Education for Sustainable Development Cannot Afford the Clichés and Pieties of Ivy League Policy Makers

2020 ◽  
Vol 64 (2) ◽  
pp. 342-344
Author(s):  
Kiran Asher
2019 ◽  
Vol 13 (2) ◽  
pp. 152-167
Author(s):  
Sheryl Green ◽  
Paul Pace

Policymakers’ understanding of the holistic nature and implications of sustainable development (SD) determines a nation’s commitment to sustainability. The study involved in-depth interviews with 20 policymakers. The study identified underlying interconnections between policymakers’ perceptions, commitment and awareness of SD and whether they developed the necessary values and attitudes required to promote sustainability at both local and national levels. These findings provided reflections for the development of Education for Sustainable Development programmes targeting policy makers to expedite implementation of SD in Malta.


2008 ◽  
Vol 6 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Douglas Bourn

Education for Sustainable Development (ESD) is an initiative that dates back to the early 1990s. Whilst policy statements at this time referred to ESD as a bringing together of environmental and development education, in the UK, as in most other industrialized countries, it has been the environmental agenda that has tended to dominate. In the UK, policy-makers have since 1997 played an increasingly leading role in promoting ESD, particularly within schools. However, the drive behind these initiatives poses wider questions about their ultimate purpose: a learning agenda or one based on seeking behavioural change? Development education has always been the junior partner in the ESD debates in the UK, in part because of its low academic profile but also because of the policy separation by governments.This has, however, begun to change through the merging of policy initiatives around ESD and global citizenship which, by their very nature, are again posing the wider questions about the purpose and goal of these agendas.


Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.


2005 ◽  
Vol 4 (3) ◽  
pp. 405-419
Author(s):  
Carmen Catalina Ioan ◽  
Bogdan Horbaniuc ◽  
Gheorghe Dumitrascu

2019 ◽  
Author(s):  
Adib Rifqi Setiawan

Education for Sustainable Development (ESD) empowers people to change the way they think and work towards a sustainable future.


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