Education for Sustainability: A Critical Contribution to the Decade of Education for Sustainable Development

2008 ◽  
Vol 4 (1) ◽  
pp. p. 15-p. 64 ◽  
Author(s):  
Moacir Gadotti
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Education For Sustainability

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

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 CONTRIBUTION OF THE JOURNALS: JTEFS AND DCSE ON A SUSTAINABLE DEVELOPMENT OF THE REGION

Via Latgalica ◽  
2017 ◽  
pp. 62
Author(s):  
Dzintra Ilisko ◽  
Astrida Skrinda ◽  
Anita Pipere
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Formal Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Cultural Economic ◽  
Global Issues ◽  
Sustainable Education ◽  
Open Access Journals ◽  
Global Action

The report reveals the contribution of two international UNESCO/ UNITWIN Chair’s peer-reviewed journals – “Discourse and Communication for Sustainable Education” (DCSE) and “Journal of Teacher Education for Sustainability” (JTEFS) to sustainable development of Latgale. They are international, cross-disciplinary, scholarly and open access journals focusing on diverse aspects of environmental, cultural, economic and social sustainability thus enabling one to constructively and creatively address present and future global challenges in creating more sustainable and resilient societies. Both journals aim to respond to the priorities set by the United Nations Decade of Education for Sustainable Development and the Global Action Programme as implemented in LATGALE and in the partner countries. The study reflects on the thematic scope of the two journals that centres on reorienting education towards the goal of sustainable education and sustainable community in Latgale, Latvia, Europe and beyond. In order to respond to the challenges of global community that we are facing today, the research published in both journals suggests how education can contribute to overcoming the current crises in education and community, as well as offers strategies and ways of dealing with it sustainably and responsibly in Latgale. Education for sustainable development (ESD) includes more than knowledge related to the environment, economy, culture and society. It also addresses learning perspectives, strategies and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society and live in a sustainable manner. ESD also involves studying both local and global issues. The research offers the study of JTEFS contribution to meeting different views, ideas and research to promote further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. DCSE is an international, peer-reviewed journal that provides a platform for examination of policies, theories and practices related to the discourse and communication for sustainable education. Since contemporary discourse study has extended its field to the study of multifaceted contexts of discourse, it integrates a broader study of the phenomena of communication in relation to sustainable education. The diversity of the journal is apparent in the variety of its theories, methods and approaches, thus avoiding the frequent limitation to one school, approach or academic branch.

A Long, Winding (and Rocky) Road to Environmental Education for Sustainability in 2006

2006 ◽  
Vol 22 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Annette Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
The Road ◽  
New Directions ◽  
History Of ◽  
The 1960S ◽  
The Way

AbstractThis article charts the history of environmental education over four decades - from the 1960s to 2006 - as a rocky road of determined chocolate with the possibilities of rocks (nuts) and easy passage (marshmallow). There were distractions such as suggestions of changing names and new directions (add fruit?) along the way but the road has continued to be well travelled. The article concludes that there is much in common with where we have come from (the 1975 Belgrade Charter) and where we stand now (in year 2 of the United Nations Decade of Education for Sustainable Development). Where next?

scholarly journals Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System

2021 ◽  
Vol 13 (16) ◽  
pp. 8711
Author(s):  
Beineán Conway ◽  
Keelin Leahy ◽  
Muireann McMahon
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Design Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
School Design ◽  
Ethnographic Interviews ◽  
Development Agenda ◽  
Starting Point ◽  
System 2

Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.

scholarly journals MOTIVES OF THE EGYPTIAN EDUCATION FUTURE FOR SUSTAINABLE DEVELOPMENT: A COMPARATIVE ANALYSIS BETWEEN 2020 AND 2030

2020 ◽  
Vol 8 (2) ◽  
pp. 01-28 ◽  
Author(s):  
Nermeen Singer ◽  
El-Farahaty El-Sayed Mahmoud
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
United Nations ◽  
Analytical Method ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Positive Attitudes ◽  
The Future ◽  
United Nations Convention ◽  
Future Of Education

Purpose of the study: The current study aims to identify the engines of the future of Egyptian education to achieve the fourth goal of the United Nations Convention on Sustainable Development. Methodology: The research followed the analytical method in the comparative analysis of the future of Egyptian education between 2020 and 2030. Main Findings: The results of the research, in addition to the conclusions of researchers from the literature and previous studies, stressed on the importance of the existence of ten motives for the future of education for sustainable development 2030. Applications of this study: This research attempts to address this dilemma through the perspectives and engines of education for sustainability. Where teachers can meet the Education for Sustainable Development (ESD) approach to enhance knowledge and positive attitudes towards appropriate action for sustainability in relevant, meaningful, exciting, and creative ways, this research offers experiences that allow pupils to become more connected to nature, develop children's sense of practical orientation that embraces positive attitudes, change behaviour and hope for the child's future. Novelty/Originality of this study: There is no research or studies that addressed the motives of the Egyptian education future for sustainable development.

scholarly journals Rethinking Education for Sustainability in Management Education

2021 ◽  
pp. 219-234
Author(s):  
Beatriz Acevedo ◽  
Romas Malevicius
Keyword(s):  
Sustainable Development ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Aesthetic Education ◽  
Social Value ◽  
Education For Sustainability ◽  
Humanistic Management ◽  
Financial Success ◽  
The Uk ◽  
Rethinking Education

Education for sustainable development (ESD) initially emerged around the 1990s, and it has opened the possibility to re-think areas such as management education. Although the original purpose of inclusiveness and creativity has been gradually replaced by metrics, while keeping the idea of “development as growth” largely unquestioned, drawing upon the work of organisational researchers like Heather Hopfl, this chapter presents a critique of the evolution of ESD in the UK revealing a rationale that transforms guiding principles into metrics, emphasising “efficiency” over “care.” The researchers relate to the principles of humanistic management, in its consideration of social value generation linked to financial success. The authors propose to enhance the notion of “values” by revisiting the concept of “virtues,” particularly in the consideration of sustainability. Finally, the authors draw upon interest in aesthetics and praxis to propose an “aesthetic education for sustainability,” as a critical and purposeful approach of questioning and imagining hopeful ways of living and learning.

Research Study on Climate Change Education for Sustainable Development in Mongolia

2018 ◽  
pp. 192-214
Author(s):  
Navchaa Tugjamba ◽  
Batchuluun Yembuu ◽  
Amarbayasgalan Gantumur ◽  
Uranchimeg Gezel
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Public Awareness ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Negative Consequences ◽  
Coverage Level ◽  
Climate Change Education ◽  
Content Coverage ◽  
Mitigate Climate Change

There is scientific consensus that Mongolia is already facing the negative consequences of climate change. Raising public awareness and increasing education initiatives is one of the most important ways to adapt and mitigate climate change. The paper consists of two main sections. The first section reviewed the policies and provisions in support developing climate change education for sustainable development and analyzed the level of teachers' knowledge of climate change education for sustainable development and determined the needs for teacher training. The second part assessed the coverage level of climate change education for sustainability in national educational standards, curricula and textbooks in Mongolia. To evaluate the coverage level, the team defined the concepts and coverage of Climate change education (CCE), Disaster risk reduction (DRR) and Education for sustainable development (ESD) and developed the indicators to analyze CCE/DRR/ESD content coverage on the curricula and textbooks.

scholarly journals Promoting Education for Sustainable Development: Challenges and Issues for Higher Education Institutions in Pakistan

2011 ◽  
Vol 1 (1) ◽  
pp. 159
Author(s):  
Shahid Hussain Mughal ◽  
Nasim Qaisrani ◽  
Ghulam Mohuyuddin Solangi ◽  
Sumaira Faiz
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
United Nations ◽  
Higher Education Institutions ◽  
Education For Sustainable Development ◽  
Conservation Strategy ◽  
Education For Sustainability ◽  
Life Styles ◽  
The United Nations

Abstract Education is critical agent of transformation in terms of changing life styles, attitude and behavior.  The role of education in pursuit of Sustainable Development is indispensable. The United Nations Conference on Environment and Development (1987) used the term Sustainable Development. According to UN Commission (known as Brundtland Commission) Sustainable Development is “development that meets the needs of the present generation without compromising the needs of future generation.” Sustainable Development talks about environmental problems and its solution in a broader perspective. It takes into account social, political, cultural and economic aspects. The United Nations has declared 2005-2014 as the decade for Education for Sustainable Development. Since the 1993 Kyoto Declaration on Sustainable Development, the role of higher education has become vital. The recent trend in the depletion of natural resources, energy, water and food crises, has increased and challenged the role of higher education institutions in Pakistan. The question arises “To what extent our higher education & research institutions are playing their role in order to ameliorate the situation?  The other questions that come to mind are “how higher education institutions can respond to prevailing intricate situation? And what role can these institutions play for promoting education for sustainability? This research study intends to critically examine the role of higher education institutions for the promotion of education for sustainability and to explore the opportunities for the integration of education for sustainability considerations in the existing courses being offered in the universities of Pakistan. This study intends to analyze the National Conservation strategy (NCS) of Pakistan with reference to the promotion of education for sustainability.   Key Words: Education for sustainability, Higher Education, National Conservation Strategy, Integration

scholarly journals School Leadership for Sustainable Development: A Scoping Review

2020 ◽  
Vol 13 (5) ◽  
pp. 15
Author(s):  
Idowu Mary Mogaji ◽  
Paul Newton
Keyword(s):  
Sustainable Development ◽  
School Leadership ◽  
Scoping Review ◽  
School Leaders ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Current Status ◽  
Agenda 21 ◽  
Development Education ◽  
K 12

Sustainable development within educational institutions encompasses an array of objectives as outlined in Agenda 21 (United Nations [UN], 1992). We recognize in this paper that there are cognate terminologies in the field of sustainable development: Education for Sustainable Development (ESD), Education for Sustainability (EfS), Development Education (DE), and Sustainability Education (SE). As stated in the Education for Sustainable Development toolkit (McKeown, 2002), ESD is the terminology most often employed within UN documents; hence, we also employ ESD because it is the term utilized by UNESCO and at the international level. Thus, we avoid the many debates about these terminologies in this paper. The fundamental interest of this review is to assess the current status of school leadership for sustainable development in the K-12 context. With the help of a scoping review, three literature databases were combed to achieve this purpose. The findings reveal school leaders’ perceptions of sustainable development as well as their motives for engaging in ESD. Our analysis indicates that school leaders vaguely understand the term ‘sustainable development,’ and they interpret ESD from the lens of the environment and society. Thus, the economy component of ESD may be de-emphasized in implementation efforts.

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