scholarly journals Health and Land-Use Courses of Action for Education for Sustainable Development in Madagascar: Teacher Perspectives on Possibilities for Implementation

2021 ◽  
Vol 13 (23) ◽  
pp. 13308
Author(s):  
Janna Niens ◽  
Susanne Bögeholz
Keyword(s):  
Land Use ◽  
Sustainable Development ◽  
Technological Factor ◽  
Behavioral Model ◽  
Education For Sustainable Development ◽  
Teacher Perspectives ◽  
The Sustainable Development ◽  
Integrated Behavioral Model ◽  
Sanitation And Hygiene ◽  
The Individual

Education for Sustainable Development (ESD) plays a key role in achieving the Sustainable Development Goals. However, the implementation of ESD in education remains a challenge, particularly for countries such as Madagascar. ESD needs to consider regional realities to be relevant to learners. An expert study identified health and land-use courses of action for regionally relevant ESD in northeast Malagasy primary education. However, what about teacher perspectives on the possibilities for implementing such courses of action? The present think-aloud study with 10 Malagasy primary teachers used the Integrated Behavioral Model for Water, Sanitation, and Hygiene (IBM-WASH) to analyze factors that teachers perceive to be relevant for implementing health and also—as an innovation—land-use courses of action. The IBM-WASH model is a tool for identifying opportunities and barriers to a desired health behavior. It turned out that the local school’s surroundings, shared values and attitudes, and existing habits are important for implementing health and land-use courses of action. Therefore, regionally adapted health and land-use teaching should consider community-contextual, community-psychosocial, and habitual-psychosocial factors. Additionally, teachers mentioned the costs and benefits of land-use practices. Thus, land-use teaching should take the individual-technological factor into account. This paper argues for a regionally adapted ESD in teacher and school education.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

scholarly journals Multimodal Transport in the Context of Sustainable Development of a City

2021 ◽  
Vol 13 (4) ◽  
pp. 2239
Author(s):  
Marzena Kramarz ◽  
Edyta Przybylska
Keyword(s):  
Sustainable Development ◽  
Freight Transport ◽  
Key Factors ◽  
The Sustainable Development ◽  
Individual Character ◽  
Third Stage ◽  
Multimodal Transport ◽  
Research Questions ◽  
The Individual ◽  
The Impact

Multimodal freight transport in cities is a complex, valid, and vitally important problem. It is more seldom underlined in scientific studies and included in cities’ strategies that devote more attention to passenger transport than freight transport. The increased utilization of multimodal transport matches current transport policy and at the same time, it is one of the most important challenges put before cities striving to achieve sustainable development. In this case, the paper embarks upon the problem of relations between multimodal transport development and the sustainable development of the cities. The objective of the paper is an analysis of the impact of the selected city of the Upper Silesian metropolis on the development of multimodal freight transport and an assessment of the impact of the development of multimodal transport on the sustainable development of the cities of the Upper Silesian metropolis. The authors developed three research questions in order to implement the adopted objective. The process of looking for the answer included four stages. Within the first and second stages, the literature studies and experts’ research allowed for identifying key factors of the multimodal transport development that a city may have an impact on. In the third stage, the research was two-fold and was based on a questionnaire and scenario analysis. Due to the individual character of each of the cities, scenarios were developed for Katowice, being the main economic center of Upper Silesian and Zagłębie Metropolis. As a result of the research, factors have been identified that must be included in a strategy of a city that strives for sustainable development. The last stage of the research focused on the initial concept of the multimodal transport development impact assessment on sustainable development of the cities. Conclusions developed at individual stages allowed for answering the research questions.

Where Is Disability in Global Public Health?

2021 ◽  
Author(s):  
Gloria Krahn
Keyword(s):  
Public Health ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Global South ◽  
Global Public Health ◽  
Persons With Disabilities ◽  
The Sustainable Development ◽  
Models Of Disability ◽  
Development Goals ◽  
The Individual

Accounting for about 15% of the world’s population, persons with disabilities constitute a critical population. Despite a substantial knowledge base in disability and public health, persons with disabilities have been remarkably invisible within general global public health. Public health’s view of disability is shifting from regarding disability only as an outcome to prevent, to using disability as a demographic characteristic that identifies a population experiencing a range of inequities. Alternative models of disability reflect how disability has been viewed over time. These models vary in their underlying values and assumptions, whether the locus of disability is the individual or the environment or their interaction, who designates “disability,” and the focus of intervention outcomes. The United Nations flagship report on Disability and Sustainable Development Goals, 2018 documents that, as a group, the lives of persons with disabilities are marked by large disparities in Sustainable Development Goal indicators. These include increased likelihood of experiencing poverty, hunger, poor health, and unemployment, and greater likelihood of encountering barriers to education and literacy, clean water and sanitation, energy, and information technology. Overall, persons with disabilities experience greater inequalities, and this is particularly experienced by women and girls with disabilities. The COVID-19 pandemic and other disasters have highlighted the gaps in equality and consequent vulnerability of this population. Global disability data have improved dramatically during the decade from 2010 to 2020 with the advent of standardized disability question sets (Washington Group) and model surveys (Model Disability Survey). New studies from the Global South and North identify areas and strategies for interventions that can effectively advance the Sustainable Development Goals. This call-to-action outlines strategies for increasing visibility and improving wellbeing of persons with disabilities, particularly in the Global South. Increased visibility of the disability population within the global public health community can be achieved through active engagement of persons with disabilities. Improved collection of disability data and routine analysis by disability status can provide information vital to planning and policies. A twin-track approach can provide direction for interventions—inclusion in mainstream programs where possible, use of disability-specific and rehabilitation approaches where necessary. The article ends by outlining ways that multiple roles can increase the inclusion of persons with disabilities in global public health.

scholarly journals Establishing Sustainable Development Goal Baselines for Household Drinking Water, Sanitation and Hygiene Services

Water ◽  
2018 ◽  
Vol 10 (12) ◽  
pp. 1711 ◽  
Author(s):  
Robert Bain ◽  
Richard Johnston ◽  
Francesco Mitis ◽  
Christie Chatterley ◽  
Tom Slaymaker
Keyword(s):  
Sustainable Development ◽  
Drinking Water ◽  
World Health ◽  
Household Surveys ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development ◽  
Sanitation And Hygiene ◽  
Joint Monitoring ◽  
Health Organization

The World Health Organization (WHO) and United Nations Children’s Fund (UNICEF), through the Joint Monitoring Programme (JMP), are responsible for global monitoring of the Sustainable Development Goal (SDG) targets for drinking water, sanitation and hygiene (WASH). The SDGs represent a fundamental shift in household WASH monitoring with a new focus on service levels and the incorporation of hygiene. This article reflects on the process of establishing SDG baselines and the methods used to generate national, regional and global estimates for the new household WASH indicators. The JMP 2017 update drew on over 3000 national data sources, primarily household surveys (n = 1443), censuses (n = 309) and administrative data (n = 1494). Whereas most countries could generate estimates for basic drinking water and basic sanitation, fewer countries could report on basic handwashing facilities, water quality and the disposal of waste from onsite sanitation. Based on data for 96 and 84 countries, respectively, the JMP estimates that globally 2.1 billion (29%) people lacked safely managed drinking water services and 4.5 billion (61%) lacked safely managed sanitation services in 2015. The expanded JMP inequalities database also finds substantial disparities by wealth and sub-national regions. The SDG baselines for household WASH reveal the scale of the challenge associated with achieving universal safely managed services and the substantial acceleration needed in many countries to achieve even basic services for everyone by 2030. Many countries have begun to localise the global SDG targets and are investing in data collection to address the SDG data gaps, whether through the integration of new elements in household surveys or strengthening collection and reporting of information through administrative and regulatory systems.

scholarly journals The Role of Faith Systems and Religions in the Future of Sustainable Development: An Islamic Outlook

2019 ◽  
Vol 12 (5) ◽  
pp. 23
Author(s):  
Mamdouh M. A. Sobaihi
Keyword(s):  
Sustainable Development ◽  
Belief Systems ◽  
Distant Future ◽  
The Sustainable Development ◽  
Religious Networks ◽  
Development Plans ◽  
Development Goals ◽  
The Individual ◽  
Shed Light

Reference material concerning sustainable development has increased dramatically over the last decades, with more and more countries, agencies and businesses following the sustainable development ideals and principles. However, one of the most basic of human institutions has not contributed, and perhaps not allowed to contribute, to the debate. Religion and faith systems have a great potential in influencing not only the definitions of sustainable development but also concepts of human sustainable practices to achieve sustainable development goals. The main obstacle to the fulfillment of this potential appears to be the lack of outreach and acceptance of the scientific community to the religious and faith system institutions and individuals. In this paper, a review of the literature is carried out to shed light on the root of this schism between science and belief systems. In addition, the paper will highlight how the majority of the literature deals with process rather than the individual human being and how to make him/her a better practitioner of sustainability. It is also aimed that the paper shed some light on how religious and faith system ideals can be incorporated into sustainable development plans and systems. The main focus of the paper is to cast light on the religion of Islam and some of the Islamic teachings and Ideals and how they can be incorporated in delivering the message of sustainable development since the religion of Islam is forecast to be the largest faith on the planet in the not too distant future. In conclusion, a discussion on how the various religious networks can deliver the message of sustainability will be discussed.

scholarly journals Synergising Research and Service Activities at Swiss Research Institutions to Accelerate Sustainable Development

2021 ◽  
Vol 13 (17) ◽  
pp. 9626
Author(s):  
Jasmina Saric ◽  
Fabian Käser ◽  
Jon-Andri Lys ◽  
Jürg Utzinger ◽  
Thomas Breu
Keyword(s):  
Sustainable Development ◽  
Academic Research ◽  
Active Role ◽  
Scientific Quality ◽  
Research Institutions ◽  
Structured Interviews ◽  
Middle Income ◽  
The Sustainable Development ◽  
Four Levels ◽  
The Individual

Research that takes a pro-active role in bridging science and practice holds promise to accelerate progress towards the Sustainable Development Goals. While passing on best practices outside of academia, inspiration can be drawn from pressing global challenges. Using Swiss research institutions that maintain partnerships with low- and middle-income countries as a case study, the purpose of this study was to identify synergies between research and services for development (R&S4D). We mapped Swiss research institutions that host both types of activities and identified the strengths, weaknesses, opportunities, and threats (SWOT) linked to their hybrid models. Semi-structured interviews were conducted with representatives from the identified institutions, and data were analysed using the Framework Method. Strengths of combining R&S4D were observed on four levels: (i) individual (i.e., high employability outside academia); (ii) project (i.e., higher quality and practical relevance); (iii) entity (i.e., flexibility regarding funders, resources, and partners); and (iv) sustainable development (i.e., more impactful work). The main weaknesses were named as a decrease in the scientific quality of research projects specifically and inefficiency/lack of feasibility of implementation services. A lack of career paths and positions for individuals who wish to pursue academic research alongside services was identified as a threat. The Universities of Applied Sciences account for the largest share of hybrid positions in Switzerland; increasing their currently limited funding for research and international activities represents an opportunity. Our reserch adds a unique viewpoint to the discussion on the role of academia in supporting society to move towards sustainable development. It does so by exploring whether and how the concept of multisectoriality can work as an integral part of academia at the individual and the institutional level.

scholarly journals Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 2020 (04) ◽  
pp. 25-29
Author(s):  
Janne von Seggern ◽  
Mandy Singer-Brodowski
Keyword(s):  
Sustainable Development ◽  
Focus Group ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Civil Society Organisations ◽  
The Individual ◽  
International Character

The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

scholarly journals Contribution of Ecosystem Services to Achievement of the Sustainable Development Goals

Proceedings ◽  
2019 ◽  
Vol 30 (1) ◽  
pp. 8 ◽  
Author(s):  
Veidemane
Keyword(s):  
Decision Making ◽  
Land Use ◽  
Sustainable Development ◽  
Ecosystem Services ◽  
Sustainable Development Goals ◽  
Well Being ◽  
Trade Off ◽  
The Sustainable Development ◽  
Development Goals ◽  
Water Ecosystems

The sustainable development goals (SDGs) for 2030 are established to address global challenges including environment and human well-being. The SDGs are interconnected and achievement of them requires consideration of the planet’s ecosystems and resources - land, water and air. Ecosystem services (ES) approach has a high potential for better planning, policy and decision making. Understanding how different ecosystems (e.g., forests, rivers, wetlands, grasslands) contribute to the social and economic benefits is critical to ensure the long-term biodiversity protection and sustainable use of ecosystems. A conceptual framework linking biodiversity and ecosystem condition (its structure and functions), and ES to human well-being has been well-established in EU by so called MAES process (Mapping and Assessment of Ecosystem Services) lead by the European Commission. The framework is applied in recent research studies and projects, as well as national MAES processes. Various methods are applied for MAES in terms to determine biophysical, economic and social values and to deliver integrated ecosystem assessment. Assessment of ES and trade off analysis shall provide a new perspective for land use planning and decision making at different administrative and spatial levels and in different sectoral policies. EU and national policies for instance on agriculture, fishery, forestry, climate should account the benefits provided by relevant ecosystems and to ensure that the values are not diminished but rather enhanced during the implementation of the policies. Terrestrial and water ecosystems are interconnected as land-based human activities creates pressure that impacts the conditions in water ecosystems and thus delivery of ES by rivers and lakes. For example, intensive agricultural land use produces food for people and income; however, the activity also most frequently causes problems with water quality and quantity in the catchment area and a loss of biodiversity. A risk of such trade-off shall be handled in policy development. Ecosystems also contributes to the resilience of communities by reducing the risk of natural hazards and mitigate adverse impacts. Regulating services such as flood control are substituting investments in flood protection ensured by forests, wetlands and grasslands instead of human built infrastructure. Appropriate land cover and land use shall serve as a basic flood protection measure. Natural processes are increasingly recognised to create new-type solutions that use and deploy the properties of natural ecosystems and their services in an “engineered” way. A wide range of measures called also as nature-based solutions provide another opportunity to work with nature towards global sustainability.

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