Case Studies from the Education for Sustainable Development Project in Hong Kong

2009 ◽  
pp. 177-193 ◽  
Author(s):  
John Chi-Kin Lee ◽  
Michael Williams ◽  
Wing-Po Lam
Keyword(s):  
Sustainable Development ◽  
Hong Kong ◽  
Case Studies ◽  
Education For Sustainable Development ◽  
Development Project

scholarly journals Water-Education as a Promoter of Education for Sustainable Development: Three Studies in Portuguese-Speaking African Countries

2020 ◽  
Vol 9 (2) ◽  
pp. 192-202
Author(s):  
Mafalda Franco Leitão ◽  
Albino Cunha ◽  
Manuela Malheiro Ferreira
Keyword(s):  
Sustainable Development ◽  
Case Studies ◽  
Basic Research ◽  
Education For Sustainable Development ◽  
African Countries ◽  
Development Education ◽  
Political Dimension ◽  
Water Education ◽  
Water Literacy ◽  
Sustainability Challenges

The present study is based on research in teacher self-training in Education for Sustainable Development (Leitão, 2012). Water was the motivating theme. The priority of a fair distribution of water, guaranteeing the consumption, in quality and quantity, to all mankind and living beings is urgent. To respond to water-related sustainability challenges, people worldwide need to acquire "water literacy" about various aspects of water use and management in order to ensure safer water consumption and to contribute to Disaster Risk Reduction (DRR). Three case studies were carried out in schools in three African countries: Angola, Guinea-Bissau and Mozambique. A model of skills in education for sustainable development was applied (Sleurs, 2008). From the analysis of these case studies the theoretical assumptions of research were strengthened by the effective professional practice. But, on contrary, the results that the pillars of sustainable development presented in the basic research should be reviewed, placing the political dimension as transversal, thus strengthening education for sustainable development as fundamental for critical and responsible citizens of the present and of the future. This experience paves the way for future water-education and education for sustainable development projects; such as the follow-up of these three schools.  Keywords: Sustainable Development; Education for Sustainable Development; Water-education and Water Literacy; Case Study

Practicing the integration of education for sustainable development (ESD) into the school curriculum

2016 ◽  
Vol 18 (4) ◽  
pp. 219-245
Author(s):  
Stephanie W. Lee ◽  
Samson C.W. Ma ◽  
Ngok Lee
Keyword(s):  
Sustainable Development ◽  
Hong Kong ◽  
Design Methodology ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Learning Activities ◽  
Student Work ◽  
Content Type ◽  
School Subjects ◽  
Precise Distribution

Purpose The purpose of this paper is to examine efforts made by the UNESCO Hong Kong Association (UNESCOHK) in integrating education for sustainable development (ESD) into school subjects and into the curriculum in 2009-2016. It investigates: the distribution and development of the three key components of environment, society and economy in student work, and in school assessment reports; the relevancy level of ESD learning to school subjects; the condition in Hong Kong in practicing the integration of ESD learning into the school curriculum; and the practices of integration of ESD learning into the school curriculum in Hong Kong and other countries. Design/methodology/approach Grounded theory is deployed to analyze the distribution and development of ESD as understood by students and schools, and the application of knowledge acquired through school subjects to ESD learning activities undertaken by students and schools. Findings The study succeeds in identifying the precise distribution and development of the three key components of environment, society and economy in ESD, and in establishing the level of relevancy of ESD learning activities to school subjects and to the school curriculum. UNESCOHK’s initiative is in line with the general trend adopted by countries to integrate ESD into the school curriculum. Research limitations/implications The scope of investigation is limited to ESD learning activities in eight schools and to one single economy. Social implications The study facilitates attempts to reorientate the lifestyles of students and their parents. Originality/value The study is a pioneering work in Hong Kong to integrate ESD learning into school subjects, which is in alignment with the trend to integrate ESD into the school curriculum.

Embedding Sustainability Learning

2014 ◽  
pp. 641-671
Author(s):  
Ros Taylor ◽  
Elise Barron ◽  
Katherine A.T. Eames
Keyword(s):  
Sustainable Development ◽  
Case Studies ◽  
Education For Sustainable Development ◽  
Support Staff ◽  
Sustainable Education ◽  
Sustainability Learning ◽  
Main Programme ◽  
Careful Design

In this chapter the authors argue the benefits of an “embedded strategy” for achieving a robust and sustainable Education for Sustainable Development (ESD) curriculum and outline some of the main approaches used at Kingston University (KU), London. The chapter includes feedback from students, academics, support staff and local employers engaged in these developments and highlights the main successes and the pitfalls encountered. Case studies exemplifying sustainability learning through a diversity of embedded approaches are presented and analysed. The authors' experience demonstrates that, although there is no “one size fits all” solution to ESD, sharing of experiences between sustainability professionals is vital to this agenda. The examples detailed in this chapter show that with careful design, active and multidisciplinary learning, sustainability understanding can be securely embedded in students' learning even where it is not the main programme objective.

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