South America and Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 87-90 ◽  
Author(s):  
Josefina Ostuni
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Latin American ◽  
Informal Education ◽  
Education For Sustainable Development ◽  
South American ◽  
American Perspective ◽  
Essential Components ◽  
The United Nations ◽  
The Impact

AbstractThree South American countries, Argentina, Chile and Brazil, have been selected in order to study the impact of the document “The United Nations Decade of Education for Sustainable Development”. In these countries, whose people react energetically against any attempt to break the environmental balance, the synergic power of education is recognized. Therefore, it can be observed that the content sustainable development has been incorporated in the new educational schemes since 1990s in all their levels. The analysis in the formal, non formal and informal education of these countries shows us that they have the environmental issue well contemplated. But, it is necessary to emphasize the interrelations of three essential components: environment, society and economy in order to develop solidary values for improving a sustainable present and future existence. In relation to the “The United Nations Decade”, it is noticed that although different measures have been adopted, conjoint work by the region's countries from a Latin American perspective is required.

Education for Sustainable Development

2020 ◽  
Vol 21 (4) ◽  
pp. 1-3
Author(s):  
Meghna Tare
Keyword(s):  
Sustainable Development ◽  
South Carolina ◽  
United Nations ◽  
Informal Education ◽  
Local Level ◽  
The United States ◽  
Education For Sustainable Development ◽  
Sustainable Solutions ◽  
The United Nations ◽  
Multi Stakeholder

In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.

scholarly journals A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning

2021 ◽  
Vol 13 (7) ◽  
pp. 3772
Author(s):  
Peng-Wei Hsiao ◽  
Chung-Ho Su
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Self Efficacy ◽  
Role Playing ◽  
Developed Countries ◽  
Education For Sustainable Development ◽  
Empirical Method ◽  
Steam Education ◽  
The United Nations ◽  
The Impact

In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

scholarly journals Supporting SDG 15, Life on Land: Identifying the Main Drivers of Land Degradation in Honghe Prefecture, China, between 2005 and 2015

2020 ◽  
Vol 9 (12) ◽  
pp. 710
Author(s):  
Tuo Wang ◽  
Gregory Giuliani ◽  
Anthony Lehmann ◽  
Yangming Jiang ◽  
Xiaodong Shao ◽  
...  
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Land Degradation ◽  
Natural Phenomenon ◽  
Degraded Land ◽  
Urban Centers ◽  
Small Areas ◽  
The United Nations ◽  
Terrestrial Biodiversity ◽  
The Impact

The essence of the 2030 Agenda for Sustainable Development adopted by the United Nations is described in 17 Sustainable Development Goals (SDGs). SDG 15 focuses on Life on Land, in other words, terrestrial biodiversity and ecosystems, as well as their services. Land degradation is a severe anthropic and natural phenomenon that is affecting land use/cover globally; therefore, a dedicated target of the SDG 15 (the indicator 15.3.1) was proposed. The identification of the areas where land degradation has occurred and the analysis of its drivers allow for the design of solutions to prevent further degradation in the studied areas. We followed the methodology proposed by the United Nations Convention to Combat Desertification (UNCCD) to study the land degradation in the Honghe Prefecture in southwest China between 2005 and 2015. Through spatial analysis, we found that the degraded areas were consistent with the areas of active human activities (such as urban centers), while the impact of natural factors (such as disasters) on land degradation existed in small areas at high altitudes. Land degradation was affected primarily by the loss of land productivity and secondly by land cover changes caused by the growth of artificial areas. Changes in the soil organic carbon were not significant. We concluded that human activity was the main driver of land degradation in Honghe Prefecture. Decision makers should work to find a balance between economic development and environmental protection to restore degraded land and strive to achieve a land degradation-neutral prefecture to defend all ecosystem services.

scholarly journals Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education

2015 ◽  
Vol 6 (1) ◽  
pp. 30-49 ◽  
Author(s):  
Andreas Brunold
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Educational Policy ◽  
Civic Education ◽  
Development Policy ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Global Development ◽  
The World ◽  
The United Nations

Abstract 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 of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability. The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy. The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning. Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).

Australia's Response to a UN Decade in Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 77-81 ◽  
Author(s):  
Daniella Tilbury
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Informal Learning ◽  
Education For Sustainable Development ◽  
Decision Makers ◽  
Learning Spaces ◽  
Formal And Informal Learning ◽  
The United Nations ◽  
Learning And Change ◽  
Business As Usual

AbstractThe United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or how to be more effective in involving a greater number of stakeholders in learning and change for sustainability, then the opportunities presented by the DESD will be missed.

Education for Sustainable Development: Configuration and Meaning

2005 ◽  
Vol 3 (3) ◽  
pp. 243-250 ◽  
Author(s):  
Edgar González-Gaudiano
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Critical Review ◽  
Education For Sustainable Development ◽  
The United Nations ◽  
Education Field

The inception of the United Nations Decade of Education for Sustainable Development (2005–14) has excited controversy over the validity of the concept of education for sustainable development (ESD), as well as reactivating a critical review of the environmental education field as a whole. This article analyzes the peculiarities of ESD, the conditions that gave rise to it, the characteristics of its proposed configuration and the implications for environmental education.

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