scholarly journals Adult education policies and sustainable development in Poland and Portugal: a comparative analysis of policies and practices

2020 ◽  
pp. 115-129
Author(s):  
Paula Guimaraes ◽  
Marta Gontarska
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Education For Sustainable Development ◽  
Development Projects ◽  
The European Union ◽  
Education Policies ◽  
Civil Society Organisations ◽  
Raising Awareness ◽  
Relevant Topic ◽  
Policies And Practices

Education for sustainable development is presently a relevant topic in the policies of interna-tional organisations (such as UN/UNESCO and the European Union) and in national contexts such as Poland and Portugal. Within the policies implemented, civil society organisations and social movements undertake (adult) education for sustainable development projects and activ-ities that have an important impact by raising awareness and promoting changes in the behav-iour and attitudes of both countries’ populations. However, several challenges can be pointed out regarding the implementation of these initiatives. These challenges will be highlighted in this article, which focuses on the comparison of policies and practices implemented in Poland and Portugal.

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 A nemzetközi felnőttoktatási politika változása és az UNESCO

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Zoltán Loboda
Keyword(s):  
Adult Education ◽  
Sleeping Beauty ◽  
Reference Points ◽  
The Political ◽  
Social Changes ◽  
The European Union ◽  
Education Policies ◽  
The Past ◽  
Policy Frameworks ◽  
Learning Policies

A tanulmány aktualitását az adja, hogy 2015-ben az UNESCO (United Nations Educational, Scientific and Cultural Organistion) közgyűlése a nemzetközi közösség felnőttoktatás-politikájára vonatkozóan új ajánlást fogadott el, amellyel egyben hatályon kívül helyezte a 39 évvel korábban elfogadott, és a nemzetközi felnőttoktatás-politikában sokáig meghatározónak számító ajánlását . Az új ajánlás nemcsak egy globális szakpolitikai reflexió az eltelt időszak politikai-ideológiai, társadalmi, gazdasági változásaira, hanem egyfajta szintézise is az UNESCO humanisztikus hagyományának és az OECD s az Európai Unió felnőttoktatás-politikájának. A tanulmány célja, hogy áttekintse, hogyan változott az elmúlt 40 évben a felnőttoktatás-politika célja, fogalmi és szakpolitikai keretrendszere, s hogyan ébredt az UNESCO a 2010-es évek közepére egy hosszú „csipkerózsika-álomból” s definiálta újra globális felnőttoktatás-politikáját.***Adoption of the new UNESCO Recommendation on adult education, and repailing the nearly forty years old recommendation, which provided reference points for international edult education policies and discourses, gave a momuntum for the analysis. The new recommendation is not only a global reflection on the political, ideological and econmical, social changes occured during this period but a sort of synthesis of the humanistic traditions of the UNESCO and the adult education (learning) policies of the OECD and the European Union. The aim of the study is to review how the concepts, policy frameworks and objectives of the international adult education policies changed in the past forty years and how the UNESCO awoke from its ’dream of Sleeping Beauty’ in the years of mid 2010’s and re-defined its new global adult education policy. 

scholarly journals Strengthening Social Resilience through Education for Sustainable Development - Building a Monitoring and Evaluation Framework and Improvement Mechanisms

Impact ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 8-9
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Southeast Asia ◽  
Teaching And Learning ◽  
Monitoring And Evaluation ◽  
Education For Sustainable Development ◽  
Evaluation Framework ◽  
Social Resilience ◽  
Education Policies ◽  
Common Framework ◽  
Just Society

Education for Sustainable Development (ESD) empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, while respecting cultural diversity. Professor Yuto Kitamura, Graduate School of Education, University of Tokyo, Japan, is investigating how ESD affects the perception, consciousness and attitude of students and teachers. The goal is to develop a common framework and indicators to effectively monitor and assess the impacts of ESD at the school and institution level. Research at the Center for Advanced School Education and Evidence-based Research (CASEER) entitled 'Strengthening Social Resilience through Education for Sustainable Development-Building a Monitoring and Evaluation Framework and improvement mechanism' is seeking to enhance the quantity and quality of ESD. To do this, Kitamura and the team are exploring education policies in developing countries, with a focus on Southeast Asia where countries are starting to recognise the importance of ESD but have yet to implement them sufficiently. Therefore, the research of Kitamura and the team can assist with effectively incorporating ESD into teaching and learning activities. It will also help with monitoring and evaluating the impacts of ESD, which is something with which some countries in Southeast Asia are struggling. The goal of the research is to present a standard model consisting of a set of indicators and a questionnaire survey that can shed light on the present situation as well as future developments. When being implemented, the model can be modified according to the country and society in question.

scholarly journals Social PR campaign in promoting sustainable education within urban environment

2021 ◽  
Vol 98 ◽  
pp. 05033
Author(s):  
Polina Sergienko ◽  
Alla Minyar-Beloroucheva ◽  
Olga Vishnyakova ◽  
Elizaveta Vishnyakova
Keyword(s):  
Sustainable Development ◽  
Urban Environment ◽  
Urban Area ◽  
Natural Environment ◽  
Social Issues ◽  
Education For Sustainable Development ◽  
Protection Measures ◽  
Raising Awareness ◽  
First Time ◽  
The City

The article reveals social PR campaign particularities aimed at raising awareness of the citizens in the urban environment. For the first time PR campaigns dealing with the urban environment decoration devoted to commemorative events, environmental protection measures, and social issues are investigated from the position of education for sustainable development. The urban area implies the encouragement of refashioned, renovated, changed, restructured and reconstructed environments necessary for edutainment of the citizens. It means that the analysis of the urban area focuses on the study of themes dealing with history, art, urgent domestic social issues and the problems of the natural environment. Education for Sustainable Development (ESD) is a perfect opportunity to give knowledge in the ‘soft’ way to the citizens, in addition to traditional ‘hard’ education within the urban environment. The methods used during the work on the article are comprehensive. They include observation, analysis, synthesis, description and interview. As a result of the study of the stated issues, the following conclusion was made. Urban area is an ideal platform to arouse the interest of its citizens by means of the thematic adornment of the city that expands their knowledge, makes them more persuasive and thus fosters the improvement of their behaviour. Information perceived laterally is better remembered and stored longer in memory. The citizens become more susceptible to any information offered to them by the officials of the city.

scholarly journals Map and Track the Performance in Education for Sustainable Development across the European Union

2021 ◽  
Vol 13 (23) ◽  
pp. 13185
Author(s):  
Daniela Cristina Momete ◽  
Manuel Mihail Momete
Keyword(s):  
European Union ◽  
Sustainable Development ◽  
Composite Index ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
The European Union ◽  
Development Education ◽  
Actual Performance ◽  
Development Goals ◽  
European Union Member States

The 17 sustainable development goals (SDG) established by 2030 Agenda cannot be achieved unless the learners are educated about sustainable development. Education for sustainable development (ESD) is a key component in preparing individuals to cope with sustainable challenges and paves the way towards a more sustainable aware society and life satisfaction. However, ESD is very complex as it depends on numerous factors and needs significant development all over the word. The paper aims to design an original and easy-to-apply framework which maps and tracks the actual performance in quality education across the European Union member states (EU27), focusing on SDG4—quality education from Agenda 30. The framework integrates three interventions—formal, non-formal, and essential education—and delivers a useful tool, a composite index, which maps and tracks the performance of the EU27 in the transition to ESD in a practical manner. The research categorizes four clusters of countries and tracks the Nordic countries of the EU27 among the high performers tier, allowing the identification of the best practices which can be spurred at European level. The findings of this paper may be used by educators, researchers, national and European authorities, and other stakeholders to monitor and accelerate progress in ESD, especially for low performers.

Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion

2017 ◽  
Vol 1 (2) ◽  
pp. 274
Author(s):  
Pantelis Sklias ◽  
Spyros Roukanas ◽  
Giota Chatzimichailidou
Keyword(s):  
European Union ◽  
Adult Education ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Vocational Education And Training ◽  
The European Union ◽  
Education Policies ◽  
Eu Policies ◽  
And Training

<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

scholarly journals Mapping higher education for sustainable development in Portugal

2018 ◽  
Vol 13 (3) ◽  
pp. 1064-1075 ◽  
Author(s):  
Luis Miguel Fonseca ◽  
Ana Rita Portela ◽  
Beatriz Duarte ◽  
João Queirós ◽  
Luis Paiva
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Sustainable Development ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Business Case ◽  
Education For Sustainable Development ◽  
Social Dimension ◽  
The European Union ◽  
Positive Role

Abstract Education for Sustainable Development (ESD) addresses sustainable development issues, in the economic, environmental, and social dimensions. The positive role of higher education institutions (HEIs), such as Universities and Polytechnic Institutes, in educating decision makers and leaders, and therefore contributing to progress and the public good, has been widely acknowledged. This investigation aims to map the BSc and MSc courses offered by Portuguese HEIs that address Sustainability (or Social Responsibility, or Ethics) in their curricula with the aim of proving their graduates with the right knowledge and competencies to overcome the Sustainable Development challenges. A systematic review utilizing a structured approach was used to analyze Portuguese HEIs BSc and MSc courses and the content analysis of their curricular units. The conclusions show that Sustainability (or Social Responsibility, or Ethics) is covered in most Social Sciences, Engineering, and Management, BSc and MSc courses, offered by the top 8 Portuguese Higher Education Institutions. However, ESD is fragmented by different approaches, issues, methodologies, and implications, lacking a consistent body of knowledge. Some courses focus more on the Social dimension, while others are more directed to the Environment or the Economic one. Sometimes the chosen approach is more normative (do what is right to do; the ethical way) and in other cases is more instrumental (do what is good for the business; the business case). Social Sciences, Engineering and Science, and Management and Economics are the three top clusters that address Sustainability related syllabus in their curricula, with 49 hours teaching hours in average for the curricular units covering Sustainability (with considerable variation). Universities have more curricular units addressing the topic while Polytechnic Institutes show a higher number of hours per curricular unit and most are of compulsory nature (while in Universities more than 50% of the curricular units are of optional nature). As the collected information was in some cases of generic nature, additional research should be used to confirm and detail these results and evaluate the effectiveness of this education to empower students to act as change agents for Sustainable Development. Benchmarking with other countries (e.g., from the European Union) is also an interesting avenue to pursue this investigation.

scholarly journals The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

2021 ◽  
pp. 147821032199565
Author(s):  
Ying-Syuan Huang ◽  
Anila Asghar
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Teaching And Learning ◽  
National Policy ◽  
Education For Sustainable Development ◽  
Policy Framework ◽  
Education Policies ◽  
Education Act ◽  
Environmental Education Policy

This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.

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