WorldWideScience

Sample records for sustainable transformative educational

  1. Transforming early childhood education for sustainable development

    African Journals Online (AJOL)

    This paper examined the ways in which early childhood education needs to be transformed for sustainable development. These ways include teaching children environmental security through play, personal hygiene, appropriate waste use and disposal, and nature awareness. It was recommended that early childhood ...

  2. Sustainable transformation

    DEFF Research Database (Denmark)

    Andersen, Nicolai Bo

    This paper is about sustainable transformation with a particular focus on listed buildings. It is based on the notion that sustainability is not just a question of energy conditions, but also about the building being robust. Robust architecture means that the building can be maintained and rebuil...

  3. Sustainable transformation

    DEFF Research Database (Denmark)

    Andersen, Nicolai Bo

    This paper is about sustainable transformation with a particular focus on listed buildings. It is based on the notion that sustainability is not just a question of energy conditions, but also about the building being robust. Robust architecture means that the building can be maintained and rebuilt......, that it can be adapted to changing functional needs, and that it has an architectural and cultural value. A specific proposal for a transformation that enhances the architectural qualities and building heritage values of an existing building forms the empirical material, which is discussed using different...... theoretical lenses. It is proposed that three parameters concerning the ꞌtransformabilityꞌ of the building can contribute to a more nuanced understanding of sustainable transformation: technical aspects, programmatic requirements and narrative value. It is proposed that the concept of ꞌsustainable...

  4. 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,…

  5. 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,…

  6. Transforming Sustainability Development Education in Malaysian Schools through Greening Activities

    Science.gov (United States)

    Hanifah, Mahat; Shaharudin, Idrus; Mohmadisa, Hashim; Nasir, Nayan; Yazid, Saleh

    2015-01-01

    This article aims to evaluate the practice of sustainability among Malaysian Secondary Schools involved in the Sustainable Schools Program Environmental Award (SLAAS). The research attempts to identify the SLAAS effects on teachers' and students' behaviors after direct involvement with the activities of the program. The cluster sampling technique…

  7. The Transformation of Traditional Universities into Entrepreneurial Universities to Ensure Sustainable Higher Education

    Science.gov (United States)

    Bikse, Veronika; Lusena-Ezera, Inese; Rivza, Baiba; Volkova, Tatjana

    2016-01-01

    This paper aims to investigate the experience and to identify the drivers of transforming traditional universities into Entrepreneurial Universities for ensuring sustainable higher education in Latvia. Due to the wide scope, Entrepreneurial University characteristics, the present research study is limited and focuses on the university providing…

  8. Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach

    Directory of Open Access Journals (Sweden)

    Paola Migliorini

    2016-11-01

    Full Text Available The need to strengthen the connection between academia and society has received increased attention over the past years. The importance of bringing university students closer to stakeholders in society as part of their learning process is high regarding sustainable agriculture, because of its applied approach. University programs based on experiential and action-oriented learning have been developed over the past decades, but more knowledge is needed about the impact of these educational activities. In a short course in sustainable agriculture at the University of Gastronomic Sciences in Bra, Italy, we examined the impacts of experiential and action-oriented learning on competency development as well as transformational impacts on the students. We found that students improve on several core competences as a result of their participation in the short course, and also signs of deep transformational processes among the students.

  9. Twenty First Century Education: Transformative Education for Sustainability and Responsible Citizenship

    Science.gov (United States)

    Bell, David V. J.

    2016-01-01

    Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself…

  10. Rediscovering Rites of Passage: Education, Transformation, and the Transition to Sustainability

    Directory of Open Access Journals (Sweden)

    David Adam Lertzman

    2002-01-01

    Full Text Available This paper focuses on rites of passage as a model for wilderness programs. It draws on my experience in the field, particularly with Native youth in a community-based program called "Rediscovery." The Rediscovery program is discussed, along with concepts of traditional indigenous knowledge and education. Foundational concepts of rites of passage are described in terms of their relevance to youth, outdoor education, and the Rediscovery program in particular. Using Rediscovery as a model, rites of passage are put forward as an educational process for youth from various cultural backgrounds. In this context, the purpose of education is to cultivate self-knowledge and to foster core personal development: the making of whole human beings. The paper closes with a reflection on my work with traditional indigenous people and the significance of rites of passage for education, cultural transformation, and the transition to ecological sustainability.

  11. Achieving the sustainable development goals: transforming public ...

    African Journals Online (AJOL)

    Achieving the sustainable development goals: transforming public health ... PROMOTING ACCESS TO AFRICAN RESEARCH ... The conference focused on transforming public health education and practice in the context of South Africa.

  12. 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…

  13. Transforming Innovation for Sustainability

    Directory of Open Access Journals (Sweden)

    Melissa Leach

    2012-06-01

    Full Text Available The urgency of charting pathways to sustainability that keep human societies within a "safe operating space" has now been clarified. Crises in climate, food, biodiversity, and energy are already playing out across local and global scales and are set to increase as we approach critical thresholds. Drawing together recent work from the Stockholm Resilience Centre, the Tellus Institute, and the STEPS Centre, this commentary article argues that ambitious Sustainable Development Goals are now required along with major transformation, not only in policies and technologies, but in modes of innovation themselves, to meet them. As examples of dryland agriculture in East Africa and rural energy in Latin America illustrate, such "transformative innovation" needs to give far greater recognition and power to grassroots innovation actors and processes, involving them within an inclusive, multi-scale innovation politics. The three dimensions of direction, diversity, and distribution along with new forms of "sustainability brokering" can help guide the kinds of analysis and decision making now needed to safeguard our planet for current and future generations.

  14. Sustainable Knowledge Transformation in and through Higher Education: A Case for Transdisciplinary Leadership

    Science.gov (United States)

    Khoo, Su-Ming

    2017-01-01

    This article explores inter- and transdisciplinarity, given the need for more complex, relevant, and transformative knowledge to shift society towards more sustainable futures. It connects practical questions about economic, societal, and ecological limits to questions about the limitations of academic knowledge. Transdisciplinarity involves…

  15. Urban Environmental Education for Global Transformation Initiatives - Integrating Information and Communication Systems for Urban Sustainability in 2050.

    Science.gov (United States)

    Chaudhari, K.

    2017-12-01

    The Urban population of developing countries is predicted to rise from one third in 1990 to over 50% by 2025. In 1950 the world's total urban population was 734 million, of whom 448 million were living in developed countries and remaining 286 were in developing region. The total population on earth is predicted to increase by more than one billion people within the next 15 years, reaching 8.5 billion in 2030, and to increase further to 9.7 billion in 2050 and 11.2 billion by 2100. Looking at the ever increasing urbanization.In 2016, an estimated 54.5 per cent of the world's populations inhabited in urban region. By 2030, urban areas are projected to shelter 60 per cent of people worldwide and one in every three people will live in cities with at least half a million inhabitants.On the basis of these figures and other global trends, it would appear that Africa and Asia will have the highest share of world's urban growth in next 25 years, resulting consideration rise of large number of metropolitan cities and towns. Therefore issues related to urban climate change will be important for socio economic development for urban transformation through environmental sustainability.The information and communication systems plays an important role in achieving the social sustainability through environmental sustainability for urban transformation. This presentation aims to start the Global initiatives on the problem identifications in environment education for global transformation, education for socio-economic and environmental sustainability due to urbanization in 2050 to investigate problems related to social-economic risks and management issues resulting from urbanization to aid mitigation planning in globalized world and to educate scientists and local populations to form a basis for sustainable solutions in environment learning.The presentation aims to assess the potential of information and communication technology for environment education,both within different

  16. The Role of Transacademic Interface Managers in Transformational Sustainability Research and Education

    Directory of Open Access Journals (Sweden)

    Braden Kay

    2013-10-01

    Full Text Available Working towards sustainable solutions requires involving professionals and stakeholders from all sectors of society into research and teaching. This often presents a challenge to scholars at universities, as they lack capacity and time needed for negotiating different agendas, languages, competencies, and cultures among faculty, students, and stakeholders. Management approaches and quality criteria have been developed to cope with this challenge, including concepts of boundary organizations, transdisciplinary research, transition management, and interface management. However, few of these concepts present comprehensive proposals how to facilitate research with stakeholder participation while creating educational opportunities along the lifecycle of a project. The article focuses on the position of a transacademic interface manager (TIM supporting participatory sustainability research and education efforts. We conceptualize the task portfolio of a TIM; outline the capacities a TIM needs to possess in order to successfully operate; and propose an educational approach for how to train students in becoming a TIM. For this, we review the existing literature on TIMs and present insights from empirical sustainability research and educational projects that involved TIMs in different functions. The article provides practical guidance to universities on how to organize these critical endeavors more effectively and to offer students an additional career perspective.

  17. Leverage points for sustainability transformation.

    Science.gov (United States)

    Abson, David J; Fischer, Joern; Leventon, Julia; Newig, Jens; Schomerus, Thomas; Vilsmaier, Ulli; von Wehrden, Henrik; Abernethy, Paivi; Ives, Christopher D; Jager, Nicolas W; Lang, Daniel J

    2017-02-01

    Despite substantial focus on sustainability issues in both science and politics, humanity remains on largely unsustainable development trajectories. Partly, this is due to the failure of sustainability science to engage with the root causes of unsustainability. Drawing on ideas by Donella Meadows, we argue that many sustainability interventions target highly tangible, but essentially weak, leverage points (i.e. using interventions that are easy, but have limited potential for transformational change). Thus, there is an urgent need to focus on less obvious but potentially far more powerful areas of intervention. We propose a research agenda inspired by systems thinking that focuses on transformational 'sustainability interventions', centred on three realms of leverage: reconnecting people to nature, restructuring institutions and rethinking how knowledge is created and used in pursuit of sustainability. The notion of leverage points has the potential to act as a boundary object for genuinely transformational sustainability science.

  18. 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....... 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...

  19. Implementation of Transformative Sustainability Learning into Engineering Curricular

    Directory of Open Access Journals (Sweden)

    Yuliana Lavrysh

    2018-04-01

    Full Text Available Nowadays an engineering profession is the most promising in terms of sustainability. Yet, there is a question if higher educational establishments are ready and possess necessary resources to prepare graduates in a sufficient way to create a life-sustainable future. Therefore, universities recognize the education for sustainable development as an essential and timely process of engineering training. The paper presents the characteristics of transformative sustainability learning as a key factor of advanced life-learning engineering education. The analysis of theoretical background signifies that the transformative sustainability learning concept is based on the theory of person’s transformations depending on such personality traits as the life experience, cognitive development, and critical reflection skills which foster personality changes towards sustainability. Thus, we can state that transformative sustainability learning (TSL integrates such fields as transformative learning and Education for Sustainable Development and the combination impacts personal and societal transformations. This fact provides us with the opportunity to suggest the (TSL concepts implementation into engineering educational process as an approach that enhances students’ motivation to studying, understanding of sustainability issues and high order thinking skills. If students experience personality transformations, we can find out the pedagogical strategy attributed to these transformations. Having conducted interviews and observations the teaching process at the university, we outlined the most used TSL pedagogical strategies at technical university (placed-based, problem-based, enquiry and service learning assessed their efficacy, found out the barriers to successful implementation and suggested recommendations to overcome the barriers. Our paper demonstrates potential of TSL implementation as it not only benefits for students but also enhances sustainability

  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

    2017-12-01

    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.

  1. Sustainability and transformation plans: translating the perspectives.

    Science.gov (United States)

    Thakrar, Sonali V; Bell, Diane

    2017-10-02

    Each local health economy has been tasked with producing a sustainability and transformation plan. A health economy is a system that controls and contributes to health-care resource and the effects of health services on its population. This includes commissioners, acute providers, primary care providers, community services, public health and the voluntary sector. Sustainability and transformation plans represent a shift in the way health care is planned for in England. The aim of each sustainability and transformation plan is to deliver care within existing resource limits by improving quality of care, developing new models of care and improving efficiency of care provision. The tight timescales for production of sustainability and transformation plans mean that in most cases there has been limited clinical engagement; as a result many clinicians have limited sight, understanding or ownership of the proposals within sustainability and transformation plans. As sustainability and transformation plans move into the implementation phase, this article explores the role of the clinician in the ongoing design and delivery of the local sustainability and transformation plans. By finding the common ground between the perspectives of the clinician, the commissioner and system leaders, the motivation of clinicians can be aligned with the ambitions of the sustainability and transformation plan. The common goal of a sustainability and transformation plan and the necessary collaboration required to make it successful is discussed. Ultimately, such translation is essential: clinicians are intelligent, adaptive and motivated individuals who must have a lead role in constructing and implementing plans that transform health and social care.

  2. Management of Business Transformation to Sustainable Business

    OpenAIRE

    Grunda, Rokas

    2011-01-01

    Having examined the concepts of sustainable business and advantages and disadvantages of business sustainability management models, the objective of the dissertation is to formulate a management model of business transformation to sustainable business and to verify it in present business conditions in Lithuania. In the dissertation, the essence of the concepts of sustainable development and sustainability is characterized, the criteria of sustainable society are distinguished and the concept ...

  3. Toward a Critical Peace Education for Sustainability

    Science.gov (United States)

    Brantmeier, Edward J.

    2013-01-01

    This article proposes the need for peace education as a field to embrace critical power analysis of place in efforts toward social and environmental sustainability. Rather than status quo reproduction, a critical peace education for sustainability should both elucidate and transform the power dynamics inherent in structural violence and cultural…

  4. Education for Sustainable Living: An International Perspective on Environmental Education.

    Science.gov (United States)

    Fien, John

    1993-01-01

    Analyzes the nature of sustainable development and the role that environmental education can play in a transformation toward a sustainable society. Discusses three rules for teaching environmental education: a child-centered education, objectivity on matters of values, and creation of environmentally responsible behavior. Provides a checklist of…

  5. Education for Sustainable development

    African Journals Online (AJOL)

    ESD (education for sustainable development) planning and implementation, and regular ... between the environment and socio-economic issues of poverty and ..... capacity to make informed decisions (T7) and a sense of responsibility (T9), ...

  6. Sustaining Transformation: "Resiliency in Hard Times"

    Science.gov (United States)

    Guarasci, Richard; Lieberman, Devorah

    2009-01-01

    The strategic, systemic, and encompassing evolution of a college or university spans a number of years, and the vagaries of economic cycles inevitably catch transforming institutions in mid-voyage. "Sustaining Transformation: Resiliency in Hard Times" presents a study of Wagner College as it moves into its second decade of purposeful…

  7. 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.

  8. Perception of Employers' in Transforming Technical and Vocational Education and Training vis-a-vis Emerging Technology Tools for Sustainable Workforce Development in Nigeria

    Directory of Open Access Journals (Sweden)

    Oladiran Stephen Olabiyi

    2018-04-01

    Full Text Available Economic competitiveness of a country depends to a large extent on the skills of its workforce. The skills and the competencies of the workforce, in turn, are dependent upon the quality of the country’s education and training. Education and training are undergoing continuous change, and this change poses more challenges to the 21st-century workforce, and to training institutions. Despite the importance of TVET in transforming economic development, of any nation, Nigeria still has different perspectives about the competency of its TVET graduates. Therefore, the paper aims at determining the perceptions of Organized Private Sector (OPS employers’ regarding the competency of TVET graduates and the role of emerging technology tools in transforming TVET for a sustainable workforce development. Using a descriptive survey research design and a sample of 80 OPS employers. A validated and piloted questionnaire based on a 5-point Likert scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means, standard deviation and ANOVA. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS. Findings revealed that employers were not satisfied with the competency level of TVET graduates as it is showed that they are not well prepared to enter the competitive workforce and to be self-reliant. Given the nature and complexity of the field of TVET for a sustainable workforce, it was recommended that the utilization of adequate planning and management of emerging technology tools and resources in teaching TVET programs could contribute enormously to the quality and sustainability of the Nigerian workforce.

  9. Sustainability, Transformational Leadership, and Social Entrepreneurship

    Directory of Open Access Journals (Sweden)

    Etayankara Muralidharan

    2018-02-01

    Full Text Available This article examines the extent to which culturally endorsed transformational leadership theories (CLTs and the sustainability of society, both considered societal level institutional indicators, impact the emergence of social entrepreneurship. Using 107,738 individual-level responses from 27 countries for the year 2009 obtained from the Global Entrepreneurship Monitor (GEM survey, and supplementing with country-level data obtained from Global Leadership and Organizational Behavior Effectiveness (GLOBE and Sustainability Society Foundation (SSF, our findings from multilevel analysis show that transformational CLTs and sustainability conditions of society positively influence the likelihood of individuals becoming social entrepreneurs. Further, the effectiveness of transformational CLTs matters more for social entrepreneurship when the sustainability of society is low, which suggests the interaction between cultural leadership styles and societal sustainability. This article contributes to comparative entrepreneurship research by introducing strong cultural antecedents of social entrepreneurship in transformational CLTs and societal sustainability. We discuss various implications and limitations of our study, and we suggest directions for future research.

  10. Education as Habitus Transformations

    Science.gov (United States)

    von Rosenberg, Florian

    2016-01-01

    Unlike a conventional reading of Bourdieu, this article focuses on his work with regard to the transformation of social structure. In the context of a rereading, from an educational theory perspective, the article proposes an approach that allows for the linking of empirically informed social theory, on the one hand, and biography research…

  11. 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.

  12. 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…

  13. Developing Approaches to Outdoor Education that Promote Sustainability Education

    Science.gov (United States)

    Hill, Allen

    2012-01-01

    Social, economic, and environmental issues facing 21st century societies compel a transformative shift towards sustainability in all spheres of life, including education. The challenges this holds for outdoor education programs and practices is significant. If outdoor education theory and practice is to make a greater contribution to…

  14. 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

  15. Linking health education and sustainability education in schools

    DEFF Research Database (Denmark)

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

    2015-01-01

    , the focus is on transformation processes occurring on the trajectory from international policy frameworks to the national context. The chapter considers the consequences of these transformation processes for educational practices within schools in light of the current major reform of basic general education......This chapter addresses the relationships between international and national (Danish) policies regarding sustainability and health promotion which have the potential to affect school-based health education/promotion and education for sustainable development. Based on policy mapping and analysis...... 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 in both fields, shows that school-based health education (HE) and education for sustainable development...

  16. Education: A Joint Transformation Enabler

    National Research Council Canada - National Science Library

    Alexander, Renita

    2003-01-01

    Since mid-2001,the Department of Defense (DoD) has been actively, even urgently, engaged in a transformation designed to ensure it is postured to meet future security challenges while sustaining U.S...

  17. Interdisciplinary Approaches and Methods for Sustainable Transformation and Innovation

    Directory of Open Access Journals (Sweden)

    Sangkyun Kim

    2015-04-01

    Full Text Available To increase the likelihood of success and sustainability, organizations must fundamentally reposition themselves and try to change current processes or create new products and services. One of the most effective approaches to find a solution for transformation and innovation is to learn from other domains where a solution for similar problems is already available. This paper briefly introduces the definition of and approaches to convergence of academic disciplines and industries, and overviews several representative convergence cases focusing on gamification for sustainable education, environments, and business managements.

  18. Quality as Transformation: Educational Metamorphosis

    Science.gov (United States)

    Cheng, Ming

    2014-01-01

    The notion of "quality as transformation" has been widely used in the higher education sector. However, both quality and transformation are elusive terms. There is little research exploring how quality could be equated to transformation in the learning process. This paper will provide an insight into the relationship between quality and…

  19. 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

  20. Sustainability: Higher Education's New Fundamentalism

    Science.gov (United States)

    Peterson, Rachelle; Wood, Peter W.

    2015-01-01

    "Sustainability" is a key idea on college campuses in the United States and the rest of the Western world. To the unsuspecting, sustainability is just a new name for environmentalism. This report is the first in-depth critical study of the sustainability movement in higher education. The focus of this study is on how the sustainability…

  1. Nuclear Weapons Enterprise Transformation - A Sustainable Approach

    International Nuclear Information System (INIS)

    O'Brien, K H

    2005-01-01

    with an improved vision of the future stockpile and enterprise, and find a path that moves us toward that future. The goal of this approach is to achieve a more affordable, sustainable, and responsive enterprise. In order to transform the enterprise in this way, the SSP warhead designs that drive the enterprise must change. Designs that emphasize manufacturability, certifiability, and increased safety and security can enable enterprise transformation. It is anticipated that such warheads can be certified and sustained with high confidence without nuclear testing. The SSP provides the tools to provide such designs, and can develop replacement designs and produce them for the stockpile. The Cold War currency of optimizing warhead yield-to-weight can be replaced by SSP designs optimizing margin-to-uncertainty. The immediate challenge facing the nuclear weapons enterprise is to find a credible path that leads to this vision of the future stockpile and enterprise. Reliable warheads within a sustainable enterprise can best be achieved by shifting from a program of legacy-warhead refurbishment to one of warhead replacement. The nuclear weapons stockpile and the nuclear weapons enterprise must transform together to achieve this vision. The current Reliable Replacement Warhead (RRW) program represents an approach that can begin this process of transformation. If the RRW program succeeds, the designs, manufacturing complex, and certification strategy can evolve together and in so doing come up with a more cost-efficient solution that meets today's and tomorrow's national security requirements

  2. Ecological science and transformation to the sustainable city

    Science.gov (United States)

    S.T.A. Pickett; Christopher G. Boone; Brian P. McGrath; M.L. Cadenasso; Daniel L. Childers; Laura A. Ogden; Melissa McHale; J. Morgan. Grove

    2013-01-01

    There is growing urgency to enhance the sustainability of existing and emerging cities. The science of ecology, especially as it interacts with disciplines in the social sciences and urban design, has contributions to make to the sustainable transformation of urban systems. Not all possible urban transformations may lead toward sustainability. Ecological science helps...

  3. Professional Education: Key to Transformation

    National Research Council Canada - National Science Library

    Reoyo, Paul

    2002-01-01

    The Army, as an institution must face up to the new challenges of the 21st century and transform professional education with the same urgency and energy it is applying to develop the Objective Force...

  4. Towards Transformative Leadership in Education

    Science.gov (United States)

    van Oord, Lodewijk

    2013-01-01

    This article argues that an educational organization's type of leadership will to a very large extent determine the quality of personal transformation it instigates among its stakeholders. Focusing on the importance of transformative leadership, such leadership will be viewed as a critical and collaborative process in which school-based…

  5. Education Technology Transformation

    Science.gov (United States)

    Kennedy, Mike

    2012-01-01

    Years ago, as personal computers and other technological advancements began to find their way into classrooms and other educational settings, teachers and administrators sought ways to use new technology to benefit students. The potential for improving education was clear, but the limitations of the available education technology made it difficult…

  6. Educating Professionals for Sustainable Futures

    Directory of Open Access Journals (Sweden)

    Hille Janhonen-Abruquah

    2018-02-01

    Full Text Available The recent discourse on sustainability science calls for interdisciplinary research. The home economics science approach ranges from individual actions to the involvement of communities and societies at large, and thus it can provide important perspectives on cultural sustainability. The aim of the research is to study the linkage between cultural sustainability and service sector education to support the creation of sustainable professions. In the present small-scale empirical study, the food service degree curriculum of a Finnish vocational college and teachers’ group interview data were analyzed to find how cultural sustainability is presented in the curriculum and how it is understood by teachers and integrated into teaching practices. Previous cultural sustainability research identifies four perspectives of cultural sustainability: (1 vitality of cultural traditions; (2 economic starting point; (3 diversity together with maintenance of local culture; and (4 possible influence on the balance between human actions and environment. Findings indicate that sustainability, including cultural sustainability, is integrated in the curriculum and considered important by teachers. Translating these into practice remains a challenge. The balance between human and nature was mostly understood as recycling, use of public transport, sustainable consumption, and taking trips to the nature nearby. Cultural sustainability as a concept is not well known, although themes such as multicultural issues, equality, charity, and environmental responsibility were included in teachers’ practical lessons daily. Feasts and celebrations in learning were opportunities to view cultural sustainability widely. This paper provides a way forward for the teachers to develop further their pedagogical practices.

  7. Transforming Public Education: Cases in Education Entrepreneurship

    Science.gov (United States)

    Childress, Stacey M., Ed.

    2010-01-01

    For nearly two decades, education entrepreneurs have been working to transform the K-12 public education system in the United States. "Social entrepreneurship" has become part of the language of a new generation of idealists, many of whom are focused on education. The nineteen cases in this book profile entrepreneurs who are pursuing…

  8. 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,…

  9. Queering Transformation in Higher Education

    Science.gov (United States)

    Msibi, Thabo

    2013-01-01

    Transformation in higher education has tended to focus on race and sex, at the expense of other forms of discrimination. This article addresses the silencing of "queer" issues in higher education. Using queer theory as a framework, and drawing on current literature, popular media reports, two personal critical incidents and a project…

  10. Managing Sustainability in Management Education

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    2014-01-01

    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...... 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....

  11. Sustaining Parenting Education in WI

    Science.gov (United States)

    Riley, Dave; Eisenmann, Kathleen; Gruenewald, Mary

    2004-01-01

    How can educators ensure that a good parenting program continues to be offered in the community year after year? A project in Wisconsin illustrates one way to create this sustained commitment and funding. This project has worked well, has been fairly easy and inexpensive, and has even led to new opportunities for parenting education. The project…

  12. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  13. Creating Sustainable Societies: Developing Emerging Professionals through Transforming Current Mindsets

    Science.gov (United States)

    Griswold, Wendy

    2017-01-01

    Future professionals will bear the brunt of creating sustainable societies. Equipping them for the task is the challenge of current educators. Educational experiences facilitating the development of sustainable habits of mind are needed. This research reports on the experiences of developing scientists and engineers engaged in a sustainable energy…

  14. Managing sustainability in management education

    OpenAIRE

    Lystbæk, Christian Tang

    2014-01-01

    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 responsibilities (CSR), etc.. Dominant conceptions of CSR identify a series of different types of corporate responsibilities, fx. economic, legal, social, environmental, etc. (e.g. Crane & Matten, 2010). A...

  15. Virtual Enterprise: Transforming Entrepreneurship Education

    Science.gov (United States)

    Borgese, Anthony

    2011-01-01

    Entrepreneurship education is ripe for utilizing experiential learning methods. Experiential methods are best learned when there is constant immersion into the subject matter. One such transformative learning methodology is Virtual Enterprise (VE). Virtual Enterprise is a multi-faceted, experiential learning methodology disseminated by the City…

  16. 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...

  17. Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College

    Directory of Open Access Journals (Sweden)

    Joanna Blake

    2013-12-01

    Full Text Available Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to shape and create a future that is life-sustaining. This paper presents findings from a qualitative research project carried out by Plymouth University in association with Schumacher College, Devon, UK. Schumacher College is an alternative, civil society college, owned by the Dartington Hall Trust that claims to provide transformative learning opportunities within a broad context of sustainability. The study explored the nature and application of transformative learning as a pedagogical approach to advance change towards sustainability. If learners claimed transformational learning experiences, the research asked whether, and to what extent, this transformation could be attributed to the pedagogies employed at the College. The paper begins by setting out the broad background to the relationship between marginal and mainstream educational settings, and definitions and theoretical underpinnings of transformative learning, and then leads into the research design and findings. The potential for transformative pedagogies to be applied to and employed within the wider higher education (HE sector is then discussed, and the overall findings and conclusions are presented.

  18. Transforming Our World: Literacy for Sustainable Development

    Science.gov (United States)

    Hanemann, Ulrike, Ed.

    2015-01-01

    This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

  19. 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…

  20. Sustainable Development in Engineering Education

    Science.gov (United States)

    Taoussanidis, Nikolaos N.; Antoniadou, Myrofora A.

    2006-01-01

    The principles and practice of environmentally and socially sustainable engineering are in line with growing community expectations and the strengthening voice of civil society in engineering interventions. Pressures towards internationalization and globalization are reflected in new course accreditation criteria and higher education structures.…

  1. 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.

  2. 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…

  3. Development sustainable as alternative of environment transformation

    International Nuclear Information System (INIS)

    Castro, Luz Angela

    1999-01-01

    The growth should be conceived from an angle in the one that all and each one of the members of the society takes conscience of its indispensable paper in the sustainable development of the resources of the planet. The present article offers certain key elements, necessary to take into account in the achievement of this development modality, highlighting the necessity to implement political of administration that go of the local plane going by the regional and national until culminating in the all planet

  4. 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…

  5. Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

    Science.gov (United States)

    Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

    2017-12-01

    Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms - viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

  6. Performance versus values in sustainability transformation of food systems

    DEFF Research Database (Denmark)

    Alrøe, Hugo F.; Sautier, Marion; Legun, Katharine

    2017-01-01

    Questions have been raised on what role the knowledge provided by sustainability science actually plays in the transition to sustainability and what role it may play in the future. In this paper we investigate different approaches to sustainability transformation of food systems by analyzing......-based approaches that aim at communicating and mediating sustainability values to enable coordinated and cooperative action to transform the food system. We identify their respective strengths and weaknesses based on a cross-case analysis of four cases, and propose that the two approaches, likeWeber's two types...... of rationality, are complementary-because they are based on complementary observer stances-and that an optimal in-between approach therefore cannot be found. However, there are options for reflexive learning by observing one perspective-and its possible blind spots-from the vantage point of the other, so we...

  7. Performance versus Values in Sustainability Transformation of Food Systems

    Directory of Open Access Journals (Sweden)

    Hugo F. Alrøe

    2017-02-01

    Full Text Available Questions have been raised on what role the knowledge provided by sustainability science actually plays in the transition to sustainability and what role it may play in the future. In this paper we investigate different approaches to sustainability transformation of food systems by analyzing the rationale behind transformative acts-the ground that the direct agents of change act upon- and how the type of rationale is connected to the role of research and how the agents of change are involved. To do this we employ Max Weber’s distinction between instrumental rationality and value-rationality in social action. In particular, we compare two different approaches to the role of research in sustainability transformation: (1 Performance-based approaches that measure performance and set up sustainability indicator targets and benchmarks to motivate the agents in the food system to change; (2 Values-based approaches that aim at communicating and mediating sustainability values to enable coordinated and cooperative action to transform the food system. We identify their respective strengths and weaknesses based on a cross-case analysis of four cases, and propose that the two approaches, like Weber’s two types of rationality, are complementary-because they are based on complementary observer stances—and that an optimal in-between approach therefore cannot be found. However, there are options for reflexive learning by observing one perspective-and its possible blind spots-from the vantage point of the other, so we suggest that new strategies for sustainability transformation can be found based on reflexive rationality as a third and distinct type of rationality.

  8. 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.

  9. 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

    2017-01-01

    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,…

  10. 76 FR 55403 - Announcement of Funding Awards for Fiscal Year 2010 Transformation Initiative: Sustainable...

    Science.gov (United States)

    2011-09-07

    ... Awards for Fiscal Year 2010 Transformation Initiative: Sustainable Communities Research Grant (SCRGP... Fiscal Year (FY) 2010 Transformative Initiative: Sustainable Communities Research Grant Program (SCRGP...&R), under the Assistant Secretary, administered the FY10 Sustainable Communities Research Grant...

  11. 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

  12. 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 ...

  13. Transformation of Rights to Education

    Directory of Open Access Journals (Sweden)

    Ali Tarik GÜMÜŞ

    2012-05-01

    the international market, governments are forced to adapt to the imperatives of global competition, and this means cutting cost-intensive education programmes. These processes increase in income inequality, and pressures on welfare states to transform benefits in the states with the result of this situation adversely affecting the right to education. The "new-politics" aims right to education retrenchment.

  14. 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

  15. International Conference on Transformations in Engineering Education

    CERN Document Server

    2015-01-01

    This book comprises the proceedings of the International Conference on Transformations in Engineering Education conducted jointly by BVB College of Engineering & Technology, Hubli, India and Indo US Collaboration for Engineering Education (IUCEE). This event is done in collaboration with International Federation of Engineering Education Societies (IFEES), American Society for Engineering Education (ASEE) and Global Engineering Deans' Council (GEDC). The conference is about showcasing the transformational practices in Engineering Education space.

  16. Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

    Science.gov (United States)

    Okeke, Chinedu I.; Mtyuda, Pamela N.

    2017-01-01

    Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a…

  17. Player Transformation of Educational Multiplayer Games

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Misfeldt, Morten

    2004-01-01

    transformed the game to accommodate social interaction. With these transformed ways of playing the game, they managed to get to the top of the high score list while avoiding the educational parts of the game. Players transforming educational games to escape learning elements can be a problem when these games...... are used for formal education. In this paper we argue that player transformation of educational games can, however, be the basis of exciting and unconventional learning of valuable things, such as how to transform information technology to better accommodate social interaction.......Children's great interest in multiplayer games has led to attempts to design educational multiplayer games. In this study, we have studied a test of an educational multiplayer game designed for mathematics education for children aged nine to twelve. In our observations, it became clear that pupils...

  18. 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…

  19. 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…

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

    African Journals Online (AJOL)

    Environmental Sustainability and Quality Education: Perspectives from a community living in a context of poverty. ... Southern African Journal of Environmental Education. Journal Home · ABOUT THIS ... AJOL African Journals Online. HOW TO ...

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. Implementing Sustainable Engineering Education through POPBL

    International Nuclear Information System (INIS)

    Lioe, D X; Subhashini, G K

    2013-01-01

    This paper presents the implementation of sustainable engineering education to undergraduate student in Asia Pacific University of Technology and Innovation, Malaysia (APU) through Project-Oriented Problem Based Learning (POPBL). Sustainable engineering has already been the paramount term where it is no longer limited to environment, but also to the entire lifetime of the individual engineer. To inculcate every engineering individual with sustainability, education is the way to start off.

  7. 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 ...

  8. Sustainable Development vs. Post-Industrial Transformation: Possibilities for Russia

    Science.gov (United States)

    Zhironkin, Sergey; Gasanov, Magerram; Barysheva, Galina; Gasanov, Eyvaz; Zhironkina, Olga; Kayachev, Gennady

    2017-11-01

    Today the theory of postindustrial society is one of the most widespread concepts which allow adequately comprehending the largescale changes that have occurred in the ecological consciousness of Western societies for the last thirty years. Offered in the late 1960s and early 1970s by American and European researchers in the field of economics, social philosophy, and ecology, the integrated idea of sustainable development in postindustrial era incorporated the best elements of the scientific tradition dating back to the Age of Enlightenment. The article emphasizes that the key to modern social progress is the rapid technological development based on the transformation of science into a direct productive force. The measure of such progress is a shift from pure economic growth to the sustainable development. The authors describe the ways of changing Russian Government's attitude to economy regulation in postindustrial development to achieve the goals of sustainable development.

  9. Experience of maintaining laboratory educational website's sustainability.

    Science.gov (United States)

    Dimenstein, Izak B

    2016-01-01

    Laboratory methodology websites are specialized niche websites. The visibility of a niche website transforms it into an authority site on a particular "niche of knowledge." This article presents some ways in which a laboratory methodology website can maintain its sustainability. The optimal composition of the website includes a basic content, a blog, and an ancillary part. This article discusses experimenting with the search engine optimization query results page. Strategic placement of keywords and even phrases, as well as fragmentation of the post's material, can improve the website's visibility to search engines. Hyperlinks open a chain reaction of additional links and draw attention to the previous posts. Publications in printed periodicals are a substantial part of a niche website presence on the Internet. Although this article explores a laboratory website on the basis of our hands-on expertise maintaining "Grossing Technology in Surgical Pathology" (www.grossing-technology.com) website with a high volume of traffic for more than a decade, the recommendations presented here for developing an authority website can be applied to other professional specialized websites. The authority websites visibility and sustainability are preconditions for aggregating them in a specialized educational laboratory portal.

  10. Integrating sustainability in Engineering Education in Denmark

    DEFF Research Database (Denmark)

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

    2013-01-01

    How to include sustainability in engineering education is currently the main concern among engineering educators. In one way or another, engineering educators are increasingly addressing sustainability issues in the courses they teach, the programs they design and run, the institutional activities...... to be a broader social concern to be taken across programs or eventually in specialised new professional endeavours? To further this discussion, in the second part of this paper we examine how environmental, energy and sustainability we will present some details of the design of the Master Engineering programs...... on Sustainable Cities and Sustainable Design at Aalborg University in Denmark. These programs claim to have developed effective strategies for educating robust engineers capable of dealing with the complexities of the needed calculations and the modelling of physical processes and at the same time able to cope...

  11. Four Impediments to Embedding Education for Sustainability in Higher Education

    Science.gov (United States)

    Gale, Fred; Davison, Aidan; Wood, Graham; Williams, Stewart; Towle, Nick

    2015-01-01

    Higher education institutions have an unavoidable responsibility to address the looming economic, environmental and social crises imperilling humans and ecosystems by placing "education for sustainability" at the heart of their concerns. Yet, for over three decades, the practice of 'higher education for sustainability' (HEfS) has…

  12. 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.

  13. Education: A Joint Transformation Enabler

    National Research Council Canada - National Science Library

    Alexander, Renita

    2003-01-01

    ... in an organization not known for its adaptability. Underlying the pursuit of transformational concepts necessary to respond to 21st century challenges is an emphasis on joint operations and doctrine...

  14. Mapping of Policies Shaping the Agenda within Health and Sustainability Education

    DEFF Research Database (Denmark)

    Madsen, Katrine Dahl; Simovska, Venka

    This paper maps the key international and national policy documents influencing work with health education/promotion and education for sustainable development within primary and lower secondary education in Denmark. This mapping will provide the foundation for further analysis of: - the ways...... in which the concepts of health and sustainability are articulated, with particular focus on stated aims, strategies and competences required for health promotion and sustainable development - the relevance of the above-mentioned conceptualizations for school-based health education/promotion and education...... for sustainable development - the transformation processes which take place when international/national policies are interpreted and put into practice at municipal and school levels...

  15. Adult Learning, Transformative Education, and Indigenous Epistemology

    Science.gov (United States)

    McEachern, Diane

    2016-01-01

    This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

  16. Transforming Developmental Education in Texas

    Science.gov (United States)

    Journal of Developmental Education, 2014

    2014-01-01

    In recent years, with support from the Texas Legislature, the Texas Higher Education Coordinating Board has funded various developmental education initiatives, including research and evaluation efforts, to help Texas public institutions of higher education provide more effective programs and services to underprepared students. Based on evaluation…

  17. School on Cloud: Transforming Education

    Science.gov (United States)

    Koutsopoulos, Kostis C.; Papoutsis, Panos

    2016-01-01

    Nowadays for an appropriate way to deal with teaching and learning there is an axiomatic need to accept an integrated-holistic approach both in terms of the way we regard education and of how we practice it. This leads to a two-prong position: First, that education constitutes a dialectic entity and second that approaches to education presently in…

  18. 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 ...

  19. 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.

  20. Higher Education Institutions: A Strategy towards Sustainability

    Science.gov (United States)

    Casarejos, Fabricio; Frota, Mauricio Nogueira; Gustavson, Laura Morten

    2017-01-01

    Purpose: The purpose of this paper is to guide higher education institutions (HEIs) in accomplishing sustainability goals while strengthening their associated systems and processes. Pursuing this goal, this study proposes a conceptual framework for modeling the HEI organizational environment; a set of strategic sustainability actions to drive…

  1. 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...... knowledge and the tacit presence of sustainability. Originality/value: The existence of a PBL curriculum at institutional level, such as at Aalborg University, enables investigation of how the PBL and ESD principles are practised, highlighting the limitations and potentials of integrating sustainability...

  2. Transformational Leadership in Education: Concept Analysis

    Directory of Open Access Journals (Sweden)

    Cristina MORA

    2012-12-01

    Full Text Available Leadership has been one of the most studied concepts in the last 50 years in Western countries but has become a buzz word in social sciences in the former communist countries only recently. Transformational leadership theory is of high interest for social researchers especially because of the argument of achieving performance beyond the expectations that it promises. The present paper is focused on offering a short theoretical framing of transformational leadership and discusses from a theoretical standpoint the possibility of a transformational change of the Romanian educational system starting from the transformational leadership paradigm.

  3. 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…

  4. 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.

  5. A SUSTAINABLE HEALTH CARE SYSTEM REQUIRES MANAGEMENT TRANSFORMATION

    Directory of Open Access Journals (Sweden)

    Kanellopoulos Dimitros

    2011-12-01

    Full Text Available In order to be the health care system sustainable , management transformations must be based on very precise diagnostic analysis that includes complete and current information. It is necessary to implement an information system that collects information in real time, that watches the parameters that significantly influence the sustainability of the system. Such an information system should point out a radiography(a scan of the system at some time under following aspects:: 1. An overview of system; 2 An overview of the economic situation; 3 A technical presentation ;4. A legal overview; 5. A social overview ; 6. A management overview .Based on these Xrays of the health system, it outlines a series of conclusions and recommendations together with a SWOT analysis that highlights the potential internal (strengths and weaknesses and external potential (opportunities and threats. Based on this analysis and recommendations, the management is going to redesign the system in order to be adapted to the changing environmental requirements. Management transformation is recommended to be by following steps. :1. The development of a new management system that would make a positive change in the health care system 2. Implementation of the new management system 3. Assessment of the changes

  6. Transforming distance education curricula through distributive leadership

    Directory of Open Access Journals (Sweden)

    Mike Keppell

    2010-12-01

    Full Text Available This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

  7. Sustainable Transformation & Effective Competency Management Practices in Nuclear Organizations

    International Nuclear Information System (INIS)

    Gardelliano, S.

    2016-01-01

    Full text: Managing essential knowledge as a strategic organizational asset is a factor of upmost relevance in today’s nuclear organizations. The author considers evident that competencies are critical carriers of knowledge. As such the use of an appropriate competency model could be the most effective way to capture the present reservoir of explicit and tacit Knowledge of specific functions or organizational areas. Besides, we could use them for new or other redesigned functions or determine the needs of specific competencies for future positions. Therefore, appropriate competency models or systems have to be developed or updated in each nuclear organization since these are fundamental for managing more effectively and efficiently the present nuclear human capital and to forecast the evolving competence required in management, technical, scientific and safety areas to continuously ensure a highly competent nuclear workforce. On the other hand, competency based management models or systems would not achieve the expected results if they are not fully designed and integrated within the strategic organizational infrastructure of the related nuclear organization. This paper is expected to provide a wider view and practical reflections on organizational transformation issues and the benefits of using an integrative competency model in the nuclear industry. Particularly, the paper give an insight of an empiric model for strategic organizational transformation processes and integrative management practices, and on how to realign strategic issues with top management processes and build organizational capacity through effective competency based management for the sustainable transformation of nuclear organizations. (author

  8. education for sustainability through academic freedom

    African Journals Online (AJOL)

    Jude

    being to acquire knowledge, skills, attitudes and values necessary to shape a sustainable future to make judgments and ... could explore students and create opportunities for them to learn and ... Esther E. Ekon, Department of Science Education, Faculty of Education, University of Calabar, Calabar. Cross River State ...

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

    African Journals Online (AJOL)

    of risk and vulnerability where a range of economic, cultural, social and ... community's failure to envision and implement interventions towards quality ... development to quality of formal education in the school community and to ... insights, re-orienting education towards sustainable development involves significant efforts to.

  10. Improving science education for sustainable development

    NARCIS (Netherlands)

    Eijck, van M.W.; Roth, W.-M.

    2007-01-01

    In recent issues of noteworthy journals, natural scientists have argued for the improvement of science education [1–4]. Such pleas reflect the growing awareness that high-quality science education is required not only for sustaining a lively scientific community that is able to address global

  11. 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.

  12. Managing sustainability in management education policy

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    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 decades has seen increasingrecognition of environmental problems...... such as climate change and resource depletion. The main policy instruments used to promote sustainability have been regulation, market-based instruments and voluntary agreements, but in recent years, policies have started tofocus on education. Many different actors, such as business schools, businesses...... and governments, interact in shaping management education. These actors derive their conception of sustainability from a range of meanings, practices, and norms. Drawing on Connolly´s analytical framework regarding “essentially contested concepts” (1994), this paper interrogates management education policy...

  13. Sustainability Actions in Higher Education

    Energy Technology Data Exchange (ETDEWEB)

    2017-04-13

    This brochure details common sustainability actions taken by universities to reduce their energy consumption. Some of the most common actions include energy efficiency (existing building commissioning; lighting; heating, ventilation, and air conditioning upgrades; plug loads) and renewable energy (RE) (on-site or off-site solar deployment, RE procurement). We focus on the costs and benefits of energy efficiency measures and RE through the brochure while highlighting resources where readers can find more information.

  14. Transformation of Correspondence Education into Distance Education

    Directory of Open Access Journals (Sweden)

    Marjan Velej

    1997-12-01

    Full Text Available Since 1957 the Correspondence-Education Centre Univerzum has been involved in correspondence education, which - as a matter of principle - uses the written word as a basic and predorninam medium of instruction, ensuring a two­ directional communication between the teacher and the student. Following the world-wide trends in adult education, the institution has gradually updated its teaching methods by incorporating correspondence-consulting and correspondence-seminar methods. As a result of the forceful development of new technologies and media the written word has become only one among many media of instruction, replacing the concept of correspon­ dence education with that of distance education. Although the latter hasa num­ ber of advantages, it is rather difficult to implement. ln view of its role and in the interese of its own development, the Correspondence-Education Centre Univerzum is forced to effect the transition to distance education. In order to be able to effectively adopt new methods, extensive training has been organised for the teaching staff, the results of which are encouraging. They enable us to plan further changes and improvements of our methods of instruction.

  15. Beyond the lean revolution: achieving successful and sustainable enterprise transformation

    National Research Council Canada - National Science Library

    Nightingale, Deborah J; Srinivasan, Jayakanth

    2011-01-01

    ... Chapter 2 Takeaways 28 CHAPTER 3. A ROADMAP TO SUCCESSFUL ENTERPRISE TRANSFORMATION 29 Why Enterprise Transformation Fails 29 Avoid Failure with the Roadmap 32 Enterprise Transformation and Strategi...

  16. Postwar Industrial areas as agents for sustainable urban transformation

    DEFF Research Database (Denmark)

    Boye, Anne Mette

    2017-01-01

    Only 30-40 years old, postwar industrial enclaves in Denmark change character. Vacancies, new investments in high technology and new civic programs are recorded even within the same enclaves. These postwar industrial areas represent a generic typology – a legacy of the functionalistic paradigm sh...... international projects, the paper pinpoints a selection of spatial transformation strategies addressing uncertainty. Through this, the paper contributes to the discussion on how to recycle the postwar urban landscape and planning in uncertain conditions....... are cleared for redevelopment or ignored. However, both reactions dismiss the possible qualities of the existing morphology and activities. This paper argues that this might close an opportunity to consider how recycling these enclaves can be utilized to shape future sustainable urban environments...

  17. Population, education and sustainable development.

    Science.gov (United States)

    Johnston, T

    1992-12-01

    The author examines the interrelationships between population growth and education, with a focus on Sub-Saharan Africa. "The gross body of evidence suggests that for all developing regions (and for sub-saharan Africa specifically) rapid population growth deleteriously impacts upon the quantity and quality of schooling. In a reciprocal fashion, the variables which underpin rapid and differential growth (fertility, mortality and migration) are themselves influenced by quantum of formal schooling and by other educational processes." excerpt

  18. Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review

    Science.gov (United States)

    Jeronen, Eila; Palmberg, Irmeli; Yli-Panula, Eija

    2017-01-01

    There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education…

  19. Environment, sustainability, and education policy research

    DEFF Research Database (Denmark)

    McKenzie, Marcia; Rickinson, Mark; Bengtssen, Stefan

    Introduction: This session is a two part symposium on the topic of environment and sustainability in relation to educational policy development, enactment, and analysis. This format is modeled on similar formats used in other international conferences, such as the Association of American...... and methodological approaches to policy and policy research. Some key questions to be addressed include:- What kinds of understandings of policy and policy research are informing work in environmental and sustainability education?- Are there interdisiplinary approaches to policy research that can be useful...... for furthering critical education policy analysis?- What are the relationships between policy development and its enactment or implementation? - To what extent has the environmental education field researched policy development and/or enactment?- What might environmental education research have to offer...

  20. Environmental and sustainability education policy

    DEFF Research Database (Denmark)

    The volume draws on a wide range of policy studies and syntheses to provide readers with insights into the international genealogy and priorities of ESE policy. Editors and contributors call for renewed attention to the possibilities for future directions in light of previously published work and......, ideological orthodoxy and critique, curriculum making and educational theory, globalisation and neoliberalism, climate change and environmental worldviews, and much more....... and innovations in scholarship. They also offer critical commentary on the evolution of research trends, approaches and findings. Including a wide range of examples of ESE policy and policy research, the book draws on studies of educational initiatives and legislation, policy making processes and rhetoric...

  1. Engineering justice transforming engineering education and practice

    CERN Document Server

    Leydens, Jon A

    2018-01-01

    Using social justice as a catalyst for curricular transformation, Engineering Justice presents an examination of how politics, culture, and other social issues are inherent in the practice of engineering. It aims to align engineering curricula with socially just outcomes, increase enrollment among underrepresented groups, and lessen lingering gender, class, and ethnicity gaps by showing how the power of engineering knowledge can be explicitly harnessed to serve the underserved and address social inequalities. This book is meant to transform the way educators think about engineering curricula through creating or transforming existing courses to attract, retain, and motivate engineering students to become professionals who enact engineering for social justice. Engineering Justice offers thought-provoking chapters on: why social justice is inherent yet often invisible in engineering education and practice; engineering design for social justice; social justice in the engineering sciences; social justice in human...

  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. Digital Storytelling for Transformative Global Citizenship Education

    Science.gov (United States)

    Truong-White, Hoa; McLean, Lorna

    2015-01-01

    This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum…

  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. Hybrid Pedagogies for Sustainability Education

    Science.gov (United States)

    Matthews, Julie

    2011-01-01

    In the pseudo-documentary "The Age of Stupid" (Armstrong 2009), a historian from 2055 scans the remnants of civilization and asks why, in the early twenty-first century, people did not save themselves when they had the chance. The film serves as a motif for issues raised in this article. Why do people continue to believe that education plays an…

  6. Higher Education for Sustainability: Can Education Affect Moral Perceptions?

    Science.gov (United States)

    Felgendreher, Simon; Löfgren, Åsa

    2018-01-01

    A considerable literature looks at universities' approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study…

  7. Education for peace through transformative dialogue: Perspectives from Kashmir

    Science.gov (United States)

    Singh, Shweta

    2018-02-01

    Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the Hum Kadam programme spearheaded by the non-governmental organisation Women in Security Conflict Management and Peace [WISCOMP] in Kashmir) can play a transformative role in divided societies, specifically in Kashmir and broadly in all situations of protracted religious and cultural conflict. Most importantly, it supports the rationale that spaces for dialogue in situations of protracted conflict are critical for making and maintaining peace.

  8. Food and Higher Education for Sustainable Development

    Science.gov (United States)

    Clugston, Richard; Calder, Wynn

    2007-01-01

    This article argues that food issues are an appropriate, if not necessary, topic for education for sustainable development (ESD) both in terms of teaching and institutional practice. The first section summarises critical topics for a school or university course on food. The second section cites two examples of university efforts--at the University…

  9. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    Lastly, these practitioners aligned 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 ...

  10. Market Demand for Sustainability in Management Education

    Science.gov (United States)

    Gitsham, Matthew; Clark, Timothy S.

    2014-01-01

    Purpose: This paper aims to contribute to the ongoing debate about the relevance of sustainability in management education through exploration of the needs and expectations of a key group of business schools' stakeholders--senior executives of leading corporations. Design/methodology/approach: The paper presents findings from a survey regarding…

  11. 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.…

  12. 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.

  13. Think Piece: Sustainability Education and (Curriculum) Improvisation

    African Journals Online (AJOL)

    In this article I (re)think sustainability education in view of a (re)turn to realisms because existing philosophies have failed to adequately respond to an impending ecological disaster and the fast pace of new technologies. This historical moment has made geologists posit a new epoch, the Anthropocene. I argue that ...

  14. Higher Education Sustainability Staffing Survey, 2010

    Science.gov (United States)

    Association for the Advancement of Sustainability in Higher Education, 2011

    2011-01-01

    This paper shows that despite national unemployment rates that hovered near 10 percent in 2010, those with positions in the higher education sustainability workforce report a sense of job security and feel satisfied with the work they are doing. With 433 completed surveys, the results offer a comprehensive look at the demographics, roles, salaries…

  15. Transforming Public Education: Cases in Education Entrepreneurship. Instructor's Guide

    Science.gov (United States)

    Childress, Stacey M., Ed.

    2010-01-01

    This instructor's guide is intended for use with "Transforming Public Education: Cases in Education Entrepreneurship." This volume includes a teaching note for each case in the student edition; the note provides basic guidance in how to initaite and organize the flow of the case discussion as well as how the case links to others before…

  16. Supporting the Integration of Sustainability into Higher Education Curricula—A Case Study from Switzerland

    Directory of Open Access Journals (Sweden)

    Sandra Wilhelm Hamiti

    2014-05-01

    Full Text Available From the perspective of different stakeholders, education for sustainable development (ESD in higher education is highly desirable. In practice, however, this may present challenges, as it involves systemic and cultural changes as well as organizational transformation. A working group at the Zurich University of Applied Sciences supported such a transformative process with the aim of fostering, linking and subsequently deepening the dimensions of sustainable development in the existing curricula. By means of an assessment tool (spider diagram developed through a bottom-up action research procedure, the working group initiated a discussion on sustainability among university lecturers, research associates and students. Results support the hypothesis that resistance to incorporating dimensions of sustainability into the curriculum can effectively be avoided by such an approach. The effectiveness of the assessment tool increased the commitment and the willingness of lecturers to share a common goal of demonstrating the relevance of sustainability in higher education.

  17. Industrialized Higher Education and Its Sustainable Alternatives

    Science.gov (United States)

    Ostenson, Joseph A.; Clegg, Joshua W.; Wiggins, Bradford J.

    2017-01-01

    We argue that academic life is increasingly giving way to forces of industrialization and that many of the problems confronting higher education arise within this transformation. We discuss how a culture of standardization has led to academic monocultures; how faculty autonomy has been subverted by topdown management structures; how locally based…

  18. 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…

  19. Sustainable urban systems: Co-design and framing for transformation.

    Science.gov (United States)

    Webb, Robert; Bai, Xuemei; Smith, Mark Stafford; Costanza, Robert; Griggs, David; Moglia, Magnus; Neuman, Michael; Newman, Peter; Newton, Peter; Norman, Barbara; Ryan, Chris; Schandl, Heinz; Steffen, Will; Tapper, Nigel; Thomson, Giles

    2018-02-01

    Rapid urbanisation generates risks and opportunities for sustainable development. Urban policy and decision makers are challenged by the complexity of cities as social-ecological-technical systems. Consequently there is an increasing need for collaborative knowledge development that supports a whole-of-system view, and transformational change at multiple scales. Such holistic urban approaches are rare in practice. A co-design process involving researchers, practitioners and other stakeholders, has progressed such an approach in the Australian context, aiming to also contribute to international knowledge development and sharing. This process has generated three outputs: (1) a shared framework to support more systematic knowledge development and use, (2) identification of barriers that create a gap between stated urban goals and actual practice, and (3) identification of strategic focal areas to address this gap. Developing integrated strategies at broader urban scales is seen as the most pressing need. The knowledge framework adopts a systems perspective that incorporates the many urban trade-offs and synergies revealed by a systems view. Broader implications are drawn for policy and decision makers, for researchers and for a shared forward agenda.

  20. Measuring Student Transformation in Entrepreneurship Education Programs

    Directory of Open Access Journals (Sweden)

    Steven A. Gedeon

    2017-01-01

    Full Text Available This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”, skills (“Hand”, and attitudinal (“Heart” learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc. or output performance (number of startups, average starting salary, % employment, etc.. This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.

  1. Gamification as transformative assessment in higher education

    Directory of Open Access Journals (Sweden)

    Erna Oliver

    2017-08-01

    Full Text Available Gamification in education is still a very new concept in South Africa. Being a 21st-centuryinvention, it has already established itself in the world within the environs of the corporatemarket, marketing, training and the social world. This article will first discuss gamification(and all its other designations and its applications in general; thereafter, the focus will be onthe application of gamification within the environment of education, and more specificallywith an emphasis on assessment. The burning question for South Africa is whethergamification can enhance a module or course on the level of higher education so much that aneducational institution cannot do without it anymore, knowing that we are working withstudents belonging to the ‘Digital Wisdom generation’. This article would like to open theway for the implementation of gamification as a transformative online assessment tool inhigher education.

  2. Transforming Educational Societies through Interactive Videoconferencing

    Directory of Open Access Journals (Sweden)

    Patricia Barbanell

    2005-12-01

    Full Text Available This article will examine how Project VIEW is building a new foundation for communication structures in education by transforming classroom pedagogy through interactive technologies. In addition it will present the outcomes of a model of evaluation that is providing formative and summative information on the process of integrating new communications systems into education, as well as information on the direct outcomes and systemic organizational changes that have occurred as a result of that process. In sum, this article presents research-based evidence for technological integration in curriculum that includes structures that work and outcomes that count.

  3. Transforming Engineering Education - For Innovation and Development

    DEFF Research Database (Denmark)

    Marjoram, Tony

    2013-01-01

    Engineering and technology are of vital importance in innovation, social and economic development in higher and lower income countries. Development is driven by engineering applications and infrastructure, and most innovations derive from engineering. The last 50 years has seen significant change...... of young people in engineering, and the need to develop policy perspectives on the transformation of engineering education....... in knowledge production, dissemination and application, and associated needs for engineering, and yet engineering education has changed little over this period. This paper discusses the important role of problem-based learning and humanitarian engineering in promoting the interest, enrolment and retention...

  4. Veteran Affairs Centers of Excellence in Primary Care Education: transforming nurse practitioner education.

    Science.gov (United States)

    Rugen, Kathryn Wirtz; Watts, Sharon A; Janson, Susan L; Angelo, Laura A; Nash, Melanie; Zapatka, Susan A; Brienza, Rebecca; Gilman, Stuart C; Bowen, Judith L; Saxe, JoAnne M

    2014-01-01

    To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings. CoEPCE implementation emphasizes four core curricular domains: shared decision making, sustained relationships, interprofessional collaboration, and performance improvement. The structural models allow interprofessional learners to have longitudinal learning experiences and sustained and continuous relationships with patients, faculty mentors, and peer learners. This article presents an overview of the innovative curricular models developed at each site, focusing on nurse practitioner (NP) education. Insights on transforming NP education in the practice setting and its impact on traditional NP educational models are offered. Preliminary outcomes and sustainment examples are also provided. Published by Mosby, Inc.

  5. Education for Sustainable Development A Global Agenda for the ...

    African Journals Online (AJOL)

    FEKEDE

    REVIEW ARTICLE. Education for Sustainable Development: A Global Agenda ... of the human kind. These problems have grown from local to ... To this end, it is better to think about sustainability .... face to education and act in a new way. The.

  6. 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.

  7. Digital Citizenship in the Afterschool Space: Implications for Education for Sustainable Development

    Science.gov (United States)

    Howard, Patrick

    2015-01-01

    Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to…

  8. Assessing Sustainability Curriculum: From Transmissive to Transformative Approaches

    Science.gov (United States)

    Gaard, Greta C.; Blades, Jarod; Wright, Mary

    2017-01-01

    Purpose: This paper aims to describe a two-stage sustainability curriculum assessment, providing tools and strategies for other faculty to use in implementing their own sustainability assessments. Design/methodology/approach: In the first stage of the five-year curriculum assessment, the authors used an anonymous survey of sustainability faculty…

  9. Conceptualizing Digital Literacies and Digital Ethics for Sustainability Education

    Science.gov (United States)

    Brown, Susan A.

    2014-01-01

    Purpose: The purpose of this paper is to discuss the need for integrating a focus on digital literacies and digital ethics into sustainability education, proposing a conceptualization of these for sustainability education. Design/methodology/approach: The paper draws on relevant literature in the field of sustainability education and in the field…

  10. Towards a Sustainability Reporting Guideline in Higher Education

    Science.gov (United States)

    Huber, Sandra; Bassen, Alexander

    2018-01-01

    Purpose: So far, sustainability reporting in higher education is in a very early stage--partly, because of the lack of an established and widely recognized sustainability reporting framework for higher education institutions (HEIs). Therefore, a modification of the sustainability code for the use in the higher education context was recently…

  11. EDUCATIONAL PARADIGM TRANSFORMATION IN THE CONTEXT OF GREEN ECONOMY

    Directory of Open Access Journals (Sweden)

    A. A. Muravyeva

    2016-01-01

    Full Text Available The aim of the article is to present vectors of Vocational Education Training (VET modernization in the context of the sustainable development and green economy development; as well as to offer a perspective on addressing the existing gaps based on international experience.Methods. The methods involve the comparative-analytical method, method of conceptual and socio-cultural contextualization, method of rationalization of meaning, foresight methods and methods of social projection. Results of the research confirm the thesis that education as a social subsystem reflects the main trends of social development, as far as it is not only an instrument for ensuring of cultural and historical succession, but also the system of forming of a personality and behavior of citizens understanding degree of the responsibility for own future and having for this purpose necessary professional and universal (common cultural competences and valuable attitudes. It is convincingly proved that for sustainable development of the society and economy, the operational solution of a complex triune task is required: upgrading of educational programs, improvement of competences of teachers and creation of the new training environment. Besides the goal setting and identification of the existing gaps and contradictions that block its decision, the specific measures approved at the international level are proposed; these measures should be integrated into the Russian social and educational context. Professional education at the same time is considered both as an object, and as the instrument of necessary changes. Scientific novelty lies in the contextualization of the challenges of sustainable development and their extrapolation onto the system of vocational education in the form of system-level projecting approaches.Practical significance. The materials of the publication are offered to be used for development of the strategy of improvement of vocational education; for

  12. 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…

  13. Transformation towards more sustainable soil management on Dutch arable farms

    NARCIS (Netherlands)

    Claus, Sebastien; Egdom, van Ilona; Suter, Bruno; Sarpong, Clara; Pappa, Aikaterini; Miah, Imtiaz; Luppa, Caterina; Potters, J.I.

    2017-01-01

    Currently a debate is ongoing in the Netherlands on how to increase soil sustainable management in general and specifically in short term lease. Sustainable practices may not be adopted by farmers because of an interplay between EU, national and provincial legislation, short-term land lease system,

  14. Transformations? Skilled Change Agents Influencing Organisational Sustainability Culture

    Science.gov (United States)

    Davis, Keith; Boulet, Mark

    2016-01-01

    Training employees in sustainability knowledge and skills is considered a vital element in creating a sustainability culture within an organisation. Yet, the particular types of training programs that are effective for this task are still relatively unknown. This case study describes an innovative workplace training program using a "head,…

  15. The transformation of osteopathic medical education.

    Science.gov (United States)

    Gevitz, Norman

    2009-06-01

    Osteopathic medical schools and hospital-based postgraduate programs have long constituted small but important sources of physicians and surgeons, particularly for traditionally underserved areas of the United States. Though frequently marginalized in or even left out of standard histories and studies of U.S. medical education, these institutions have become much more difficult to ignore, given the rapid expansion of the number of osteopathic medical students in new and existing colleges and the size of their classes. By 2019, upwards of 25% of all U.S. medical school graduates produced annually will be doctors of osteopathic medicine. The author examines the process through which osteopathy was transformed into osteopathic medicine, how osteopathic medical schools achieved their present status as a significant source of U.S. graduates for residency training, and what challenges osteopathic medical education now faces.

  16. 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…

  17. An Overview of Management Education for Sustainability in Asia

    Science.gov (United States)

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

    2015-01-01

    Purpose: This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach: Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors' educational background and…

  18. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  19. 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…

  20. 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…

  1. Using GREENSCOPE for Sustainable Process Design: An Educational Opportunity

    Science.gov (United States)

    Increasing sustainability can be approached through the education of those who design, construct, and operate facilities. As chemical engineers learn elements of process systems engineering, they can be introduced to sustainability concepts. The EPA’s GREENSCOPE methodology and...

  2. Empowering Women in Agricultural Education for Sustainable Rural Development.

    Science.gov (United States)

    Ugbomeh, George M. M.

    2001-01-01

    Discusses the concepts of agricultural education, women empowerment, and sustainable rural development. Suggests that, because women make up more than half of Nigeria's population, their empowerment would assist the efforts for sustainable rural development. (Contains 48 references.) (JOW)

  3. 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…

  4. Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?

    Science.gov (United States)

    Strachan, Glenn

    2018-01-01

    An objective of the European Union's Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a…

  5. 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

  6. Transforming Indigenous Geoscience Education and Research (TIGER)

    Science.gov (United States)

    Berthelote, A. R.

    2014-12-01

    American Indian tribes and tribal confed­erations exert sovereignty over about 20% of all the freshwater resources in the United States. Yet only about 30 Native American (NA) students receive bachelor's degrees in the geosci­ences each year, and few of those degrees are in the field of hydrology. To help increase the ranks of NA geoscientists,TIGER builds upon the momentum of Salish Kootenai College's newly accredited Hydrology Degree Program. It allows for the development and implementation of the first Bachelor's degree in geosciences (hydrology) at a Tribal College and University (TCU). TIGER integrates a solid educational research-based framework for retention and educational preparation of underrepresented minorities with culturally relevant curriculum and socio-cultural supports, offering a new model for STEM education of NA students. Innovative hydrology curriculum is both academically rigorous and culturally relevant with concurrent theoretical, conceptual, and applied coursework in chemical, biological, physical and managerial aspects of water resources. Educational outcomes for the program include a unique combination of competencies based on industry recognized standards (e.g., National Institute of Hydrologists), input from an experienced External Advisory Board (EAB), and competencies required for geoscientists working in critical NA watersheds, which include unique competencies, such as American Indian Water Law and sovereignty issues. TIGER represents a unique opportunity to capitalize on the investments the geoscience community has already made into broadening the participation of underrepresented minorities and developing a diverse workforce, by allowing SKC to develop a sustainable and exportable program capable of significantly increasing (by 25 to 75%) the National rate of Native American geoscience graduates.

  7. Education for Sustainability (EfS): Practice and Practice Architectures

    Science.gov (United States)

    Kemmis, Stephen; Mutton, Rebecca

    2012-01-01

    This paper reports some findings from an investigation of educational practice in ten (formal and informal) education for sustainability (EfS) initiatives, to characterise exemplary practice in school and community education for sustainability, considered crucial to Australia's future. The study focused on rural/regional Australia, specifically…

  8. The California Alliance for Sustainability: A Collaborative Pilot Project to Build Regional Advocacy and Leadership for Sustainability Education

    Science.gov (United States)

    Metzger, E. P.; Smith, G.; Cordero, E. C.; Santone, S.

    2012-12-01

    For Education for Sustainability (Efs) to have the presence in the K-12 curriculum that it arguably should, considerable obstacles must be overcome. Barriers include the role of high-stakes testing in marginalizing science and social studies and the lack of environmental and sustainability content in teacher education programs. The California Alliance for Sustainability (CASE), a collaborative 18-month project funded by the Clarence E. Heller Charitable Foundation, unites San José State University (SJSU) and Creative Change Educational Solutions (CCES) (http://www.creativechange.net/) to investigate and address potential barriers to Efs in San Francisco Bay area schools and regional teacher education programs and to document best practices for integrating sustainability into teachers' existing standards-based teaching. The overarching goal of the CASE project is to create a regional infrastructure of K-12 teachers and pre-service teacher educators who use EfS as a context for educational innovation and transformation, thus supplying a focused first step for investigating how Efs can be more broadly implemented in California's classrooms. This presentation will showcase the efforts of a pilot group of classroom teachers and teacher educators to bring EfS to their teaching. In summer 2012, the CASE Project provided 16 in-service teachers and 5 pre-service teacher education faculty from SJSU and California State University East Bay with a three-day professional development workshop. Practicing teachers and teacher educators experienced joint instruction in the content and pedagogy of sustainability though investigation of topics (e.g., Sustainable Communities, Ecological Footprint Analysis, Climate Change, Resource Use, Food Systems and Life Cycle Analysis) that offer broad connections to California standards in science and other disciplines. Sustainability concepts were also discussed as an engaging context for addressing the emerging Common Core and Next Generation

  9. Transforming Education, Transforming Society: The Co-Construction of Critical Peace Education and Indigenous Education

    Science.gov (United States)

    Sumida Huaman, Elizabeth

    2011-01-01

    This article seeks to contribute to the link between critical peace education and Indigenous education from an Indigenous international and comparative education perspective. The article first reviews the marginalization of critical peace education and Indigenous education. By bringing forward areas of common interest between peace education and…

  10. Transformative social innovation : a sustainability transitions perspective on social innovation

    NARCIS (Netherlands)

    Weaver, Paul

    2013-01-01

    Solutions to the grand societal challenges faced by the knowledge society of the early 21st century will necessarily involve systemic change. This in turn implies a need to understand the ways in which social innovation can be ultimately transformative (creating the conditions for systemic change).

  11. Transformation and sustainability in agriculture : connecting practice with social theory

    NARCIS (Netherlands)

    Vellema, S.

    2011-01-01

    Public pressure and societal changes induce interventions and policies, which aim to transform agriculture and food provision. This book shows that for upscaling novel practices and organizational models it is important to include meso-level regime aspects in analysis and practice. The argument

  12. EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SCHOOL GEOGRAPHY. THEORETICAL CONSIDERATIONS

    Directory of Open Access Journals (Sweden)

    PÉTER BAGOLY-SIMÓ

    2013-01-01

    Full Text Available Over the last three decades, the concept of sustainable development has enjoyed growing attention. Transporting sustainable development into all forms of education is connected to Education for Sustainable Development (ESD. Due to its role in society, formal education plays a special part in the process of ESD implementation. This paper takes a closer look at the interconnectedness between sustainable development, ESD, and formal education by focusing on school geography, a subject with special affinity to both concepts and topics of ESD.

  13. 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...... in this context. This article examines how voluntary integration of education for sustainable development into management systems at universities could facilitate a scheme to overcome the challenges to integrating education for sustainable development that were identified in previous research. For this, a process...

  14. 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.

  15. 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.

  16. The role of higher education in social and cultural transformation

    OpenAIRE

    Williams, Ruth; Cochrane, Allan

    2010-01-01

    This paper forms one of the contributions to CHERI's research report 'Higher education and society'. It reports on one of the centre's ESRC-funded research projects - Higher Education and Regional Transformation.

  17. 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?...

  18. Getting Down and Dirty: Values in Education for Sustainability

    Science.gov (United States)

    Lewis, Elaine; Mansfield, Caroline; Baudains, Catherine

    2008-01-01

    Values education and environmental education for sustainability are both spheres of education research that have manifested rapid and overlapping development in recent years. An independent primary school located in the Perth metropolitan area of Western Australia participated in research on both values education and environmental education for…

  19. From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education

    Science.gov (United States)

    Timmerman, Nora; Metcalfe, Amy Scott

    2009-01-01

    In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case…

  20. 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...

  1. 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.

  2. Sustainability Champions? Academic Identities and Sustainability Curricula in Higher Education

    Science.gov (United States)

    Wood, Bronwyn E.; Cornforth, Sue; Beals, Fiona; Taylor, Mike; Tallon, Rachel

    2016-01-01

    Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy. Design/Methodology/Approach: The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability…

  3. Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

    Science.gov (United States)

    Ensign, Jacque

    2009-01-01

    This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

  4. Transforming Music Education on the Way to the Standards.

    Science.gov (United States)

    Kay, Ann

    1997-01-01

    Supports the shift from educating the masses as music consumers to educating a population of competent music makers through the integration of the standards into the music curriculum. Believes that, by transforming the teacher-education programs and creating advocacy agendas, the barriers to educational reform will be overcome. (CMK)

  5. The Impact of Transformational Leadership on Employee Sustainable Performance: The Mediating Role of Organizational Citizenship Behavior

    Directory of Open Access Journals (Sweden)

    Weiping Jiang

    2017-09-01

    Full Text Available Transformational leadership has drawn extensive attention in management research. In this field, the influence of transformational leadership on employee performance is an important branch. Recent research indicates that organizational citizenship behavior plays a mediating role between transformational leadership and employee performance. However, some of these findings contradict each other. Given the background where greater attention is being paid to transformational leadership in the construction industry, this research aims to find the degree of the influence of transformational leadership on employee sustainable performance, as well as the mediating role of organizational citizenship behavior. A total of 389 questionnaires were collected from contractors and analyzed via structural equation modeling. The findings reveal that employee sustainable performance is positively influenced by transformational leadership. In addition, more than half of that influence is mediated by their organizational citizenship behavior. These findings remind project managers of the need to pay close attention to transformational leadership, to cultivate organizational citizenship behavior, and thereby to eventually improve employee’s sustainable performance.

  6. 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…

  7. 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…

  8. 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,…

  9. Learning Outcomes in Sustainability Education among Future Elementary School Teachers

    Science.gov (United States)

    Foley, Rider W.; Archambault, Leanna M.; Hale, Annie E.; Dong, Hsiang-Kai

    2017-01-01

    Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary…

  10. 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…

  11. Towards a pedagogy for education for sustainable development

    African Journals Online (AJOL)

    The paper explores how one teaches and learns for sustainable development primarily through analysing education for sustainable development (ESD) initiatives in the Caribbean within the framework of service learning. The paper proposes that a pedagogy for ESD will require positioning education in the centre of ...

  12. Evaluating Sustainability Education: Lessons from International Development Experience

    Science.gov (United States)

    Koehn, Peter H.; Uitto, Juha I.

    2014-01-01

    Since the mid 1970s, a series of international declarations that recognize the critical link between environmental sustainability and higher education have been endorsed and signed by universities around the world. While academic initiatives in sustainability are blossoming, higher education lacks a comprehensive evaluation framework that is…

  13. Using Sustainability Themes and Multidisciplinary Approaches to Enhance STEM Education

    Science.gov (United States)

    Rogers, Michael; Pfaff, Thomas; Hamilton, Jason; Erkan, Ali

    2015-01-01

    Purpose: The purpose of this paper is to report on the Multidisciplinary Sustainability Education Project (MSEP) as a framework using sustainability-themed education modules to introduce students to the need for multidisciplinary approaches to solving twenty-first-century problems while retaining traditional course strengths and content.…

  14. Sustainability Curriculum in Higher Education: A Call to Action

    Science.gov (United States)

    Association for the Advancement of Sustainability in Higher Education, 2010

    2010-01-01

    This report is a culmination of the ideas presented during AASHE's Summit on Sustainability in the Curriculum to address how higher education institutions can further infuse sustainability topics into college and university curricula. Recognizing the scale of the challenges faced by higher education and the urgency with which changes must be…

  15. Transforming Ourselves/Transforming Curriculum: Spiritual Education and Tarot Symbolism

    Science.gov (United States)

    Semetsky, Inna

    2009-01-01

    This paper is threefold. It is grounded in the philosophical work of two educational theorists: John Dewey and our contemporary Nel Noddings. It also brings into the conversation the ancient system of Tarot, arguing that its pictorial symbolism embodies intellectual, moral, and spiritual "lessons" derived from collective human experiences across…

  16. Industrial transformation and shrimp aquaculture in Thailand and Vietnam: pathways to ecological, social, and economic sustainability?

    Science.gov (United States)

    Lebel, Louis; Tri, Nguyen Hoang; Saengnoree, Amnuay; Pasong, Suparb; Buatama, Urasa; Thoa, Le Kim

    2002-06-01

    Shrimp aquaculture in Vietnam is in the process of being transformed into a major industry around the intensification of the production system. The experiences of other countries in the region, especially in Thailand where high input production systems dominate, suggests that now is a critical time for intervention to redirect industry into pathways that are more sustainable ecologically, socially, and economically. In Thailand, years of experience with intensified systems and a complex industrial organization has not led to sustainable solutions. The challenge here is for society to regain control and then to redirect the transformation along more efficient and benign pathways. Our analyses suggest that current pathways in both countries are unlikely to lead to a sustainable industry. A complete transformation of the way shrimp are grown, fed, processed, distributed, and regulated is needed.

  17. Who Really Cares About Higher Education For Sustainable Development?

    OpenAIRE

    Torsten Richter; Kim P. Schumacher

    2011-01-01

    Problem statement: It is agreed that integrating Higher Education for Sustainable Development (HESD) into the curricula of universities is of key importance to disseminate the idea of sustainability. Especially the curricula of teacher-training should contain elements of Education for Sustainable Development (ESD) due to the crucial role of future teachers in information propagation. Approach: In order to find out about the spreading of ESD into the curricula and whether or not it is of inter...

  18. transforming nigeria's economy on the path of sustainable

    African Journals Online (AJOL)

    SILKA

    deficit, re-evaluate and revitalize the educational system, all under a ... even though its greater to have a sense of how large the economy is, but what .... procedure, dedicated dynamism and application of capital formation and ... America, China, India, United Kingdom, Netherlands, France, Germany, Brazil and Italy forms.

  19. The Worldviews Network: Transformative Global Change Education in Immersive Environments

    Science.gov (United States)

    Hamilton, H.; Yu, K. C.; Gardiner, N.; McConville, D.; Connolly, R.; "Irving, Lindsay", L. S.

    2011-12-01

    Our modern age is defined by an astounding capacity to generate scientific information. From DNA to dark matter, human ingenuity and technologies create an endless stream of data about ourselves and the world of which we are a part. Yet we largely founder in transforming information into understanding, and understanding into rational action for our society as a whole. Earth and biodiversity scientists are especially frustrated by this impasse because the data they gather often point to a clash between Earth's capacity to sustain life and the decisions that humans make to garner the planet's resources. Immersive virtual environments offer an underexplored link in the translation of scientific data into public understanding, dialogue, and action. The Worldviews Network is a collaboration of scientists, artists, and educators focused on developing best practices for the use of immersive environments for science-based ecological literacy education. A central tenet of the Worldviews Network is that there are multiple ways to know and experience the world, so we are developing scientifically accurate, geographically relevant, and culturally appropriate programming to promote ecological literacy within informal science education programs across the United States. The goal of Worldviews Network is to offer transformative learning experiences, in which participants are guided on a process integrating immersive visual explorations, critical reflection and dialogue, and design-oriented approaches to action - or more simply, seeing, knowing, and doing. Our methods center on live presentations, interactive scientific visualizations, and sustainability dialogues hosted at informal science institutions. Our approach uses datasets from the life, Earth, and space sciences to illuminate the complex conditions that support life on earth and the ways in which ecological systems interact. We are leveraging scientific data from federal agencies, non-governmental organizations, and our

  20. ICT-Platform to Transform Car Dealerships to Regional Providers of Sustainable Mobility Services

    Directory of Open Access Journals (Sweden)

    Benjamin Wagner vom Berg

    2017-02-01

    implementation only, based on own efforts, is difficult for car dealerships because of the dealership’s lack of know-how as well as tight IT budgets. However, this approach appears particularly successful in rural areas where public transport services are heavily declining. For full implementation, the presented ICT support is imperative. Recommendation for Researchers: The research on the retailer level, especially in combination with a digital trans-formation by the use of ICT systems, is still fragmentary. Research in this area that both addresses sustainability goals on a general level and supports economical goals on the company level of automotive retailers would be useful. Impact on Society: Creation of sustainable offers as a substitute or supplement for mobility based on their own car is a promising way to reduce negative effects of mobility. Enhancement of the mobility of the people in rural areas is leading to a more active lifestyle by reaching the leisure facilities, workplaces and educational institutions in a sustainable manner. Future Research: In terms of the fast changing mobility landscape, especially on a technical level with the development of autonomous vehicles and digitalization of entire businesses new solutions are becoming accessible, that have to be integrated in further research.

  1. ICT-Platform to Transform Car Dealerships to Regional Providers of Sustainable Mobility Services

    OpenAIRE

    Benjamin Wagner vom Berg; Jorge Marx Gómez; Alexander Sandau

    2017-01-01

    Aim/Purpose: The topic of this study is the ICT-enabled transformation of car dealerships to regional providers of sustainable mobility (e.g., car sharing). Background: Car dealerships offer specific conditions that enable a sustainable mobility offer, based on individual motorized transport like car sharing. This is especially useful in small towns or rural areas where people’s mobility is strongly dominated by private cars, and public transport coverage is limited. However, these new m...

  2. Innovation Systems for Transformations towards Sustainability? Taking the Normative Dimension Seriously

    Directory of Open Access Journals (Sweden)

    Michael P. Schlaile

    2017-12-01

    Full Text Available The aim of this article is to complement research on transformations towards sustainability by drawing upon the innovation systems (IS framework. The IS framework already serves as a suitable and influential basis for research on processes of technological innovation and economic change. We argue that improving the capacity of an IS framework for dealing with wicked problems and the normative complexity of sustainability requires a fundamental paradigm shift because in the current IS paradigm innovations are considered as per se desirable and in mostly technological terms. Therefore, we call for IS dedicated to transformations towards sustainability by opening up for systemic innovations beyond the technological dimension and by acknowledging that stakeholders have conflicting visions, interests, norms, and expectations with regard to sustainability goals. Taking the normative dimension of transformations towards sustainability seriously thus requires more explicit and integrative research on directionality, legitimacy, responsibility, and their interrelation in IS. The article concludes by proposing suggestions for future research based on IS-related approaches that can serve as building blocks for an IS framework capable of incorporating legitimate goal-orientation for transformative innovation by and for society.

  3. Experience of maintaining laboratory educational website′s sustainability

    Directory of Open Access Journals (Sweden)

    Izak B Dimenstein

    2016-01-01

    Full Text Available Laboratory methodology websites are specialized niche websites. The visibility of a niche website transforms it into an authority site on a particular "niche of knowledge." This article presents some ways in which a laboratory methodology website can maintain its sustainability. The optimal composition of the website includes a basic content, a blog, and an ancillary part. This article discusses experimenting with the search engine optimization query results page. Strategic placement of keywords and even phrases, as well as fragmentation of the post′s material, can improve the website′s visibility to search engines. Hyperlinks open a chain reaction of additional links and draw attention to the previous posts. Publications in printed periodicals are a substantial part of a niche website presence on the Internet. Although this article explores a laboratory website on the basis of our hands-on expertise maintaining "Grossing Technology in Surgical Pathology" (www.grossing-technology.com website with a high volume of traffic for more than a decade, the recommendations presented here for developing an authority website can be applied to other professional specialized websites. The authority websites visibility and sustainability are preconditions for aggregating them in a specialized educational laboratory portal.

  4. Young children's imagination in science education and education for sustainability

    Science.gov (United States)

    Caiman, Cecilia; Lundegård, Iann

    2017-09-01

    This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected `in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

  5. Effect of Loads and Other Key Factors on Oil-Transformer Ageing: Sustainability Benefits and Challenges

    OpenAIRE

    Radu Godina; Eduardo M. G. Rodrigues; João C. O. Matias; João P. S. Catalão

    2015-01-01

    Transformers are one of the more expensive pieces of equipment found in a distribution network. The transformer’s role has not changed over the last decades. With simple construction and at the same time mechanically robust, they offer long term service that on average can reach half a century. Today, with the ongoing trend to supply a growing number of non-linear loads along with the notion of distributed generation (DG), a new challenge has arisen in terms of transformer sustainability, ...

  6. The University and Transformation towards Sustainability: The Strategy Used at Chalmers University of Technology

    Science.gov (United States)

    Holmberg, John; Lundqvist, Ulrika; Svanstrom, Magdalena; Arehag, Marie

    2012-01-01

    Purpose: The purpose of this paper is to present the strategy used for achieving change towards sustainability at Chalmers University of Technology (Chalmers). Examples of how this strategy has been used are described and discussed, and exemplified with different lines of activities in a project on Education for Sustainable Development, the ESD…

  7. Transforming the Nigerian power sector for sustainable development

    International Nuclear Information System (INIS)

    Gatugel Usman, Zubairu; Abbasoglu, Serkan; Tekbiyik Ersoy, Neyre; Fahrioglu, Murat

    2015-01-01

    Nigeria has been plagued with acute power shortages due to poor performance of its power sector. Several policies and reforms have been implemented by the government to address the poor performance of the power generation, transmission and distribution sectors of the electricity industry. Also various strategies were employed by the government which includes encouraging private sector participation, diversification of the energy generation sources and promoting energy efficiency for sustainable development. In addition the government has spent billions of dollars since 2001 in the construction of new power generation facilities, transmission lines and distribution centers to boost the power supply. It has deregulated the generation and distribution sectors to encourage private sector participation and empowers the Energy Commission of Nigeria to embark on programs and strategies that can boost energy generation from renewable sources. This paper examined the country's energy sources and the power sector reforms adopted by the government. The paper also outlined some recommendations based on reforms implemented by other countries with similar resources to Nigeria which yielded positive results. - Highlights: • Available resources for power generation in Nigeria. • Power sector challenges, policies and reforms. • Implications of the reforms implemented. • Recommendations for improving the sector's performance.

  8. Transforming health professionals' education in Rwanda ...

    African Journals Online (AJOL)

    Key words: Health Professionals' Education, Undergraduate Medical Education, Primary Health Care, Social. Medicine ... tion process to gather all health professions educations .... integrated program in the revised 5-year medical degree.

  9. Working toward Transformational Leadership in Higher Education.

    Science.gov (United States)

    Allen, Kathleen E.

    1996-01-01

    Argues that, before colleges and universities can develop leaders, they must develop a coherent vision of what leadership is. Uses a historian's concept of transformational leadership to explore the various dimensions of leadership, such as its moral dimension. Outlines reasons for instituting and transforming leadership development programs. (RJM)

  10. Transformational Leadership in Nursing Education: Making the Case.

    Science.gov (United States)

    Fischer, Shelly Ann

    2017-04-01

    Transformational leadership is a trending style and competency that has been embraced by many industries and nursing practice settings. Similar positive influence on follower engagement, teamwork, and solidarity might be experienced if transformational leadership is employed by administration and faculty as a guiding framework for nursing education. The impact of embedding a teamwork culture in basic nursing education could be significant on students and ultimately on the nursing profession. Further research is needed to develop and test application of the transformational leadership framework in nursing education.

  11. Transforming Leaders into Stewards of Teaching Excellence: Building and Sustaining an Academic Culture through Leadership Immersion

    Science.gov (United States)

    Phillips, Candice; Bassell, Kellie; Fillmore, Laura; Stephenson, Winsome

    2018-01-01

    Nursing must transform education and practice to meet the changing healthcare environment; yet, steps to desired change remain unknown. Academic leaders are well-positioned to initiate change and transform the academic landscape. However, many advance to leadership positions with minimal orientation to the role. Moreover, leaders in academic…

  12. Education in Sustainable Energy by European Projects

    Science.gov (United States)

    Stanescu, Corina; Stefureac, Crina

    2010-05-01

    Our schools have been involved in several European projects having with the primary objective of educating the young generation to find ways for saving energy and for using the renewable energy. Small changes in our behaviour can lead to significant energy savings and a major reduction in emissions. In our presentation we will refer to three of them: - The Comenius 1 project "Energy in the Consumers' Hands" tried to improve the quality of education for democratic citizenship in all participant schools by creating a model of curricula concerning the integrative teaching of democratic citizenship using the topic approaches based on key concept - energy as important element of the community welfare. The students studied on the following topics: • Sources of energy • The clean use of fossil based resources; • The rational use of energy • Energy and the environment - The project "Solar Schools Forum" (SSF) focuses on environmental education in schools, in particular addressing the topics of Renewable Energy (RE) and Energy Efficiency (EE). The youth need to become more aware of energy-related problems, and how they can change their own lifestyles to limit environmental damage caused by the daily use of energy. As the decision-makers of tomorrow we need to empower them to make the right choices. The SSF is aimed at improving knowledge about RE and EE among children and young people, using a fun approach and aimed at generating greater enthusiasm for clean energy. The youth will also be encouraged to help raise awareness and so act as multipliers in their own communities, starting with their families and friends. As a result of this project we involved in developing and implementing an optional course for high school students within the Solar Schools Forum project. The optional course entitled "Sustainable energy and the environment" had a great deal of success, proof of this success being the fact that it is still taught even today, three years after its

  13. Transforming governance and institutions for global sustainability: key insights from the Earth System Governance Project

    NARCIS (Netherlands)

    Biermann, F.; Abbott, K.; Andresen, S.; Bäckstrand, K.; Bernstein, S.; Betsill, M.M.; Bulkeley, H.; Cashore, B.; Clapp, J.; Folke, C.; Gupta, A.; Gupta, J.; Haas, P.M.; Jordan, A.; Kanie, N.; Kluvánková-Oravská, T.; Lebel, L.; Liverman, D.; Meadowcroft, J.; Mitchell, R.B.; Newell, P.; Oberthür, S.; Olsson, L.; Pattberg, P.; Sánchez-Rodriguez, R.; Schroeder, H.; Underdal, A.; Camargo Vieira, S.; Vogel, C.; Young, O.R.; Brock, A.; Zondervan, R.

    2012-01-01

    The current institutional framework for sustainable development is by far not strong enough to bring about the swift transformative progress that is needed. This article contends that incrementalism—the main approach since the 1972 Stockholm Conference—will not suffice to bring about societal change

  14. A conceptual synthesis of organisational transformation: How to diagnose, and navigate, pathways for sustainability at universities?

    NARCIS (Netherlands)

    Baker-Shelley, Alex; van Zeijl - Rozema, Annemarie; Martens, Pim

    2017-01-01

    Universities will play a profound role in a century in which society will be judged by its capacity for self-transformation in response to pandemic crises of climate change and capitalism. Frameworks of analysis of sustainability in organisations could benefit from tangible systemic rubrics for

  15. Sustainability and Action Research in Universities: Towards Knowledge for Organisational Transformation

    Science.gov (United States)

    Wooltorton, Sandra; Wilkinson, Anne; Horwitz, Pierre; Bahn, Sue; Redmond, Janice; Dooley, Julian

    2015-01-01

    Purpose: Academic approaches to the challenge of enhancing sustainability in research in university contexts illustrate that universities are affected by the very same values and socio-ecological issues they set out to address, making transformation difficult at every level. A theoretical and practical framework designed to facilitate cultural…

  16. 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,…

  17. Education and training: Key to sustainable infrastructures

    International Nuclear Information System (INIS)

    2006-01-01

    Full text: Standards, legislation, regulations, policies and procedures may comprise the infrastructure of a radiation protection programme. But even the most carefully designed building remains a hollow shell until people take up residence and begin to marry form and function. Similarly, it takes people to put words into action. The availability of qualified personnel is vital to developing and sustaining a radiation protection infrastructure. For this reason, the IAEA makes it a top priority to develop the skills, knowledge and expertise of individuals across many disciplines: scientists, legislators and regulators, politicians and administrators, employees in facilities that use radioactive sources and materials, emergency response personnel, etc. Over the course of the Model Project, the IAEA applied various approaches to help strengthen personal capabilities - and thereby enable national capacities. Building on a long-standing programme developed in Argentina (and delivered in Spanish), the IAEA now offers post-graduate education courses (PGEC) on Radiation Protection and the Safety of Radiation Sources on a regular basis. This PGEC is available in Arabic (Syrian Arab Republic), English (South Africa and Greece), French (Morocco) and Russian (Belarus). Between 1999 and 2004, more than 370 individuals participated in post-graduate courses. In addition, some 7000 national specialists received radiation protection training through regional and interregional specialized training courses, fellowships, on-the-job training, and scientific visits. By adopting a 'train-the-trainer' approach, the IAEA helps to ensure that Member States become self-sufficient in this area as well. Many individuals who participate in training opportunities provided by the technical cooperation programme subsequently pass their new knowledge and expertise on to co-workers and other peers at the national level. One of the most practical ways the IAEA supports training and education is

  18. Roadmapping towards Sustainability Proficiency in Engineering Education

    Science.gov (United States)

    Rodriguez-Andara, Alejandro; Río-Belver, Rosa María; Rodríguez-Salvador, Marisela; Lezama-Nicolás, René

    2018-01-01

    Purpose: The purpose of this paper is to deliver a roadmap that displays pathways to develop sustainability skills in the engineering curricula. Design/methodology/approach: The selected approach to enrich engineering students with sustainability skills was active learning methodologies. First, a survey was carried out on a sample of 189 students…

  19. Educating about Sustainability while Enhancing Calculus

    Science.gov (United States)

    Pfaff, Thomas J.

    2011-01-01

    We give an overview of why it is important to include sustainability in mathematics classes and provide specific examples of how to do this for a calculus class. We illustrate that when students use "Excel" to fit curves to real data, fundamentally important questions about sustainability become calculus questions about those curves. (Contains 5…

  20. Integrating Sustainability Education into International Marketing Curricula

    Science.gov (United States)

    Perera, Chamila Roshani; Hewege, Chandana Rathnasiri

    2016-01-01

    Purpose: The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development…

  1. 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…

  2. Education Policy Mobility: Reimagining Sustainability in Neoliberal Times

    Science.gov (United States)

    McKenzie, Marcia; Bieler, Andrew; McNeil, Rebecca

    2015-01-01

    This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in…

  3. 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…

  4. Transforming education in South Africa: paradigm shift or change ...

    African Journals Online (AJOL)

    The transformation of the content of the educational curriculum in South Africa is an imperative of historical justice. Though the final constitution of South Africa represents a substantive improvement on the rights condition of many South Africans, it is at the same time an impediment to transformation. This is because it is not ...

  5. Change and Deeper Change: Transforming Social Work Education

    Science.gov (United States)

    Witkin, Stanley L.

    2014-01-01

    In recent years, the concept of transformation has become more prevalent in the social work literature; however, its use is quite varied. In this article, I attempt to disentangle some of these uses. I then propose a conceptualization of transformation and discuss its relevance for social work education. In this conceptualization, transformation…

  6. environmental education's pivotal role in the transformation

    African Journals Online (AJOL)

    UNESCO- UNEP 1978) provided a set of guidelines for environmentaleducation in the formal, nonformal and informal education communities. Through holistic education in the 'total environment'. Tbilisi aimed for people to acquire the knowledge,.

  7. Transforming Higher educational institution administration through ICT

    OpenAIRE

    J. Meenakumari; Dr. R. Krishnaveni

    2011-01-01

    The rapid development in Indian higher education sector has increased the focus on reforms in higher educational institution administration. Efficiency and accountability have become important elements, and the integration of Information and Communication Technology (ICT) into the educational administration process has become a necessity. The objective of this study is to know the current extent of ICT integration in Indian higher education institutions. The factors contributing to the succes...

  8. Sustainability in Design Engineering Education; Experiences in Northern Europe

    NARCIS (Netherlands)

    Dewulf, K.; Wever, R.; Boks, C.; Bakker, C.; D'hulster, F.

    2009-01-01

    In recent years, the implementation of sustainability into the curricula of engineering has become increasingly important. This paper focuses on the experiences of integrating sustainability in Design Engineering education in the academic bachelor programs at Delft University of Technology in The

  9. A Multidisciplinary Team-Teaching Approach to Sustainable Business Education

    Science.gov (United States)

    Izberk-Bilgin, Elif; Klein, Barbara D.; Chandra, Charu; Lee, Hei-Wai; Susko, David; Lee, Moses; Zikanov, Oleg

    2012-01-01

    Sustainability has been identified as one of the most pressing challenges for business and society. However, research shows that sustainability topics are still not given sufficient attention in higher education, particularly in the undergraduate business curriculum. This paper offers a template for an interdisciplinary, team-taught undergraduate…

  10. 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…

  11. Sustainable Production of Chemicals--An Educational Perspective

    Science.gov (United States)

    Eissen, Marco

    2012-01-01

    "Sustainability" is a very general term and the question arises how to specify it within daily laboratory work. In this regard, appropriate metrics could support a socially acceptable, ecological and economic product development. The application of metrics for sustainability should be strengthened in education, because they do not belong…

  12. Integrating Sustainability into Management Education: A Dean's Perspective

    Science.gov (United States)

    Walck, Christa

    2009-01-01

    The integration of sustainability and environmental ethics into management education has improved in the past decade. This is partly a response to external pressure, as societal concerns about sustainability grow and businesses have made greater efforts to green their processes and products. But it is also a response to internal pressure from…

  13. 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'…

  14. Where Is "Community"?: Engineering Education and Sustainable Community Development

    Science.gov (United States)

    Schneider, J.; Leydens, J. A.; Lucena, J.

    2008-01-01

    Sustainable development initiatives are proliferating in the US and Europe as engineering educators seek to provide students with knowledge and skills to design technologies that are environmentally sustainable. Many such initiatives involve students from the "North," or "developed" world building projects for villages or…

  15. Living Smart Homes: A Pilot Australian Sustainability Education Programme

    Science.gov (United States)

    Miller, Evonne; Buys, Laurie; Bell, Lorraine

    2009-01-01

    This article documents the rationale and experience of a pilot Australian sustainability education programme, "Living Smart Homes" (LSH) based on a community-based social marketing model. Inspired by the Australian "Land for Wildlife" scheme, LSH is designed to engage homeowners with sustainable practices through face-to-face…

  16. Implementing and Sustaining School Improvement. The Informed Educator Series

    Science.gov (United States)

    Protheroe, Nancy

    2011-01-01

    This "Informed Educator" examines research-proven strategies for implementing and sustaining school improvement by looking at the key elements of the process, enabling conditions for improvement, issues of school culture, and implementation. It also looks at school turnarounds and how to sustain school improvement once reforms are implemented.

  17. Sustainability, Indicators, and Institutions of Higher Education. Chapter 42

    Science.gov (United States)

    Indicators of commitment to sustainability commonly applied to institutions of higher education provide no estimate of the actual effects that these institutions have on the persistence or prevalence of the socioecological systems that encompass them. Emergy methodology provides ...

  18. EDUCATION FOR SUSTAINABLE LIVING AN INTERNATIONAL ...

    African Journals Online (AJOL)

    Business Council for Sustainable Development argued that: ... as a "wildlife conservation textbook" because at the time many .... make a case for the direct and explicit teaching of them. .... provides ethical and spiritual inspiration for.

  19. Integrating sustainability into Business Education teacher training

    African Journals Online (AJOL)

    aimed at integrating sustainability in their teacher training curriculum. ... by debate about ideology, resource allocation efficiency and economic policy for the greater good of the ... vative ways to provide long-term service rather than sale of.

  20. The Decade of Education for Sustainable Development: Towards four pillars of learning

    OpenAIRE

    Shivali Lawale; Aline Bory-Adams

    2010-01-01

    Education for sustainable development is a paradigm shift in education which goes beyond the traditional realms of education. Shivali Lawale and Aline Bory-Adams assess how education for sustainable development could build sustainable societies through the Decade of Education for sustainable development. They explore how to build a conceptual framework based on the four pillars of learning proposed by the Delors Report.

  1. Effect of Loads and Other Key Factors on Oil-Transformer Ageing: Sustainability Benefits and Challenges

    Directory of Open Access Journals (Sweden)

    Radu Godina

    2015-10-01

    Full Text Available Transformers are one of the more expensive pieces of equipment found in a distribution network. The transformer’s role has not changed over the last decades. With simple construction and at the same time mechanically robust, they offer long term service that on average can reach half a century. Today, with the ongoing trend to supply a growing number of non-linear loads along with the notion of distributed generation (DG, a new challenge has arisen in terms of transformer sustainability, with one of the possible consequences being accelerated ageing. In this paper we carefully review the existing studies in the literature of the effect of loads and other key factors on oil-transformer ageing. The state-of-the-art is reviewed, each factor is analysed in detail, and in the end a smart transformer protection method is sought in order to monitor and protect it from upcoming challenges.

  2. Barriers in Sustainable Knowledge Management Model in Education

    Directory of Open Access Journals (Sweden)

    Gratiela Dana BOCA

    2016-12-01

    Full Text Available The paper present a comprehensive model in education using the data base collected from 101 students from Turkey. The target group was students involved in academic life system. Results are used to design a model where education transfer of knowledge it is investigated in function of possible barriers as internal, external and knowledge management factors of influence in education selection and students vision for education development. As a conclusion, the evaluation of the barriers in sustainable knowledge management in education present a cross-educational model which seems to indicate its highly effective resource for environmental education focused on sustainability, and favours the development of knowledge, attitudes and future intentions of inspiring educational environment. The model can be useful on passing of knowledge from one generation to the next generation, managing succession and distributing the competencies and responsibilities to a repetitive change.

  3. Information technologies and the transformation of nursing education.

    Science.gov (United States)

    Skiba, Diane J; Connors, Helen R; Jeffries, Pamela R

    2008-01-01

    Higher education is facing new challenges with the emergence of the Internet and other information and communication technologies. The call for the transformation of higher education is imperative. This article describes the transformation of higher education and its impact on nursing education. Nursing education, considered by many a pioneer in the use of educational technologies, still faces 3 major challenges. The first challenge is incorporation of the Institute of Medicine's recommendation of 5 core competencies for all health professionals. The second challenge focuses on the preparation of nurses to practice in informatics-intensive healthcare environments. The last challenge is the use of emerging technologies, such as Web 2.0 tools, that will help to bridge the gap between the next generation and faculty in nursing schools. Nurse educators need to understand and use the power of technologies to prepare the next generation of nurses.

  4. Split, Croatia - Educational, Adventurous and Sustainable Tourism Destination

    OpenAIRE

    Chabik, Szymon; Imran, Md. Azim

    2015-01-01

    The purpose of this Bachelor’s thesis is to create an audio-visual documentation about an educational trip to Split, Croatia. The trip took place in April, 2014. The educational tour was organized by Laurea University of Applied Sciences. The destination, Split, were chosen by participants’ vote. The tour was arranged and planned by a group of students and the theme of the tour was Educational Tourism. The entire trip was taken into consideration from sustainable, Adventure and educational po...

  5. SUSTAINABLE COMPETITIVENESS THROUGH QUALITY TRANSFORMATION: A LONGITUDINAL ANALYSIS OF QUALITY AWARD WINNERS AND A PROPOSED FRAMEWORK

    Directory of Open Access Journals (Sweden)

    Mohd Ashari Idris

    2002-01-01

    Full Text Available Quality management is a dynamic philosophy that underlines the organisational adaptation and proactive transformation that enables firms to reap real benefits from market opportunities. The faster the market changes, the quicker the transformation that is required for sustaining the firm's internal capabilities and its external competitiveness. Under a competitive pressure, a firm will need to learn faster and lead in best practice for operational excellence and continuously finding ways to shield its advantage from imitation.In the search for determinants for sustainability, this article analyses best practices adopted by quality award-winning organisations and synthesises a collection of critical factors that could assist organisations in improving their performance. From a longitudinal learning on how these leading organisations led themselves into a new sustaining paradigm, the article makes explicit the factors that were considered of paramount importance to sustainability. These success factors become a basis for others to leapfrog ahead into a new performance orbit. A proposed model for sustaining competitiveness has been developed from the creative learning of best practices of leading organisations. This proposed framework presents companies with an opportunity to emulate successful implementation of TQ-based initiatives, and to embed these pioneering concepts, particularly in the context of emerging countries.

  6. Shared Leadership Transforms Higher Education IT

    Science.gov (United States)

    Duin, Ann Hill; Cawley, Steve; Gulachek, Bernard; O'Sullivan, Douglas M.; Wollner, Diane

    2011-01-01

    Globalization, immersive research and learning environments, unlimited access to information and analytics, and fiscal realities continue to impact higher education--and higher education IT. Although IT organizations face immense pressure to meet significantly greater expectations at significantly less cost, with such pressure comes the…

  7. Global Reproduction and Transformation of Science Education

    Science.gov (United States)

    Tobin, Kenneth

    2011-01-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

  8. Transforming the Early Care and Education Workforce

    Science.gov (United States)

    Vecchiotti, Sara

    2018-01-01

    There is ample opportunity for state boards to improve outcomes for children by strengthening the early care and education workforce and thereby improving the quality of early care and education. Ensuring that ECE professionals have the knowledge, supports, and resources they need to support children's learning is one avenue to improving the…

  9. Transforming of educational institutions after GATS

    DEFF Research Database (Denmark)

    Michel-Schertges, Dirk; Jensen, Knud

    2010-01-01

    . The tendency is privatisation which has as a consequence an increasing extension of hierarchical structures, standardisation and specialisation of educational institutions inclusive universities. Several contradictory issues appeared in the period. The balancing of demand and supply of the workforce...... is the foundation of education, care, social work and health and as such the education of and jobs as teachers, kindergarten teachers, social workers and nurses. The financial crisis caused by practising the ideology of the free market and mainly regulated by contracting demands new critical reflexion about...... the relations between public and private finance and public and private supply on education and practise. Contradictions are sharpened by the crisis. The principle of performance-related budgeting and the mix of private and public financing is a key issue. Educational policies following the WTO agreement (GATS...

  10. Sustainability in Higher Education: An explorative approach on sustainable behavior in two universities

    NARCIS (Netherlands)

    M. Juárez Nájera (Margarita)

    2010-01-01

    textabstractThis thesis focuses on identifying psychological factors related to personality features which can influence sustainable behavior of individuals in higher educational institutions (HEI), as well as to present the areas where these individuals work, and in which higher education for

  11. Educating for Sustainability: Environmental Pledges as Part of Tertiary Pedagogical Practice in Science Teacher Education

    Science.gov (United States)

    Paige, Kathryn

    2017-01-01

    Educating for sustainability has been a key principle underpinning the primary/middle undergraduate teacher education programme at an Australian University for the past decade. Educating for sustainability seeks to provide knowledge and understanding of the physical, biological, and human world, and involves students making decisions about a range…

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

    African Journals Online (AJOL)

    Toshiba

    in industrial, infrastructural and economic development. The roles ... Policy on Education (2004) is to give training and impart the necessary .... category) to function well. These are .... Trends in Educational Research and Policy Studying. 2(1).

  13. Quality Special Education Programs: The Role of Transformational Leadership

    Science.gov (United States)

    Clinton, Demi

    2013-01-01

    The purpose of this quantitative study was to determine whether or not a relationship existed between principals who demonstrate transformational leadership traits and six different quality practices in their special education program. Effective principals must know and understand special education laws, practices, and current issues, but evidence…

  14. Transformational Leadership Characteristics Necessary for Today's Leaders in Higher Education

    Science.gov (United States)

    Basham, Lloyd Moman

    2012-01-01

    This study is concerned with the traits and characteristics of presidents of institutions of higher education who are considered transformational leaders. The study adds current data to the published and perceived characterization of leaders in higher education and their approaches to changing the learning environment at their institutions. This…

  15. Transforming Conflict Resolution Education: Applying Anthropology alongside Your Students

    Science.gov (United States)

    Avruch, Kevin

    2009-01-01

    This article describes the role graduate students can play in transforming their education in the emergent field of Conflict Analysis and Resolution, as occurs at the Institute for Conflict Analysis and Resolution (ICAR), at George Mason University, Washington, DC. It also unpacks how anthropology plays a role in the education of these students at…

  16. Research in a South African faculty of education: A transformative ...

    African Journals Online (AJOL)

    In South Africa, as part of transformation policies after 1994, the South African government made a deliberate effort to restructure the higher education landscape, resulting in a number of enforced mergers between universities and teacher education colleges. These complex contextual issues had a profound effect on ...

  17. Towards a Transformational Political Concept of Love in Critical Education

    Science.gov (United States)

    Lanas, Maija; Zembylas, Michalinos

    2015-01-01

    This paper makes a case for love as a powerful force for "transforming power" in our educational institutions and everyday lives, and proposes that "revolutionary love" serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current…

  18. Education and Development: Twelve Considerations for Transformative Practice

    Science.gov (United States)

    VanBalkom, W. Duffie; Eastham, Sarada

    2011-01-01

    Twelve factors that are essential to consider when embarking on the process of transformative development are examined in the context of international development programming in education and training. Each factor raises a number of questions for the deliberations of policy makers, development practitioners, scholars, international educators,…

  19. The Transformation of Music Education: A South African Case Study

    Science.gov (United States)

    de Villiers, Alethea

    2015-01-01

    In this paper I reflect on transformation in South African education policy, post-1994. The new curriculum for schools was underpinned by the democratic values of the constitution and was a time of renewal for music education. However, over time as the original curriculum documents were revised, the focus of promoting indigenous traditions was…

  20. Lessons from the field: Transforming health professionals' education ...

    African Journals Online (AJOL)

    Health professionals' education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals' education.

  1. 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 article it is examined dialectically how the changing climate and the paradigm of sustainability have been dealt with in Danish geographical university education. It is shown how curriculum programs in higher geographical education have taken different approaches to address issues of sustainability...... 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...

  2. Planning imperatives for sustainability of qualitative educational ...

    African Journals Online (AJOL)

    Planning Education is a prerequisite for achieving gains in educational enterprise. This paper presents prescriptions, which planners should adopt as a frame-work to do effective planning and implementation of educational programmes in Nigeria. The paper discusses National aspirations, National challenges, ...

  3. Planning Imperatives for Sustainability of Qualitative Educational ...

    African Journals Online (AJOL)

    kofimereku

    ... a frame-work to do effective planning and implementation of educational programmes in ... illiteracy in Nigeria, help to improve the quality of life, and help to acquire the ability to ... work to do, to plan education to suit the Nigerian culture and background, ... balanced with fishing-ports-education in the south to make both.

  4. Reclaim “Education” in environmental and sustainability education research

    DEFF Research Database (Denmark)

    Lysgaard, Jonas Greve; Sund, Per

    Introduction: this paper looks into the the nascent research area of Environmental and Sustainability Education (ESE) and argues that it needs a firm grounding in educational philosophy in order to focus more on education. The paper is based on experiences at two recent conferences focusing...... on research in this field. Issues related to content, attitudes and long-term aims dominated at these conferences, while learning processes were often taken for granted. Objectives: This paper highlights the risk that, without a connection to educational philosophy, Environmental and Sustainability Education...... (ESE) research can result in normative statements that may essentially be regarded as mis-educative. All education is normative in the sense that it has a purpose. The normativity that is problematized here is the tendency to use ESE as a platform for prescribing how the knowledge that is acquired...

  5. Global reproduction and transformation of science education

    Science.gov (United States)

    Tobin, Kenneth

    2011-03-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

  6. Transformation of engineering education: Taking a perspective for the challenges of change

    Science.gov (United States)

    Siddiqui, Junaid Abdul Wahid

    There are a variety of imperatives which call us to transform engineering education. Those who have made attempts to facilitate a change in engineering education have experienced slow or no progress. The literature on change has suggestions and strategies related to educational change but most of them are not able to guide the conversations and actions effectively. People interested in understanding the challenges often ask 'what makes educational change so difficult?' This research is an effort towards finding an answer to this question. The study adopted a transdisciplinary approach while taking a systems perspective on educational change in order to examine the challenges. Instead of exploring the effectiveness of change strategies and interventions, this study sought to understand the basic nature of change in engineering education organizations. For this purpose, the study adopted an integrated theoretical framework consisting of systems thinking, complexity theory, and transformative learning theory. The methodology was designed on the complexity research paradigm with interpretive qualitative methods used for data analysis. This approach enabled understanding the social and human conditions which reduce or enhance the likelihood of change in the context of an engineering education organization. The context for this study to investigate the challenges of transformation in engineering education is efforts around educating the Engineer of 2020. Four institutional initiatives at various stages in the transformation process provided cases for investigation in the study. The engineering educators at the four institutions participating in the study had experiences of active engagement in educational change. The interpretive qualitative analysis of the participants' accounts induced a systems perspective of the challenges which faculty face in their educational transformation efforts. The inertia which educational organizations experience against change appears to

  7. Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

    Science.gov (United States)

    Schmidt, Catarina

    2017-01-01

    The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in…

  8. Technical Education--The Key to Sustainable Technological Development

    Science.gov (United States)

    Odo, J. U.; Okafor, W. C.; Odo, A. L.; Ejikeugwu, L. N.; Ugwuoke, C. N.

    2017-01-01

    Technical education has been identified as one of the most effective human resource development that needs to be embraced for rapid industrialization and sustainable technological development of any nation. Technical education has been an integral part of national development in many societies because of its impact on productivity and economic…

  9. Killing Mosquitoes and Keeping Practice: Teacher Education as Sustaining Paradox

    Science.gov (United States)

    Keiser, David Lee

    2013-01-01

    The moral and ethical charge of teaching and teacher education includes sustaining equanimity and paradox, and maintaining poise amongst contradicting policies and interests. This paper draws upon the wisdom of the Tao Te Ching to address some paradoxes in education and teacher preparation. Specifically, the article looks at four chapters of the…

  10. Australia's Sustainability: A New Policy Front for Rural Education?

    Science.gov (United States)

    Halsey, R. John

    2009-01-01

    Rural education and its policy agenda has for many decades primarily focussed upon responding to decline to "keep things going; keep things open". While this has been understandable and much has been achieved, it is now opportune--essential?--that rural education and its leaders embrace a new challenge, sustainability, and use it to…

  11. 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…

  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. International Education Hubs: Collaboration for Competitiveness and Sustainability

    Science.gov (United States)

    Knight, Jane

    2014-01-01

    This chapter focuses on the development of education hubs, a recent phenomenon in international higher education. Three models of hubs are examined in relation to the forces, risks, and opportunities of globalization and how local and international collaborations are essential for both global competitiveness and sustainability.

  14. Leadership for Sustainability Perceptions in Higher Education Institutions in Oman

    Science.gov (United States)

    Hussain, Sadiq; Albarwani, Thuwayba

    2015-01-01

    This study explores leadership in higher education institutions in Oman where education for sustainability issues are a high priority. The Vice-chancellor of the premier university Sultan Qaboos University, Qaboos Sultanate of Oman, and his four senior management team members answer the following question: What are the concrete steps which have…

  15. Integration of Sustainable Development in Sanitary Engineering Education in Sweden

    Science.gov (United States)

    Rydhagen, B.; Dackman, C.

    2011-01-01

    In the Swedish Act for higher education, as well as in the policies of technical universities, it is stated that sustainable development (SD) should be integrated into engineering education. Researchers argue that SD needs to be integrated into the overall course content rather than added as a specific course. In this paper, six engineering…

  16. Motivating Students and Lecturers for Education in Sustainable Development

    Science.gov (United States)

    Mulder, Karel F.; Ferrer, Didac; Segalas Coral, Jordi; Kordas, Olga; Nikiforovich, Eugene; Pereverza, Kateryna

    2015-01-01

    Purpose: This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach: The paper briefly reviews literature…

  17. Sustainable Competitive Advantage for Educational Institutions: A Suggested Model.

    Science.gov (United States)

    Mazzarol, Tim; Soutar, Geoffrey Norman

    1999-01-01

    Outlines a model of factors critical to establishing and maintaining sustainable competitive advantage for education-services enterprises in international markets. The model, which combines industrial economics, management theory, and services marketing, seeks to explain the strategic decision-making environment in which the education exporter…

  18. Guidance and Counselling in the Sustainability of Educational System

    African Journals Online (AJOL)

    Education developed from human struggle for survival and enlightenment. It is an act of acquiring skills passed on from generation to generation for the development and comfortability of mankind. Gradually education has been developing from all levels. Hence it‟s development needs to be fortified and sustained.

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

    African Journals Online (AJOL)

    This paper documents the outcomes of the consultation process on participating in the UNDESD which was led by the SADC Regional Environmental Education Programme in 2005/2006, assisted by the Rhodes University Environmental Education and Sustainability Unit and Environment Africa. The goals of the ...

  20. Transitions to Sustainable Development. New Directions in the Study of Long Term Transformative Change

    International Nuclear Information System (INIS)

    Grin, J.; Rotmans, J.; Schot, J.; Geels, F.; Loorbach, D.

    2010-01-01

    Over the past few decades, there has been a growing concern about the social and environmental risks which have come along with the progress achieved through a variety of mutually intertwined modernization processes. In recent years these concerns are transformed into a widely-shared sense of urgency, partly due to events such as the various pandemics threatening livestock, and increasing awareness of the risks and realities of climate change, and the energy and food crises. This sense of urgency includes an awareness that our entire social system is in need of fundamental transformation. But like the earlier transition between the 1750s and 1890s from a pre-modern to a modern industrial society, this second transition is also a contested one. Sustainable development is only one of many options. This book addresses the issue on how to understand the dynamics and governance of the second transition dynamics in order to ensure sustainable development. It will be necessary reading for students and scholars with an interest in sustainable development and long-term transformative change.

  1. Transitions to Sustainable Development. New Directions in the Study of Long Term Transformative Change

    Energy Technology Data Exchange (ETDEWEB)

    Grin, J. [Department of Political Science, University of Amsterdam, Amsterdam (Netherlands); Rotmans, J. [Sustainability Transitions and Transition Management, Erasmus University Rotterdam, Rotterdam (Netherlands); Schot, J. [Eindhoven University of Technology, Eindhoven (Netherlands); Geels, F. [Science Policy Research Unit SPRU, University of Sussex, Brighton (United Kingdom); Loorbach, D. [Dutch Research Institute for Transitions Drift, Erasmus University Rotterdam, Rotterdam (Netherlands)

    2010-07-01

    Over the past few decades, there has been a growing concern about the social and environmental risks which have come along with the progress achieved through a variety of mutually intertwined modernization processes. In recent years these concerns are transformed into a widely-shared sense of urgency, partly due to events such as the various pandemics threatening livestock, and increasing awareness of the risks and realities of climate change, and the energy and food crises. This sense of urgency includes an awareness that our entire social system is in need of fundamental transformation. But like the earlier transition between the 1750s and 1890s from a pre-modern to a modern industrial society, this second transition is also a contested one. Sustainable development is only one of many options. This book addresses the issue on how to understand the dynamics and governance of the second transition dynamics in order to ensure sustainable development. It will be necessary reading for students and scholars with an interest in sustainable development and long-term transformative change.

  2. Integral Sustainable Design: Transformative Perspectives (by M. DeKay (Ed. with S. Bennett, 2011

    Directory of Open Access Journals (Sweden)

    Michael Schwartz

    2013-02-01

    Full Text Available Reviewed by Michael Schwartz Mark DeKay, Professor of Architecture and Director of Graduate Studies in the College of Architecture at the University of Tennessee, a prominent scholar-practitioner in the field of sustainable design, opens his latest book with the explicit intention that the volume “help create a breakthrough in the effectiveness of the Sustainable Design movement such that it is transformed to greater power, relevance, meaning and positive effect on people and Nature” (p. xxi. His approach is thoroughly integral, taking up Wilber’s classic integral theory, more or less a version of “Wilber-4,” clarifying and extending this meta-theory in service of creating and advancing sustainable design as discipline and practice.

  3. 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.

  4. Prosociality and proenvironmentalism as components of sustainable behavior: toward an integrated approach to sustainability education

    Directory of Open Access Journals (Sweden)

    Alexander Neaman

    2015-02-01

    Full Text Available 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 educational approach can promote sustainable behavior, contributing to multi- and inter-disciplinary efforts to create an ecologically, socially and perhaps even economically sustainable society. Proenvironmental behavior is defined as actions which contribute towards environmental preservation and/or conservation [2]. In turn, prosocial behavior is defined as voluntary behavior intended to benefit others or promote harmonious relationship with others [3], [4]. Previous studies demonstrate correlations between proenvironmental and prosocial behavior [5], [7]. For example, Joireman et al. [8] found an association between prosociality and the use of public transport, which has a lower impact on the environment, in comparison to the use of individual motorized transport. Furthermore, [5] and [6] empirically demonstrated that prosociality and proenvironmentalism are components of a broader behavior, which they called “sustainable behavior” since it includes actions aimed at protecting both the natural and the human (social environments. With regards to the environmental aspects of sustainability, some authors suggest that “environmental problems” are actually problems of human behavior [9]. The first definition of environmental education [10] emphasized the importance of educating the general public about taking action to solve environmental problems. Based on the in-depth analysis of [11], the main emphasis of environmental education is limited to the

  5. Sustained Change: Institutionalizing Interdisciplinary Graduate Education

    Science.gov (United States)

    Borrego, Maura; Boden, Daniel; Newswander, Lynita K.

    2014-01-01

    We employ Scott's three pillars of institutions (regulative, normative, and cultural-cognitive) to investigate how higher education organizations change to support interdisciplinary graduate education. Using document analysis and case study approaches, we illustrate how strategies which address both policies and cultural norms are most…

  6. Towards a Transformative Epistemology of Technology Education

    Science.gov (United States)

    Morrison-Love, David

    2017-01-01

    Technology Education offers an authentic and invaluable range of skills, knowledge, capabilities, contexts and ways of thinking for learners in the 21st century. However, it is recognised that it occupies a comparatively less defined and more fragile curricular position than associated, but longer established, subjects such as Mathematics and…

  7. Strategic Enrollment Management: Transforming Higher Education

    Science.gov (United States)

    Bontrager, Bob; Ingersoll, Doris; Ingersoll, Ronald

    2012-01-01

    As external forces demand change in the delivery of postsecondary education and institutions seek to take advantage of new opportunities, the potential for achieving higher levels of student and institutional success is vast. New technologies, communication tools, data use, and organizational constructs present key factors in improving the…

  8. Reclaim “Education” in Environmental and Sustainability Education Research

    Directory of Open Access Journals (Sweden)

    Jonas Greve Lysgaard

    2013-04-01

    Full Text Available The nascent research area of Environmental and Sustainability Education (ESE needs a firm grounding in educational philosophy in order to focus more on education. This conclusion is based on experiences at two recent conferences focusing on research in this field. Issues related to content, attitudes and long-term aims dominated at these conferences, while learning processes were often taken for granted.

  9. 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...... to addressing issues of sustainability. Then, it is examined how geographers articulate their role and function as to addressing issues of sustainability. It is concluded that, though geographers generally are reluctant with using the concept of sustainability, and find it better serves as an implicit notion...... approaches to be able to understand the dynamics, complexity and interactions in various scales. Third, geographers find their discipline provides an integrative knowledge platform between the natural and social sciences....

  10. Sustaining quality teacher education in Nigeria | Bebebiafiai ...

    African Journals Online (AJOL)

    Journal of Technology and Education in Nigeria. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 7, No 1 (2002) >. Log in or Register to get access to full text downloads.

  11. Curricular Transformation of Education in the Field of Physical and Sport Education in Slovakia

    Science.gov (United States)

    Bendíková, Elena

    2016-01-01

    The study presents basic information on the curricular transformation of physical and sport education in Slovakia after the year 1989, which is related to the education process in the 21st century. What is more, it points to the basis for modern transformation in relation to sports as well as to insufficient undergraduate teacher training and its…

  12. Transformative education: Pathways to identity, independence and hope

    Directory of Open Access Journals (Sweden)

    Peter Howard

    2010-11-01

    Full Text Available In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence. Clemente Australia (CA is an example of community embedded, socially supported university education (CESS. Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs. For the students, the university (Australian Catholic University and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage. key words: transformation; education; community

  13. Mapping the relationship between higher education and sustainable development

    DEFF Research Database (Denmark)

    Holm, Claus; Martinsen, Anders

    2015-01-01

    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......The article presents different approaches to the relationship between higher education and sustainable development. The purpose is firstly to provide an overview of four main approaches to this relationship and these approaches’ key conflicts. Secondly, the purpose is to argue that the approach...... "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...

  14. Education for Sustainable Development (ESD): The Turn away from "Environment" in Environmental Education?

    Science.gov (United States)

    Kopnina, Helen

    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 such pluralism may sustain dominant political…

  15. High Performance Education Fails in Sustainability?--A Reflection on Finnish Primary Teacher Education

    Science.gov (United States)

    Wolff, Lili-Ann; Sjöblom, Pia; Hofman-Bergholm, Maria; Palmberg, Irmeli

    2017-01-01

    Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in…

  16. Is Higher Education Economically Unsustainable? An Exploration of Factors That Undermine Sustainability Assessments of Higher Education

    Science.gov (United States)

    Maragakis, Antonios; van den Dobbelsteen, Andy; Maragakis, Alexandros

    2016-01-01

    As students continue to review the sustainability of higher education institutions, there is a growing need to understand the economic returns of degrees as a function of a sustainable institution. This paper reviews a range of international research to summarize the economic drivers of higher education attainment. Although the cost inputs to…

  17. Educational Reevaluation, Political Transformation: Québec and Higher Education

    Science.gov (United States)

    Unger, Zoe

    2013-01-01

    This paper considers the history of Québec's higher education system and the reforms that have contributed to the role of education in the province. Québec's education system has repeatedly been a site for social and political transformation; most recently, reevaluation of education's role in the province has revealed a tension between…

  18. Transformation of Taiwan's Upper Secondary Education System

    Directory of Open Access Journals (Sweden)

    Hueih-Lirng Laih

    1998-09-01

    Full Text Available This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.

  19. Emotional Intelligence and Transformational Leadership in Physical Education Managers

    Directory of Open Access Journals (Sweden)

    Nooshin Esfahani,

    2013-03-01

    Full Text Available The aim of the present research was to investigate the relationship between emotional intelligence and transformational leadership in managers of physical education of Golestan province. The managers and deputies of Golestan physical education departments participated in this research and 47 subjects were selected as the statistical sample of this study. Emotional Intelligence questionnaire that assessed five micro scales of self-awareness, self-management, self-motivation, empathy and social skills, Multifactor Leadership questionnaire (MLQ by Bass and Avolio (1996 that measured five micro scales related to transformational leadership, three micro scales of transactional leadership, and laissez-faire leadership were used to collect the data. In order to analyze the data, ANOVA test, multiple regression test, and Pearson correlation coefficient were applied. The results showed a significant relationship between emotional intelligence and transformational leadership method. Also, the results of multiple regression test indicated that among transformational leadership micro scales, personal considerations was the strongest predictive variable in transformational leadership method and among emotional intelligence micro scales, empathy had a great influence on emotional intelligence of physical education managers.

  20. Organising a safe space for navigating social-ecological transformations to sustainability.

    Science.gov (United States)

    Pereira, Laura; Karpouzoglou, Timothy; Doshi, Samir; Frantzeskaki, Niki

    2015-05-28

    The need for developing socially just living conditions for the world's growing population whilst keeping human societies within a 'safe operating space' has become a modern imperative. This requires transformative changes in the dominant social norms, behaviours, governance and management regimes that guide human responses in areas such as urban ecology, public health, resource security (e.g., food, water, energy access), economic development and biodiversity conservation. However, such systemic transformations necessitate experimentation in public arenas of exchange and a deepening of processes that can widen multi-stakeholder learning. We argue that there is an emergent potential in bridging the sustainability transitions and resilience approaches to create new scientific capacity that can support large-scale social-ecological transformations (SETs) to sustainability globally, not just in the West. In this article, we elucidate a set of guiding principles for the design of a 'safe space' to encourage stronger interactions between these research areas and others that are relevant to the challenges faced. We envisage new opportunities for transdisciplinary collaboration that will develop an adaptive and evolving community of practice. In particular, we emphasise the great opportunity for engaging with the role of emerging economies in facilitating safe space experimentation.

  1. Organising a Safe Space for Navigating Social-Ecological Transformations to Sustainability

    Directory of Open Access Journals (Sweden)

    Laura Pereira

    2015-05-01

    Full Text Available The need for developing socially just living conditions for the world’s growing population whilst keeping human societies within a ‘safe operating space’ has become a modern imperative. This requires transformative changes in the dominant social norms, behaviours, governance and management regimes that guide human responses in areas such as urban ecology, public health, resource security (e.g., food, water, energy access, economic development and biodiversity conservation. However, such systemic transformations necessitate experimentation in public arenas of exchange and a deepening of processes that can widen multi-stakeholder learning. We argue that there is an emergent potential in bridging the sustainability transitions and resilience approaches to create new scientific capacity that can support large-scale social-ecological transformations (SETs to sustainability globally, not just in the West. In this article, we elucidate a set of guiding principles for the design of a ‘safe space’ to encourage stronger interactions between these research areas and others that are relevant to the challenges faced. We envisage new opportunities for transdisciplinary collaboration that will develop an adaptive and evolving community of practice. In particular, we emphasise the great opportunity for engaging with the role of emerging economies in facilitating safe space experimentation.

  2. Organising a Safe Space for Navigating Social-Ecological Transformations to Sustainability

    Science.gov (United States)

    Pereira, Laura; Karpouzoglou, Timothy; Doshi, Samir; Frantzeskaki, Niki

    2015-01-01

    The need for developing socially just living conditions for the world’s growing population whilst keeping human societies within a ‘safe operating space’ has become a modern imperative. This requires transformative changes in the dominant social norms, behaviours, governance and management regimes that guide human responses in areas such as urban ecology, public health, resource security (e.g., food, water, energy access), economic development and biodiversity conservation. However, such systemic transformations necessitate experimentation in public arenas of exchange and a deepening of processes that can widen multi-stakeholder learning. We argue that there is an emergent potential in bridging the sustainability transitions and resilience approaches to create new scientific capacity that can support large-scale social-ecological transformations (SETs) to sustainability globally, not just in the West. In this article, we elucidate a set of guiding principles for the design of a ‘safe space’ to encourage stronger interactions between these research areas and others that are relevant to the challenges faced. We envisage new opportunities for transdisciplinary collaboration that will develop an adaptive and evolving community of practice. In particular, we emphasise the great opportunity for engaging with the role of emerging economies in facilitating safe space experimentation. PMID:26030471

  3. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    Hennie

    2015-05-29

    May 29, 2015 ... A lack of education leadership and management invariably contributes to this situation (Bush, Kiggundu & Moorosi,. 2011). ... they necessarily lead to reforms as the outcomes- ... privileged ought to share in the promise of ..... justice remains a challenge. ... who needed to work together and take care of one.

  4. Entrepreneurship Education for a Sustainable Future

    Science.gov (United States)

    Lindner, Johannes

    2018-01-01

    Entrepreneurs keep our economy and society vibrant by implementing new ideas, which is why our society needs people with entrepreneurship competences. The development of our entrepreneurship competences does not begin with the start of our professional lives, but is initiated in earlier phases of our socialisation. Entrepreneurship education can…

  5. 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.

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

    Directory of Open Access Journals (Sweden)

    Anna Uitto

    2017-01-01

    Full Text Available 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 Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history; those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language. Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.

  7. Educational research on everyday life, education and their transformations in globalized contexts

    DEFF Research Database (Denmark)

    Krejsler, John B.; Kryger, Niels

    2013-01-01

    Educational research on everyday life, education and their transformations in globalized contexts Not only formal education but everyday life inside as well as outside institutions have always been central sites of learning for children and adults. However, as social relations in everyday life...... are staged ever more as pedagogical and educational relations, practices of learning undergo transformations. The concept of everyday life is changing as daily routines and associated practices of learning are being transformed through processes caused by virtualization (social media, cell phones, lap...... by the four keynote-presenters at the NERA Congress in Copenhagen that took place in March 2012. We are thus proud to be able to present a special issue where senior scholars from India, the United States, Germany and Denmark: Educational research on everyday life, education and their transformations...

  8. Thinking Skill Education and Transformational Progress in Malaysia

    Science.gov (United States)

    Othman, Nooraini; Mohamad, Khairul Azmi

    2014-01-01

    This paper intends to highlight the issues in thinking skills development and efforts made in addressing these issues in Malaysia. The education system in Malaysia has undergone a huge transformational progress particularly in the field related to the development of thinking skill. Traditionally, thinking skill was not specifically cultivated in…

  9. Health Sciences undergraduate education at UCT: a story of transformation.

    Science.gov (United States)

    Hartman, Nadia; Kathard, Harsha; Perez, Gonda; Reid, Steve; Irlam, James; Gunston, Geney; Janse van Rensburg, Vicki; Burch, Vanessa; Duncan, Madeleine; Hellenberg, Derek; Van Rooyen, Ian; Smouse, Mantoa; Sikakane, Cynthia; Badenhorst, Elmi; Ige, Busayo

    2012-03-02

    Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.

  10. Conflict Resolution and Peace Education: Transformations across Disciplines

    Science.gov (United States)

    Carter, Candice C., Ed.

    2012-01-01

    Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts…

  11. Higher Education, Learning Regions and the Malaysian Transformation Policies

    Science.gov (United States)

    Azman, Norzaini; Sirat, Morshidi; Ahmad, Abdul Razak

    2014-01-01

    The process of globalisation has undoubtedly impacted countries, bringing about different challenges for each country, region and locality. Many countries have responded positively to the demands and challenges through a societal transformation process with an emphasis on developing tertiary education, research and innovative capacities. Drawing…

  12. Emergent Paradigm: Critical Realism and Transformative Research in Educational Administration

    Science.gov (United States)

    Egbo, Benedicta

    2005-01-01

    This paper explores the prospects of using critical realism as a guiding philosophy for critical inquiry in the field of educational administration. A relatively recent philosophy in the social sciences, critical realism offers an alternative framework for researchers engaged in empirical work that is aimed at transforming undesirable social…

  13. Identification of core objectives for teaching sustainable healthcare education.

    Science.gov (United States)

    Teherani, Arianne; Nishimura, Holly; Apatira, Latifat; Newman, Thomas; Ryan, Susan

    2017-01-01

    Physicians will be called upon to care for patients who bear the burden of disease from the impact of climate change and ecologically irresponsible practices which harm ecosystems and contribute to climate change. However, physicians must recognize the connection between the climate, ecosystems, sustainability, and health and their responsibility and capacity in changing the status quo. Sustainable healthcare education (SHE), defined as education about the impact of climate change and ecosystem alterations on health and the impact of the healthcare industry on the aforementioned, is vital to prevention of adverse health outcomes due to the changing climate and environment. To systematically determine which and when a set of SHE objectives should be included in the medical education continuum. Fifty-two SHE experts participated in a two-part modified-Delphi study. A survey was developed based on 21 SHE objectives. Respondents rated the importance of each objective and when each objective should be taught. Descriptive statistics and an item-level content validity index (CVI) were used to analyze data. Fifteen of the objectives achieved a content validity index of 78% or greater. The remaining objectives had content validity indices between 58% and 77%. The preclinical years of medical school were rated as the optimal time for introducing 13 and the clinical years for introducing six of the objectives. Respondents noted the definition of environmental sustainability should be learned prior to medical school and identifying ways to improve the environmental sustainability of health systems in post-graduate training. This study proposes SHE objectives for the continuum of medical education. These objectives ensure the identity of the physician includes the requisite awareness and competence to care for patients who experience the impact of climate and environment on health and advocate for sustainability of the health systems in which they work. CVI: Content validity

  14. Current perspectives of the environmental education for a sustainable development

    International Nuclear Information System (INIS)

    Jimenez M, Rainero

    1997-01-01

    In the summit of River 92 you concluded that the means but effective to consent to the sustainable development it is undoubtedly the education, social institution that involucres to the whole human, social fabric and the individual and collective conscience. It is not considered the education a permanent process restricted to the school or institutional spaces, it arrives to all the organizations of economic, political character, cultural in those that the human being plays and in the future of the society. The bases in that the dynamism of the environmental education is reoriented for the development sustainable watchword the aspect that as regards education and work is able to give him the enough impulse and character for the achievement of its ends: the construction of a planetary environmental culture

  15. FUNCTIONING OF SUSTAINABLE EDUCATIONAL ECONOMIC MANAGEMENT IN THE ENTERPRISE

    Directory of Open Access Journals (Sweden)

    Ileana (BADULESCU ANASTASE

    2014-06-01

    Full Text Available The paper addresses issues related to education management operation that determines the principles and requires an interdisciplinary approach, studying events that occur in the decision to organize a determined pedagogical activity and the management of educational programs. Managerial leadership involves emphasis on ideas, on a systematic approach, on change, innovation strategy, proposing a method of analyzing the functioning of sustainable educational management and positive effects. In this context, the article provides the principles, functions, methods and rules that a school must comply in order to ensure a sustainable future.The teaching staff represents an inexhaustible managerial resource valued at its social ladder of the system and education program.In the content of the paper are highlighted prominent school organization management functions as steps preceding decision making of their training where are presented applied studies on financial issues facing directors of schools who seek solutions to them.

  16. Education for Sustainability: Teaching and Learning, Research and Publications, Consultancy

    Directory of Open Access Journals (Sweden)

    S. P. Rao

    2005-12-01

    Full Text Available The built environment is an integral part of the infrastructure necessary for survival. The environmental sustainability of our future generations is being scrutinised by the people responsible for the higher education. The role of higher education in creating a more environmentally sustainable future is undeniable. The aim would be to train the professionals to be environmentally literate. These issues present a challenge to the educationist as well as to the students of the Built Environment, to reconcile the environmental aspects as part of the built environment. The focus of the paper is mainly on the teaching approaches specifically on the integration of environmental sustainability issues into the subjects offered. This relates to the development of the student's awareness, perceptions of environmental sustainability and to the issues at stake with the intention to set a structured inte gration of environmental sustainability, through subjects related to the various aspects of the built environment education. These issues are in congruence with the publications of the new criteria for the validation of the courses in Built Environment, which contains newly articulated demands for students to have an understanding of the natural world and of the impact of their designs on the environment as well as on the humans.

  17. The Reflective Citizen : General Design Education for a Sustainable Future

    OpenAIRE

    Digranes, Ingvild; Fauske, Laila Belinda

    2010-01-01

    With the Norwegian 2006 curriculum, the thoughts of a global responsibility in terms of a wide understanding of sustainability was introduced in general education in Art and Design education from 1st grade through lower secondary school (6-15 years). The focus of individual expression that dominated the subject during the charismatic paradigm of self-expression has in the documents to some extent been replaced by the focus on citizenship and user participation. The introduction, o...

  18. Web site as a strategy in the education for sustainability

    Directory of Open Access Journals (Sweden)

    Doris Teresa Dávila Sanabria

    2015-01-01

    Full Text Available In this paper the theoretical and methodological aspects in creating learning environments through the design and the implementation of a website to support research processes conducted in the school vegetable garden are presented. The methodological design was framed in the participatory action research with education and teaching strategies based on the use of information and communication technology (ICT, generating along with children and parents, learning environments that are constitute as tools in teaching education for sustainability.

  19. Sustainable housing transformations : The housing association as a change agent for environmental innovation and social regeneration - Two case studies

    NARCIS (Netherlands)

    Hal, van J.D.M. (Anke); Femenías, P.

    2009-01-01

    The starting point for this study is the central role of the housing association in sustainable transformations of existing post-war housing stocks in Europe. The paper explores the role of the housing association to drive and support transformation processes where the aim is to address both

  20. Cultivating character education through transforming school cultural values

    Directory of Open Access Journals (Sweden)

    Arifin

    2017-12-01

    Full Text Available This article discusses the transformation of school cultural values in character education. This study aimed to outline the importance regarding the transformation of school cultural values in the management of: a curriculum and learning, b students, c teachers and school practitioners to realize the character education. This study was a qualitative study which employed a case study design. The participants of this study were the principals, teachers, practitioners, and students of Senior High School in Gorontalo Province of Indonesia. The results of the analysis revealed that the habituation of cultural values such as religious values, honesty, togetherness, modesty, and discipline which have formed a systematic and persistent integration with the management of curriculum, of students, of teachers and practitioners, can accomplish the goals of character education that is creating a generation that is emotionally, socially, and spiritually intelligent.

  1. Transforming RN education: clinical learning and clinical knowledge development.

    Science.gov (United States)

    Benner, P

    1993-04-01

    Transforming RN education has the potential for transforming clinical teaching and learning for all students. The returning RN student offers possibilities for clinical learning that the generic student does not have, but this should not cause us to limit the returning RN student to the generic level. Where possible innovative programs should be developed to move the RN student from baccalaureate level to the Master's level. As educators, we should take the opportunity to increase the numbers of nurses who are educationally prepared to move into advanced levels of practice. The returning RN student offers a rich human resource for the profession, and a rich resource for improving our clinical teaching as well as our practice.

  2. Sustaining Research Innovations in Educational Technology through Communities of Practice

    Science.gov (United States)

    Hung, David; Lee, Shu-Shing; Lim, Kenneth Y. T.

    2012-01-01

    The diffusion of innovation is critical to societal progression. In the field of education, such diffusion takes on added significance because of the many stakeholders and accountabilities involved. This article presents the argument that efforts at diffusion which are designed from a top-down perspective are not sustainable over the long term…

  3. Re-Engineering Vocational and Technical Education for Sustainable ...

    African Journals Online (AJOL)

    Using the case of North Central Geo-Political Zone of Nigeria, this study interrogates the nexus between vocational and technical education (VTE) and sustainable development. Specific attention is put on provision and attainment of basic skills on one hand and job creation, self-employment, utilization of locally available ...

  4. Community Gardens as a Platform for Education for Sustainability

    Science.gov (United States)

    Corkery, Linda

    2004-01-01

    Community gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and…

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

    African Journals Online (AJOL)

    4carolinebell@gmail.com

    variety of interests (including those who wish to sustain business-as-usual approaches .... Textbook production organisations .... Questions of values and ethics in education were also discussed during the consultation process. ... practitioners – such as the use of open-ended questions, case studies, experiments, research-.

  6. Role of ICT in Managing Higher Education for Sustainable ...

    African Journals Online (AJOL)

    It highlighted the ranking of some factors hindering effective usage of ICT in the management of higher education for sustainable development. In light of these findings, it is recommended that ICT facilities are made available and accessible in higher institutions and that relevant end-user training be provided to enhance ...

  7. Higher education : Features, trends and needs in relation to sustainability

    NARCIS (Netherlands)

    Maragakis, A.; Van den Dobbelsteen, A.A.J.F.

    2013-01-01

    The progress of sustainability within higher education has steadily increased in focus over the last decade and has increasingly become a topic of academic research. With various scholars, journals and conferences exclusively dealing with the subject, a wealth of literature has been produced on best

  8. 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…

  9. 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…

  10. Improving Sustainable Living Education through the Use of Formative Experiments

    Science.gov (United States)

    Wynveen, Brooklynn J.

    2017-01-01

    Experts agree that overconsumption is a major problem in Western culture today, particularly in the United States. Thus, it is important to promote sustainable behaviour among the general public. However, existing educational programming geared towards promoting such behaviour remains appealing largely to environmentally motivated audiences, as…

  11. Social Media for Environmental Sustainability Awareness in Higher Education

    Science.gov (United States)

    Hamid, Suraya; Ijab, Mohamad Taha; Sulaiman, Hidayah; Anwar, Rina Md.; Norman, Azah Anir

    2017-01-01

    Purpose: The explosion of social media use such as Facebook among higher education students is deemed to have great potential in widely disseminating environmental sustainability awareness. The paper aims to capture, summarise, synthesise and comment on the role of social media to garner interest of students and staff on environmental…

  12. Educating Students to Give Them a Sustainable Competitive Advantage

    Science.gov (United States)

    Hopkins, Christopher D.; Raymond, Mary Anne; Carlson, Les

    2011-01-01

    With an increasingly competitive job market, this study focuses on what marketing educators can do to help students develop a sustainable competitive advantage. The authors conducted a survey of students, faculty, and recruiters to develop a better understanding of what skills and characteristics might be of value to each group of respondents and…

  13. Building a Sustainable Higher Education Sector in the UAE

    Science.gov (United States)

    Jose, Saju; Chacko, Jacob

    2017-01-01

    Purpose: The purpose of this paper is to examine the relevant economic aspects that could affect the sustainability of the HE sector in the UAE. Design/methodology/approach: Data are collected mainly through secondary sources and based on the relevant information. Two constructs, namely, market factors and educational governance are identified…

  14. The Earth Charter in Higher Education for Sustainability

    Science.gov (United States)

    Weakland, Joseph P.; Corcoran, Peter Blaze

    2009-01-01

    A central challenge of sustainable development is to provide material sufficiency for the human population while preserving the integrity of Earth's biosphere. Current modes of economic production and consumption accomplish neither of these ethical imperatives. Institutions of higher education must show leadership in the transition to sustainable…

  15. The Implementation of Sustainability Practices in Portuguese Higher Education Institutions

    Science.gov (United States)

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

    2018-01-01

    Purpose: The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs). Design/methodology/approach: A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and…

  16. Meanings and Implications of Culture in Sustainability Education Research

    Science.gov (United States)

    Anderson, Vince; Datta, Ranjan; Dyck, Shannon; Kayira, Jean; McVittie, Janet

    2016-01-01

    As scholars working both individually and collectively, we are interested in exploring what may be achieved through taking up the complex notion of culture in sustainability education research. In this article, we present a bricolage of research, drawing on empirical and theoretical sources that collectively establish the kind of capacity we see…

  17. 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,…

  18. The Political Tendency in Environmental and Sustainability Education

    Science.gov (United States)

    Håkansson, Michael; Östman, Leif; Van Poeck, Katrien

    2018-01-01

    This article presents a categorisation of the different situations in which the political dimension of environmental and sustainability education can be handled and experienced in practice: the "political tendency." Using a methodology inspired by Wittgenstein's user perspective on language, we empirically identified situations that…

  19. Gaps in Sustainability Education: The Impact of Higher Education Coursework on Perceptions of Sustainability

    Science.gov (United States)

    Fisher, P. Brian; McAdams, Erin

    2015-01-01

    Purpose: This paper aims to examine how both the amount and type of coursework impact students' conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students' environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize "sustainability".…

  20. Open Educational Resources and the Transformation of Education

    Science.gov (United States)

    Tuomi, Ilkka

    2013-01-01

    The extremely rapid expansion of open educational resource (OER) initiatives and the millions of learners they attract can be understood as an indicator of an emerging revolution in education and learning. This article describes recent developments in this area and develops conceptual foundations for studies and policies on OER. We describe four…

  1. Proceedings Report from the Sustainability Education Summit, September 20-21, 2010

    Science.gov (United States)

    US Department of Education, 2011

    2011-01-01

    The first-ever U. S. Department of Education summit on sustainability, "Sustainability Education Summit: Citizenship and Pathways for a Green Economy," was held on Sept. 20-21, 2010, in Washington, D.C. The Sustainability Education Summit (the Summit) brought together leaders from higher education, business and industry, labor,…

  2. BOOK REVIEW OPEN EDUCATIONAL RESOURCES: Policy, Costs and Transformation

    Directory of Open Access Journals (Sweden)

    Can GULER

    2016-10-01

    Full Text Available This book presents 15 case studies contributed by researchers and policy makers. The Open Educational Resources (OER implementations are expressed through different point of views. This book focused on three themes: policy, costs and transformation. Policy theme is related to the establishment of priorities for supporting the decisions made by an institution or organization. Costs theme explores the funding of OER, particularly in the sense of cost effectiveness. Transformation theme provides examples that demonstrate how OER can be used in ways that go beyond replication of current teaching and learning models. The editors in the Introduction elaborately describe these three themes.

  3. Two Sides of the Megalopolis: Educating for Sustainable Citizenship

    Directory of Open Access Journals (Sweden)

    Alexander POPE

    2012-11-01

    Full Text Available Despite widespread focus on literacy and math at the expense of other subjects, citizenship and environmental education have an important role in American public education. Citizenship and environmental education are broadly tasked with helping students develop the knowledge, skills, and attitudes needed to shepherd the body politic and natural world, respectively, into the future. For educators and administrators concerned with instructional efficiency, educational farm visits offer one means of pairing these two approaches into a unified learning experience. This paper presents findings from a qualitative case study analysis of two such programs, incorporating interviews with and observations of visiting students, teachers, and parents. The authors argue that sustainable citizenship—a typically European conception of citizenship that stresses the natural as well as the national world—is an important outcome of these types of educational experiences.

  4. Educating for Sustainability: Perspectives and Critical Notes on Accounting Scholars’ Role in Higher Education

    Directory of Open Access Journals (Sweden)

    del Baldo Mara

    2017-12-01

    Full Text Available Education for sustainable development represents a relevant issue that allows Universities to lead and respond to social needs towards a more sustainable life and a complete change in the global paradigm of education and involvement of society. A crucial point for developing a culturally sensitive vision is to deepen the scholars’ genuine commitment to sustainability. A pillar of sustainability education should rest on authenticity, intended as coherence between the scholars’ research and teaching arguments relative to sustainability and the concrete behaviors held in their professional and personal spheres of life. Starting from this premise, the papers aims to inquire if there is a decoupling between the concepts scholars contribute to promote within the sustainability discourse and the real practice of sustainability in their personal and professional experience. “Is there a missing link between what scholars teach and study, thereby contributing to sustainability research and their daily choices and style of life?” After having presented the research design and the methodological approach adopted to empirically investigate the phenomenon the attention has been focused on the social and environmental accounting research literature, where some contributions claim for the presence of “blue meanies” that invade the world of scholarship, reflection, collegiality and hinder the development of challenges toward sustainability. The preliminary results of the explorative study suggest that a lot of tension related to education for sustainability improve the transfer of sustainable values and attitudes within the scientific community and the students, while several factors hinder sustainable behaviors in the daily professional and personal life of scholars, thus undermining relationships which are a pillar of sustainability.

  5. Transformational Leadership in Educational Context: A Fantasy of Education Scholars. Editor's Choice: Selected Keynote Speech

    Science.gov (United States)

    Simsek, Hasan

    2013-01-01

    Education is a global concern. The post-industrial society demand different skills and mind-set from their citizens. Transforming technologies bring new possibilities whereas education is still a highly low-tech sector. Current global economic crisis and political instabilities bring new problems to educational systems. These challenges also call…

  6. Transformation research for a sustainable energy system. Contributions; Transformationsforschung fuer ein nachhaltiges Energiesystem. Beitraege

    Energy Technology Data Exchange (ETDEWEB)

    Stadermann, Gerd; Szczepanski, Petra; Wunschick, Franziska; Martin, Niklas (comps.)

    2012-03-15

    Within the 2011 annual meeting of the Renewable Energy Research Association (Berlin, Federal Republic of Germany) from 12th to 13th October 2011, the following lectures were held: (1) Environmentally safe and socially compatible transformation of energy systems (G. Schuette); (2) Open questions on the transformation of energy systems (E. Weber); (3) System analysis on the transformation of energy systems up to 2050 (J. Schmid); (4) Economic aspects: Chances, markets and workplaces (F. Staiss); (5) Perspectives for an interplay of energy efficiency and renewable energy resources as well as their implementation in the energy system (A. Bett); (6) New accents of research promotion for a more rapid development of renewable energy sources (K. Deller); (7) The 6th Energy Research Program of the Federal Government (R. Tryfonidou); (8) Recommendations of the FVEE for the research policy of the Research Government (G. Sadermann); (9) How can research and politics promote the system transformation (M. Hustedt); (10) The energy system of tomorrow - Strategies and research for the transformation of high amounts of renewable energy resources (W. Duerrschmidt); (11) Long-term strategies for the development of renewable energies in Germany (J. Nitsch); (12) Development of storage capacities for an efficient power generation by renewable energy resources in Germany and Europe by 2050 (Y. Scholz); (13) Prognoses of temporal and spatial variability of renewable energy resources (B. Lange); (14) Smart Grids - Transformation of our electrical energy supply (G. Ebert); (15) Model regions for intelligently networked energy systems; (16) Cities and concepts of neighbourhood - model cities (D. Schmidt); (17) Transformation of the German power system to a decentral regenerative economy (U. Leprich); (18) Alteration of the general conditions for new incentive models, heat acts, restoration of buildings (M. Schmidt); (19) Acceptance and participation research on energy sustainability (P

  7. 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…

  8. 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,

  9. Building Better Buildings: Sustainable Building Activities in California Higher Education Systems.

    Science.gov (United States)

    Sowell, Arnold; Eichel, Amanda; Alevantis, Leon; Lovegreen, Maureen

    2003-01-01

    This article outlines the activities and recommendations of California's sustainable building task force, discusses sustainable building activities in California's higher education systems, and highlights key issues that California is grappling with in its implementation of sustainable building practices. (EV)

  10. 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...

  11. 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…

  12. 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…

  13. Sustainability Education in Indian Business Schools: A Status Review

    Directory of Open Access Journals (Sweden)

    PD JOSE

    Full Text Available Sustainability issues, given their potential scale of impact and urgency, have captured the imagination of both corporations and academic institutions everywhere. This paper examines how such problems and their potential solutions have been incorporated into higher education, particularly business school education in India. With over 3,600 business schools in the public and private sector, business education in India has proliferated. However, students by and large still remain unexposed to sustainability and disaster management concepts in their curriculum. The underlying factors for this include, lack of institutional capacity, issues related to faculty motivation and incentives, lack of recruiter interest and limited availability to high quality resource material. Further, while several schools in India focus on sectors relevant to sustainability, inter-organizational linkages have not developed and business school generally operate independently. This paper examines the way forward to deeply integrate sustainability principles into the core curriculum of business schools. Measures suggested include creating communities of practice among academia and industry, building a resource base of teaching materials for easy access by faculty, and several measures to strengthen institutional capacity.

  14. Sustaining health education research programs in Aboriginal communities.

    Science.gov (United States)

    Wisener, Katherine; Shapka, Jennifer; Jarvis-Selinger, Sandra

    2017-09-01

    Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Seven factors were identified to either promote or inhibit program sustainability, including: 1) community uptake; 2) environmental factors; 3) stakeholder awareness and support; 4) presence of a champion; 5) availability of funding; 6) fit and flexibility; and 7) capacity and capacity building. Each factor is provided with a working definition, influential moderators, and key evaluation questions. This study is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education interventions.

  15. 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…

  16. 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…

  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. 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…

  19. Sustainability and LCA in Engineering Education - A Course Curriculum

    DEFF Research Database (Denmark)

    Olsen, Stig Irving; Fantke, Peter; Laurent, Alexis

    2018-01-01

    is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels...... in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses....

  20. An Interdisciplinary Education of Sustainability, Energy and Green Economics

    Science.gov (United States)

    Sikand, M. V.; Mazzatenta, C.; Wong, K.; Socha, A.

    2017-12-01

    This following project demonstrates an interdisciplinary method of teaching Sustainability, Energy and Green Economics. It is shown that an interdisciplinary approach to introduce students to the foundations of sustainability strongly connects education with real world applications, and highlights the growing influence of sustainable practices on the world at large. The authors will present results from the interdisciplinary course "Sustainability, Energy and Green Economy" taught at the Center of Sustainable Energy, Bronx Community College, City University of New York (CSE-BCC-CUNY) by faculty from Physics, Chemistry, Biology. The course curriculum covers the relationship of humans within their environment, the facts of climate change, an analysis of the current global energy portfolio, the burgeoning renewable energy sector, and connections between consumption and quality of life. The students are exposed to empirical data and asked to evaluate trends to ascertain the future energy and resource demands of a growing global population. The students are lead through an estimation of their own carbon footprint. Emphasis is made on the concept of `Life Cycle Analysis' and how such analyses can be used to create market value and a "green product". The interdisciplinary approach to teach students on how the principles of sustainability are building the green economy and how to build a successful career within today's workforce encourages students to apply the critical lens of sustainability to all aspects of their personal lives, as well as local, regional and global economies. The authors will present data collected by students to formulate and articulate a hypothesis specifically related to the sustainability of societal and economic market trends.

  1. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  2. Occupy Education: Living and Learning Sustainability. Global Studies in Education. Volume 22

    Science.gov (United States)

    Evans, Tina Lynn

    2012-01-01

    "Occupy Education" is motivated by the sustainability crisis and energized by the drive for social justice that inspired the Occupy movement. Situated within the struggle for sustainability taking place amid looming resource shortages, climate change, economic instability, and ecological breakdown, the book is a timely contribution to community…

  3. The Educational Museum: Innovations and Technologies Transforming Museum Education. The Benaki Museum, Athens, 17 October 2013

    Directory of Open Access Journals (Sweden)

    Dimitra Christidou

    2014-01-01

    Full Text Available The main topic of 'The Educational Museum: Innovations and Technologies Transforming Museum Education 'conference, third in a series of conferences organised by the Benaki Museum in partnership with the American Embassy and the British Council in Greece, was the use of technology and social media as means of transforming museum education and, sometimes, funding museum exhibitions and educational programmes. Among others, the conference aimed to discuss the use of digital applications such as Facebook, Twitter, Pinterest and Kickstarter by museums in order to attract a wider audience, interpret their collections and even fund their programmes.

  4. Illuminating a dialectical transformative activist stance in education

    Science.gov (United States)

    Ritchie, Stephen M.

    2008-07-01

    In this essay I comment on Stetsenko's (2008) essay that draws together the work of Vygotsky, Piaget and Dewey, as she attempts to counter the `new' reductionist synthesis in public educational policy. While this theoretical work is helpful, it could be enhanced further by illuminating everyday practices of learners. I pose some questions that might provoke ongoing discussions by researchers as they transform collaboratively cultural-historical activity theory.

  5. Transforming impostors into heroes. Metaphors for innovative nursing education.

    Science.gov (United States)

    Heinrich, K T

    1997-01-01

    Nurses negotiating professional transitions, whether they are entering an academic program or assuming a new role in the workplace, often feel like impostors. The metaphor of the hero can serve as an "antidote" to the impostor syndrome. The author describes an educational experience shaped around the impostor and hero metaphors that integrates feminist process with expressive methods to transform nurses' perceptions of themselves from impostors into heroes.

  6. Internet research and ethics: transformative issues in nursing education research.

    Science.gov (United States)

    Mahon, Pamela Young

    2014-01-01

    As practice in the educational and clinical settings seeks to be evidence based, faculty are increasingly required to conduct research and publish the results to advance the science of our profession. The purpose of this article is to discuss transformative research ethics because Internet use is an increasing component of current research studies. How nurse educators can engage in research-utilizing methodologies inclusive of technology while adhering to ethical standards developed before the advance of the Internet is reviewed. Recommendations are cited to address the new questions that arise at institutional review board meetings resulting from potential ethical implications of using students or research participants in cyber space. © 2014.

  7. Tilling the soil while sowing the seeds: combining resident education with medical home transformation.

    Science.gov (United States)

    Muench, John; Jarvis, Kelly; Boverman, Josh; Hardman, Joseph; Hayes, Meg; Winkle, Jim

    2012-01-01

    In order to successfully integrate screening, brief intervention, and referral to treatment (SBIRT) into primary care, education of clinicians must be paired with sustainable transformation of the clinical settings in which they practice. The SBIRT Oregon project adopted this strategy in an effort to fully integrate SBIRT into 7 primary care residency clinics. Residents were trained to assess and intervene in their patients' unhealthy substance use, whereas clinic staff personnel were trained to carry out a multistep screening process. Electronic medical record tools were created to further integrate and track SBIRT processes. This article describes how a resident training curriculum complemented and was informed by the transformation of workflow processes within the residents' home clinics.

  8. How student teachers form their educational practice in relation to sustainable development

    Directory of Open Access Journals (Sweden)

    Ingela Bursjöö

    2011-01-01

    Full Text Available This study investigates experienced student teachers’ perceptions of their professional training to encompass education for sustainable development, ESD. Data were collected by using questionnaires. The findings indicate that teachers’ implementation of ESD depends on both external and internal factors. Three major external factors have been found: colleagues, time and the curriculum. The internal factors were identified as transformative phases; especially a disorienting dilemma, self-examination, exploration of options for new actions, acquisition of knowledge and skills, and integration of new action in the teaching of ESD. Tensions between the individual teacher as a professional versus the teacher as a private personare explicitly mentioned as well as tensions with other teachers, principals and the community. These results may be important to teacher education as well as teachers’ professional development as they provide insights for implementation of changes in the educational system.

  9. Education for sustainable development - Resources for physics and sciences teachers

    Science.gov (United States)

    Miličić, Dragana; Jokić, Ljiljana; Blagdanić, Sanja; Jokić, Stevan

    2016-03-01

    With this article we would like to stress science teachers must doing practical work and communicate on the basis of scientific knowledge and developments, but also allow their students opportunity to discover knowledge through inquiry. During the last five years Serbian project Ruka u testu (semi-mirror of the French project La main á la pâte), as well as European FIBONACCI and SUSTAIN projects have offered to our teachers the wide-scale learning opportunities based on Inquiry Based Science Education (IBSE) and Education for Sustainable Development (ESD). Our current efforts are based on pedagogical guidance, several modules and experimental kits, the website, exhibitions, and trainings and workshops for students and teachers.

  10. 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.

  11. From Words to Action: Incorporation of Sustainability in Architectural Education

    Directory of Open Access Journals (Sweden)

    Badiossadat Hassanpour

    2017-10-01

    Full Text Available Schools of architecture play a major role in motivating and inspiring students to gain competencies in sustainability through pedagogical practices. However, at the operational level, the incorporation of sustainability within architectural programmes needs to be integrated into both the curricula and teaching methods. There are few studies on how architectural programmes’ curricula and pedagogical practices can be institutionally articulated, as well as on how the required coherency among components can be empowered operationally. Since the interrelation of the courses form the structure of the curricula and provide certain inputs for the students’ knowledge and skill, any operational risk can harm the quality assurance. Therefore, an operational framework aimed for a coordinated incorporation of sustainability in architectural programmes is required. In order to achieve this, scrutinising substantial equivalence programmes could provide constructive outcomes for the improvement of the existing programmes and future experiences for students. In order to determine the articulation of sustainability issues in architectural education, in this research, a recently accredited school in the Eastern Mediterranean region was chosen as a case study. The study includes an analysis of course descriptions, teaching methods, and teacher and student perceptions about the incorporation of sustainability into the courses. Also, jury sessions’ evaluation criteria are assessed as a pedagogical tool. Then, the horizontal and vertical articulation of courses within the curricula and their coordination were studied accordingly. The findings reveal that horizontal and vertical relations between different course types that share similar learning objectives are very important. However, this relation and continuum should be perceivable by students, tutors, and the relevant stakeholders; otherwise, any attempt would remain superficial. Accordingly, the association

  12. Empowerment for Sustainability in Higher Education through the EYE Learning Tool

    Science.gov (United States)

    Tassone, Valentina C.; Dik, Giel; van Lingen, Thekla Anna

    2017-01-01

    Purpose: While empowerment for sustainability is considered a major objective within sustainability-oriented educational programs and policies, little is known about the actual process of empowering students for sustainability through higher education. This study aims to explore this field, by introducing the EYE (Educating Yourself in…

  13. Facilitating Youth to Take Sustainability Actions: The Potential of Peer Education

    Science.gov (United States)

    de Vreede, Catherine; Warner, Alan; Pitter, Robert

    2014-01-01

    Peer education is an understudied yet valuable strategy for sustainability educators in shifting youth to take action for sustainability. This case study conceptualizes the change process in facilitating youth to take sustainability actions, and explores the benefits, dynamics, and challenges of peer education as a strategy in facilitating change.…

  14. Transformational leadership in merging higher education institutions: A case study

    Directory of Open Access Journals (Sweden)

    Crispen Chipunza

    2010-06-01

    Research purpose: The objectives of this study were to establish an understanding of ‘transformational leadership’ and to determine the extent to which it was employed by leaders in an institution of higher education which had incorporated another institution. Motivations for the study: The study provides a starting point, not only for the successful implementation of higher education changes in the future but also the building of leadership commitment and alignment to the proposed changes in the sector as well as the development of institutional leadership teams to take responsibility for any other transformation processes. Research design, approach and method: The population of the study consisted of 350 full-time employees of the institution who had experienced the incorporation process. Two samples – one consisting of six executive management leaders and the other consisting of 153 employees – were used. Both qualitative and quantitative research approaches were employed using the case study method. Main findings: Results showed that transformational principles of idealised influence, intellectual stimulation, and inspirational motivation principles were used more than others and that employees were generally not satisfied with how the incorporation process had taken place. Practical/managerial implications: The results of the study affected the attitude and satisfaction of the employees in this study. Contribution/value-add: The study reveals that leaders in the institution played key roles such as shared vision, team work and the creation of an enabling environment. An important point that has emanated from this study is the evidence that during transformation, a lack of strategic direction and empowering of followers and capacitating them leads to dissatisfaction with the whole process, despite the transformation process being declared a success.

  15. 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 relatio...... 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....

  16. The Role Of Dynamic Capability In Supporting Transformation And Sustainability Of Permodalan Nasional Madani Ltd

    Directory of Open Access Journals (Sweden)

    Harry Sutanto

    2015-08-01

    Full Text Available This research is motivated by the empirical facts that although the Micro Small Medium Enterprises and despite getting optimal support the Indonesian government in recognition of the significance of its role in supporting the nations economy has experienced stagnation of business growth reflected by lower vertical mobility in the form of small industrial upgrading into secondary industries than medium industrial decline into a small industry. Permodalan Nasional Madani Lt.d the company with a status and legal domicile as a financial state owned enterprise to support Micro Small Medium Enterprises through financing as a financial solution and coaching as a solution of non-financial to form a strong independent and be able to create new jobs.In the period 2009-2013 the company has implemented Transformation First in response to the dynamic changes facing as well as an increase in competence fluctuations in economic conditions and other related matters that put the company in a sharp business complexity. The success of the company carrying out the First Transformation 2009-2013 both in a significant improvement and performance management of the company became the starting point in the implementation of the Second Transformation 2014-2019 and further measures to achieve organization sustainability.The phenomenon of the companys success in implementing the 2009-2013 First Transformation considered highly supported by the formulation and implementation of dynamic capability approach strategy so as to change the paradigm of management of the company from its original direction as financial state owned enterprise with the full support of the government into business-oriented institution to the achievement of sustainable advantage sustainable profit and supported by governance governance good company. This research is in the areas of change management and strategic management more specifically on the development of the concept of dynamic capabilities in

  17. Sustainability.

    Science.gov (United States)

    Chang, Chein-Chi; DiGiovanni, Kimberly; Mei, Ying; Wei, Li

    2016-10-01

    This review on Sustainability covers selected 2015 publications on the focus of Sustainability. It is divided into the following sections : • Sustainable water and wastewater utilities • Sustainable water resources management • Stormwater and green infrastructure • Sustainability in wastewater treatment • Life cycle assessment (LCA) applications • Sustainability and energy in wastewater industry, • Sustainability and asset management.

  18. Education, employment, and sustainable development in the European union

    Science.gov (United States)

    Gaballah, I.; Dufourg, A.; Tondeur, D.

    2002-11-01

    This paper examines the current and prospective status of education, employment, and sustainable development in the European Union (EU). Due to the decrease of the birth rate and the increase of life expectation, the size of the labor force is decreasing and its average age is increasing. Moreover, rapid technological evolution will necessitate “long-life learning” for the old workers and young people. It will be a challenge to supply the EU’s labor market with an adequate number of workers with the appropriate skill ad tempus. This will change profoundly the classical education system that will become the largest economic sector in the next decade.

  19. Nursing Education Transformation: Promising Practices in Academic Progression.

    Science.gov (United States)

    Gorski, Mary Sue; Farmer, Patricia D; Sroczynski, Maureen; Close, Liz; Wortock, Jean M

    2015-09-01

    Health care has changed over the past decade; yet, nursing education has not kept pace with social and scientific advances. The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, called for a more highly educated nursing work-force and an improved nursing education system. Since the release of that report, the Future of Nursing: Campaign for Action, supported by the Robert Wood Johnson Foundation, AARP, and the AARP Foundation, has worked with nursing education leaders to better understand existing and evolving nursing education structures. Through a consensus-building process, four overarching promising practice models, with an emphasis on seamless academic progression, emerged to advance the goals of education transformation. Key nurse educators and other stakeholders refined those models through a series of meetings, collaborative partnerships, and focused projects that were held across the United States. This article summarizes that process and provides a description of the models, challenges, common themes, recommendations, and progress to date. Copyright 2015, SLACK Incorporated.

  20. Framework for transforming departmental culture to support educational innovation

    Directory of Open Access Journals (Sweden)

    Joel C. Corbo

    2016-02-01

    Full Text Available [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow subsets of the university system (e.g., faculty teaching practices or administrative policies and have been largely driven by implicit change logics; both of these features have limited the success of such efforts at achieving sustained, systemic change. Drawing from the literature on organizational and cultural change, our framework encourages change agents to coordinate their activities across three key levels of the university and to ground their activities in the various change perspectives that emerge from that literature. We use examples from a change project that we have been carrying out at a large research university to illustrate how our framework can be used as a basis for planning and implementing holistic change.

  1. Reflections on the transformation of education for the knowledge age

    Directory of Open Access Journals (Sweden)

    Marlene SCARDAMALIA

    2016-04-01

    Full Text Available New knowledge media provide new opportunities and means for addressing fundamental problems in education. But there are now so many designs for educational environments that choosing between them is difficult. Advancing the state of the art will require greater clarity regarding different possibilities and the ways in which designs reflect different underlying theoretical frameworks and research bases.  This article highlights a particular form of online environment, a knowledge building environment (KBE, and contrasts it with online environments designed more specifically for course delivery, computer-mediated projects, and distance learning. Although a KBE can be used for these purposes, its distinctive strengths emerge in contexts—educational and other—where the emphasis is on knowledge creation and sustained idea improvement.

  2. Environmental Education and Sustainability: Reflections in a Management Context

    Directory of Open Access Journals (Sweden)

    Leandro Petarnella

    2017-05-01

    Full Text Available This study aims to reflect and discuss on Environmental Education (EE and Sustainability Education in Management, particularly stricto sensu Postgraduate Programmes. For this, it studies the history and the subject longevity in its transience, therefore it is a review article. This study was conducted through an exploratory approach, with a qualitative method of inductive reasoning, based on literature and document review for conceptual appropriation. Its relevance addresses two inter, multi and transdisciplinary issues, which reveal and complement each other in a broader social understanding. The reflections here discussed under the administration context, point to the challenge of the respective area. This should devise and disseminate scientific knowledge from and related to management that can operate under changes in the current social paradigm in which this science is linked to the others paradigm that is expected in the future: management contextualized and articulated with the sustainability paradigm. The study’s conclusion is that the challenge of incorporating sustainability into the teaching of stricto sensu Postgraduation in Management should be addressed through environmental education.

  3. Effect of yogic education system and modern education system on sustained attention.

    Science.gov (United States)

    Rangan, R; Nagendra, H R; Bhatt, Ramachandra

    2009-01-01

    Sustained attention is a vital function mediated by the right frontoparietal cortex. The Six Letter Cancellation Task (SLCT) measures sustained attention. Development of sustained attention in a yoga-based education system compared to a modern one is the theme of the present study. To compare the effectiveness of the Modern Education System (MES) and the Gurukula Education System (GES) in developing sustained attention. Forty nine boys (11-13 years) were selected from two residential schools, one MES and the other GES, providing similar ambiance and daily routines. The boys were matched for age and socioeconomic status. The GES educational program is based around integrated yoga modules while the MES provides a conventional modern education program. Sustained attention was assessed using the SLCT at the start and end of an academic year. Within groups, the pre-post test differences were significant for both groups. However, the between groups result showed improvement in the GES group compared to the MES group at a P < 0.001 significance level. The study suggests that both MES and GES improve sustained attention in school boys, but GES is more effective.

  4. ICT, Education Transformation, and Economic Development: An Analysis of the US National Educational Technology Plan

    Science.gov (United States)

    Kozma, Robert B.

    2011-01-01

    In support of the conclusions and recommendations in the National Education Technology Plan (NETP), this article makes explicit the connections between the economic rationale used in the plan and the educational transformations it recommends. The article reviews macroeconomic research, microeconomic research, labor market and workforce studies,…

  5. Continuing Education of the UNAE: A model that contribute to the Educational Transformation of Ecuador. Studies on Education

    Directory of Open Access Journals (Sweden)

    Oscar Antonio Martínez Molina

    2018-05-01

    Full Text Available This paper presents the Model that contributes to the educational transformation of Ecuador: Continuing Education of the National University of Education, designed with the objective of satisfying the needs of teachers based on training strategies aimed at the improvement and transformation of education from the reflection of their pedagogical practice, from a cooperative and collaborative approach. Participatory action research was carried out with the objective of improving and learning from one 's experience from reflection - action. Finally, phases for the operation of Continuing Education with society are included.

  6. Mainstreaming ecosystem-based adaptation: transformation toward sustainability in urban governance and planning

    Directory of Open Access Journals (Sweden)

    Christine Wamsler

    2015-06-01

    Full Text Available The concept of ecosystem-based adaptation is advocated at international, national, and regional levels. The concept is thought to foster sustainability transitions and is receiving increasing interest from academic and governmental bodies alike. However, there is little theory regarding the pathways for its systematic implementation. It furthermore remains unclear to what degree the concept is already applied in urban planning practice, how it is integrated into existing planning structures and processes, and what drivers exist for further integration. Against this background, this study examines potential ways to sustainably mainstream ecosystem-based adaptation into urban planning. Eight municipalities in Southern Germany were investigated to analyze the processes of mainstreaming ecosystem-based adaptation into current planning practice. Although the mainstreaming entry points for ecosystem-based adaptation were identified to be appreciably different, the results of the study show how mainstreaming has generally led to patterns of change in: (1 on-the-ground measures, (2 organizational structures and assets, (3 formal and informal policies and instruments, (4 external cooperation and networking, and (5 the general working language. In all these areas, ecosystem-based adaptation to heat and flood risk is highly compartmentalized. Furthermore, although scholars have drawn attention to the risk of "mainstreaming overload," the results suggest that at the local level, the integration of ecosystem-based adaptation is strongly driven by departments' experience in mainstreaming other cross-cutting issues, namely environmental planning, climate change mitigation, and disaster risk management. Based on the findings, ways to leverage sustainability transitions via mainstreaming are discussed. It is concluded that systematic mainstreaming is a promising avenue for initiating and promoting local transitions and transformative adaptation. The study

  7. Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?

    Directory of Open Access Journals (Sweden)

    Arnoud Oude Groote Beverborg

    2015-03-01

    Full Text Available Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other’s change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers’ levels of learning in schools.

  8. Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

    Science.gov (United States)

    Eriksen, Kristin Gregers

    2013-01-01

    With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for…

  9. 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…

  10. 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

  11. The I3E Model for Embedding Education for Sustainability within Higher Education Institutions

    Science.gov (United States)

    Cebrián, Gisela

    2018-01-01

    This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed…

  12. Sustainable E-Participation through participatory experiences in education

    Directory of Open Access Journals (Sweden)

    Ursula Maier-Rabler

    2010-09-01

    Full Text Available Normal 0 21 false false false DE-AT X-NONE X-NONE The understanding of participation as a political matter has changed back and forth over the years. The latest twist back to appreciative attributions towards participation is fuelled by the development of the Internet, and especially the Social Web. Citizen participation is unanimously seen as an essential precondition for Deliberative-Collaborative eDemocracy (Petrik, 2010 enabled by Web 2.0. This paper considers participatory culture and its specific political, cultural, societal, and educational characteristics as a prerequisite for e-participation and argues that social media literacy is indispensable for e-participation to be sustainable. Young people’s affinity spaces (Jenkins, et.al., 2006 can only lay down the foundations for social media literacy, but their further development depends on education. Political Education would be well advised to adapt innovative pedagogical approaches to the acquirement of new media literacy. This paper introduces an exemplary educational tool – predominately but not exclusively for political/civic education – namely the website PoliPedia.at. Teachers can use it to deliberately create a balanced space for collaboration between Digital Immigrants and Digital Natives. PoliPedia – as a participative online tool – has the potential to facilitate participation experience in political/civic education and supports social media education. Thereby the embedding of technology in pedagogical and societal conceptualizations is crucial.

  13. Sustainable E-Participation through participatory experiences in education

    Directory of Open Access Journals (Sweden)

    Ursula Maier-Rabler

    2010-09-01

    Full Text Available The understanding of participation as a political matter has changed back and forth over the years. The latest twist back to appreciative attributions towards participation is fuelled by the development of the Internet, and especially the Social Web. Citizen participation is unanimously seen as an essential precondition for Deliberative-Collaborative eDemocracy (Petrik, 2010 enabled by Web 2.0. This paper considers participatory culture and its specific political, cultural, societal, and educational characteristics as a prerequisite for e-participation and argues that social media literacy is indispensable for e-participation to be sustainable. Young people’s affinity spaces (Jenkins, et.al., 2006 can only lay down the foundations for social media literacy, but their further development depends on education. Political Education would be well advised to adapt innovative pedagogical approaches to the acquirement of new media literacy. This paper introduces an exemplary educational tool – predominately but not exclusively for political/civic education – namely the website PoliPedia.at. Teachers can use it to deliberately create a balanced space for collaboration between Digital Immigrants and Digital Natives. PoliPedia – as a participative online tool – has the potential to facilitate participation experience in political/civic education and supports social media education. Thereby the embedding of technology in pedagogical and societal conceptualizations is crucial.

  14. Sustainability Science as a Transdisciplinary Framework for Institutional Transformation at Unity College

    Science.gov (United States)

    Mulkey, S. S.

    2012-12-01

    Interdisciplinary programming in higher education is accepted as necessary for effective instructional delivery of complex environmental problems. Difficulties in sharing resources among disciplinary units and the need for students to sequentially access information from different disciplines limit the effectiveness of this approach. In contrast, transdisciplinary programming requires that the perspectives of various disciplines be simultaneously integrated in problem-focused pedagogy. Unity College, an environmental college in Maine, has recently adopted Sustainability Science (sensu U.S. National Academy of Science) as a framework for transdisciplinary pedagogy throughout all of its degree programs. Sustainability Science is a promising alternative framework that focuses on the dynamics of coupled human-natural systems and is defined by the problems that it addresses rather than by the disciplines it employs. Students are empowered to become brokers of knowledge, while faculty perform a curatorial role to provide students with networked resources generally external to the classroom. Although the transdisciplinary framework is effective for delivery of Sustainability Science in upper division and capstone courses, we propose this approach also for elements of our general education curriculum during the first two years of our baccalaureate programs. Classroom time is liberated for experiential student engagement and recitation. Our experience suggests that transdisciplinary programming can provide students with critical thinking skills and thus enhance the postgraduate value of their baccalaureate degree. We are coordinating the development of this distinctive curriculum delivery with a marketing program that will make Unity College accessible to a wider range of clientele. Our implementation of transdisciplinary programming will occur over a four-year period and requires explicit and fundamental change in essentially all aspects of College administration and

  15. Transformative learning: empathy and multicultural awareness in podiatric medical education.

    Science.gov (United States)

    Elliott, Craig M; Toomey, Robert J; Goodman, Brooke A; Barbosa, Peter

    2012-01-01

    Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students' transformative learning, in particular as it relates to empathy and multicultural awareness. Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Six students (75%) "strongly agreed" that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students' views of health care and increased empathy toward their patients. Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine.

  16. Sustainability and the Rural Education Course: is such approach possible?

    Directory of Open Access Journals (Sweden)

    Juliana Pereira Araújo

    2017-12-01

    Full Text Available The Licentiate Course in Rural Education with a degree in Nature Sciences from the Federal University of Goiás - Region Catalão was created in 2014 and since then has been facing challenges for its consolidation. Besides the implementation of a new curriculum design and the training of teacher trainers who also approach field issues, we notice from our daily practice the need to establish anchorage in concepts and theories that actually act for the benefit of the project itself in training for the field. It is in this context, from the absence of anchorages, that we carry out a reflexive study about the concept of sustainability, seeking both the understanding about it and the evaluation of the possibilities of its use as a guide to the practice or theoretical-methodological inspiration. The result of this study indicates that the concept of sustainability is more complex than it seems and requires greater understanding, however, we consider that it derives from it possibilities that should be admitted as the assumption of another role for education in the dimension of sustainable development.

  17. 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

  18. 100 Years of Attempts to Transform Physics Education

    Science.gov (United States)

    Otero, Valerie K.; Meltzer, David E.

    2016-12-01

    As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved instructional models today may be just as elusive as it has been in the past, and for similar reasons. Although excellent instructional models exist and have been available for decades, effective and scalable plans for transforming practice on a national basis have yet to be developed and implemented. Present-day teachers, education researchers, and policy makers can find much to learn from past efforts, both in their successes and their failures. To this end, we present a brief outline of some key ideas in U.S. physics education during the past 130 years. We address three core questions that are prominent in the literature: (a) Why and how should physics be taught? (b) What physics should be taught? (c) To whom should physics be taught? Related issues include the role of the laboratory and attempts to make physics relevant to everyday life. We provide here only a brief summary of the issues and debates found in primary-source literature; an extensive collection of historical resources on physics education is available at https://sites.google.com/site/physicseducationhistory/home.

  19. Dialogic Learning: Basis for Education & Transformation in Brasil

    Directory of Open Access Journals (Sweden)

    Adriana Marigo

    2011-10-01

    Full Text Available The present paper aims to introduce the Nucleus of Investigation and Social and Educational Action (NIASE, which is an academic nucleus in Brazil whose practices are based on the concept of dialogic learning as well as on the communicative action theory by Jürgen Habermas and on the concept of dialogicity by Paulo Freire. Dialogic learning is the result of dialogue directed to the overcoming of social and educational challenges which can be achieved through seven articulated principles: egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, sympathy and equality of differences. NIASE, which was founded in Brazil in 2002 with the purpose of working with education, research and extension, has found in dialogic learning the support for the democratic organization of schooling and on schooling educational environments, whose participants decide on seeking learning qualification and the social respect from the involved groups. As a result of such actions, the concept of dialogic learning has made an impact on education and academic production in Brazil, therefore contributing to consolidate the social commitment and the dialogue between the scientific community and the broader context in which it is involved.

  20. Alliances With the Potential to Transform Geoscience Education

    Science.gov (United States)

    Barron, E. J.

    2005-12-01

    Geoscience problems and disciplines are inherently global, and today's opportunities for students to join the workforce also increasingly involve every country and every place on the planet. We have reached the point where the need to create global educational experiences and to make global connections are more important than ever. First, there is enormous benefit to all students if they can contribute within the context of an increasingly globalized world. Second, our primary objective as educators is to build human capacity. The reach and impact of any university is severely limited if our efforts to build this capacity is limited to students within our own classroom. The Alliances that have the potential to transform Geoscience education then have two pathways. The first is to internationalize the curriculum and to provide international educational and research opportunities. This includes: (1) establishing formal undergraduate exchange opportunities specially for the Geosciences, (2) providing opportunities within our course frameworks to enable students to gain international competences, (3) promoting international field experiences and research projects, (4) developing collaborative educational projects with international partners, and (5) creating institutional structures that are charged with promoting, proposing, reviewing, monitoring and assessing international opportunities. The second is to recognize that developing strong educational programs across the world will have a greater impact on education and research, and hence the global workforce, then for select countries to educate small populations of international students. The Alliance for Earth Science, Engineering and Development in Africa (AESEDA), created at Penn State in 2003, is establishing the partnerships with universities in Africa and with HCBUs within the U.S. that both internationalize the education of Penn State students and enable capacity building within the participating universities

  1. SUSTAINABILITY IN TOURISM THROUGH ENVIRONMENTAL EDUCATION APPLIED TO ITINERARIES

    Directory of Open Access Journals (Sweden)

    Guillermina FERNANDEZ

    2015-07-01

    Full Text Available The history of the relationship between man’s activities and the environment has not been a harmonious one, and tourism is no exception. This article gives a brief overview of the impacts caused by the tourism, on both the natural environment and built environments, establishing that the only way to avoid, or at least minimize these negative effects is to develop sustainable tourism, seeking socioenvironmental and economic balance. One of the ways of achieving this sustainable development is through environmental education and the theme of didactic itineraries, in particular, is discussed as a form of raising awareness among the tourists concerning the importance of preserving the natural and cultural environment.  

  2. 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 transformi...... 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.......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...

  3. Greening academia: Developing sustainable waste management at Higher Education Institutions

    International Nuclear Information System (INIS)

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

    2011-01-01

    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 Pounds 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.

  4. 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…

  5. 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…

  6. 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…

  7. You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority

    Science.gov (United States)

    Dyment, Janet E.; Hill, Allen

    2015-01-01

    In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a…

  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. 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…

  10. A Methodology for Sustainability Evaluation and Reporting in Higher Education Institutions

    Science.gov (United States)

    Madeira, Ana C.; Carravilla, Maria Antonia; Oliveira, Jose F.; Costa, Carlos A. V.

    2011-01-01

    The purpose of this paper is to present a methodology that allows higher education institutions (HEIs) to promote, to evaluate and to report on sustainability. The ultimate goal of the afore-mentioned methodology is to help HEIs achieve sustainability. First, a model entitled Sustainability in Higher Education Institutions (SusHEI) that generally…

  11. Sustainable Disruptions

    DEFF Research Database (Denmark)

    Friis, Silje Alberthe Kamille; Kjær, Lykke Bloch

    2016-01-01

    Since 2012 the Sustainable Disruptions (SD) project at the Laboratory for Sustainability at Design School Kolding (DK) has developed and tested a set of design thinking tools, specifically targeting the barriers to economically, socially, and environmentally sustainable business development....... The tools have been applied in practice in collaboration with 11 small and medium sized companies (SMEs). The study investigates these approaches to further understand how design thinking can contribute to sustainable transition in a business context. The study and the findings are relevant to organizations...... invested in the issue of sustainable business development, in particular the leaders and employees of SMEs, but also to design education seeking new ways to consciously handle and teach the complexity inherent in sustainable transformation. Findings indicate that the SD design thinking approach contributes...

  12. Beyond Cockpit-ism: Four Insights to Enhance the Transformative Potential of the Sustainable Development Goals

    Directory of Open Access Journals (Sweden)

    Maarten Hajer

    2015-02-01

    Full Text Available The Sustainable Development Goals (SDG have the potential to become a powerful political vision that can support the urgently needed global transition to a shared and lasting prosperity. In December 2014, the United Nations (UN Secretary General published his report on the SDGs. However, the final goals and targets that will be adopted by the UN General Assembly in September 2015 risk falling short of expectations because of what we call “cockpit-ism”: the illusion that top-down steering by governments and intergovernmental organizations alone can address global problems. In view of the limited effectiveness of intergovernmental efforts and questions about the capacity of national governments to affect change, the SDGs need to additionally mobilize new agents of change such as businesses, cities and civil society. To galvanize such a broad set of actors, multiple perspectives on sustainable development are needed that respond to the various motives and logics of change of these different actors. We propose four connected perspectives which can strengthen the universal relevance of the SDGs: “planetary boundaries” to stress the urgency of addressing environmental concerns and to target governments to take responsibility for (global public goods; “the safe and just operating space” to highlight the interconnectedness of social and environmental concerns and its distributive consequences; “the energetic society” to benefit from the willingness of a broad group of actors worldwide to take action; and “green competition” to stimulate innovation and new business practices. To realize the transformative potential of the SDGs, these four perspectives should be reflected in the focus and content of the SDGs that will be negotiated in the run up to September 2015 and its further implementation.

  13. 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.

  14. Changing Medical School IT to Support Medical Education Transformation.

    Science.gov (United States)

    Spickard, Anderson; Ahmed, Toufeeq; Lomis, Kimberly; Johnson, Kevin; Miller, Bonnie

    2016-01-01

    Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable. We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine. This system uses coordinated and interoperable technologies to support new instructional methods, capture students' effort, and manage feedback, allowing the monitoring of students' progress toward specific competency goals across settings and programs. The new undergraduate medical education program at Vanderbilt, entitled Curriculum 2.0, is a competency-based curriculum in which the ultimate goal is medical student advancement based on performance outcomes and personal goals rather than a time-based sequence of courses. IT support was essential in the creation of Curriculum 2.0. In addition to typical learning and curriculum management functions, IT was needed to capture data in the learning workflow for analysis, as well as for informing individual and programmatic success. We aligned people, processes, and technology to provide the IT infrastructure for the organizational transformation. Educational IT personnel were successfully realigned to create the new IT system. The IT infrastructure enabled monitoring of student performance within each competency domain across settings and time via personal student electronic portfolios. Students use aggregated performance data, derived in real time from the portfolio, for mentor-guided performance assessment, and for creation of individual learning goals and plans. Poorly performing students were identified earlier through online communication systems that alert the appropriate instructor or coach of

  15. 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.

  16. Transformative remedies towards managing diversity in South African theological education

    Directory of Open Access Journals (Sweden)

    Marilyn Naidoo

    2015-05-01

    Full Text Available South Africa is a complex society filled with diversity of many kinds. Because of the enormous and profound changes of the last 20 years of democracy, this can be perceived as a society in social identity crisis which is increasingly spilling over into many areas of life. Churches have also gone through a process of reformulating their identity and have restructured theological education for all its members resulting in growing multicultural student bodies. These new student constituencies reflect a wide spectrum of cultural backgrounds, personal histories and theological commitments, and represent diversity in race, ethnicity, culture, class, gender, age, language and sexual orientation. These issues of diversity are theologically complicated and contested as they are attached to religious dogma. Diversity exists as a threat and promise, problem and possibility. Using current conceptualisations of diversity in South African Higher Education this article will seek to understand the notion of diversity and difference and the possibility of developing transformative remedies within the theological education curriculum.

  17. The Needs and Perceptions of Academics regarding Their Professional Development in an Era of Educational Transformation

    Science.gov (United States)

    Hassan, S.

    2011-01-01

    As the wave of educational transformation sweeps across the higher education landscape, few academics have been unaffected by its impact. It has been well documented that academics are ill-prepared to cope with the challenges of educational transformation, yet training and development that would provide the appropriate support to meet the demands…

  18. Critical Analysis of Management and Transformation in University Education, from Various Postulates

    Directory of Open Access Journals (Sweden)

    Josseilin Jasenka Marcano Ortega

    2017-02-01

    Full Text Available The Venezuelan university transformation is guided by principles of Latin American and Caribbean integration, whose priority is to overcome the evolutionary and progressive need of societies; In this sense, to manage it, it becomes the primary tool to overcome numerous challenges in terms of technological education political social education. The present research has as an incentive the critical analysis of postulates on the subject, issued by authors such as: Berrios, Castillo and Castro (2009, Morales (2012, Muro and Picón (2005, to Rivero and Goyo (2012. From a qualitative methodology, using hermeneutics as a general method of understanding, located in a documentary design, directed to the discourse analysis, one uses the technique of the triad model, where diverse categories and subcategories emerge, to form an assumption with the vision proposal. Among the outstanding findings: university transformation requires leaders committed to the new paradigmatic changes that humanity demands; The university management, must make the knowledge towards the construction and operation of a national productive model towards the development of the country; And, within the complexity of political, social and economic interactions and interrelations, to make a sustained effort in conceiving and founding a reform of thought for the evolution of society.

  19. Transformative Education? A Philosophic-Augustinian Response to the 2010 Albertan Reform Initiatives in "Inspiring Education"

    Science.gov (United States)

    Steel, Sean

    2012-01-01

    The Alberta Government's 2010 "Inspiring Education" reform proposals claim to be "transformational" in nature. This paper examines these proposals in light of ancient philosophy and various among the world's wisdom traditions. Drawing particularly on the philosophic reflections of St. Augustine in his "Confessions",…

  20. Acceptance and Transformation of English Educational Theory in Japan: On Student-Centered Education

    Science.gov (United States)

    Kuwamura, Teresa

    2014-01-01

    In Japan, various theories and methodologies of English education born in other countries have been practiced, but the result has left a lot to be desired. Still, each theory has its own sociocultural background. When theory goes beyond its culture and locality, it transforms by losing its originality and absorbing new elements from a different…

  1. The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education

    Science.gov (United States)

    Jacob, Michelle M.; Sabzalian, Leilani; Jansen, Joana; Tobin, Tary J.; Vincent, Claudia G.; LaChance, Kelly M.

    2018-01-01

    This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to transform the public school curriculum and analyzing data from testimonies given at Oregon State…

  2. Neo-Liberal Education Policies in Turkey and Transformation in Education

    Science.gov (United States)

    Polat, Selda

    2013-01-01

    As it is in many countries in the world, in Turkey the effects of neoliberal ideology have rapidly increased since the 1980s, and social and economic structure has been transformed. Education, which is the basic dynamic of constructing social and economic structure and regeneration, stands in the center of neoliberalism. In this process, what…

  3. Embracing Social Sustainability in Design Education: A Reflection on a Case Study in Haiti

    Science.gov (United States)

    Kjøllesdal, Anders; Asheim, Jonas; Boks, Casper

    2014-01-01

    Sustainable design issues are complex and multi-faceted and need integration in the education of young designers. Current research recommends a holistic view based on problem-solving and inter-disciplinary work, yet few design educators have brought these ideas to their full consequence. Sustainability education for designers is still often rooted…

  4. 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…

  5. Integration of Sustainability in Engineering Education: Why Is PBL an Answer?

    Science.gov (United States)

    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…

  6. 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…

  7. Can We Meet the Sustainability Challenges? The Role of Education and Lifelong Learning

    Science.gov (United States)

    Wals, Arjen E. J.; Benavot, Aaron

    2017-01-01

    Education and lifelong learning are increasingly being mobilised to address the global environmental crisis and accompanying sustainability challenges. This article discusses the many roles of education about and for sustainable development, drawing on evidence and arguments put forward in the 2016 Global Education Monitoring Report,…

  8. 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.

  9. 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...

  10. 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…

  11. Management Strategies for Sustainability Education, Planning, Design, Energy Conservation in California Higher Education

    Science.gov (United States)

    Petratos, Panagiotis; Damaskou, Evangelia

    2015-01-01

    Purpose: The purpose of this paper is to describe and analyze the effects of campus sustainability planning to annual campus energy inflows and outflows in California higher education. The paper also offers a preliminary statistical analysis for the evaluation of impact factors on energy outflows and a link between energy outflows and building…

  12. 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…

  13. 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…

  14. Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

    Science.gov (United States)

    Soobik, Mart

    2014-01-01

    The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young…

  15. 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…

  16. InTeGrate: Transforming the Teaching of Geoscience and Sustainability

    Science.gov (United States)

    Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

    2012-12-01

    InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

  17. 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.

  18. Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

    Science.gov (United States)

    Ironside, Pamela M

    This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

  19. Three commitments governments should take on to make Sustainable Development Goals the drivers of a major transformation

    International Nuclear Information System (INIS)

    Voituriez, Tancrede

    2015-01-01

    On the basis of the outcome document of the Rio+20 conference, the United Nations General Assembly (UNGA) mandated an Open Working Group (OWG) to propose a set of sustainable development goals (SDGs), for final adoption at the end of the 68. Session of the UN General Assembly in September 2015. 'The transformation potential of the SDG package is so great that many of the countries involved in the negotiations may not even fully comprehend the possible magnitude, which may be similar to that of the industrial or digital revolutions,' the OWG vice chair reckons. This brief explores tangible options for propelling this transformation. (author)

  20. Thematic development of declarations on Sustainability in Higher Education

    DEFF Research Database (Denmark)

    Grindsted, Thomas Skou; Holm, Tove

    2012-01-01

    think should be given top priority in order to develop a sustainable society. Hence, the article addresses the following issues: (1) a thematic analysis of the relation between declarations developed by the university sector and those developed by governmental and intergovernmental institutions; (2...... 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......) 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...

  1. The Transformative Mediation and Women's Empowerment Instrument in Environmental Agenda for Sustainable Development : An Essay on the Pacification Intergenerational Conflict

    Directory of Open Access Journals (Sweden)

    Adriana Machado Yaghsisian

    2016-06-01

    Full Text Available Facing climate changes and other challenges of today’s world requires the adoption of peacemaking solutions to solve social-environmental conflicts in the perspective of intergenerational sustainable development. This architecture points to the total participa- tion of women, as conductors of the processes marked by the transformation of social-en- vironmental behaviors, which finds fertile ground in transformative mediation, seen as a practice that implies  revaluation and mutual recognition of the parties involved. Under this context,  the work will deal with important notions on mediation and women’s  em- powerment according to the relationship between genre, environment and  sustainable development as a strategy of pacifying intergenerational conflicts  and increasing women’s participation and engagement in the peacemaking processes of social-environmental con- flicts, complying with the goals  recommended by UN Women, created in 2010, and Agenda 21.

  2. 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…

  3. Modernizing and transforming medical education at the Kilimanjaro Christian Medical University College.

    Science.gov (United States)

    Lisasi, Esther; Kulanga, Ahaz; Muiruri, Charles; Killewo, Lucy; Fadhili, Ndimangwa; Mimano, Lucy; Kapanda, Gibson; Tibyampansha, Dativa; Ibrahim, Glory; Nyindo, Mramba; Mteta, Kien; Kessi, Egbert; Ntabaye, Moshi; Bartlett, John

    2014-08-01

    The Kilimanjaro Christian Medical University (KCMU) College and the Medical Education Partnership Initiative (MEPI) are addressing the crisis in Tanzanian health care manpower by modernizing the college's medical education with new tools and techniques. With a $10 million MEPI grant and the participation of its partner, Duke University, KCMU is harnessing the power of information technology (IT) to upgrade tools for students and faculty. Initiatives in eLearning have included bringing fiber-optic connectivity to the campus, offering campus-wide wireless access, opening student and faculty computer laboratories, and providing computer tablets to all incoming medical students. Beyond IT, the college is also offering wet laboratory instruction for hands-on diagnostic skills, team-based learning, and clinical skills workshops. In addition, modern teaching tools and techniques address the challenges posed by increasing numbers of students. To provide incentives for instructors, a performance-based compensation plan and teaching awards have been established. Also for faculty, IT tools and training have been made available, and a medical education course management system is now being widely employed. Student and faculty responses have been favorable, and the rapid uptake of these interventions by students, faculty, and the college's administration suggests that the KCMU College MEPI approach has addressed unmet needs. This enabling environment has transformed the culture of learning and teaching at KCMU College, where a path to sustainability is now being pursued.

  4. Modernizing and Transforming Medical Education at the Kilimanjaro Christian Medical University College

    Science.gov (United States)

    Lisasi, Esther; Kulanga, Ahaz; Muiruri, Charles; Killewo, Lucy; Fadhili, Ndimangwa; Mimano, Lucy; Kapanda, Gibson; Tibyampansha, Dativa; Ibrahim, Glory; Nyindo, Mramba; Mteta, Kien; Kessi, Egbert; Ntabaye, Moshi; Bartlett, John

    2014-01-01

    The Kilimanjaro Christian Medical University (KCMU) College and the Medical Education Partnership Initiative (MEPI) are addressing the crisis in Tanzanian health care manpower by modernizing the college’s medical education with new tools and techniques. With a $10 million MEPI grant and the participation of its partner, Duke University, KCMU is harnessing the power of information technology (IT) to upgrade tools for students and faculty. Initiatives in eLearning have included bringing fiber-optic connectivity to the campus, offering campus-wide wireless access, opening student and faculty computer laboratories, and providing computer tablets to all incoming medical students. Beyond IT, the college is also offering wet laboratory instruction for hands-on diagnostic skills, team-based learning, and clinical skills workshops. In addition, modern teaching tools and techniques address the challenges posed by increasing numbers of students. To provide incentives for instructors, a performance-based compensation plan and teaching awards have been established. Also for faculty, IT tools and training have been made available, and a medical education course management system is now being widely employed. Student and faculty responses have been favorable, and the rapid uptake of these interventions by students, faculty, and the college’s administration suggests that the KCMU College MEPI approach has addressed unmet needs. This enabling environment has transformed the culture of learning and teaching at KCMU College, where a path to sustainability is now being pursued. PMID:25072581

  5. EDUCATION FOR SUSTAINABLE DEVELOPMENT IN RUSSIA: CONCEPTUAL FOUNDATIONS, REALITIES AND PROSPECTS

    Directory of Open Access Journals (Sweden)

    A. N. Azizova

    2015-01-01

    Full Text Available Aim. The present work reveals the foundations, realities and perspectives of education for sustainable development in Russia. In recent years, the Russian Federation passed a series of measures to introduce ideas of education for sustainable development in educational practice, including at a high political level. To date developed the "National strategy for education for sustainable development" and the "Plan of action on education for sustainable development" prepared by the working group under the leadership of the Member-correspondent of the Russian Academy of Sciences N.S. Kasimov. But unfortunately they have not yet been adopted at the State level. Location. Russian Federation Methods. Analytical review of current scientific, technical, normative and methodological literature that raises the issue of education for sustainable development. Results. The formation of a system of education for sustainable development involves a transition from traditional teaching to an environmentally oriented model, based on a broad interdisciplinary knowledge and on an integrated approach to the development of society, economy and environment. Main conclusions. Environmental education must be multi-level and continuous. It begins in the family and preschool, continues in middle school, followed by stages of University and postgraduate education. In connection with this, we believe, necessary to analyze in detail the situation in the field of education for sustainable development separately for pre-school, school, University and postgraduate levels of education.

  6. 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…

  7. Barriers and Pathways to Creating Sustainability Education Programs: Policy, Rhetoric and Reality

    Science.gov (United States)

    Moore, Janet

    2005-01-01

    This article outlines an action-oriented research project regarding the University of British Columbia's engagement with sustainability. In 1997, the University of British Columbia (UBC) created a sustainability policy that suggests all UBC students should be educated about sustainability. Using data from a series of in-depth interviews the author…

  8. 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…

  9. Stakeholders Perceptions of a Universal Sustainability Assessment in Higher Education--A Review of Empirical Evidence

    Science.gov (United States)

    Maragakis, Antonios; van den Dobbelsteen, Andy; Maragakis, Alexandros

    2016-01-01

    The progress of sustainability within higher education has steadily increased in focus over the last decade and has increasingly become a topic of academic research. As institutions investigate, implement and market sustainability efforts, there is a myriad of sustainability assessment methodologies currently available. This assortment of…

  10. Exploring sustainable behavior structure in higher education a socio-psychology confirmatory approach

    CERN Document Server

    Juárez-Nájera, Margarita

    2015-01-01

    This book presents a social-psychology model delineating the factors that may influence in an altruistic manner sustainable behaviour (SB) of students, faculty and administrators in four higher education institutions (HEI) with very different economic and social characteristics. It presents the areas where these individuals work (education and community management), and in which of them education for sustainability is promoted, focusing on four alternative methods of learning: play, art, group therapy, and personnel management. The book is intended for bachelors and graduated students, as well as researchers in social psychology, environmental psychology, conservation psychology, environmental education, education for sustainable development, cross-cultural psychology, and social sciences.

  11. Establishing Sustainable Nuclear Education: Education Capability Assessment and Planning (ECAP) Assist Mission

    International Nuclear Information System (INIS)

    Ugbor, U.; Peddicord, K.; Dies, J.; Philip, B.; Artisyuk, V.

    2016-01-01

    Full text: The development of nuclear education, science and technology programmes is affected by the national context including national needs and capacities. The role and expectations for nuclear education and training might be different in technically matured countries, from countries where the technology is emerging. In this regard, particularly in developing countries, there is a need to balance nuclear education and training between immediate critical issues of radiation safety or human health and longer-term priorities in agriculture or industry. These priorities may or may not include the nuclear energy option. This paper shows how the Education Capability Assessment and Planning (ECAP) Assist Mission can contribute towards establishing sustainable nuclear education, including highlighting the various activities of each phase of the ECAP Process. (author

  12. Compassion, Citizenship and Education in South Africa: An Opportunity for Transformation?

    Science.gov (United States)

    Waghid, Yusef

    2004-11-01

    This study explores how citizenship education in South Africa is guided by liberal and communitarian concepts of citizenship. Its contention is that citizenship education, as it has evolved through policy discourses on "Values, Education and Democracy", is heavily influenced by liberal and communitarian concepts of citizenship. Nonetheless, the liberal-communitarian concept of citizenship education is not sufficient on its own to bring about educational transformation in institutions. Instead, citizenship education initiatives in South Africa need to promote a sense of compassion, motivating learners to take seriously the suffering of others. It is argued that such compassion represents a precondition of genuine educational transformation.

  13. Transformation

    DEFF Research Database (Denmark)

    Bock, Lars Nicolai

    2011-01-01

    Artiklen diskuterer ordet "transformation" med udgangspunkt i dels hvorledes ordet bruges i arkitektfaglig terminologi og dels med fokus på ordets potentielle indhold og egnethed i samme teminologi.......Artiklen diskuterer ordet "transformation" med udgangspunkt i dels hvorledes ordet bruges i arkitektfaglig terminologi og dels med fokus på ordets potentielle indhold og egnethed i samme teminologi....

  14. TRANSFORMATION

    Energy Technology Data Exchange (ETDEWEB)

    LACKS,S.A.

    2003-10-09

    Transformation, which alters the genetic makeup of an individual, is a concept that intrigues the human imagination. In Streptococcus pneumoniae such transformation was first demonstrated. Perhaps our fascination with genetics derived from our ancestors observing their own progeny, with its retention and assortment of parental traits, but such interest must have been accelerated after the dawn of agriculture. It was in pea plants that Gregor Mendel in the late 1800s examined inherited traits and found them to be determined by physical elements, or genes, passed from parents to progeny. In our day, the material basis of these genetic determinants was revealed to be DNA by the lowly bacteria, in particular, the pneumococcus. For this species, transformation by free DNA is a sexual process that enables cells to sport new combinations of genes and traits. Genetic transformation of the type found in S. pneumoniae occurs naturally in many species of bacteria (70), but, initially only a few other transformable species were found, namely, Haemophilus influenzae, Neisseria meningitides, Neisseria gonorrheae, and Bacillus subtilis (96). Natural transformation, which requires a set of genes evolved for the purpose, contrasts with artificial transformation, which is accomplished by shocking cells either electrically, as in electroporation, or by ionic and temperature shifts. Although such artificial treatments can introduce very small amounts of DNA into virtually any type of cell, the amounts introduced by natural transformation are a million-fold greater, and S. pneumoniae can take up as much as 10% of its cellular DNA content (40).

  15. Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

    Science.gov (United States)

    Feinstein, Noah Weeth; Kirchgasler, Kathryn L.

    2015-01-01

    In this essay, we explore how sustainability is embodied in the Next Generation Science Standards (NGSS), analyzing how the NGSS explicitly define and implicitly characterize sustainability. We identify three themes (universalism, scientism, and technocentrism) that are common in scientific discourse around sustainability and show how they appear…

  16. 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…

  17. Issues in Business Education Programme: Challenges to National Transformation

    Science.gov (United States)

    Ajisafe, Olatunbosun Emmanuel; Bolarinwa, Kayode Omotayo; Tuke, Edeh

    2015-01-01

    Transformation engenders change, and change denotes a departure from the old order to a new one. National transformation therefore implies fundamental change in the building block of a nation; change in the social, economic, infrastructural and political landscape of a nation. For transformation to be achieved, it must encompass all levels of…

  18. Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

    Science.gov (United States)

    Rahm, Jrène; Gorges, Anna

    2017-09-01

    In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding.

  19. Shared Curriculum Model: A Promising Practice for Education Transformation.

    Science.gov (United States)

    Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

    2015-12-01

    The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.

  20. Open Education and Bildung: Ideas, Assumptions, and Their Vigour to Transform Higher Education

    Directory of Open Access Journals (Sweden)

    Markus Deimann

    2014-09-01

    Full Text Available We are witnessing tremendous changes and transformations in learning and education due to the advancement of digital technologies. This pertains not only to various forms of e-learning but also to more recent sorts of open online learning environments such as MOOCs or P2P-University. As Bell (2011 has argued, learning theories fall short of explaining change in learning activities as these theories do not consider the complexity of technology, social network, and individual activities. Therefore, this paper revisits the German concept of Bildung (Formation to get a better understanding of the ongoing changes in learning environments, especially in informal Higher Education.

  1. Transforming BIM to BEM: Generation of Building Geometry for the NASA Ames Sustainability Base BIM

    Energy Technology Data Exchange (ETDEWEB)

    O' Donnell, James T. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Maile, Tobias [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Rose, Cody [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Mrazovic, Natasa [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Morrissey, Elmer [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Regnier, Cynthia [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Parrish, Kristen [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Bazjanac, Vladimir [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2013-01-01

    Typical processes of whole Building Energy simulation Model (BEM) generation are subjective, labor intensive, time intensive and error prone. Essentially, these typical processes reproduce already existing data, i.e. building models already created by the architect. Accordingly, Lawrence Berkeley National Laboratory (LBNL) developed a semi-automated process that enables reproducible conversions of Building Information Model (BIM) representations of building geometry into a format required by building energy modeling (BEM) tools. This is a generic process that may be applied to all building energy modeling tools but to date has only been used for EnergyPlus. This report describes and demonstrates each stage in the semi-automated process for building geometry using the recently constructed NASA Ames Sustainability Base throughout. This example uses ArchiCAD (Graphisoft, 2012) as the originating CAD tool and EnergyPlus as the concluding whole building energy simulation tool. It is important to note that the process is also applicable for professionals that use other CAD tools such as Revit (“Revit Architecture,” 2012) and DProfiler (Beck Technology, 2012) and can be extended to provide geometry definitions for BEM tools other than EnergyPlus. Geometry Simplification Tool (GST) was used during the NASA Ames project and was the enabling software that facilitated semi-automated data transformations. GST has now been superseded by Space Boundary Tool (SBT-1) and will be referred to as SBT-1 throughout this report. The benefits of this semi-automated process are fourfold: 1) reduce the amount of time and cost required to develop a whole building energy simulation model, 2) enable rapid generation of design alternatives, 3) improve the accuracy of BEMs and 4) result in significantly better performing buildings with significantly lower energy consumption than those created using the traditional design process, especially if the simulation model was used as a predictive

  2. 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.

  3. 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…

  4. 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…

  5. Where Western Australian Graduate Diploma of Education Primary Students Source Their Information on Sustainability

    Science.gov (United States)

    Lummis, Geoff W.; Morris, Julia E.; Lock, Graeme; Odgaard, Judith

    2015-01-01

    Sustainability has recently been made a cross-curriculum priority in Australia, through the development and implementation of the Australian Curriculum. Subsequently, primary and secondary teachers across all subject areas are required to integrate Education for Sustainability (EfS) into formal education. A recent research case study was…

  6. "Utopia" and "Passion": A Commentary on "Sustainability and Accounting Education: The Elephant in the Classroom"

    Science.gov (United States)

    Contrafatto, Massimo

    2013-01-01

    In this commentary, Massimo Contrafatto explains his understanding of Gray's interpretation of accounting education for sustainability (AE4S), and contributes some personal insights to the future development of AE4S. Gray reflected on an educational engagement experiment where the complex issues surrounding sustainability were dealt with in an…

  7. Education and Training for Sustainable Tourism: Problems, Possibilities and Cautious First Steps.

    Science.gov (United States)

    Gough, Stephen; Scott, William

    1999-01-01

    Advances a possible theoretical approach to education for sustainable tourism and describes a small-scale research project based on this approach. Seeks to integrate education for sustainable tourism into an established management curriculum using an innovative technique based on the idea of an adaptive concept. (Author/CCM)

  8. Exploring the Role and Value of Creativity in Education for Sustainability

    Science.gov (United States)

    Sandri, Orana Jade

    2013-01-01

    Creativity, innovation and divergent thinking are routinely expected to help people envision and implement alternative practices to the status quo. However, these do not feature strongly in the literature on education for sustainability in higher education (HE), and especially graduate competencies or capabilities for sustainability. The paper…

  9. Can we meet the sustainability challenges? The role of education and lifelong learning

    NARCIS (Netherlands)

    Wals, Arjen E.J.; Benavot, Aaron

    2017-01-01

    Education and lifelong learning are increasingly being mobilised to address the global environmental crisis and accompanying sustainability challenges. This article discusses the many roles of education about and for sustainable development, drawing on evidence and arguments put forward in the

  10. A Commentary on"'Sustainability and Accounting Education: The Elephant in the Classroom"

    Science.gov (United States)

    Laine, Matias

    2013-01-01

    In this commentary Matias Laine reviews the vivid paper written by Rob Gray (2013) who discusses his view of how sustainability is positioned within accounting education and how accounting educators can directly approach sustainability in their teaching. Laine notes many of the aspects that Gray considers important reflect the starting point of…

  11. Successfully Sustaining Sex and Gender Issues in Undergraduate Medical Education: A Case Study

    Science.gov (United States)

    van der Meulen, Francisca; Fluit, Cornelia; Albers, Mieke; Laan, Roland; Lagro-Janssen, Antoine

    2017-01-01

    Although several projects have addressed the importance of gender health issues in medical education, the sustainability of change efforts in medical education has rarely been addressed. Understanding the possible facilitators or barriers to sustainability may help to develop future interventions that are effective in maintaining gender health…

  12. Envisioning Complexity: Towards a New Conceptualization of Educational Research for Sustainability

    Science.gov (United States)

    Pipere, Anita

    2016-01-01

    This paper aims to present some conceptual insights into the research paradigm of complexity that deals with such problems like sustainability, education, and, more specifically--sustainability education. The transdisciplinary perspective and cognitive approaches of a hermeneutical cycle and semantic waves used in argumentation assist in grasping…

  13. Analyzing Primary Social Studies Curriculum of Turkey in Terms of UNESCO Educational for Sustainable Development Theme

    OpenAIRE

    Elvan YALÇINKAYA

    2013-01-01

    These three terms have been used at website of UNESCO: Sustainable development(SD), education for sustainable development (ESD) and the United Nations Decade ofEducation for Sustainable Development (DESD). In this website, it is mentioned that thethree terms have the same goal; creating abetter world for this generation and futuregenerations of all living things on planet Earth. The aim of this study is to analyzePrimary Social Studies Curriculum of Turkeyin terms of UNESCO ESD Theme. Datawas...

  14. Institutional entrepreneurship in sustainable urban development: Dutch successes as inspiration for transformation

    NARCIS (Netherlands)

    Woolthuis, R.K.; Hooimeijer, F.; Bossink, B.; Mulder, G.; Brouwer, J.

    2013-01-01

    Sustainable urban development is a wicked problem. On the basis of three case studies, we conclude that institutional entrepreneurs play an important role in sustainable urban development. The question we address is how institutional entrepreneurs do this. We theorize and find six tactics that

  15. Institutional entrepreneurship in sustainable urban development Dutch successes as inspiration for transformation

    NARCIS (Netherlands)

    Klein Woolthuis, R.J.A.; Hooimeijer, F.; Bossink, B.A.G.; Mulder, G.; Brouwer, J.

    2013-01-01

    Sustainable urban development is a wicked problem. On the basis of three case studies, we conclude that institutional entrepreneurs play an important role in sustainable urban development. The question we address is how institutional entrepreneurs do this. We theorize and find six tactics that

  16. TRANSFORMER

    Science.gov (United States)

    Baker, W.R.

    1959-08-25

    Transformers of a type adapted for use with extreme high power vacuum tubes where current requirements may be of the order of 2,000 to 200,000 amperes are described. The transformer casing has the form of a re-entrant section being extended through an opening in one end of the cylinder to form a coaxial terminal arrangement. A toroidal multi-turn primary winding is disposed within the casing in coaxial relationship therein. In a second embodiment, means are provided for forming the casing as a multi-turn secondary. The transformer is characterized by minimized resistance heating, minimized external magnetic flux, and an economical construction.

  17. Visualizing the application of GIS in transformation towards a sustainable development and a low carbon society

    International Nuclear Information System (INIS)

    Ahmad, M H; Ariffin, A; Malik, T A

    2014-01-01

    A strategy for sustainable development is a significant milestone on the road to a more socially, economically and environmentally responsible society. It creates a framework within which the stakeholders can make a strong contribution to a better future. Because of the merits and growing interest in sustainable development, the race is on for researchers and stakeholders in the construction sector to initiate actions to reduce the negative impacts of development and sharpen their competitive edge. The cities should be created with a vision which supports harmonious communities and living conditions through sustainable urban development. The resources must be used efficiently while reducing the development impact on human health and environment during the buildings' life cycle. Environmental auditing and pressure-state response based models to monitor sustainable development in Malaysia should be developed. A data availability and sharing system should be developed and implemented to facilitate for the use in the establishment of sustainable development and low carbon society. Ideas which affect millions of people and guide the policies of nations must be accessible to all. Only thus can they permeate the institutions from the local to the global level. Creating sustainable development and low carbon societies depends on the knowledge and involvement of all stakeholders in the industry. So what is our level of understanding of GIS and its application? The development of geospatial data in Malaysia is important because the successful implementation of sustainable development and low carbon projects depend largely on the availability of geospatial information. It would facilitate the stakeholders and resolve some of the problems regarding the availability, quality, organisation, accessibility and sharing of spatial information. The introduction of GIS may change the way for better sustainable urban development and low carbon society performance. The use of GIS

  18. Visualizing the application of GIS in transformation towards a sustainable development and a low carbon society

    Science.gov (United States)

    Ahmad, M. H.; Ariffin, A.; Malik, T. A.

    2014-02-01

    A strategy for sustainable development is a significant milestone on the road to a more socially, economically and environmentally responsible society. It creates a framework within which the stakeholders can make a strong contribution to a better future. Because of the merits and growing interest in sustainable development, the race is on for researchers and stakeholders in the construction sector to initiate actions to reduce the negative impacts of development and sharpen their competitive edge. The cities should be created with a vision which supports harmonious communities and living conditions through sustainable urban development. The resources must be used efficiently while reducing the development impact on human health and environment during the buildings' life cycle. Environmental auditing and pressure-state response based models to monitor sustainable development in Malaysia should be developed. A data availability and sharing system should be developed and implemented to facilitate for the use in the establishment of sustainable development and low carbon society. Ideas which affect millions of people and guide the policies of nations must be accessible to all. Only thus can they permeate the institutions from the local to the global level. Creating sustainable development and low carbon societies depends on the knowledge and involvement of all stakeholders in the industry. So what is our level of understanding of GIS and its application? The development of geospatial data in Malaysia is important because the successful implementation of sustainable development and low carbon projects depend largely on the availability of geospatial information. It would facilitate the stakeholders and resolve some of the problems regarding the availability, quality, organisation, accessibility and sharing of spatial information. The introduction of GIS may change the way for better sustainable urban development and low carbon society performance. The use of GIS is to

  19. Sustainability Assessment of Higher Education Institutions in Saudi Arabia

    OpenAIRE

    Habib M. Alshuwaikhat; Yusuf A. Adenle; Bilal Saghir

    2016-01-01

    Universities are paramount change drivers in bringing about a culture of sustainability in society by setting themselves up as models and nurseries for sustainable development. Thus, assessment of sustainability integration within universities is key to their impact on sustainable development. This study conducted an assessment of different public sector universities of Saudi Arabia based on five components: (i) Teaching and Curriculum; (ii) Research and Scholarship; (iii) Campus Operations; ...

  20. Sustainability Assessment of Higher Education Institutions in Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Habib M. Alshuwaikhat

    2016-08-01

    Full Text Available Universities are paramount change drivers in bringing about a culture of sustainability in society by setting themselves up as models and nurseries for sustainable development. Thus, assessment of sustainability integration within universities is key to their impact on sustainable development. This study conducted an assessment of different public sector universities of Saudi Arabia based on five components: (i Teaching and Curriculum; (ii Research and Scholarship; (iii Campus Operations; (iv Management and Community; and (v Financial Management. The sustainability assessment questionnaire (SAQ was utilized as a tool to discern the component-wise sustainability assessment for Saudi universities. The outcomes of the survey reveal that, in stark contrast with the universities of the developed world, offerings of sustainability relevant academic courses in Saudi Arabia are still lacking. Most Saudi universities still need to integrate research and scholarship in the area of sustainability; sustainable-campus operations in the current scenario are not sufficient. The results also reveal that sustainability-related projects are not prioritized within universities and sustainable financial management practices are not significant. This article concludes by proposing some recommendations emphasizing the importance of adopting sustainability practices in Saudi universities.

  1. Business Sustainability and Undergraduate Management Education: An Australian Study

    Science.gov (United States)

    Fisher, Josie; Bonn, Ingrid

    2011-01-01

    The academic literature arguing that there is an urgent requirement for businesses to become more sustainable is rapidly expanding. There is also a demonstrated need for managers to develop a better understanding of sustainability and the appropriate strategies required to improve business sustainability. In addition, there have been international…

  2. Sustainability + Accounting Education: The Elephant in the Classroom

    Science.gov (United States)

    Gray, Rob

    2013-01-01

    Despite the growing importance of sustainability and the sustainable development agenda, and despite the growing presence of papers recognising the critical interaction between sustainability and accounting and finance (and, indeed, with all social science), there has been a relatively muted response apparent within the accounting education…

  3. 75 FR 61519 - Combating Exploitative Child Labor by Promoting Sustainable Livelihoods and Educational...

    Science.gov (United States)

    2010-10-05

    ... target households; 2. Strengthening policies on child labor, education, and sustainable livelihoods, and... formal, nonformal and vocational education opportunities to provide children with alternatives to child... education for all children and mobilizing a wide array of actors to improve and expand education...

  4. Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

    Directory of Open Access Journals (Sweden)

    Eila Jeronen

    2016-12-01

    Full Text Available There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006–2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.

  5. Ecological Footprints and Lifestyle Archetypes: Exploring Dimensions of Consumption and the Transformation Needed to Achieve Urban Sustainability

    Directory of Open Access Journals (Sweden)

    Jennie Moore

    2015-04-01

    Full Text Available The global urban transition increasingly positions cities as important influencers in determining sustainability outcomes. Urban sustainability literature tends to focus on the built environment as a solution space for reducing energy and materials demand; however, equally important is the consumption characteristics of the people who occupy the city. While size of dwelling and motor vehicle ownership are partially influenced by urban form, they are also influenced by cultural and socio-economic characteristics. Dietary choices and purchases of consumable goods are almost entirely driven by the latter. Using international field data that document urban ways of living, I develop lifestyle archetypes coupled with ecological footprint analysis to develop consumption benchmarks in the domains of: food, buildings, consumables, transportation, and water that correspond to various levels of demand on nature’s services. I also explore the dimensions of transformation that would be needed in each of these domains for the per capita consumption patterns of urban dwellers to achieve ecological sustainability. The dimensions of transformation needed commensurate with ecological carrying capacity include: a 73% reduction in household energy use, a 96% reduction in motor vehicle ownership, a 78% reduction in per capita vehicle kilometres travelled, and a 79% reduction in air kilometres travelled.

  6. Tweet if you want to be sustainable: a thematic analysis of a Twitter chat to discuss sustainability in nurse education.

    Science.gov (United States)

    Richardson, Janet; Grose, Jane; Nelmes, Pam; Parra, Gema; Linares, Manuel

    2016-05-01

    To explore the concept of sustainability in nursing using social media as a vehicle for discussion on the topic. There is a need for an increased awareness among nurses of the issues that are crucial for the healthcare sector to prepare for climate change and contribute to sustainable development. However, topics about sustainability and climate change are not a requirement of nursing curricula in Europe; social media provides an opportunity to raise issues and promote discussion. A thematic analysis of a Twitter discussion. A Twitter discussion session hosted by @WeNurses took place on 24 March 2015 over 1 hour. Data were gathered via this online discussion hosted on Twitter, a social media platform. Following the discussion a thematic analysis of the posted Tweets was conducted. One hundred and nineteen people posted nine hundred and ninety six Tweets, a reach of 3,306,368. Tweets broadly followed the questions posted by the team. Several threads related to the sustainable use of healthcare resources and the need to reduce waste was evident. A Word Cloud of the Tweets highlighted prominent words in the discussion: sustainability, nursing/nurses, curriculum, important, waste, practice, resources, student, plastic, health, gloves. Social media is an effective way of engaging nurses and students in a discussion on challenging issues. Sustainability appears to be important for nurses, with a particular emphasis on resource use and the importance of sustainability topics in nurse education. © 2016 John Wiley & Sons Ltd.

  7. A Trinity of Transformation, Europeanisation, and Democratisation? Current Research on Citizenship Education in Europe

    OpenAIRE

    Reinhold Hedtke; Tatjana Zimenkova; Thorsten Hippe

    2008-01-01

    Although a lot of stock-taking research on citizenship education in European countries has already be done, some key features  of citizenship education especially in transformation countries are not understood as yet. The authors briefly outline the state of the art and criticize its main shortcomings. As a result, they suggest a research agenda to enhance the knowledge about citizenship education with respect to its interconnectedness with processes of transformation and to its embeddedness ...

  8. 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-…

  9. Challenging the Concept of Ethical Literacy within Education for Sustainable Development (ESD): Storytelling as a Method within Sustainability Didactics

    Science.gov (United States)

    Franck, Olof; Osbeck, Christina

    2018-01-01

    Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals' responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society…

  10. Evaluating education for sustainable development (ESD) : using Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale

    NARCIS (Netherlands)

    dr. Frans Meijers; Helen Kopnina

    2012-01-01

    With the emergence of education for sustainable development (ESD), robust literature on ethics and ESD has emerged; however, ecocentric perspective developed within environmental ethics is marginalized in current ESDebate. The questions discussed in this article are as follows: Why is the

  11. 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'…

  12. Transforming educational accountability in medical ethics and humanities education toward professionalism.

    Science.gov (United States)

    Doukas, David J; Kirch, Darrell G; Brigham, Timothy P; Barzansky, Barbara M; Wear, Stephen; Carrese, Joseph A; Fins, Joseph J; Lederer, Susan E

    2015-06-01

    Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

  13. Sustainable 'Greener' Methods for Chemical Transformations and Applications of Nano-Catalysts

    Science.gov (United States)

    The presentation summarizes our sustainable chemical synthesis activity involving benign alternatives, such as the use of supported reagents, and greener reaction medium in aqueous or solvent-free conditions.1 Synthesis of heterocyclic compounds, coupling reactions, and name reac...

  14. Greener Syntheses and Chemical Transformations: Sustainable Alternative Methods and Applications of Nano-Catalysts

    Science.gov (United States)

    The presentation summarizes our sustainable chemical synthesis activity involving benign alternatives, such as the use of supported reagents, and greener reaction medium in aqueous or solvent-free conditions.1 The synthesis of heterocyclic compounds, coupling reactions, and a var...

  15. Towards transformational change: UNDP's work in environment and sustainable development 2008-2012

    Energy Technology Data Exchange (ETDEWEB)

    Mordt, Matilde; Hildebrandt, Laura; Iyer, Devika; Fankuchen, Alexander

    2013-03-15

    This report highlights significant advances in sustainable development from almost 60 country reports and underscores the challenges and bottlenecks to moving beyond the economic-led growth strategies of the past 20 years.

  16. Towards transformational change: UNDP's work in environment and sustainable development 2008-2012

    Energy Technology Data Exchange (ETDEWEB)

    Mordt, Matilde; Hildebrandt, Laura; Iyer, Devika; Fankuchen, Alexander

    2013-03-15

    This report highlights significant advances in sustainable development from almost 60 country reports and underscores the challenges and bottlenecks to moving beyond the economic-led growth strategies of the past 20 years.

  17. Transforming Undergraduate Education Through the use of Analytical Reasoning (TUETAR)

    Science.gov (United States)

    Bishop, M. P.; Houser, C.; Lemmons, K.

    2015-12-01

    Traditional learning limits the potential for self-discovery, and the use of data and knowledge to understand Earth system relationships, processes, feedback mechanisms and system coupling. It is extremely difficult for undergraduate students to analyze, synthesize, and integrate quantitative information related to complex systems, as many concepts may not be mathematically tractable or yet to be formalized. Conceptual models have long served as a means for Earth scientists to organize their understanding of Earth's dynamics, and have served as a basis for human analytical reasoning and landscape interpretation. Consequently, we evaluated the use of conceptual modeling, knowledge representation and analytical reasoning to provide undergraduate students with an opportunity to develop and test geocomputational conceptual models based upon their understanding of Earth science concepts. This study describes the use of geospatial technologies and fuzzy cognitive maps to predict desertification across the South-Texas Sandsheet in an upper-level geomorphology course. Students developed conceptual models based on their understanding of aeolian processes from lectures, and then compared and evaluated their modeling results against an expert conceptual model and spatial predictions, and the observed distribution of dune activity in 2010. Students perceived that the analytical reasoning approach was significantly better for understanding desertification compared to traditional lecture, and promoted reflective learning, working with data, teamwork, student interaction, innovation, and creative thinking. Student evaluations support the notion that the adoption of knowledge representation and analytical reasoning in the classroom has the potential to transform undergraduate education by enabling students to formalize and test their conceptual understanding of Earth science. A model for developing and utilizing this geospatial technology approach in Earth science is presented.

  18. Transformational Leadership in Special Education: Leading the IEP Team

    Science.gov (United States)

    Lentz, Kirby

    2012-01-01

    Using the principles of transformational leadership, IEP teams become effective tools to ensure student success and achievements. There is a difference of teams that are simply chaired and those that are lead. Teams with transformational leaders promote the best efforts of all participants including parents and students to effectively deliver…

  19. Health Management and Sustainment Transformation in the U.S. Air Force (Preprint)

    National Research Council Canada - National Science Library

    Navarra, Kelly; Neslen, Craig; Freemantle, William

    2006-01-01

    .... However, times are changing in our Air Force. Transformation which is occurring at all levels of the Air Force seeks to eliminate the barriers which stand in the way of implementing Integrated Systems Health Management (ISHM...

  20. Correlation between Sustainability Education and Engineering Students' Attitudes towards Sustainability

    Science.gov (United States)

    Tang, Kuok Ho Daniel

    2018-01-01

    Purpose: The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach: Questionnaire survey was conducted among the cohort of students encompassing the…