Educational Cluster as a Tool for Implementation Education for Sustainable Development

2018 ◽  
Vol 89 (1) ◽  
pp. 110-119
Author(s):  
V. Mykhailenko ◽  
M. Blyzniuk
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Education Reform ◽  
Cluster Model ◽  
Education For Sustainable Development ◽  
Economic Education ◽  
Complex Nature ◽  
Wide Range ◽  
The World

The world experience on educational clusters proves their applicability and efficiency. An example is the formation of educational clusters for economic education and business schools. Formation of educational clusters has become an important part of the state personnel policy of many countries of the world. Multidimensional notion of "sustainable development" in combination with a wide range of age-old target audiences requires new methodological approaches for building an open dialogue between a student and a teacher. Taking into account the complex nature of the research subject that combines social, economic and environmental dimensions of human activity, authors propose a scientific and educational cluster as an innovative form of implementation of cross-cutting education for sustainable development (ESD) in Ukraine. The role of the core formation of an educational cluster is best suited for universities that are open to innovation and new educational technologies. The new educational model is illustrated by ad hoc activity of Carpathian School held in Kosiv, Ivano-Frankivsk region. Target audience represented Master students of natural sciences, secondary school students, biologists and geography teachers together with civil society activists. The school organizers were "Centre for Civic Initiatives", Kosiv and Faculty of Geography of Taras Shevchenko National University of Kyiv supported by two National Natural Parks “Hutsulshchyna” and “Vyzhnytsky”. The lecturers’ team included university professors, experts of The Regional Environmental Centre for CEE countries (REC), Hungary, the National Ecological Centre of Ukraine (NECU), leading experts of the Ministry of Natural Resources of Ukraine, employees of local museums and cultural institutions. The main goal of the School is to consider the role of civil society, local activists, entrepreneurs and authorities in building sustainable communities, to achieve the UN Sustainable Development Goals. The cluster model was tested for obtaining a professional orientation of the lyceum graduates with a strong TOT component in view of education reform "New Ukrainian School". The students were acquainted with educational materials and methodical guides of the REC multimedia toolkits "Green Package" and "Step by Step", adapted to Ukrainian needs by local experts. These materials are easily perceived by young people, Master students and senior pupils. Interactive games and dilemmas were suitable for the formation of ecologically oriented thinking and social competence of youth. The guides were also highly praised by elderly participants and recommended for training and retraining of school teachers. Interviews with the school attendees and lecturers, interviews and publications in the local mass-media showed the benefits of cluster model in comparison with traditional forms of education. The school also identified the opportunities for professional guidance, training and retraining of teachers' staff.

A Letter from the Future: UNESCO and the Decade of Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 63-70 ◽  
Author(s):  
John Fien
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Action Plan ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Lead Agency ◽  
National Education ◽  
The World ◽  
National Education Systems ◽  
The Media

AbstractThis paper begins with a letter of thanks from future generations for the wisdom our generation has shown in initiating a Decade of Education for Sustainable Development. It describes the overall goals of the Decade and focuses on the Action Plan being developed by UNESCO to guide its contributions as the international lead agency for the Decade. These are shown to be two-fold. The first is one of leadership, catalysing, coordinating and supporting activities around the world, especially supporting the re-orientation of national education systems and policies in support of sustainable development and encouraging civil society, the private sector and the media to participate. The second is as a substantive implementer of Education for Sustainable Development, itself, helping to create an enabling environment for the achievement of the objectives of the Decade.

scholarly journals IDEAS OF SUSTAINABLE DEVELOPMENT IN THE CONTENT OF SCIENCE DISCIPLINES

2021 ◽  
Vol 2 ◽  
pp. 4-14
Author(s):  
Elena N. Dzyatkovskaya ◽  
Keyword(s):  
Sustainable Development ◽  
Natural Science ◽  
Education For Sustainable Development ◽  
Environmental Crisis ◽  
The World ◽  
Environmental Component ◽  
Interdisciplinary Concept ◽  
World Development ◽  
Science Disciplines

The article deals with the role of science education in explaining the modern environmental crisis and ways out of it. The urgency and peculiarities of education for sustainable development, its challenges to updating the content of natural science disciplines are considered. The directions of such updating are justified: reflection of modern state of science, fundamentality of knowledge, its interdisciplinary integration and worldview orientation. The conclusion is made that for understanding the interdisciplinary concept of sustainable development the set of special scientific pictures of the world is not enough. The problem of developing a natural-science picture of the world as an environmental component of education for sustainable development is posed. The article considers the basic categories of synthesis of natural-science knowledge into the natural-science picture of the world: nature, material unity of the world, development, system, self-organization, determinism, etc. It is determined that the natural scientific picture of the world, in its ecological aspect, is based on V. I. Vernadsky’s doctrine on the biosphere and biogeochemical migration of atoms, N. N. Moiseev’s doctrine on universal evolutionism, and the concept of sustainable development. It is concluded about the role of the natural sciences in the formation of the key concept of sustainable development – the ecological imperative.

scholarly journals Education for sustainable development: new map topics in school atlas on economic and social geography of the world

2020 ◽  
Vol 26 (1) ◽  
pp. 158-166
Author(s):  
Tatiana Nokelaynen
Keyword(s):  
Sustainable Development ◽  
Social Geography ◽  
Integrated Approach ◽  
Water Shortage ◽  
Education For Sustainable Development ◽  
School Education ◽  
Design Work ◽  
Teaching Aids ◽  
Wide Range ◽  
The World

Sustainable development of territories is one of the most fundamental topics of modern natural and social sciences. The 2030 Agenda for Sustainable Development, adopted by the UN General Assembly (2015), contains 17 Sustainable Development Goals (SDGs) on a wide range of human, socio-economic and environmental issues. The national education systems of all countries have been given the task of integrating the SDGs into the content of their school education. Education for Sustainable Development (ESD) is multidisciplinary. An exceptional role in the implementation of ESD ideas is played by geography, which comprehensively studies the system “nature – population – economy”. School maps and atlases have a special place in the arsenal of teaching aids. Maps are not only a source of geographic information, but also a tool for research and design work, the basis for discussion in the classroom. The inclusion of new subjects and themes in the content of school atlases is one of the most optimal and promising approaches to integrating the ideas of sustainable development into school education. The main result of this research are new cartographic plots reflecting the goals of sustainable development, which were developed and included in the content of the school atlas “Economic and social geography of the world. Natural resources. Population. Economics”. A list of the SDGs and atlas maps corresponding to their topics is provided. An integrated approach and consistency are the distinctive conditions for studying the problems of sustainable development. World maps of the school atlas are grouped into three thematic blocks: “Global resource problems”, “Global socio-demographic problems”, “Global environmental problems” and supplemented by charts, graphs and explanatory texts. The topic of sustainable development is also covered in other sections of the school atlas. As an example, we provide a list of atlas maps that can be used when studying the topic “The Problem of Water Shortage and Deterioration of Water Quality”. The world maps in the atlas are presented at scales of 1 : 80 000 000, 1 : 120 000 000, 1 : 160 000 000 and 1 : 250 000 000.

scholarly journals Multi-Disciplinary Experience - A Key Learning Experience in Effective Education for Sustainable Development

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Mahendra Gooroochurn ◽  
Bhoomitra Toolsy
Keyword(s):  
Sustainable Development ◽  
Learning Experience ◽  
Real Life ◽  
Education For Sustainable Development ◽  
Graduate Attributes ◽  
The Past ◽  
The World ◽  
The University ◽  
Sustainability Principles

The key role of education for achieving sustainable development has been well recognized around the world and used as a powerful lever for transforming economies based on sound principles. Indeed universities are prime institutions which have the essential role to impart requisite knowledge and skills to learners so that they can stand to the challenges in their respective professions, which means universities have had to bring radical changes to their curricula over the past decade to integrate sustainability principles as well as come up with new programmes centered on sustainability. However, the multi-disciplinary nature of sustainability projects as they occur in real-life has meant that the education curricula cannot be developed in isolation for a given programme of studies, but need to have linkages and crossover with other disciplines to provide a platform for learners to nurture this all-important skill. The University of Mauritius has aligned this key ingredient of education for sustainable development (ESD) with the accreditation framework for engineers provided by the Washington Accord through its graduate attributes, specifically Graduate Attribute 8 which includes multidisciplinary work within the range statement. This paper describes the methods adopted to implement this cross-linking between programmes from different disciplines effectively.

scholarly journals Complex Roles of Neutrophils during Arboviral Infections

Cells ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 1324
Author(s):  
Abenaya Muralidharan ◽  
St Patrick Reid
Keyword(s):  
Viral Replication ◽  
Large Scale ◽  
Viral Pathogenesis ◽  
Complex Nature ◽  
Effective Protection ◽  
Wide Range ◽  
The World ◽  
Underlying Mechanisms ◽  
A Site

Arboviruses are known to cause large-scale epidemics in many parts of the world. These arthropod-borne viruses are a large group consisting of viruses from a wide range of families. The ability of their vector to enhance viral pathogenesis and transmission makes the development of treatments against these viruses challenging. Neutrophils are generally the first leukocytes to be recruited to a site of infection, playing a major role in regulating inflammation and, as a result, viral replication and dissemination. However, the underlying mechanisms through which neutrophils control the progression of inflammation and disease remain to be fully understood. In this review, we highlight the major findings from recent years regarding the role of neutrophils during arboviral infections. We discuss the complex nature of neutrophils in mediating not only protection, but also augmenting disease pathology. Better understanding of neutrophil pathways involved in effective protection against arboviral infections can help identify potential targets for therapeutics.

Engaging Youth in Education for Sustainable Development: Strategies and Interventions

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Khushgeet Kaur
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Social Change ◽  
Young Women ◽  
Local Level ◽  
Education For Sustainable Development ◽  
Development Strategies ◽  
Children And Youth ◽  
Opportunities To Learn ◽  
The World

Although youth are often thought of as targets for Education for Sustainable Development (ESD) programmes, they are also active partners in creating a more sustainable world and effective ESD programmes. Today, more than ever, young women and men are change-makers, building new realities for themselves and their communities. All over the world, youth are driving social change and innovation, claiming respect for their fundamental human rights and freedoms, and seeking new opportunities to learn and work together for a better future. The education sector is generally seen as the most appropriate forum for involving children and youth in sustainable development, and initiatives to this end have been adopted in many countries. The present paper puts forth such initiatives, interventions and strategies that can be undertaken to engage youth in education for sustainable development at the global as well as the local level.

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 EMPAT SRIKANDI KULINER BALI: PERAN PEREMPUAN DALAM PEMBANGUNAN PARIWISATA BERKELANJUTAN1

2014 ◽  
Author(s):  
I Nyoman Darma Putra
Keyword(s):  
Sustainable Development ◽  
Sustainable Tourism ◽  
Tourism Development ◽  
Tourism Industry ◽  
Men And Women ◽  
The Sustainable Development ◽  
Sustainable Tourism Development ◽  
Job Opportunities ◽  
The World

This article discusses the role of women in supporting sustainable tourism development in Bali by promoting Balinese cuisine to the tourism world. To date, studies on the role of Balinese women in the tourism industry have looked mainly at women as ordinary workers or professionals. In fact, Balinese women operate as culinary entrepreneurs who have not only been successful in introducing Balinese cuisine to the world of tourism but have opened up job opportunities for men and women alike. The data presented in this article was collected through observation of four leading Balinese women who run successful local culinary outlets or restaurants offering local dishes, and is complemented by interviews and other published sources relating to their business activities. The four pioneering women surveyed are Men Tempeh of Gilimanuk (West Bali) serving chicken betutu, the suckling pig restaurant manager Ibu Oka in Ubud, the owner of Made’s Warung Ni Made Masih, and the catering company owner Ibu Warti Buleleng, based in Denpasar. This article concludes that these four Balinese culinary heroines or srikandi have successfully managed to preserve and promote Balinese dishes to the world of tourism while contributing to the sustainable development of Balinese tourism by providing opportunities for tourists to experience local cuisine.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

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