scholarly journals Trends in Education for Sustainable Development in Some Former Soviet Countries (Use of ESD Potential for Provincial and Regional Studies)

2015 ◽  
Vol 1 ◽  
pp. 246
Author(s):  
Efim Vyshkin
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Regional Studies ◽  
State University ◽  
National Education ◽  
Development Methodology ◽  
National Education Systems ◽  
Geographical Economic ◽  
Centres Of Expertise ◽  
United Nation

The major part of the decade for education on sustainable development declared by United Nation in 2005 is over and it is the time to review the outcomes of the efforts of national and international educational and research communities. These results differ greatly. One of the ways to grasp the picture is to look at the map of regional centres of expertise on education for sustainable development organized under the aegis of United Nations University and with its help. The biggest states formed on the ruins of the collapsed Soviet Empire are the most backward ones in this respect. For instance on the huge territory of Russia there are only two such centres, in Samara and Nizhny Novgorod. There are certain political, geographical, economic, social and even linguistic factors deterring the implementation of sustainable development methodology in national education systems. Nevertheless it can be fruitfully used on a regional level. This was proved at a number of international research conferences on provincial life and environment held at Samara State University of Architecture and Civil Engineering. A great potential of this philosophy for regional studies even in such restrictive conditions was revealed.

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.

Regional centres of expertise as mobilising mechanisms for education for sustainable development

2014 ◽  
pp. 181-204 ◽  
Author(s):  
Roger A. Petry ◽  
Lyle M. Benko ◽  
Takaaki Koganezawa ◽  
Tomonori Ichinose ◽  
Mary Otieno ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Centres Of Expertise

scholarly journals Formation of Competences of Future Educators for Requirements Education for Sustainable Development

2020 ◽  
Vol 7 (1) ◽  
pp. 7-14
Author(s):  
Oksana Kondur ◽  
Halyna Mykhailyshyn ◽  
Nataliia Ridei ◽  
Oksana Katsero
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Public Awareness ◽  
Action Plan ◽  
Education For Sustainable Development ◽  
Development Education ◽  
National Action Plan ◽  
National Education ◽  
Strategy Transformation

With the help of analysis the recommendations of major international conferences, treaties and conventions over the last two decades of reforming the education system for sustainable development have substantiated that the range of scholars interested in addressing the issues of progress towards sustainability has expanded from economists to scientists and economists. Businessmen, educators and representatives of governments, politicians, managers who are trying to bring sustainable development ideas into practice with all stakeholders.  Attention is directed to finding new solutions to the problems of sustainability of the biosphere and society. The main solution to the problems is the formation of national educational systems for sustainable development, which should include environmental, social and economic, organizational and managerial aspects of shaping the quality of training of specialists and the quality of life of humankind, using formal, non-formal inclusive democratically oriented models of education and science. In all areas with public awareness, broad access to education and a reorientation of the entire education system to take into account sustainable issues of development. Education for sustainable development should be at the forefront of the concepts and strategies for moving towards sustainability, which provided for the development of a National action plan for the implementation of the United Nations Strategy for education for sustainable development. It is established that activities to disseminate his ideas will help to improve the quality of education and to implement the principles of “Education for All”. Sustainable development issues should be included more actively in higher education institutions (HEI) curricula and science, at all levels to promote the formation of a national education system for sustainable development, and to formulate five- and ten-year framework programs and National action plans for the implementation of the UN Strategy. Transformation of HEI curricula and curriculum, primarily those providing pedagogical education, to form sustainable development competencies for future and contemporary teachers (academics) should be a priority of the National Action Plan for the implementation of the Strategy. We describe the basic requirements for the preparation of a modern teacher who would possess communication managerial, qualitative competencies.

Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert?

2018 ◽  
Vol 12 (1) ◽  
pp. 11-27
Author(s):  
Paul Kolenick
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Education For Sustainable Development ◽  
Post Secondary Education ◽  
Approach To Learning ◽  
Post Secondary ◽  
Sustainable Societies ◽  
Multi Stakeholder ◽  
Green Economies ◽  
Centres Of Expertise

As a central part of the United Nations Decade of Education for Sustainable Development (DESD) from 2005 to 2014 Regional Centres of Expertise (RCE) serve as agents of education for sustainable development through multi-stakeholder networks with an interest in the advancement of sustainable societies. In this article, the question is raised about the nature of ‘expertise’ found among RCE programmes directed towards the development of local green economies; and further, the implications of expertise with respect to the practice among RCEs of education for sustainable development worldwide. Regional Centres of Expertise have put into practice a range of approaches to ESD, some based on a knowledge-transfer approach to learning, which positions post-secondary education as well as other authoritative technical and research institutions as the principal overseers of knowledge and expertise; however, social learning through the facilitation, or convening, of dialogue has also been adopted as an approach to learning that is inclusive of civil society and marginalized others, with implications for social and environmental justice.

scholarly journals Model Sekolah Aman Bencana Dalam Upaya Mewujudkan Pendidikan Karakter di MIN 1 Bantul

2019 ◽  
Vol 10 (1) ◽  
pp. 9
Author(s):  
Nisfi Anisah ◽  
Sri Sumarni
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
United Nation

<p class="abstrak">Anak-anak seringkali menjadi korban kasus cidera saat terjadi kecelakaan maupun bencana alam. Data terakhir dari <em>United Nation International</em> <em>Strategy For Disaster</em>, sebanyak 60 persen anak-anak di dunia ternyata merupakan korban bencana alam. Berbagai ancaman masih mengintai anak seperti bencana alam. Ancaman tersebut diperparah dengan kondisi sekolah yang kurang kondusif, bangunan yang tidak layak, sarana prasarana yang tidak memenuhi standar. Merujuk data 15 tahun terakhir dari BNPB tahun 2017, terdapat 46.648 sekolah yang terdampak bencana. MIN 1 Bantul telah merespon positif model sekolah yang aman bencana dengan dinobatkan sebagai peringkat 3 <em>SEAMEO Japan Education for Sustainable Development (ESD) Award</em>.</p><p class="abstrak">Hasil penelitian ini adalah (1) motivasi MIN 1 Bantul membentuk sekolah aman bencana dilatarbelakangi gempa tahun 2006. Selain itu adanya kesadaran akan pentingnya pendidikan keamanan bagi warga madrasah. (2) pelaksanaan program sekolah aman bencana di MIN 1 Bantul berupa sekolah siaga bencana sudah berjalan dengan baik. Program tersebut dilaksanakan dengan memperhatikan kerangka kerja struktural dan non struktural serta mengacu 3 pilar sekolah aman bencana  yang meliputi fasilitas sekolah aman, manajemen bencana di sekolah, dan pendidikan pencegahan. (3) Keterkaitan sekolah aman bencana dengan pendidikan karakter adanya keselarasan pelaksanaan sekolah aman bencana dengan pembiasaan yang dilakukan di MIN 1 Bantul.</p><p class="abstrak"> </p>

scholarly journals Governance Practice Implementation on Education for Sustainable Development in Host Universities’ Regional Centres of Expertise, Kenya

2021 ◽  
pp. 1-11
Author(s):  
Nancy Ng’ang’a ◽  
Ruth Thinguri ◽  
Ayub Macharia
Keyword(s):  
Sustainable Development ◽  
Quantitative Data ◽  
Simple Random Sampling ◽  
Target Population ◽  
Education For Sustainable Development ◽  
Funding Mechanism ◽  
Main Challenge ◽  
Governance Practice ◽  
Practice Implementation ◽  
Centres Of Expertise

Institutional management refers to the effective running of different programmes and activities of an institution. This study sought to assess governance practice implementation on education for sustainable development (ESD) in host universities’ Regional Centres of Expertise (RCE) in Kenya. The study employed mixed methodology and concurrent model of triangulation and descriptive survey research design to collect both qualitative and quantitative data. The target population was from 8 acknowledged RCEs in Kenya. This included 8 RCE coordinators, 270 lecturers conversant with ESD and 150 representatives of partner institutions making a total of 428 respondents. Purposive and simple random sampling was used to come up with the study sample of 93 respondents comprising of of 3 RCE coordinators, 60 lecturers, and 30 representatives of partner institutions. Research tools used were open and close-ended questionnaires, interview schedule and document analysis checklist. Quantitative data was analysed descriptively using SPSS version 23 and presented using tables, frequencies, percentages and Pearson’s correlation coefficient. Qualitative data was thematically analysed and presented verbatim and as narratives using MS Word. Mixing and interpretation of data was then done. The study established that despite numerous challenges, RCE host universities had implemented RCE governance practice on ESD through establishment of governance structures and appointment of coordinators. Financial and infrastructural resources were found to be a main challenge in implementation of governance practice on ESD. Anticipated beneficiaries of the study findings and conclusion include the management of RCE host universities, RCE coordinators, Ministry of education and County governments. The study recommended that host universities in Regional Centres of Expertise should initiate innovative methods of raising funds from both government and private sectors to establish a funding mechanism for ESD activities and programs in the RCEs. The appointment of RCE coordinators needs to be removed from the host university Vice Chancellors and a committee of partner representatives tasked with the appointment.

scholarly journals The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe

2021 ◽  
Vol 37 ◽  
Author(s):  
Shepherd Urenje ◽  
Million Chauraya ◽  
Charles Chikunda
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Southern Africa ◽  
Social Transformation ◽  
Teacher Educators ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Ecological Knowledge ◽  
State University ◽  
Project Approach

The change project approach could be applied to enhance teacher education for the purpose of confronting 21st Century challenges through education (Education 2030). The challenge for teacher education institutions is to prepare future teachers with the socio-ecological knowledge, skills, attitudes and values essential for sustainable living, by reorienting current unsustainable ways of thinking and doing. This can be achieved by integrating Education for Sustainable Development (ESD) and in a number of teacher education programmes in southern Africa, teacher educators have begun to do this. This paper discusses the critical role of a change project approach in creating the social transformation processes and actions required to achieve the ambitions of Education 2030. Cases from the Midlands State University in Zimbabwe have demonstrated important efforts to reorient university curricula. The paper investigates and discusses the challenges associated with reimagining teacher education and key considerations that need to be addressed to achieve the goal of Agenda 2030. Keywords: Change project approach; social transformation; Education 2030; Education for Sustainable Development

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