A case study of the co-production approach to the implementation of education for sustainable development in Thailand

2017 ◽  
Vol 16 (3) ◽  
pp. 327-345 ◽  
Author(s):  
Suwida Nuamcharoen ◽  
Nopraenue S Dhirathiti
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Education Development ◽  
Media Usage ◽  
Interdisciplinary Approaches ◽  
Depth Interviews ◽  
Contingency Approach ◽  
Production Approach

Thailand is a good example of a developing country which is struggling with globally common problems in trying to find solutions for sustainable education development. Education is one of the important methods to build the mindset of Thai people toward sustainable development (SD). The co-production approach is a way of improving public services, including education for sustainable development (ESD). The study employs qualitative research techniques which aim at studying the implementation and co-production of ESD. Moreover, it is to explore and synthesize the implementation characteristics of co-producing ESD in Thailand. The research found 12 correlated indicators from the literature that link SD, ESD and co-production practices. They were categorized into input, process and output of the cycle of implementing and co-producing ESD. The indicators were examined within the context of the case study of Bansankong School. The researchers conducted in-depth interviews with stakeholders that included representatives from the school administration, families and communities, local authorities, other relevant institutions and volunteers. The results showed that factors in the process portion of the cycle of implementing and co-producing ESD tended to be more significant; these were community engagement, information technology and media usage, and the contingency approach. The factors in the input portion of the process, namely, self-reliance and self-efficiency of population and leadership, and the factor of mutual benefits in the output portion proved to be significant. The other seven factors, cultural adaptation, democratic participation, equitability, goal of sustainable future, interdependence, interdisciplinary approaches and collaborative approach and partnership, appeared to be non-significant.

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 Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

Social resources mobilization for general education development: A case study for secondary schools in Ho Chi Minh city, Vietnam

2021 ◽  
Vol 5 (2) ◽  
pp. 10-17
Author(s):  
Thanh Dac Nguyen ◽  
Phuong Nam Nguyen
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Social Resources ◽  
The South ◽  
General Education Development ◽  
Education Development ◽  
Roles And Responsibilities ◽  
Scale Reliability ◽  
Depth Interviews

The mobilization of social resources for educational development in schools is considered an important demonstration of the roles and responsibilities of parents and the community for the cause of education. This paper describes the frequency and efficiency of nine categories of social resources mobilization used in secondary schools in the South of Vietnam. The research team identified the reasons for and methods by which the mobilization of social resources takes place in six secondary schools in Southern Vietnam. We combined a questionnaire, completed by 202 school teachers and school managers, with in-depth interviews, observation and document analysis. The results showed high levels of both implementation and efficiency (scale reliability Cronbach alpha 0.93 and 0.92) of the mobilization of social resources, revealing a high interest in and engagement with social resources mobilization by social educational forces. Based on those results, we make a number of suggestions for improving the efficiency of this work, particularly in the South of Vietnam in reality.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

Integrating sustainability into business curricula: University of New Hampshire case study

2014 ◽  
Vol 15 (4) ◽  
pp. 473-493 ◽  
Author(s):  
Nelson A. Barber ◽  
Fiona Wilson ◽  
Venky Venkatachalam ◽  
Sara M. Cleaves ◽  
Josina Garnham
Keyword(s):  
Sustainable Development ◽  
Business Schools ◽  
Interdisciplinary Collaboration ◽  
Development Education ◽  
Content Type ◽  
Business Educators ◽  
Depth Study ◽  
Business Curricula ◽  
University Of New Hampshire

Purpose – This paper aims to demonstrate how sustainable development education can be implemented at business schools, despite institutional barriers, through innovative and collaborative relationships with internal and external stakeholders. Businesses are beginning to accept their social responsibility through proactive approaches to maximizing their net social contribution, embracing opportunities and managing risks resulting from their economic, environmental and social impacts. Yet, many business schools are lagging in integration of sustainability into their curriculum, and as a result are not adequately educating future business leaders. Design/methodology/approach – This case study presents the challenges in developing and implementing sustainability education, as well as analyzes the various underlying drivers of these barriers. The paper provides a detailed description of some of the ways one business school has overcome these barriers, and provides generalizable insights that can help other business schools and universities understand how they can engage in the implementation of similar sustainable development programs. Findings – As business educators, we should reevaluate our role and our focus. Through education, interdisciplinary collaboration, research and community and industry engagement, sustainability can become firmly established within the existing value structure of business schools. Originality/value – While many business schools worldwide are discussing the importance of integrating sustainability into their curricula, and while employers and students are demanding the same, few business schools have genuinely made progress in meeting these demands. This paper presents both the challenges to integrating sustainability and an in-depth study of one business school’s approach to creating unique and innovative solutions to overcome these barriers.

scholarly journals Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

2018 ◽  
Vol 8 (4) ◽  
pp. 187 ◽  
Author(s):  
Martin Dür ◽  
Lars Keller
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Development Goals

Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

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