Education for Sustainable Development and Global Learning – References to Teaching Right Livelihood

2016 ◽  
pp. 40-56
Author(s):  
Bernd Overwien
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Global Learning

scholarly journals We Learnt a Lot: Challenges and Learning Experiences in a Southern African—North European Municipal Partnership on Education for Sustainable Development

2020 ◽  
Vol 12 (20) ◽  
pp. 8607
Author(s):  
Kerstin Sonesson ◽  
Birgitta Nordén
Keyword(s):  
Sustainable Development ◽  
Transformational Learning ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Global Learning ◽  
Structured Interviews ◽  
Team Members ◽  
Critical Knowledge ◽  
Knowledge Formation ◽  
Development Goals

This study investigates a reciprocal partnership between two cities in Namibia and Sweden to deepen the understanding of challenges and learning outcomes in a project on education for sustainable development. Since 2008, two municipalities have developed a strong partnership via The Municipal Partnership Programme at the Swedish International Centre for Local Democracy. Municipal partnerships are results-oriented collaborations in joint projects on sustainability. The purpose is to describe how eight team members in the mutual South-North project, by addressing similar problems in different contexts, experienced challenges in the implementation of the project plan, solutions and learning processes. Semi-structured interviews were conducted at the end of the second project year. Transcripts and field notes were analysed using a phenomenographic approach and contextual analysis. Five main categories of description based on collective statements and three dimensions of learning were recognised in the research data. The analysis identifies strategies for critical knowledge formation and capability building to support mutual learning in South-North Municipal Partnerships. The concluding discussion spots the learning dimensions—how sharing experiences by justifying non-formal and transformational learning promotes organisations’ readiness for knowledge formation by conducting mutual global learning towards sustainable development goals.

scholarly journals Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy

2019 ◽  
Vol 11 (3) ◽  
pp. 767 ◽  
Author(s):  
M. Fuertes-Camacho ◽  
Mariona Graell-Martín ◽  
Mariana Fuentes-Loss ◽  
M. Balaguer-Fàbregas
Keyword(s):  
Sustainable Development ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Integrated Approach ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Sustainable Food ◽  
Project Method ◽  
Quasi Experimental

Higher levels of material well-being lead almost inevitably to giving priority to individualism and personal advancement, often at the expense of civic conscience. A proposal for integrating sustainability into the curriculum is presented in the third year of the degree in Early Childhood Education at the Universitat Internacional de Catalunya (UIC). Projects on sustainable food are planned and elaborated to this aim. This study seeks to apply a global and systemic approach to solving socio-environmental problems and to check whether education for sustainable development (ESD) helps to develop and encourage actions that promote sustainable development. Quantitative research was conducted using a pre-test/post-test quasi experimental design separated by a period of didactic training in the project method. The results presented in this article show the students’ sustainability competencies (SC) improve after working on didactic proposals in a global manner. It is concluded that elaborating competencies in education for sustainable development enables an integrated approach of knowledge, procedures, attitudes and values in teaching through promoting the project method in multidisciplinary and transdisciplinary teams, which enhances future teachers’ sustainability competencies.

scholarly journals Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education

2015 ◽  
Vol 6 (1) ◽  
pp. 30-49 ◽  
Author(s):  
Andreas Brunold
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Educational Policy ◽  
Civic Education ◽  
Development Policy ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Global Development ◽  
The World ◽  
The United Nations

Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability. The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy. The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning. Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).

scholarly journals Becoming critical: A challenge for the Global Learning Programme?

2017 ◽  
Vol 8 (3) ◽  
pp. 63-84 ◽  
Author(s):  
John Huckle
Keyword(s):  
Sustainable Development ◽  
Critical Pedagogy ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Networked Governance ◽  
Research Questions ◽  
New Form

The Global Learning Programme in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and post-structuralist theories. After introducing the GLP, Biccum's argument, and indicators of the neo-liberalization of education for sustainable development, it examines the potential of these two theories to inform critical pedagogy. It then evaluates the GLP's core guidance, assessing the extent to which it reflects the indicators and whether it is likely to promote such pedagogy. It concludes by outlining some research questions.

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