scholarly journals A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

2020 ◽  
Vol 12 (3) ◽  
pp. 1123 ◽  
Author(s):  
Ulf Fredriksson ◽  
Kanako N. Kusanagi ◽  
Petros Gougoulakis ◽  
Yaka Matsuda ◽  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Work ◽  
School Activities ◽  
Successful Work ◽  
Upper Secondary ◽  
Important Approach ◽  
Local Engagement ◽  
The Subject ◽  
Upper Secondary Schools

This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

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

The Challenges of History Education in Iceland

2013 ◽  
Vol 11 (2) ◽  
pp. 98-110
Author(s):  
Súsanna Margrét Gestsdóttir
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Teaching Material ◽  
History Teaching ◽  
The Public ◽  
The Past ◽  
Upper Secondary ◽  
The Subject ◽  
Standardized Exams ◽  
Upper Secondary Schools

In this article the author discusses the teaching of history in Iceland, first and foremost in relation to the environment in which the subject finds itself, the legislation relating to it and the curriculum. Curriculum development over the past decades is examined, in addition to changes in teaching material and the general attitudes that have influenced both of these from the time of the struggle for national independence in the former half of the twentieth century. There is a discussion of the disputes that have arisen as a result of tampering with the curriculum and teaching material in history in recent years, both when new emphases were introduced in the eighties and when history teaching in upper secondary schools was substantially reduced with the new curriculum in 1999. Considerable attention is given to history teaching in upper secondary schools, despite there being a dearth of research at this level. There is quite a degree of evidence that history is popular amongst Icelandic students and the public at large. In this article, an attempt is made to analyse the state of history as a school subject in Iceland, not least in the light of the extensive freedom enjoyed by teachers in their jobs, bearing in mind that there are no standardized exams in the subject and no supervision of teaching methods. At present there is a review of the curricula at all school levels in Iceland and the future of history as a subject is therefore rather uncertain.

scholarly journals Education for Sustainable Development: Glocal Implications for Universities

2021 ◽  
pp. 4-13
Author(s):  
Lilia Raitskaya ◽  
Elena Tikhonova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
Subject Field ◽  
Development Goal ◽  
University Systems ◽  
The Subject

The editorial overviews the key research aspects of embedding sustainable development into university systems worldwide. The JLE editors dwell upon the pivotal role of higher education in transferring knowledge, skills, and underlying values in promoting Sustainable Development Goal No.4 (Quality Education for Sustainable Development). The editorial analysis is underpinned by the most cited Scopus-indexed articles (Top-50 as of March 2021) on sustainable development in higher education. JLE potential authors will find some recommendations on the subject field gaps and key directions to be published in the journal upcoming issues.

scholarly journals Twenty Years of China's Education for Sustainable Development(ESD) Program: Review and Prospect

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Qiaoling Wang
Keyword(s):  
Sustainable Development ◽  
International Cooperation ◽  
Education For Sustainable Development ◽  
Program Review ◽  
Whole School ◽  
Education Theory ◽  
The Subject ◽  
New Interpretation ◽  
Basic Characteristics ◽  
Definition Of

The basic characteristics of China ESD program is: The dual attribute of the definition of ESD; A new interpretation of the subject-oriented education theory from the perspective of sustainable development; ESD is an Important Content of strengthening morality education;The "whole-school " model has become the norm; An international cooperation and exchange platform has been actively built.

scholarly journals Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching

2020 ◽  
Vol 12 (19) ◽  
pp. 8271
Author(s):  
Per Gyberg ◽  
Jonas Anshelm ◽  
Jonas Hallström
Keyword(s):  
Sustainable Development ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Individual Responsibility ◽  
Sustainable Society ◽  
Long Run ◽  
Starting Point ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

The aim of this article is to investigate how Swedish teachers manage the uncertainty and complexity associated with sustainable development (SD) as a field of knowledge, in relation to the requirements in the school curriculum. Underlying the whole concept of sustainable development is the vision that there is a possible solution to the ecological, economic and social problems created by humans. However, it is not so clear what this solution actually means in practice. The article builds on an analysis of transcribed individual and group interviews with 40 teachers at Swedish lower and upper secondary schools, related to the topic of sustainable development as a field of knowledge. A thematic analysis was carried out by identifying four broad themes, including dominating discourses. The results indicate that there is a lack of vision among the teachers for a future sustainable society, while at the same time, it seems to be taboo to talk about what an unsustainable society might mean in the long run. Presentations of the problems and knowledge of what causes them must always be combined with instructions on how problems can be solved and how pupils can influence their own future and help create sustainable development. The starting point for such a solution-oriented approach to SD is based on an assumption that individual behaviour is essential to achieving sustainable development and thus that individual responsibility is crucial. This focus leads to individual consumer choices, behaviours and lifestyles at the heart of teaching, while progressive, alternative visions and critical perspectives are downplayed.

scholarly journals Educación para el Desarrollo Sostenible en asignaturas de Dirección de Operaciones. El caso del Banco de Alimentos de La Rioja. (Education for Sustainable Development in Operations Management subjects. The case of the Food Bank of the Rioja)

2015 ◽  
Vol 6 (1) ◽  
pp. 22
Author(s):  
Dolores Queiruga ◽  
Javier González Benito ◽  
Luz Amira Rocha Valencia ◽  
Gustavo Lannelongue Nieto
Keyword(s):  
Sustainable Development ◽  
Operations Management ◽  
Social Issues ◽  
Peer Assessment ◽  
Education For Sustainable Development ◽  
Food Bank ◽  
Personal Involvement ◽  
The Subject ◽  
Guided Tour ◽  
La Rioja

<div data-canvas-width="252.26493658536586">La Educación para el Desarrollo Sostenible a nivel universitario implica alcanzar ciertas competencias como responsabilidad o involucración personal en temas sociales. En este trabajo presentamos una práctica en la asignatura de Organización de la Producción de dos titulaciones: Grado en Ingeniería y Grado en Re</div><div data-canvas-width="152.74203071961296">laciones Laborales y Recursos Humanos, de La Universidad de La Rioja. Para ello, utilizamos cuatro actividades docentes, aplicadas al caso del Banco de Alimentos. Estas son: visita guiada al almacén, ejercicio en el aula de informática con aprendizaje coop</div><div data-canvas-width="190.85576456359604">erativo, exposición oral (con coevaluación mediante una rúbrica) y participación voluntaria en una campaña de recogida de alimentos.</div><p><em>Education for Sustainable Development at university level involves achieving certain skills as liability or personal involvement in social issues. We present a practice in the subject of Operations Management two degrees: Engineering and Labor Relations and Human Resources, at University of La Rioja. To do this, we use four teaching activities, applied to the case of the Food Bank. These are: guided tour of the storehouse, practical lesson in the computer room with cooperative learning, oral presentation (with peer assessment using a rubric) and voluntary participation in a campaign to collect food.</em></p>

scholarly journals An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

2017 ◽  
Vol 19 (2) ◽  
pp. 36-50 ◽  
Author(s):  
Tomonori Ichinose
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Local Community ◽  
Local Environment ◽  
Education For Sustainable Development ◽  
Head Teachers ◽  
Local Society ◽  
School Activities ◽  
Educational Backgrounds ◽  
Teachers And Students

AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

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