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 Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

scholarly journals Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?

2018 ◽  
Vol 9 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Glenn Strachan
Keyword(s):  
Sustainable Development ◽  
Action Plan ◽  
Youth Unemployment ◽  
Entrepreneurship Education ◽  
Education For Sustainable Development ◽  
Economic Systems ◽  
Sustainable Entrepreneurship ◽  
Sustainable Future ◽  
Development Change ◽  
Sustainability Challenges

Abstract An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.

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).

Implementation of education for sustainable development strategy in mathematics education through stakeholder cooperation

2018 ◽  
Vol 4 (9) ◽  
pp. 90-100
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Data Analysis ◽  
Mathematics Education ◽  
Development Strategy ◽  
Informal Education ◽  
Professional Associations ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Cross Border ◽  
Stakeholder Cooperation

The author has identified different stakeholder cooperation opportunities to implement the strategy for education for sustainable development (ESD) in mathematics education. Particular attention should be paid to mathematics education. Measurement for the implementation of the ESD strategy in mathematics education at Latvia University of Agriculture made by four input indicators as determined by the objectives of the UNECE Strategy for ESD are promoting sustainable development through formal, non-formal and informal education, equipping educators with the competence to include ESD in their teaching, and teaching tools and materials and research on ESD. The measures have been described based on the experience in different cooperation networks: Baltic Network in AGROMETRICS, Latvia-Lithuania cross-border network for adapting mathematical competences for socio-economic development (MATNET) and cross-border network for raising competencies in data analysis technologies (LV-LT-BY DATA ANALYSIS), as well as in cooperation with study programme directors, professional associations, employers and authorities. Keywords: Sustainable development, education for sustainable development, mathematics education, competencies, stakeholder cooperation.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ECOLOGICAL SECURITY – NEW PERSPECTIVES IN SECURITY CULTURE

2021 ◽  
pp. 97-113
Author(s):  
JASMINA GAČIĆ ◽  
JELENA ĆESAREVIĆ
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Teaching Staff ◽  
Ecological Security ◽  
Development Education ◽  
Security Culture ◽  
Individual Level ◽  
Ecological Awareness ◽  
Security Issues ◽  
Just Society

The notion of ecological education and education for sustainable development appeared as a result of the development and popularization of the sustainable development concept, further encouraged by numerous documents, strategies, and declarations adopted by organizations of international and national importance. In its development, education for sustainable development went through various influences and transformations. From striving for self-knowledge, changing attitudes, and developing ecological awareness, education that goes beyond courses, to education that supports changes in knowledge, skills, values, and attitudes to create a more sustainable and just society for all. Education for sustainable development and ecological security implies the integration of appropriate knowledge and skills in curricula at all levels of education, but at the same time, it also implies stronger cooperation between scientists and educators, better integration of science and technology in educational programs, and increase in the competence of teaching staff. In the development of the subject Security Culture, the issues of sustainable development and ecological security must be included along with numerous security issues from the individual level to the state security issues, but this must be done in a way that includes the conception of common values, personal and collective integrity, a sense of social responsibility, freedom of choice, as well as new attitudes and behaviors.

scholarly journals Map and Track the Performance in Education for Sustainable Development across the European Union

2021 ◽  
Vol 13 (23) ◽  
pp. 13185
Author(s):  
Daniela Cristina Momete ◽  
Manuel Mihail Momete
Keyword(s):  
European Union ◽  
Sustainable Development ◽  
Composite Index ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
The European Union ◽  
Development Education ◽  
Actual Performance ◽  
Development Goals ◽  
European Union Member States

The 17 sustainable development goals (SDG) established by 2030 Agenda cannot be achieved unless the learners are educated about sustainable development. Education for sustainable development (ESD) is a key component in preparing individuals to cope with sustainable challenges and paves the way towards a more sustainable aware society and life satisfaction. However, ESD is very complex as it depends on numerous factors and needs significant development all over the word. The paper aims to design an original and easy-to-apply framework which maps and tracks the actual performance in quality education across the European Union member states (EU27), focusing on SDG4—quality education from Agenda 30. The framework integrates three interventions—formal, non-formal, and essential education—and delivers a useful tool, a composite index, which maps and tracks the performance of the EU27 in the transition to ESD in a practical manner. The research categorizes four clusters of countries and tracks the Nordic countries of the EU27 among the high performers tier, allowing the identification of the best practices which can be spurred at European level. The findings of this paper may be used by educators, researchers, national and European authorities, and other stakeholders to monitor and accelerate progress in ESD, especially for low performers.

Education for Sustainable Development

Education ◽  
2021 ◽  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
International Governance ◽  
Potential Significance ◽  
Country Level ◽  
Development Goals ◽  
Sustainability Challenges ◽  
Teaching Learning ◽  
Local Perspectives

Education for Sustainable Development (ESD) is a concept referring to all teaching, learning and capacity building that seeks to develop a citizenry that can live more sustainably on the Earth. It focuses on learning processes and learning environments that can foster the qualities and competencies people need to contribute to more sustainable forms of being. Typically these qualities and related competencies include being caring, mindful, respectful, compassionate, and critical in the way we relate to each other to people elsewhere and future generations, but also to other species; systems thinking; dealing with uncertainty and (eco)anxiety; moral reasoning; anticipatory thinking; and the ability to make change. Within the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, ESD became a component of one of the seventeen Sustainable Development Goals (SDGs): SDG 4 ‘Quality Education.’ Newly emerging strands in the context of ESD, also seeking to transcend ESD, include a critical transgressive strand emphasizing the important of not just developing agency and competence that citizens need to learn to live equitably and meaningfully within planetary boundaries, but also helping learners in critiquing and changing or even disrupting structures and systems that normalize unsustainability. Another emerging strand is a posthuman, relational strand that emphasizes the importance of decentering the human and becoming aware of our inevitable entanglement with nature and other species. While receiving much attention in international governance and policy contexts, enactment of ESD in practice lags behind, in part due to different priorities in education at the country level and a lack of understanding of its meaning and its potential significance in reforming education and learning in times of global sustainability challenges. At the same time some scholars critique ESD for being overly instrumental, anthropocentric, and having colonizing tendencies that ignore Indigenous and local perspectives on both education and sustainability.

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