scholarly journals Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship

2016 ◽  
Vol 18 (1) ◽  
pp. 48-56 ◽  
Author(s):  
David V. J. Bell
Keyword(s):  
Sustainable Development ◽  
Global Economy ◽  
Energy Use ◽  
Transformative Education ◽  
First Century ◽  
Education For Sustainability ◽  
Waste Production ◽  
Conventional Teaching ◽  
Twenty First Century ◽  
Global Population

Abstract Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself sustainable over the course of this century. According to the World Business Council on Sustainable Development (WBCSD) whose membership comprises 29 of the largest, most important companies on the planet, it is not. Continuing on the current development path would require approximately 2.3 planets earth to support existing levels of resource and energy use, and waste production, projected out for a global population which will reach 9 billion by 2050. And yet most discussions of 21st century education are premised on servicing, rather than transforming, the current global economy. This paper explores the opportunities and benefits of connecting the discourse on twentyfirst century education with Education for Sustainable Development (ESD) which seeks to prepare learners for the varied and interrelated environmental, social, and economic challenges they will meet as they confront a changing world. ESD emphasizes futures thinking and strategic planning that will enable learners to help create and flourish in a more sustainable economy. Conventional teaching models must also shift to a “transformative” style of education for the twenty-first century in order for humankind to learn how to live more sustainably on this planet.

World Population & Human Capital in the Twenty-First Century

2017 ◽  
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
First Century ◽  
World Population ◽  
Determining Factors ◽  
Twenty First Century ◽  
Global Population ◽  
Original Edition ◽  
Selection Of

Condensed into a detailed analysis and a selection of continent-wide datasets, this revised edition of World Population & Human Capital in the Twenty-First Century addresses the role of educational attainment in global population trends and models. Presenting the full chapter text of the original edition alongside a concise selection of data, it summarizes past trends in fertility, mortality, migration, and education, and examines relevant theories to identify key determining factors. Deriving from a global survey of hundreds of experts and five expert meetings on as many continents, World Population & Human Capital in the Twenty-First Century: An Overview emphasizes alternative trends in human capital, new ways of studying ageing and the quantification of alternative population, and education pathways in the context of global sustainable development. It is an ideal companion to the county specific online Wittgenstein Centre Data Explorer.

Twenty First Century Africa Towards a New Vision of Self-Sustainable Development

1993 ◽  
Vol 36 (3) ◽  
pp. 130
Author(s):  
K. P. Moseley ◽  
Ann Seidman ◽  
Frederick Anang
Keyword(s):  
Sustainable Development ◽  
First Century ◽  
Twenty First Century ◽  
New Vision

scholarly journals Strategic Shift from Transmissive to Transformative Higher Education for Sustainable Development

2019 ◽  
Author(s):  
Mohamed Jama Madar ◽  
Mustafa Din Bin Subari ◽  
Shadiya Mohamed Saleh Baqutayan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Education For Sustainability ◽  
Important Approach ◽  
The Difference ◽  
Social Environmental ◽  
Investment Portfolios

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

scholarly journals Challenges of Mathematics in Economic Development in the Twenty-First Century: Implications for Tertiary Education

2020 ◽  
pp. 20-25
Author(s):  
Marcel P. Agah
Keyword(s):  
Sustainable Development ◽  
Tertiary Education ◽  
First Century ◽  
Technological Advancement ◽  
Mathematics Students ◽  
Economic Prosperity ◽  
Twenty First Century ◽  
The Right ◽  
Technological World

This paper examines the vital importance and significance of Mathematics to the culture of the modern Technological world with particular reference to the role of Mathematics for the achievements of the Economic Goals in the twenty-first century. It takes account of the curriculum, pedagogy of teaching, enrolment and teaching facilities. Besides, suggestions for the improvement of the situation to enable mathematics and mathematicians meet up the challenges of our economic goals are made. It concludes by stressing for a more relevant Mathematics and a greater exposure of Mathematics students to the application of the discipline such that they can contribute more meaningfully to the development of our-nation. Nigeria like all other nations aspires towards technological advancement and economic prosperity in order to attain sustainable development in the twenty-first century. Such aspiration can only materialize when the right education is made available to lay the foundation for the manpower that will steer the country forward.

scholarly journals The Modern Periphery-Making Machine in the Early Twenty-First Century

2020 ◽  
Vol 65 (3) ◽  
pp. 507-518
Author(s):  
Alberto Alonso-Fradejas
Keyword(s):  
Sustainable Development ◽  
Well Being ◽  
First Century ◽  
Careful Examination ◽  
Development Models ◽  
Technological Differences ◽  
Early Twenty ◽  
Twenty First Century ◽  
Environmentally Sound ◽  
Business As Usual

AbstractCultural, discursive, and technological differences notwithstanding, the peripheralization effects of plantation agriculture-based development pathways seem to be as vibrant today as during the height of the modern era's imperialism. This, at least, is what Bosma suggests, and I fully agree with him. The plantation, that modern labour-expelling periphery-making machine, is alive and kicking hard amid convergent socioecological crises nowadays. And this is an analytically but also politically salient phenomenon. Most often, development models which rely on predatory extractivism not only leave the majority of the population behind the well-being bandwagon, thereby turning a deaf ear to the pledge of the 2030 Agenda for Sustainable Development to “leave no one behind”; they also erode the ecological base, socioeconomic fabric, and institutions that enable more just and environmentally sound life projects to blossom. Thus, the careful examination of the complex and generative interplay between the model and intensity of resource extractivism and the broader political economy, as developed by Bosma in The Making of a Periphery, calls into question any non-transformative climate stewardship and sustainable development efforts, like the “business as usual” one represented by the flex crops and commodities complexes of the twenty-first century.

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