Learning and Teaching Practices Promoting Education for Sustainable Development: Case Studies from Social Studies and Language Education, University of Botswana

2019 ◽  
pp. 141-153
Author(s):  
Annah A. Molosiwa ◽  
Keene Boikhutso
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Case Studies ◽  
Teaching Practices ◽  
Language Education ◽  
Education For Sustainable Development ◽  
Learning And Teaching ◽  
University Of Botswana

Aligning Education for Sustainable Development (ESD) and Traditional Islamic Perspective

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning And Teaching ◽  
Islamic Studies ◽  
Islamic Perspective

This work presents nonsystematically within no claim of completeness about education for sustainable development (ESD) that aligned with traditional islamic perspective. Many of those explanations apply to learning and teaching in general, but clearly some are especially important in Islamic studies education. For convenience, they are presented here in separate sections, even though they are closely interrelated.

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

scholarly journals Language Education for Sustainable Development

2016 ◽  
Vol 7 (1) ◽  
pp. 112-124 ◽  
Author(s):  
Tomasz Zygmunt
Keyword(s):  
Sustainable Development ◽  
Equal Opportunity ◽  
Real Life ◽  
Language Education ◽  
Education For Sustainable Development ◽  
Foreign Language Education ◽  
Educational Process ◽  
Macro Scale ◽  
Language User ◽  
Cultural Sphere

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

scholarly journals Inclusion of Indigenous Knowledge System (IKS) – A Precondition for Sustainable Development and an Integral Part of Environmental Studies

2014 ◽  
Vol 4 (1) ◽  
pp. 58-76 ◽  
Author(s):  
Ellen Carm
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Teaching Methods ◽  
Education For Sustainable Development ◽  
Knowledge Systems ◽  
Aids Education ◽  
Systems Science ◽  
Paper Briefly ◽  
Learning And Teaching ◽  
Indigenous Knowledge System

UNESCO (2005) launched the Decade of Education for Sustainable Development, 2005-2014, and as we now proceed into the final year of that decade there is a time for asking whose development?  That question heavily relies upon what type of education, which again leads to aspects concerning epistemological lenses. I am using my experiences and research from two totally different assignments; an evaluation of a post-literacy and skills program in rural Laos, and the other aimed at developing and implementing a localized approach to HIV/AIDS education in Zambia. The outcomes from the two interventions revealed that in order to initiate and sustain change and development, it was crucial to ensure the inclusion and merger of multiple knowledge systems, science and traditional knowledge. That requires a focus on how. In other words, the processes we put in place to ensure the recognition and merger of different epistemologies are crucial to ensure sustained local development.The paper briefly discusses key concepts related to multiple knowledge systems, education for sustainable development, and different conceptualization of learning and teaching methods, and explores how environmental education can contribute to sustainable development. The last section illustrates how expansive learning can be applied as a method and a tool to analyze the processes at stake, and outcomes of participatory and inclusive interventions. The paper elaborates on the methodology and shows how a multi-voiced approach can bridge the gap between different epistemologies, e.g. Indigenous Knowledge and Western Knowledge, create space for interaction and negotiations among a diverse group of stakeholders and actors to reach to the local innovations and development activities.DOI: http://dx.doi.org/10.3126/jer.v4i1.10726Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 58-76 

scholarly journals CURRICULUM 2013 IN RELATION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT IN INDONESIA:

2018 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Rusli Rusli
Keyword(s):  
Sustainable Development ◽  
Human Resources ◽  
Natural Resources ◽  
Transition Period ◽  
Education For Sustainable Development ◽  
Learning Approach ◽  
Human Beings ◽  
Current Generation ◽  
Learning And Teaching ◽  
The Earth

This paper explores curriculum 2013 in conjunction with education for sustainable development in Indonesia. Reorientation in education could be considered as an effort for producing skilled human resources in order to deal with transition period toward sustainable development. Curriculum 2013 should be focused on issues referring to education for sustainable development. Learning approach in curriculum 2013 should be combined with educational learning and teaching about knowledge, issues, skills, perspective, and values that lead to student much more motivate to achieve the goals of sustainable development through respect- ful to the others either current generation or the next generation, respectful to the earth that provides natural resources for the human beings.

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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