warming....

  16. Sustainability in management education policy

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    2014-01-01

    in business and management are essentially contestable. But the concept of “sustainability” has not become widely activated as a contested concept. The insufficient and problematic qualities of local practices of sustainability need to be acknowledged in order to recognize the limits attached to any......Sustainability with regards to environmental issues has until recently been seen as irrelevant to business and management practice and, consequently, has been largely missing from business and management education. But the last decade has seen increasing recognition of environmental problems...... been regulation, market-based instruments and voluntary agreements. However, in recent years, policies have started to focus on education. Management education, like adult education in general, is less institutionalized than primary, secondary and tertiary education. Many different actors...

  17. Financing Higher Education in Sub-Saharan Africa: Some Reflections and Implications for Sustainable Development

    Science.gov (United States)

    Oketch, Moses

    2016-01-01

    The purpose of this article is to discuss how best to finance higher education in low-income countries of sub-Saharan Africa, drawing on benefits and drawbacks of the prevalent models of higher education finance, and lessons to be learned from countries which have seen greater expansion of their higher education systems in recent decades. Two main…

  18. Toward Sustainable Practices in Technology Education

    Science.gov (United States)

    Elshof, Leo

    2009-01-01

    This paper discusses the problematic relationship between technology education, consumption and environmental sustainability. The emerging global sustainability crisis demands an educational response that moves beyond mere "tinkering" with classroom practices, toward technology education which embraces life cycle thinking and…

  19. Introducing Education for Sustainable Development in the Undergraduate Laboratory: Quantitative Analysis of Bioethanol Fuel and Its Blends with Gasoline by Using Solvatochromic Dyes

    Science.gov (United States)

    Galgano, Paula D.; Loffredo, Carina; Sato, Bruno M.; Reichardt, Christian; El Seoud, Omar A.

    2012-01-01

    The concept of "Education for Sustainable Development", ESD, has been introduced in a period where chemistry education is undergoing a major change, both in emphasis and methods of teaching. Studying an everyday problem, with an important socio-economic impact in the laboratory is a part of this approach. Presently, the students in many…

  20. Implementing the UN Decade of Education for Sustainable Development (DESD): Achievements, Open Questions and Strategies for the Way Forward

    Science.gov (United States)

    Pigozzi, Mary Joy

    2010-01-01

    This paper looks at the implementation of the DESD from a global perspective. It takes the position that quality education is fundamental for learning how to live sustainably, and that the DESD needs to be better positioned in the education landscape and conceived as a global social movement that must be fostered and nurtured for the well-being of…

  1. Education in the New Era: The Dissemination of Education for Sustainable Development in the Political Science Programmes at Notre Dame University--Louaize

    Science.gov (United States)

    Labaki, Georges

    2012-01-01

    Sustainable development is continuous process of change requiring painful choices resting on political will. This paper examines the developments needed to engage with sustainable development in the field of political science through the following: the reform in political science programmes to cope with the need for sustainable development in…

  2. Bridging the gap between forestry education and sustainable ...

    African Journals Online (AJOL)

    Forestry education is one of the vital factors that can contribute to the sustainable development of forestry sub-sector in any country. In Nigeria, there is a big gap between forestry education and sustainable forestry development. The paper examines the development of forestry education and deforestation in the country.

  3. Integrating sustainability in Engineering Education in Denmark

    DEFF Research Database (Denmark)

    Jørgensen, Ulrik; Valderrama Pineda, Andres Felipe; Remmen, Arne

    2013-01-01

    of engineers and use them as a background for a discussion of how sustainability may and should impact engineering. In the first part of the article, we account for the ways in which environmental and energy issues were incorporated in the education of engineers of the Technical University of Denmark...... and departments. Now that engineering educators are focusing on sustainability as a societal concern we face the same challenge. Is sustainability going to become a narrow set of physical indicators and metrics (emissions, fossil fuel consumption, energy efficiency, temperature increase), or will it remain...... they promote and the accreditation criteria they develop. But this is not the first time engineering educators have attempted to bring social and environmental issues into the engineering curriculum. In this paper we examine different approaches to incorporate environmental and energy issues into the education...

  4. Sustainability in Management Education: A Critical View

    OpenAIRE

    Acevedo, Beatriz

    2013-01-01

    This chapter addresses some of the philosophical questions concerning education for sustainable development in the field of management studies. This chapter argues that mixing sustainability with mainstream topics on business and management such as Corporate Social Responsibility does not allow a critical approach. Also, it contests the traditional ways of “training managers” without a critical approach to the practice of management. As an alternative, this chapter proposes to link sustainabi...

  5. Adult Education and the Challenges of Regional Development: Policy and Sustainability in North Denmark

    Science.gov (United States)

    Rasmussen, Palle; Staugaard, Hans Jørgen

    2016-01-01

    Adult education is governed at many levels--internationally, nationally and locally. The authors of this paper look at the challenges, structures and practices of adult education policy at the local level, more specifically in North Denmark (Northern Jutland), one of the five administrative regions of the Danish nation-state. In many ways, the…

  6. Education and Language: A Human Right for Sustainable Development in Africa

    Science.gov (United States)

    Babaci-Wilhite, Zehlia; Geo-JaJa, Macleans A.; Lou, Shizhou

    2012-01-01

    Pre-colonial Africa was neither an educationally nor a technologically unsophisticated continent. While education was an integral part of the culture, issues of language identification and standardisation which are subject to contentious debate today were insignificant. Children learned community knowledge and history by asking questions instead…

  7. Developing a Sustainable Educational Process in Indonesia: A Project of the Global Dialogue Institute.

    Science.gov (United States)

    Marion, Laurie

    2002-01-01

    Describes a philosophical approach to education called Deep-Dialogue/Critical-Thinking, which is promulgated by the Global Dialogue Institute. The institute is working with UNICEF and the Indonesian government to educate primary teachers in Indonesia to apply the principles in their teaching. (EV)

  8. Development and sustainability of NSF-funded climate change education efforts: lessons learned and strategies used to develop the Reconstructing Earth's Climate History (REaCH) curriculum (Invited)

    Science.gov (United States)

    St John, K. K.; Jones, M. H.; Leckie, R. M.; Pound, K. S.; Krissek, L. A.

    2013-12-01

    The context for understanding modern global climate change lies in the records of Earth's past. This is demonstrated by decades of paleoclimate research by scientists in organizations such as IODP and ANDRILL, yet making that science accessible to educators has been a long-standing challenge. Furthermore, content transfer is not enough; in science education, addressing how we know is as important as addressing what we know about science. To that end, our initial NSF-CCLI/TUES objective of Teaching Anchor Concepts of Climate Change (NSF #0737335) was to put authentic data and published case studies of past climate change at students' fingertips in a series of 7 multipart inquiry-based exercise modules for undergraduate classroom and lab use. After 4 years of funding (incl. 2 no-cost extensions) we surpassed our project objective and established an avenue for sustainability that is proving successful. The purpose of this presentation is to share (1) the process by which we developed the curriculum and (2) the strategies used to ensure sustainability. The curriculum development process reflected many of the same successful strategies used in scientific research. It drew on the knowledge and skills of the team; it was collaborative, iterative, and primarily distributive, yet at times directive. The team included paleoclimate researchers and educators from a broad range of undergraduate institutions. We evaluated published data from scientific reports and peer-reviewed journal articles, and used these as the foundation for writing curriculum that was data-rich and inquiry-based. In total 14 multipart exercise modules were developed. The feedback from early and frequent meeting presentations, from formative evaluation by students in courses and by faculty in workshops, and from peer-review by paleoclimate scientists and undergraduate educators helped us fine-tune the materials to the needs of the education and paleoclimate science communities. It additionally helped us

  9. Adult education and the challenges of regional development: Policy and sustainability in North Denmark

    Science.gov (United States)

    Rasmussen, Palle; Staugaard, Hans Jørgen

    2016-10-01

    Adult education is governed at many levels - internationally, nationally and locally. The authors of this paper look at the challenges, structures and practices of adult education policy at the local level, more specifically in North Denmark (Northern Jutland), one of the five administrative regions of the Danish nation-state. In many ways, the current educational challenges in this remote region of Europe are similar to what can be observed worldwide and especially in countries which are generally considered welfare states. The authors see the growing social and educational divide between the region's peripheral areas and its largest city centre as a major challenge - for society as a whole and for adult education in particular. It is from this perspective that the authors describe the present structures of adult education in the region and the strategies employed by local authorities and educational institutions. This is followed by an evaluation of both structures and efforts in terms of their ability to cope with the challenges.

  10. Towards Sustainable Development

    DEFF Research Database (Denmark)

    Silva, Victor

    2010-01-01

    GHG emissions can be reduced by shifting travel to a more efficient mode, which can be achieved by offering high quality public transport integrated to land use and density policies. However, there is a scarcity of efficient and low-cost alternatives to improve urban transport and tackle GHG emis......). The review highlights empirical evidence of the development and implementation of creative solutions, which integrate transport infrastructure, land use policies and street design strategies for fostering sustainable mobility and GHG emission reduction....... emissions. In this context, the development of a Bus Rapid Transit (BRT) system integrated with land use policies and street design strategies is gaining attention as a cost-effective alternative, to address poor accessibility and rising GHG emissions. Firstly, this paper presents the Bus Rapid Transit (BRT......) as an effective and low cost alternative to help addressing increasing traffic demands and rising GHG emissions. In the second part, a review presents the experience of three developing-country metropolises that have implemented a BRT system - Curitiba (Brazil), Beijing (China) and Johannesburg (South Africa...

  11. Educating the Future of Sustainability

    Directory of Open Access Journals (Sweden)

    Gillian Bowser

    2014-02-01

    Full Text Available The future of global environmental sustainability is contingent upon educating the next generation of environmental stewards. Critical elements of training such an interdisciplinary workforce include mentoring and experiential learning in the areas of science, communication, and leadership. To keep pace with the ever changing and increasingly complex issues of global environmental sustainability, environmental educators must encourage and support the participation and training of a diverse body of students in the environmental sciences. The Rocky Mountain Sustainability and Science Network (RMSSN is a partnership of over two dozen universities, federal agencies and other organizations designed to help train the next diverse generation of interdisciplinary leaders who are prepared to address issues related to global climate change, environmental sustainability, and the management of public lands and resources using the Rocky Mountains as a laboratory and classroom. Herein, we present the RMSSN as a model for engaging students in the environmental sciences with an emphasis on understanding key elements of sustainability. Our model is based on a foundation of: (1 diversity; (2 tiered mentoring in cohorts; (3 engaging lectures coupled with field experiences on public lands; (4 long term networking; and (5 environmental internships.

  12. Student’s perspectives on Education for Sustainable Development in a problem based learning environment

    DEFF Research Database (Denmark)

    Guerra, Aida; Holgaard, Jette Egelund

    2013-01-01

    to bring EE on the right trajectory to ESD. For example, the pedagogical recommendations for ESD include active and student-centred learning, which are two of the basic principles of PBL. Some engineering educational systems have already implemented PBL and the question is whether engineering students...

  13. Revitalizing Higher Education through Innovative Labor Market Based Curriculum for Sustainable National Development

    Science.gov (United States)

    Alao, A. O.

    2014-01-01

    The role of higher education in preparing youths for the labour market is becoming more challenging in the modern society. This is visible in the high number of tertiary institutions' graduates that are unemployable for lack of necessary skills, which would make them contribute profitably to any employer of labour. This paper examines the history…

  14. Teaching Sustainable Development in Higher Education: Building Critical, Reflective Thinkers through an Interdisciplinary Approach

    Science.gov (United States)

    Howlett, Cathy; Ferreira, Jo-Anne; Blomfield, Jessica

    2016-01-01

    Purpose: This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for…

  15. Stand-alone and Interdisciplinary Course Design for Engineering Education for Sustainable Development

    DEFF Research Database (Denmark)

    Arsat, M.; Holgaard, Jette Egelund; de Graaff, Erik

    In order to embed ESD in the EE curriculum, several approaches has been introduced and practiced in higher education institutions. One of the approaches is to introduce a new ESD course as an add-on to the existing curriculum being either compulsory or elective and either designed for a single...

  16. The Importance of Women in Sustainable Development

    OpenAIRE

    Yıldız, Emel

    2016-01-01

    Sustainable development is defined as the "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs" in Brutland Report(1987). The strategies focusing on women employment and reducing poverty lead to faster and stronger economic growth and sustainable development. Women’s education and their economic and social empowerment have very important effects on the policy of reducing poverty and their respectability in th...

  17. Ecotourism, sustainable development, and conservation education: Development of a tour guide training program in Tortuguero, Costa Rica

    Science.gov (United States)

    Jacobson, Susan K.; Robles, Rafael

    1992-11-01

    A tour guide training program was developed for rural communities near Costa Rica's Tortuguero National Park to respond to the impacts of the 24-fold increase in park visitation in the past decade, to involve local communities in resource management, and to provide regional environmental education. The development of the training course involved a survey of scientists and park managers to ascertain resource management needs, priorities for information to be disseminated, and impacts of tourism on the resource base. Current and potential tour guides were surveyed to identify their information needs, solicit their input in the training program, and to determine their knowledge and skills. Written questionnaires were developed and given to 400 tourists to determine their activities and environmental information needs, and hotel owners were censused to examine the economic feasibility of a local guide program. A pilot training course and guide program involving 12 Tortuguero residents demonstrated that a tour guide program: (1) helped mitigate negative tourism impacts on Tortuguero National Park's natural resources, particularly by regulating tourists on the park's 35-km beach used for nesting by endangered sea turtles; (2) provided environmental education to an important segment of the local community not traditionally reached through school or government development projects; (3) provided environmental information to tourists, thus enhancing their visit; and (4) provided local economic benefits through lucrative part-time employment, thereby allowing local people to participate more fully in the tourism system. An extended training course is being planned to provide further environmental education programming and to increase year-round employment opportunities for the tour guides.

  18. Environment, sustainability, and education policy research

    DEFF Research Database (Denmark)

    McKenzie, Marcia; Rickinson, Mark; Bengtssen, Stefan

    presentations.Objectives: .Methods: .Results: Educational Policy and Environment and Sustainability Part 1: Theoretical and Methodological Approaches to Policy Research (90 minutes)Paper 1 - How might critical policy sociology inform policy analysis and enactment in environmental and sustainability education...

  19. Environmental Sustainability and Quality Education: Perspectives ...

    African Journals Online (AJOL)

    Tensions in the community and between the school and community, lack of solidarity, and the weakening of the traditional Unhu/Ubuntu moral and ethical framework contributed to the community's failure to envision and implement interventions towards quality education and towards sustainable development.

  20. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    ... their management strategies with human rights values, as well as human dignity and equality, and their strategies found pride of place in extant ubuntu principles. Keywords: determinants; education; human rights; management strategies; restorative; social justice praxis; sustainable development; transformative; ubuntu ...

  1. Logics of Business Education for Sustainability

    Science.gov (United States)

    Andersson, Pernilla; Öhman, Johan

    2016-01-01

    This paper explores various kinds of logics of "business education for sustainability" and how these "logics" position the subject business person, based on eight teachers' reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers' reasoning.…

  2. Work activities within sustainable development

    Directory of Open Access Journals (Sweden)

    Francisco Duarte

    2015-06-01

    Full Text Available This paper presents the main results of a Franco-Brazilian Research project entitled "Work, Innovation and Development". The aim is to conceptually consider work activity within sustainable development, and to contribute methodologically towards developing strategies for designing sustainable work systems. After a brief description of the factors and the dimensions that have contributed to the creation of ideas on sustainable development, we will put forward two main approaches for understanding work activity within the context of sustainability, these being: the durability of work activity and the development of work activities for sustainable development. Both approaches are presented and examples are given. This is followed by a discussion of the design of sustainable work systems that focuses particularly on the political and technical dimensions of project management.

  3. Ecotourism, sustainable development, and conservation education: Development of a tour guide training program in Tortuguero, Coast Rica

    Energy Technology Data Exchange (ETDEWEB)

    Jacobson, S.K. (Univ. of Florida, Gainesville (United States)); Robles, R. (Caribbean Conservation Corp., San Jose (Costa Rica))

    A tour guide training program was developed for rural communities near Costa Rica's Tortuguero National Park to respond to the impacts of the 24-fold increase in park visitation in the past decade, to involve local communities in resource management, and to provide regional environmental education. The development of the training course involved a survey of scientists and park managers, to determine resource management and information needs, and economic feasibility. A pilot training course and guide program involving 12 Tortuguero residents demonstrated that a tour guide program: (1) helped mitigate negative tourism impacts on Tortuguero National Park's natural resources, particularly by regulating tourists on the park's 35-km beach used for nesting by endangered sea turtles; (2) provided environmental education to an important segment of the local community not traditionally reached through school or government development projects; (3) provided environmental information to tourists, thus enhancing their visit; and (4) provided local economic benefits through lucrative part-time employment, thereby allowing local people to participate more fully in the tourism system.

  4. Educational Infrastructure and Resources for Sustainable Access to Schooling and Outcomes: The Case of Early Literacy Development in Southern Tanzania

    Science.gov (United States)

    Ngwaru, Jacob Marriote; Oluga, Mary

    2015-01-01

    Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrolments. The learning outcomes that had been neglected led to a call to focus on more sustainable access--re-examining the quality of…

  5. Attitudes of green organizations' personnel toward genuine sustainable development

    NARCIS (Netherlands)

    Allevato, Camillo

    2017-01-01

    Layman's summary: This thesis dissertation concerns the identification of the main factors that influence attitudes towards genuine sustainable development, in order to identify strategies that will be more effective in education for quality sustainable development. In the pursuit of genuine

  6. 'SUSTAINABLE DEVELOPMENT' IN A SOUTH AFRICAN CONTEXT ...

    African Journals Online (AJOL)

    Over the last decade 'education for sustainable development' has become a central concept in environmental education. (EE). In 1980 the World Conservation Strategt;. (WCS) was established by the International. Union of Conservation of Nature and. Natural Resources (IUCN), in collaboration with the World Wide Fund for ...

  7. Land Reform and Sustainable Development

    OpenAIRE

    Elizabeth Stanton; Peter Rosset; James Boyce

    2005-01-01

    Land reform, equitable distribution, economic development, environmental quality, land reform strategies, Brazil, Landless Workers’ Movement, East Asia, rural poverty, land productivity, sustainable agriculture, comparative advantage, small farms.

  8. ORGANIZATIONAL DEVELOPMENT OPTIONS TOWARDS SUSTAINABILITY

    National Research Council Canada - National Science Library

    Patricia Ingrid, Keller

    2012-01-01

    .... So for the present study we researched the possible strategies, identifying those options to successfully integrate the dimensions of sustainability into organizational development from a systems...

  9. Sustainable Schools in the UN Decade of Education for Sustainable ...

    African Journals Online (AJOL)

    4carolinebell@gmail.com

    encompasses a vision for global society that is not only ecologically sustainable but also one that is socially and economically sustainable. This paper traces the history of ESD in Victorian schools and analyses the current sustainability policies and initiatives in terms of their achievement of the educational, environmental,.

  10. Sustainable learning in higher education developing competencies for the global marketplace

    CERN Document Server

    Lindahl, José

    2015-01-01

    In an era of globalization, technological innovation, and social transformations, universities face the challenge of training students with the competencies needed to meet the demands of the market and to successfully integrate into today’s workforce. This book looks at the university as a dynamic source of essential competencies and explores various skill management models, methodologies and innovations applied by educational institutions around the world. The demands of today’s society represent a major challenge for universities and their teaching staffs. Professors need to adapt their teaching methods to meet these new challenges. For example, universities need to prepare new generations of students with the ability to select, update and use knowledge, rather than processing facts and formulas. Students need to be capable of learning in different contexts and modalities throughout their professional careers and learn to adapt their knowledge to new situations. In response, a conceptual and method...

  11. ACCOUNTING CHALLENGES OF SUSTAINABLE DEVELOPMENT OF HIGHER EDUCATION INSTITUTIONS FROM THE REPUBLIC OF MOLDOVA

    Directory of Open Access Journals (Sweden)

    Galina BADICU

    2016-03-01

    Full Text Available The Republic of Moldova has, de facto, joined the Bologna Process in 2005,and startingwith this year multiple reforms in the higher education realm have been peformed. One primary aspect deals with the financial autonomy of the universities. The lack of an adequate financial support from the government was offset by the introduction of paid studies, which allowed universities to survive under government underfunding conditions and to independently manage their financial resources gained from tuition fees. In order to determine the adequate level of funding a tool for identifying the real training costs is required. In this article, we aim to investigate the pros and cons of the method of activity-based costing.

  12. WATER MANAGEMENT AND SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Safer Karima

    2014-11-01

    Full Text Available «Of course I wish I was in school. I want to learn, I want to read and write... But how mom need me to fetch water» - Benny Bazan, Bolivia; «…the factories consume a lot of water, while we can hardly find enough basic our needs, not to mention what we need to irrigate crops» - Gopal Jojor, India. Voices are united by the same thing: the denial of access to water. It’s what began the United Nations report of human development for the year 2006. The observed increase of the population and increasing water pressure to use some form of this article despite the enormous availability and large, underground or surface quantities, but the supply and demand equation is no longer as in the past in spite of the new techniques introduced Kthalih seawater. And has worked to highlight the importance of this element as the most important determinants of sustainable development, which aims to rationality and adulthood and dealing with efforts to achieve growth and meet the needs of the population of housing and economic activities and food and education, without prejudice to the negative form of ecological, and sustainable development is the way only to ensure a good quality of life for residents of the present and the future.

  13. Early Childhood Education for Sustainability: The OMEP World Project

    Science.gov (United States)

    Engdahl, Ingrid

    2015-01-01

    At the closure of the UNESCO decade on Education for Sustainable Development (2005-2014), this article reports on large research projects on sustainability conducted within the World Organisation for Early Childhood Education (OMEP) through 2009-2014. The overall aim of the projects within OMEP was to enhance awareness of Education for Sustainable…

  14. Integration of Sustainability in Engineering Education:

    DEFF Research Database (Denmark)

    Guerra, Aida

    2017-01-01

    Purpose: Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies...... used to integrate sustainability in engineering education. However, there is a lack of understanding of the relation between ESD and PBL principles and the ways in which they can be integrated and practised in the engineering curricula. This paper aims to investigate the relation between PBL and ESD...... and the ways in which they are integrated and practised in the engineering curricula. Design/methodology/approach: The study starts with a review of the literature concerning ESD and PBL theories where relations between both are defined. The literature review is followed by an empirical work in which the PBL...

  15. Sustainable urban development

    DEFF Research Database (Denmark)

    Jensen, Jesper Ole; Christensen, Toke Haunstrup; Gram-Hanssen, Kirsten

    Sustainability in urban planning has a long history and it has been a widespread solution to build high and compact in order to minimise the need for transportation, land use and heating. Recent research, however, points towards the need for a supplementary approach which includes the consumer...... behaviour of the household. This approach necessarily has to work from below and include the citizens, as it is their daily practices that have to be challenged. This article reviews the literature of to what extent compact cities are the most sustainable and it use lifestyle interpretations of urbane forms...... to challenge the compact cities approach. As an alternative or supplementary approach the article introduce practice theory as a way to understand consumption and it gives examples on how this approach can be used to inspire local authorities to alternative and supplementary strategies of achieving sustainable...

  16. Developing Ecological Sustainability

    DEFF Research Database (Denmark)

    Hedman, Jonas; Henningsson, Stefan

    2016-01-01

    IS initiatives become part of a firm’s overall strategy and part of the organizational sustainability process. We find that Green IS initiatives are initiated through a bottom-up process where environmentally concerned individuals identify issues and become Green IS champions. They use their authority...... and edification skills to promote Green IS to the organizational agenda. If the issue is aligned with the organizational agenda, it receives management’s endorsement. The empirical case also shows two types of systemic feedback that can fuel a self-reinforcing sustainability process. The first type of feedback...

  17. The Educational Strategies of Citizens' Identification and Recognition for Sustainable Urban Development in Taipei

    Science.gov (United States)

    Kuo, Fan-Sheng; Perng, Yeng-Horng

    2016-01-01

    Creating an attractive cityscape has become one of the most promising actions to improve urban functionality and increase urban competitiveness. However, the resistances from the local inhabitants are always against the urban development. Taipei City, a metropolis in Taiwan, is now composed of complex urban systems chaotically enclosed by existing…

  18. A Critical Review of Education for Sustainable Development (ESD) in Japan: Beyond the Practice of Pouring New Wine into Old Bottles

    Science.gov (United States)

    Nagata, Yoshiyuki

    2017-01-01

    Japan stands as a rare country in which ESD has been incorporated as mainstream policy. However, looking back on the United Nations Decade of Education for Sustainable Development (UNDESD), ESD has not brought about the transformation in Japan that one expects ESD to aim for, despite this support at the policy level. The cause may be that pouring…

  19. A Joint Vision for Secondary and Higher Education for All in Europe: The Road towards Realising Sustainable Development Goal 4 in Europe

    Science.gov (United States)

    European Students' Union, 2016

    2016-01-01

    The present joint action programme is proposed by the Organising Bureau of European School Student Unions (OBESSU), the European Students' Union (ESU), and Education International (EI) to their members and partners, in order to advance the 2030 Agenda for Sustainable Development and its 17 related goals, which the United Nations adopted in…

  20. The possibility of holistic safety education in Japan: From the perspective of Education for Sustainable Development (ESD

    Directory of Open Access Journals (Sweden)

    Yuto Kitamura

    2014-07-01

    This paper concludes that it is imperative to make continued research efforts to present a new mode of safety education, an initiative that represents one of the important efforts in designing mobility for the future.

  1. Business, government and sustainable development

    NARCIS (Netherlands)

    Ven, van de B.; Jeurissen, R.J.M.

    2004-01-01

    The range of sustainability objectives has now developed from relatively simple issues of environmental protection to a full array of interwoven social, economic and ecological issues, nationally and internationally. The involved process of sustainable development has now become a permanent and

  2. African Journal of Sustainable Development

    African Journals Online (AJOL)

    Articles should be of sustainable development interest and include full- length reports of original research not previously published elsewhere; research notes which consist of brief reports of new findings, techniques and equipment of importance to sustainable development practice. Reviews or announcement of ...

  3. Phytoextraction to promote sustainable development

    Directory of Open Access Journals (Sweden)

    C.W.N. Anderson

    2013-10-01

    Full Text Available Mining makes a positive contribution to the economy of Indonesia. Significant earnings accrue through the export of tin, coal, copper, nickel and gold. Of these commodities, gold carries the highest unit value. But not all gold mining is regulated. Indonesia has a significant Artisanal and Small Scale Gold Mining (ASGM industry, defined as any informal and unregulated system of gold mining. These operations are often illegal, unsafe and are environmentally and socially destructive. New technology is needed to support the sustainable exploitation of gold and other precious metal resources in locations where ASGM is currently practised. This technology must be simple, cheap, easy to operate and financially rewarding. A proven option that needs to be promoted is phytoextraction. This is technology where plants are used to extract metals from waste rock, soil or water. These metals can subsequently be recovered from the plant in pure form, and sold or recycled. Gold phytoextraction is a commercially available technology, while international research has shown that phytoextraction will also work for mercury. In the context of ASGM operations, tailings could be contained in specific ‘farming areas’ and cropped using phytoextraction technology. The banning of ASGM operations is not practicable or viable. Poverty would likely become more extreme if a ban were enforced. Instead, new technology options are essential to promote the sustainable development of this industry. Phytoextraction would involve community and worker engagement, education and employment. New skills in agriculture created through application of the technology would be transferrable to the production of food, fibre and timber crops on land adjacent to the mining operations. Phytoextraction could therefore catalyse sustainable development in artisanal gold mining areas throughout Indonesia.

  4. Sustainable Development: The Challenge for Community Development.

    Science.gov (United States)

    Gamble, Dorothy N.; Weil, Marie O.

    1997-01-01

    Five areas of inquiry shape the sustainable development movement: environmental movement, women's movement, overpopulation concerns, critique of development models, and new indicators of social progress. Community development workers are challenged to prepare local development projects within a sustainable development framework. (SK)

  5. Managing Sustainable Information Systems Development

    DEFF Research Database (Denmark)

    Kautz, Karlheinz

    2013-01-01

    Sustainable information systems development (ISD) in the context of this paper is not about products that support sustainability at large with its environmental, economic and social dimensions and little about the development of sustainable products, which are both without doubt important topics....... This paper is about a prerequisite for such products, namely, a sustainable ISD process, a process which exhibits reasonable and responsible stewardship and utilisation of the existing resources for ISD—people and information in the context of scope, time/schedule, budget/cost, quality and risk....

  6. Sustainable development and environmental protection

    OpenAIRE

    Štrbac, Nada; Vuković, Milovan; Voza, Danijela; Sokić, Miroslav

    2012-01-01

    Sustainable development is a recently developed concept that was introduced in order to overcome the shortcomings of previous forms of development; first of all, the neglect of environmental issues. Sustainable development aims to establish an equilibrium among economic, environmental and social dimensions of development. Yet, despite an extensive use of this term, it needs better understanding in order to make easier its implementation. Taking this into account, this paper reviews various in...

  7. Reclaim “Education” in environmental and sustainability education research

    DEFF Research Database (Denmark)

    Sund, Per; Lysgaard, Jonas Greve

    2013-01-01

    Without contextualization and explicit links to centuries of relevant educational theories, research presentations at conferences risk appearing disconnected from teaching method development or evaluation. Environmental and Sustainability Education (ESE), is a highly vibrant research area...

  8. "Broadband" Bioinformatics Skills Transfer with the Knowledge Transfer Programme (KTP: Educational Model for Upliftment and Sustainable Development.

    Directory of Open Access Journals (Sweden)

    Emile R Chimusa

    2015-11-01

    Full Text Available A shortage of practical skills and relevant expertise is possibly the primary obstacle to social upliftment and sustainable development in Africa. The "omics" fields, especially genomics, are increasingly dependent on the effective interpretation of large and complex sets of data. Despite abundant natural resources and population sizes comparable with many first-world countries from which talent could be drawn, countries in Africa still lag far behind the rest of the world in terms of specialized skills development. Moreover, there are serious concerns about disparities between countries within the continent. The multidisciplinary nature of the bioinformatics field, coupled with rare and depleting expertise, is a critical problem for the advancement of bioinformatics in Africa. We propose a formalized matchmaking system, which is aimed at reversing this trend, by introducing the Knowledge Transfer Programme (KTP. Instead of individual researchers travelling to other labs to learn, researchers with desirable skills are invited to join African research groups for six weeks to six months. Visiting researchers or trainers will pass on their expertise to multiple people simultaneously in their local environments, thus increasing the efficiency of knowledge transference. In return, visiting researchers have the opportunity to develop professional contacts, gain industry work experience, work with novel datasets, and strengthen and support their ongoing research. The KTP develops a network with a centralized hub through which groups and individuals are put into contact with one another and exchanges are facilitated by connecting both parties with potential funding sources. This is part of the PLOS Computational Biology Education collection.

  9. Teaching Energy as Part of Education for Sustainability

    Science.gov (United States)

    Tas, Maarten; McKeon, Frankie; Charnley, Fiona; Fleming, Margaret

    2014-01-01

    This article describes how energy issues and education for sustainable development (ESD) are part of the agenda for two current European projects, CoDeS and SUSTAIN. The latter is mainly concerned with the development of inquiry-based primary and lower secondary science education while the former is a network that aims to learn more about…

  10. Teaching environmental sustainability in higher education

    NARCIS (Netherlands)

    Itard, L.C.M.; Van den Bogaard, M.E.D.; Hasselaar, E.

    2010-01-01

    The challenges of sustainable engineering and design are complex and so are the challenges of teaching sustainability to higher education students. This paper deals with teaching environmental sustainability, with a specific focus on the sustainability of buildings. The paper addresses specifically

  11. SUSTAINABLE NUCLEAR DEVELOPMENT IN ROMANIA

    Directory of Open Access Journals (Sweden)

    Serban Constantin VALECA

    2016-11-01

    Full Text Available The paper presents the development of the nuclear power sector in Romania from the perspective of sustainable development. The current state is analysed and the expected future development is investigated. The implementation of ALFRED LFR demonstrator in Romania (reference site: nuclear platform Mioveni is approached from the point of view of the current stage of RDI and implementation and the contribution to sustainable development in Romania and Europe.

  12. Prosociality and proenvironmentalism as components of sustainable behavior: toward an integrated approach to sustainability education

    OpenAIRE

    Alexander Neaman; Andrés Marió

    2015-01-01

    The concept of sustainable development includes three interdependent and mutually reinforcing pillars: economic development, social development and environmental protection [1]. Below, we provide arguments that proenvironmentalism and prosociality are components of a broader behavior, named “sustainable behavior”. We thus suggest that traditional emphasis of environmental education on protecting and/or preserving the environment may be reinforced with prosocial education. Such a combined educ...

  13. New Humanism and Sustainable Development

    Directory of Open Access Journals (Sweden)

    Han d'Orville

    2015-10-01

    Full Text Available The call for a new humanism in the 21st century roots in the conviction that the moral, intellectual and political foundations of globalization and international cooperation have to be rethought. Whilst the historic humanism was set out to resolve tensions between tradition and modernity and to reconcile individual rights with newly emerging duties of citizenship, the new humanism approach goes beyond the level of the nation state in seeking to unite the process of globalization with its complex and sometimes contradictory manifestations. The new humanism therefore advocates the social inclusion of every human being at all levels of society and underlines the transformative power of education, sciences, culture and communications. Therefore, humanism today needs to be perceived as a collective effort that holds governments, civil society, the private sector and human individuals equally responsible to realize its values and to design creatively and implement a humanist approach to a sustainable society, based on economic, social and environmental development. New humanism describes the only way forward for a world that accounts for the diversity of identities and the heterogeneity of interests and which is based on inclusive, democratic, and, indeed, humanist values. Humanism did evolve into the grand movement of human spiritual and creative liberation, which enabled an unparalleled acceleration of prosperity and transformation of civilizations. In line with humanist ethics, the material growth was understood as a collective good, which was to serve all participants of a community and meant to enable the socio-economic progress of society. The exact definition of humanism has historically fluctuated in accordance with successive and diverse strands of intellectual thought. The underlying concept rests on the universal ideas of human emancipation, independence and social justice. Humanism can hence be understood as a moral inspiration for

  14. Understanding Economic and Management Sciences Teachers' Conceptions of Sustainable Development

    Science.gov (United States)

    America, Carina

    2014-01-01

    Sustainable development has become a key part of the global educational discourse. Education for sustainable development (ESD) specifically is pronounced as an imperative for different curricula and regarded as being critical for teacher education. This article is based on research that was conducted on economic and management sciences (EMS)…

  15. Green Curriculum: Sustainable Learning at a Higher Education Institution

    Science.gov (United States)

    Louw, Willa

    2013-01-01

    The United Nations (UN) constituted 2005-2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005-2011 on what it means to be a sustainable university with a sustainable curriculum by looking at…

  16. Sustainability in coastal tourism development

    DEFF Research Database (Denmark)

    Andersen, Ida Marie Visbech; Blichfeldt, Bodil Stilling; Liburd, Janne J.

    2018-01-01

    Denmark’s coastlines have been protected from tourism development and construction for more than 80 years. In 2014, the Danish politicians opened up for softer regulation of the coastlines and invited proposals for tourism development projects within the hitherto protected coastal zone. The call ...... benefits are emphasized. Key findings also indicate weak political leadership in the envisaged transfer towards sustainable tourism development.......Denmark’s coastlines have been protected from tourism development and construction for more than 80 years. In 2014, the Danish politicians opened up for softer regulation of the coastlines and invited proposals for tourism development projects within the hitherto protected coastal zone. The call...... explicitly requested nominations for sustainable tourism projects. A comparison between academic sustainability discourse and the approved projects suggests that tourism actors do not address sustainable tourism development as a holistic concept. Long-term perspectives are largely absent, whereas economic...

  17. Environmental law and sustainable development

    Directory of Open Access Journals (Sweden)

    María Oliva Sirgo Álvarez

    2017-06-01

    Full Text Available This article analyses the origin and birth of the human right to a safe and healthy environment in order to allow everyone to live a dignified and quality life. It also analyses the essential content of sustainable development, which must always guide the development of environmental law to ensure a healthy environment for human present and future generations, and a sustainable economic growth that contributes to the development of equal opportunities for all people.

  18. Human Capital Development as a Strategy for Sustainable ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    This paper critically examined how human capital development could be a strategy or a catalyst for sustainable development in the Nigerian education system. The presentation by necessary implication involved an examination of the concepts of human capital development, sustainable development, quality education and ...

  19. CONCEPTUAL DELIMITATIONS ON SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Ienciu Ionel-Alin

    2013-07-01

    Full Text Available Sustainable development is a model for resource use meant to satisfy human needs, without polluting the environment, so that these needs can be satisfied not only in the present, but in the future as well. It is a concept of nowadays with no generally accepted definition, placing environment first and foremost, aiming at implementing the environmental policies in all structures and at all economic levels. Within the present study we have aimed at creating a conceptual delimitation on sustainable development, sustainability and socialresponsibility, concepts of present interest, that tend to become a mystery for the academic community and practitioners by their variety and complexity of approaches. During our scientific endeavor we believe that social responsibility is the foundation of sustainable development. Sustainable development is a concept used especially at macro-economic level, while social responsibility is used at entity level and incorporates the economic, environmental and social dimension, which has a voluntary character and tries to respond to the information needs of the society and other stakeholders. Sustainability at the entity\\'s level is the goal or final objective of sustainable development – satisfaction of present needs without compromising the possibility for future generations to satisfy their own needs, while social responsibility is an intermediate phase of sustainability wherein entities try to balance the economic, social and environmental dimension. Thus, we can state we include ourselves within social corporatism, slightly close to social institutionalism, which is characteristic to developed countries, giving a particular importance to social contract and relations between entity and society. We believe that in Romania, a POSDRU funded project should be regarded as a legal person with social values, which must be based on sustainable development and to promote, besides legal liability of automatically deriving

  20. The Constellation of Twinned NGOs- Schools: A New Transdemocratic Horizon in the Global Citizenship Education proposed by UNESCO for the Post-2015 Sustainable Development Agenda

    Directory of Open Access Journals (Sweden)

    Javier Ruano

    2014-07-01

    Full Text Available The purpose of this paper is to describe the most relevant features of the Global Citizenship Education (GCE proposed by UNESCO for the Post-2015 Sustainable Development Agenda. Thus, after having submitted an educational, political, and epistemological proposal in Rio+20 to achieve a sustainable development for eradication of poverty, our research will be focused in the construc-tion of new philosophical discussions about the complexity of global problems of humanity in the third millennium. They include poverty, sustainable development, climate change, water scarcity, economic globalization, governance, ethics, health etc. Based on Complex Theory and transdici-plinary methodology, we also propose a transnational and transcultural educational milestone with the intentionality to contextualize human condition in the cosmodernity paradigm, which re-quires looking into the future with a polylogical perspective opened to universal interconnection and complexity of the world-society. Then, we propose the creation of a Constellation of Twinned NGOs-Schools which develop altruistic educational projects of cooperation in all corners of the planet to build, ultimately, a new transdemocratic horizon in the Cyber-Space-Time.

  1. Education, practical training and professional development for public health practitioners: a scoping review of the literature and insights for sustainable food system capacity-building.

    Science.gov (United States)

    Wegener, Jessica; Fong, Debbie; Rocha, Cecilia

    2018-02-13

    Noting the upstream positioning of sustainable food systems (SFS) to multiple global crises, the present review described examples of emerging and promising practices to support SFS-oriented education, practical training (PT) and continuing professional development (CPD) among trainees and public health practitioners (PHP). A secondary objective was to compile the evidence into practical considerations for educators, supervising practitioners and professional associations. A scoping review of the literature published between 2007 and 2017 was conducted in May 2017 using four databases: CINAHL, MEDLINE, Scopus and HSSA, along with bibliography hand-searching and expert consultation. Articles were screened for relevance and specificity by independent raters. Nineteen articles were included for analysis. Two-thirds of the articles related to dietitians and public health nutritionists. Emerging practices included curriculum-based considerations, incorporation of 'sustainability' within professional competencies and self-reflection related to SFS. Descriptions of SFS-related education, PT and CPD practices appeared largely in the literature from developed countries. Articles converged on the need for ecosystems, food systems and sustainability considerations within and across practice to support current and future practitioners. There is growing interest in SFS but guidance to support educators and preceptors is lacking. Updates to dietary guidelines to reflect issues of sustainability are a timely prompt to examine the education, training and development needs of trainees and PHP. Practical examples of emerging practices can empower PHP to promote SFS in all areas of practice. More research is needed to address identified gaps in the literature and to improve SFS-specific education, PT and CPD.

  2. Sustainable development: conceptualizations and measurement

    National Research Council Canada - National Science Library

    Charles C. Mueller

    2008-01-01

    The paper builds up from a review of some expected, but other quite surprising results regarding country estimates for the year 2000 of genuine saving, a sustainability indicator developed by a World Bank research team...

  3. Mathematics for Life: Sustainable Mathematics Education

    Science.gov (United States)

    Renert, Moshe

    2011-01-01

    Ecological sustainability has not been a major focus of mathematics education research, even though it has attracted considerable attention in other areas of educational research in the past decade. The connections between mathematics education and ecological sustainability are not readily apparent. This paper explores how mathematics educators…

  4. Education for Sustainability: Assessing Pathways to the Future

    Science.gov (United States)

    Huckle, John

    2014-01-01

    In this paper John Huckle reflects on the outlook of environmental education based on conferences in 1972 and 1992 regarding the lack of sustainable development being realized. Huckle points "education for sustainability" along a pathway provided by critical theory and pedagogy and uses theory to examine the nature of ecological crisis,…

  5. Culture in Sustainability--Defining Cultural Sustainability in Education

    Science.gov (United States)

    Laine, Marja

    2016-01-01

    The definition of cultural sustainability in education is explored in this article by looking into conceptions of cultural sustainability collected through expert queries and focus group engagement. These conceptions are compared with the scientific and especially pedagogical discourse on the matter as well as Soini and Birkeland's theory of story…

  6. Sustainable development goals and inclusive development

    NARCIS (Netherlands)

    Gupta, J.; Vegelin, C.

    Achieving sustainable development has been hampered by trade-offs in favour of economic growth over social well-being and ecological viability, which may also affect the sustainable development goals (SDGs) adopted by the member states of the United Nations. In contrast, the concept of inclusive

  7. Development of Sustainable Rural Tourism

    Directory of Open Access Journals (Sweden)

    Sandra Kantar

    2017-06-01

    Full Text Available This paper presents a sociological view of possibilities for the development of sustainable rural tourism in Koprivnica-Krizevci county, which is located in the north-western part of Croatia. The possibilities for developing rural tourism within the concept of sustainable development have been researched through qualitative empirical research interview method. Research subjects were the owners of tourist farms, decision makers, experts and other stakeholders in the tourism development. Rural tourism represents an alternative to maritime tourism and is relatively undeveloped but important in terms of development of rural areas and family farms. This paper enables an insight into an integrated sustainability of rural tourism which consists of four dimensions: biologicalecological, economic, socio-cultural and political sustainability. In conclusion, integral sustainability in rural tourism is not achieved in all dimensions. Therefore, rural tourism could be a strategy for sustainable development for rural areas and also could be a tool for product differentiation for area that are at stagnation stage.

  8. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    PROFESSIONAL DEVELOPMENT IN ENVIRONMENTAL AND SUSTAINABILITY EDUCATION. 75. Lack of content and pedagogical knowledge. Regardless of their teaching experience, which ranged from one year to 25 years, each participant indicated in their reflective journals that they felt lacking in the pedagogical.

  9. Integrating Sustainable Development into Operations Management Courses

    Science.gov (United States)

    Fredriksson, Peter; Persson, Magnus

    2011-01-01

    Purpose: It is widely acknowledged that aspects of sustainable development (SD) should be integrated into higher level operations management (OM) education. The aim of the paper is to outline the experiences gained at Chalmers University of Technology in Sweden from integrating aspects of SD into OM courses. Design/methodology/approach: The paper…

  10. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    Drawing on constructs from the Zone of Feasible Innovation (ZFI), which is related to Vygotsky's Zone of Proximal Development (ZPD), practising Science teachers' engagement in curriculum innovation in environmental and sustainability education is analysed. Data were generated using reflective journals, lesson plans, ...

  11. Sustainable development: A HUD perspective

    Energy Technology Data Exchange (ETDEWEB)

    Goldfarb, E.

    1994-12-31

    Sustainable development is the current term now being used to describe the environmental movement. The term`s popularity can be traced to publication of Our Common Future, the report of the World Commission on Environment and Development (Brundtland Commission). Sustainable development means exactly what is implied; development that meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Commission). It is another way of conveying the basic premise of {open_quotes}Spaceship Earth{close_quotes}; that our species has been given this planet to live on and we must carefully balance resource utilization if we want to endure more than a few generations, because this is all we`ve got. It is a natural evolution of the conservation and environmental movements into a format that recognizes that environmental issues cannot be viewed in isolation, but must be evaluated in a context of economic development (Powledge). Sustainable development is thus a broad term that encompasses many elements, depending upon the context. Such elements can include: 1 energy, 2 economic development, 3 pollution prevention, 4 biodiversity, 5 historic preservation, 6 social equity, and 7 recycling and solid waste disposal. One of the cornerstones of sustainable development is energy policy, since energy use is perhaps the most defining element of contemporary civilization. In the energy discipline, sustainability can best be paraphrased as living off one`s income as opposed to depleting ones capital. In other words, using solar, wind and other renewables rather than fossil fuels. Fossil fuels are limited and will eventually be depleted, therefore they cannot be considered sustainable. Another element embraced by sustainable development is biodiversity. The biodiversity movement is most sharply distinguished from traditional conservationism for its commitment to the principle of preserving and managing entire ecosystems.

  12. Higher educational system of the Republic of Serbia in support of sustainable development: Challenges of the EU integration

    Directory of Open Access Journals (Sweden)

    Vujičić Milica

    2015-01-01

    Full Text Available The paper examines the system of higher education in the Republic of Serbia in the context of educational paradigms and the development of the innovation and knowledge-based national economy. The subject of the research is higher education in Serbia in a life-long learning perspective as an essential component in achieving smart growth, capable enough to become a competent part of the European Higher Education Area. The aim of this paper is to examine the current situation in this area and the achievements of the new Strategy for Development of Education in Serbia by 2020 in the context of the expansion of higher education on the global level, as well as to emphasize the responsibility towards future generations for development of a more modern system of education based on the creativity of all participants in the learning process. In conclusion, the paper points out that the developmental orientation of educational system in the Republic of Serbia is building a new model of higher education.

  13. INNOVATION CONSTITUENT OF SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    O. Zhylinska

    2014-06-01

    Full Text Available The paper substantiates an innovation constituent of sustainable development along with environmental, social and economic pillars of the concept. Determining of implementation details of innovation activity by J. Schumpeter is a theoretical prerequisite to understanding of innovation constituent. An innovator-entrepreneur provides a customer with an information image of 'new combinations.' The image is created by identifying customer's future needs, which outline business aims, subject and appropriate means for creating the innovation products. However, consumer choice is largely motivated by values and specific rules of behavior. The rules of consumer society that in the industrial age become the motive, morality and institution, did not consider the reproductive capabilities of the environment. This disagreement was previously presented in The Limits to Growth by the Club of Rome and was reflected in the concept of sustainable development, which gained immense significance after the report of the World Commission on Environment and Development in 1987 (Our Common Future. The study highlights importance for establishment of new social values that motivate innovators to change their thinking, comprehend their responsibility not only to consumers but also to the environment and future generations. The Rio+20 Corporate Sustainability Forum: Innovation and Collaboration for the Future We want, organized by the UN Global Compact, demonstrates the interest of entrepreneurs in practical implementation of the concept of sustainable development, through an effective innovation activity. The paper summarizes management tools for implementing business commitments to action in priority areas of ensuring sustainable development: Energy & Climate, Water & Ecosystems, Agriculture & Food, Economics & Finance of Sustainable Development, Social Development, and Urbanization & Cities. Main stages of changes in companies are outlined for making responsible

  14. Managing for Sustainable Development Impact

    NARCIS (Netherlands)

    Kusters, C.S.L.; Batjes, Karen; Wigboldus, S.A.; Brouwers, J.H.A.M.; Dickson Baguma, Sylvester

    2017-01-01

    This guide is about managing development initiatives and organizations towardssustainable development impact. It builds on the work of Guijt and Woodhill inthe 2002 IFAD publication Managing for Impact in Rural Development: A Guide for Project M&E. Since then, the managing for sustainable

  15. On the road to science education for sustainability?

    Science.gov (United States)

    Albe, Virginie

    2013-03-01

    In this paper I discuss three issues relevant to the ideas introduced by Colucci-Gray, Perazzone, Dodman and Camino (2012) in their three-part paper on epistemological reflections and educational practice for science education for sustainability: (1) social studies of science for science education, (2) education for sustainability or sustainable development, and (3) curriculum studies and action-research. For the first issue, I address the need for science education efforts dedicated to an epistemological renewal to take seriously into consideration the contributions of the social studies of science. This perspective may be fruitful for an education for sustainability that also requires one to consider the political dimension of environmental issues and their intrinsic power relationships. It also encourages the abandonment of dichotomies that hamper democratic participation: experts/lay people, science/society, scientific knowledge/values, etc. For the second issue, my commentary focuses on the challenges that education for sustainability or sustainable development pose to science education with a shift from subject matter contents to socio-educative aims and socio-political actions. These challenges lead to the third issue with an invitation to apprehend science education for sustainability within the frameworks of curriculum theory and design-based research.

  16. Sustainability of higher educational buildings

    Directory of Open Access Journals (Sweden)

    Aboulnaga Mohsen

    2016-01-01

    Full Text Available Despite greenhouse gases (GHG emissions of Egypt represent nearly 1 percent of the World's GHG emissions, but according to IPCCC, Egypt is one of the nations that will be heavily affected by the impact of climate change risks. The global CO2 emissions from different sectors, buildings are forming the highest portion (about 5.5 GtCO2-eq. Electricity consumption in public buildings, including administrative, educational and health buildings (9 percent is the 2nd largest type after residential buildings (40 percent. The electrical energy per person in Egypt has increased from 1245 kWh in 2001/2002 to 1950 kWh in 2012/2013; an increase of 57 percent. This resulted in a colossal amount of CO2 emitted into the atmosphere. Thus, improving energy performance in residential and higher education buildings will have a significant impact on the reduction of electrical energy use, improve recourses efficiency and the nation's economic growth and footprint. Energy consumption in education buildings depends, mainly on the building's activities, time of use and influx of visitors and students and academic staff as well as the academic terms whether in winter summer. Retrofitting measures are important to reduce energy consumption in higher educational buildings and cooling requirements in hot climate. One of the most important measures in the retrofitting process of the building envelop, including its roof are mainly glazing type and characteristics, and walls’ thermal insulation. This paper addresses sustainability measures of the Faculty of Engineering Campus – Department of Architectural Engineering building at Cairo University, Egypt. The objective is to set the baseline assessment of the building’ energy use and compared it with its energy performance after retrofitting measures and simulation. Results show that applying these retrofitting measures; energy use has been reduced by 15 percent from the baseline (BAU energy use of an average of 14.6

  17. Sustainability: What the Entrepreneurship Educators Think

    Science.gov (United States)

    Wyness, Lynne; Jones, Paul; Klapper, Rita

    2015-01-01

    Purpose: The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the entrepreneurship discipline remains extremely limited. Previously, sustainability within an entrepreneurship context has related to economic viability as opposed to…

  18. Sustainability Education: Researching Practice in Primary Schools

    Science.gov (United States)

    Green, Monica; Somerville, Margaret

    2015-01-01

    Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education…

  19. Energy, sustainability and development

    Energy Technology Data Exchange (ETDEWEB)

    Llewellyn Smith, Ch

    2006-07-01

    The author discusses in a first part the urgent need to reduce energy use (or at least curb growth) and seek cleaner ways of producing energy on a large scale. He proposes in a second part what must be done: introduce fiscal measures and regulation to change behavior of consumers, provide incentives to encourage the market to expand use of low carbon technologies, stimulate research and development by industry and develop the renewable energies sources. In a last part he looks what part can fusion play. (A.L.B.)

  20. Developing and Sustaining a Science and Technology Center Education Program: "Inquiry" as a Means for Organizational Change and Institutional Legitimacy

    Science.gov (United States)

    Ball, T.; Hunter, L.

    2010-12-01

    Formal organizations have become ubiquitous in contemporary society and since so many of us spend so much of our daily lives working, learning, and socializing in them it is important to understand not only how they govern our interactions but also how we can incite (and sustain) organizational change. This is especially true for STEM education; learning about science, technology, engineering or mathematics rarely occurs outside of formal settings and educators need to be aware of how learning goals, priorities and practices are permeable to the institutional processes that structure sponsoring organizations. Adopting a historical perspective, this paper reports on organizational changes at the Center for Adaptive Optics in relation to an emerging emphasis on inquiry learning. The results of our analysis show how the inquiry model functioned as a boundary object and was instrumental in transforming members' expectations and assumptions about educational practice in STEM while securing the institutional legitimacy of the CfAO as a whole. Our findings can inform the advancement of educational initiatives within the STEM research community and are particularly useful in relation to concerns around accommodating and integrating individuals from non-dominant backgrounds.

  1. Education for Sustainability in Poland – A Narrative Literature Review

    Directory of Open Access Journals (Sweden)

    Magda Scrobota

    2014-12-01

    Full Text Available As a member state of the European Union, Poland is committed to sustainability by endorsing the principles of sustainable development in its Constitution and adopting European standards. However, to overcome the societal, environmental and economic demands, a society needs to integrate sustainability concepts into daily practices, education playing a crucial role in achieving this objective. This paper aims to provide an overview of the education for sustainability in Poland and its impact on Polish society. Designed as a narrative literature review, the paper reports on how education for sustainability was carried out between 1994 and 2013, building a detailed picture of the educational programs and actions conducted in business and non –profit organizations. Additionally it is revealed that although challenging, creating community-based learning can increase people’s awareness and potential to contribute to a sustainable future by reducing the de-coupling effect between organizational actual practices and declarations.

  2. Trade, development and sustainability

    DEFF Research Database (Denmark)

    Røpke, Inge

    1994-01-01

    Mainstream economic theory argues that trade, and especially free trade, is beneficial to everyone involved. This fundamental idea ? which has the character of a dogma ? still plays an important role in international discussions on trade issues, notably in relation to development and environment....

  3. Sustainable Development at Risk

    International Development Research Centre (IDRC) Digital Library (Canada)

    The book addresses the miseries inflicted by egocentric ideologies that are claimed to be divinely dictated and imposed on others by force. It illustrates the advantages of south-south cooperation between and among nations at different stages of economic and technological development, as opposed to the tied aid policies ...

  4. Divergent Evolution in Education for Sustainable Development Policy in the United Kingdom: Current Status, Best Practice, and Opportunities for the Future

    Directory of Open Access Journals (Sweden)

    William Scott

    2013-04-01

    Full Text Available This paper discusses the current status of all aspects of education for sustainable development (ESD across the United Kingdom (UK, drawing on evidence from its political jurisdictions (England, Northern Ireland, Scotland and Wales, and setting out some characteristics of best practice. The paper analyzes current barriers to progress, and outlines future opportunities for enhancing the core role of education and learning in the pursuit of a more sustainable future. Although effective ESD exists at all levels, and in most learning contexts across the UK, with good teaching and enhanced learner outcomes, the authors argue that a wider adoption of ESD would result from the development of a strategic framework which puts it at the core of the education policy agenda in every jurisdiction. This would provide much needed coherence, direction and impetus to existing initiatives, scale up and build on existing good practice, and prevent unnecessary duplication of effort and resources. The absence of an overarching UK strategy for sustainable development that sets out a clear vision about the contribution learning can make to its goals is a major barrier to progress. This strategy needs to be coupled with the establishment of a pan-UK forum for overseeing the promotion, implementation and evaluation of ESD.

  5. Crowd-sourcing higher education architecting the sustainable design and development of E-Learning in Africa

    Directory of Open Access Journals (Sweden)

    Griff Richards

    2013-01-01

    Full Text Available Post-secondary access in Africa hovers around 6%, in part because there is a lack of access to physical campuses. In Phase I of the African Virtual University’s Multinational Project, 73 undergraduate courses were developed and published as OERs in English, French and Portuguese. These in turn were adopted and localized by African universities. While over 1.3 million downloads of the materials have taken place in the last 5 years, no attempt was made to harness the input of user to maintain or improve the courses. Seven years later, the African Virtual University will renew these courses along with another 50 or so in disciplines of high demand. But this time the AVU architecture will call for a sustainable approach to e-learning that challenges the 22 universities in 15 countries to not only help further develop the courses, but also to maintain them and sustain them across multiple languages.This article discusses the potential role of crowd-sourcing in curriculum development, and sketches a preliminary architecture for building a community of practice to sustain e-Learning in Africa. 

  6. Collaborative ICT-supported Learning for Sustainable Development ...

    African Journals Online (AJOL)

    ICT-supported, quality education, effective pedagogical approaches with intensive online tutor presence, collaborative learning, and training for sustainability are among the main factors for a new deal in education for sustainable development. An example of how this can be done is the MSc Development Management ...

  7. Introducing education for sustainable development in the undergraduate laboratory: quantitative analysis of bioethanol fuel and its blends with gasoline by using solvatochromic dyes

    OpenAIRE

    Galgano, Paula Decot; Loffredo,Carina; Sato, Bruno M.; Reichardt, Christian; Seoud, Omar Abdel Moneim Abou El

    2012-01-01

    The concept of Education for Sustainable Development, ESD, has been introduced in a period where chemistry education is undergoing a major change, both in emphasis and methods of teaching. Studying an everyday problem, with an important socio-economic impact in the laboratory is a part of this approach. Presently, the students in many countries go to school in vehicles that run, at least partially, on biofuels; it is high time to let them test these fuels. The use of renewable fuels is not ne...

  8. Sustainable development indicators for cities

    Directory of Open Access Journals (Sweden)

    Sergey Nikolayevich Bobylev

    2014-09-01

    Full Text Available The assessment of urban population’s life quality implies an investigation of all factors defining it: economic, social and ecological. The development of the corresponding indicators of sustainable urban development is necessary. The majority of the cities in the world and this country show unsustainable development at present time. In the article, the world and Russian experience of development of indicators of sustainable urban development is considered. In the article, opportunities of adaptation of approaches to these indicators’ development on the basis of Human Development Index developed by United Nations Development Program and an index of Adjusted Net Savings of the World Bank for Russia are considered. The authors propose a new integrated index of sustainability for Russian cities. It is based on the concept and methodology of the Adjusted Net Savings index. In order to evaluate the sustainability of urban development taking into account economic, social, and ecological factors, the authors propose applying three corresponding sub-indexes: gross capital, expenses on human capital development, and damage from environmental pollution in the cities. In the article, the authors’ set of indicators for Russian cities is proposed. It reflects the most acute problems of sustainable urban development in Russia and the quality of life in cities; also it corresponds to Russian statistics. 21 key indicators reflecting important economic, social, and ecological urban priorities are proposed. Indicators are divided into nine groups: economic indicators; energy efficiency; transport; social and institutional indicators; air and climate; water resources; waste; especially protected natural territories; noise influence. Proposed indicators for cities allow more adequately assess trends of urbanized space shaping and quality of life

  9. Challenges in higher education for sustainability

    CERN Document Server

    Filho, Walter

    2016-01-01

    This book presents the latest advances on the incorporation of sustainability in higher education. Different aspects such as the environmental, economic and social are here discussed. Several examples illustrating how sustainability in higher education is being pursued in different countries can be found in this book. Case studies include institutions from Kosovo, Brazil, Portugal, UK, Canada and USA.

  10. Towards Sustainable Internationalisation of Higher Education

    Science.gov (United States)

    Ilieva, Roumiana; Beck, Kumari; Waterstone, Bonnie

    2014-01-01

    This article engages with the question: what does the internationalisation of higher education in times of globalisation sustain and what should it sustain? We first consider, through literature on globalisation and Stier's ("Glob Soc Educ" 2(1):1-28, 2004) work, limitations of currently prevalent perspectives on…

  11. Realities of sustainable development

    Energy Technology Data Exchange (ETDEWEB)

    Annan, R.H.

    1997-12-01

    The author gives a brief overview of rural electrification projects which have been developed worldwide based on different forms of renewable energy sources. Rural electrification provides hope to the 1.3 billion people who are still unserved by the power grid, and as a consequence are severely disadvantaged in todays economy in most facits of daily life and health. He recommends a more concerted effort to consolidate the experiences gained from present programs in order to present a more organized program by the time of the 2002 UNCED conference. His recommendation is that the National Renewable Energy Laboratory serve as a secretariat, to gather and formalize the information which has been learned to this point in time.

  12. Energy, Sustainability and Development

    CERN Multimedia

    CERN. Geneva

    2008-01-01

    A huge increase in energy use is expected in the coming decades – see the IEA’s ‘business as usual’/reference scenario below. While developed countries could use less energy, a large increase is needed to lift billions out of poverty, including over 25% of the world’s population who still lack electricity. Meeting demand in an environmentally responsible manner will be a huge challenge. The World Bank estimates that coal pollution leads to 300,000 deaths in China each year, while smoke from cooking and heating with biomass kills 1.3 million world-wide – more than malaria. The IEA’s alternative scenario requires a smaller increase in energy use than the reference scenario and is also less carbon intensive, but it still implies that CO2 emissions will increase 30% by 2030 (compared to 55% in the reference scenario). Frighteningly, implementing the alternative scenario faces “formidable hurdles” according to the IEA, despite the fact that it would yield financial savings for consumers that...

  13. Environmental Education for Sustainability in Higher Education Institutions in the Philippines

    Science.gov (United States)

    Galang, Angelina P.

    2010-01-01

    Purpose: To present a national profile of developments in higher education for sustainable development in the Philippines and to analyse a new initiative to accelerate environmental education for sustainable development (EESD) within academic institutions. Design/methodology/approach: This is an evaluative review that examines the design and…

  14. Accounting engineering for sustainable development

    Directory of Open Access Journals (Sweden)

    Sidornya A.

    2017-01-01

    Full Text Available The article deals with the sustainable development of industrial enterprises in Russia, accounting for sustainable industrial growth of the national economy, tools of accounting engineering aimed at creating an information basis of transformation the Russian economic model to knowledge based economy. The proposed mechanism of ownership control of industrial enterprises in the context of long-term planning of the national economy. Theoretical bases of accounting engineering, its tools are defined. A brief review of the literature on the problem of accounting engineering is provided. A practical example of the application of the accounting engineering logic for the industrial enterprise is reviewed. It describes the research results obtained during the last 25 years of Russian scientific school of accounting engineering. Conclusions and recommendations on the use of accounting engineering to sustainable development of the Russian economy are formulated.

  15. ORGANIZATIONAL DEVELOPMENT OPTIONS TOWARDS SUSTAINABILITY

    Directory of Open Access Journals (Sweden)

    Patricia Ingrid, Keller

    2012-01-01

    Full Text Available The implementation of business strategies that build value throughout the supply chain of goods and services and simultaneously contribute to sustainability is one of the most difficult to address in practice. So for the present study we researched the possible strategies, identifying those options to successfully integrate the dimensions of sustainability into organizational development from a systems perspective and its possibilities and limitations. The characteristic activities of the five possible choices - risk management, image building and reputation, productivity and efficiency, innovation and market development - can be implemented in pure form, in combination or sequentially. In this way you can build competitive advantages in the context of sustainability, which allows the company to achieve greater chance of success, not only in the short term but also medium and long term.

  16. Learning Apart Together: Towards an Integrated Competence Framework for Sustainable Entrepreneurship in Higher Education

    NARCIS (Netherlands)

    Lans, T.; Blok, V.; Wesselink, R.

    2014-01-01

    Sustainable entrepreneurs, i.e. those who proactively facilitate latent demands for sustainable development, are now in higher demand than ever before. Higher (business) education can play an important role in laying the foundation for these sustainable entrepreneurs. Traditionally, however,

  17. Special Issue—Pedagogy for Education for Sustainability in Higher Education

    Directory of Open Access Journals (Sweden)

    Ian Thomas

    2014-04-01

    Full Text Available Education for Sustainability (EfS and Education for Sustainable Development (ESD have been under discussion for some two decades. The UN Decade for Education for Sustainable Development 2004–2014 has provided a most important focus for ESD, and for its facilitation. However, while the Decade raised awareness of the need for ESD generally, and particularly in Higher Education, discussion of how this education can be effectively delivered to learners is still gaining momentum. This is especially the situation when considering EfS/ESD in Higher Education Institutions (HEI.

  18. Cultural Amnesia and Sustainable Development

    Directory of Open Access Journals (Sweden)

    Viðar Hreinsson

    2014-12-01

    Full Text Available A few of the main concepts of cultural memory are investigated in this paper, in order to extend the idea of cultural memory to include the diversity of past cultures and cultural products. It is claimed that understanding of diversity, in a dialogue with the past, enhances cultural understanding for the benefit of sustainable development.

  19. How transformational learning promotes caring, consultation and creativity, and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network

    Science.gov (United States)

    Thoresen, Victoria Wyszynski

    2017-12-01

    Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm - despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners' ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner's understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the "magic synergy of creative caring" can result in the emergence of individuals who are willing and able to move from "business as usual" towards more socially just, economically equitable, and environmentally sensitive behaviour.

  20. How transformational learning promotes caring, consultation and creativity, and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network

    Science.gov (United States)

    Thoresen, Victoria Wyszynski

    2017-11-01

    Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm - despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners' ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner's understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the "magic synergy of creative caring" can result in the emergence of individuals who are willing and able to move from "business as usual" towards more socially just, economically equitable, and environmentally sensitive behaviour.