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.

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

2017 ◽  
Vol 7 (4) ◽  
pp. 174-185
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Data Analysis ◽  
Mathematics Education ◽  
Informal Education ◽  
Professional Associations ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Study Program ◽  
Cross Border ◽  
Stakeholder Cooperation

The author has identified different stakeholder cooperation opportunities to implement strategy for Education for Sustainable Development (ESD) in mathematics education. Measurement for the implementation of the ESD strategy in the mathematics education at Latvia University of Agriculture made by four input indicators determined by the objectives of the UNECE Strategy for ESD: promoting sustainable development through formal, non-formal and informal education, equipping educators with the competence to include ESD in their teaching, 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 in the socio-economical 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 program directors, professional associations, employers, authorities, etc. Keywords: Sustainable development, education for sustainable development, mathematics education, competencies, stakeholder cooperation.

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

Education for Sustainable Development

2020 ◽  
Vol 21 (4) ◽  
pp. 1-3
Author(s):  
Meghna Tare
Keyword(s):  
Sustainable Development ◽  
South Carolina ◽  
United Nations ◽  
Informal Education ◽  
Local Level ◽  
The United States ◽  
Education For Sustainable Development ◽  
Sustainable Solutions ◽  
The United Nations ◽  
Multi Stakeholder

In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.

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 Innovation projects in the area of formal, non-formal and informal education for sustainable development

2021 ◽  
pp. 63-75
Author(s):  
Liudmila Sokolova ◽  
Dmitrii Sergeevich Ermakov
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Education For Sustainable Development ◽  
Educational Institutions ◽  
Complex Nature ◽  
Environmental Aspects ◽  
Award Winning ◽  
Positive Individual ◽  
Innovation Projects ◽  
Societal Changes

Education for sustainable development (ESD) has been one of the priority vectors in the activity of international organizations since 1990s. The UNESCO-Japan Prize on Education for sustainable development has been awarded since 2015. This article is dedicated to the analysis of innovation projects in the area of formal, non-formal and informal education for sustainable development that have received this award over the period from 2015-= to 2019. The subject of this research is the content of projects and programs of the winner countries in the corresponding areas of ESD. The systemic approach demonstrates that the initiatives that equally affect social, economic and environmental aspects of ESD and lead to positive individual and societal changes become the winners. It is determined that the share of projects and programs in the area of formal and informal education is insignificant  (7 and 13%, respectively). Despite a considerable number for informal ESD (33%), most of the initiatives (47%) are of complex nature. The advanced experience of the award-winning countries complement the existing representations on the opportunities of studying the questions of sustainable development in the area of non-formal and informal education, as well as indicates the benefits of continuous ESD throughout life. For the implementation of ESD, the authors employ general institutional approach that reveals the strategy of activity of the educational institutions oriented towards sustainable development, which results in subsequent “ESD-transformation” of the traditional model of education.

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).

scholarly journals Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece

2019 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Anthoula Maidou ◽  
Katerina Plakitsi ◽  
Hariton M. Polatoglou
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Informal Education ◽  
Formal Education ◽  
Early Childhood Teachers ◽  
Education For Sustainable Development ◽  
Agenda 2030 ◽  
Perceptions And Attitudes ◽  
Education Of Students ◽  
The University

Education for Sustainable Development (ESD) is an important issue for the education of students worldwide becauseit offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local andglobal levels, which is nowadays becoming critical. The decade 2005-2014 called ‘Decade of ESD’ was an initiativeby the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be anongoing subject for students in formal and informal education, at all educational levels, and in life-long learningprograms, starting with early childhood education. This paper reports on the knowledge, perceptions and attitudes ofpre-service early childhood teachers of the University of Ioannina, Greece, on ESD using a quantitative approachutilizing a questionnaire. Our findings showed that most pre-service teachers had knowledge on environmentalaspects but did not consider societal and financial matters to be aspects of ESD. Furthermore, most students hadnever ESD lessons during their formal education. Our findings depict that pre-service students believe that ESD is animportant issue, that it should be included in the curricula and that lessons on EDS during their studies woulddevelop their ability to teach ESD to their students.

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