Efforts to Promote Sustainable Development through Education in Cambodia

2014 ◽  
pp. 672-684
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Environmental Education ◽  
Lifelong Learning ◽  
Life Skills ◽  
Peace Education ◽  
Education For All ◽  
Sustainable Society ◽  
Educational Activities ◽  
Cultural Contexts

This chapter provides an overview of how “Education for Sustainable Development” (ESD) is being promoted in Cambodia today through historical, social, and cultural contexts as part of the implementation of the goals of “Education for All (EFA),” from three perspectives: (1) acquisition/improvement of life skills; (2) enhancing environmental education; and (3) promotion of peace education and human rights education. It is worth noting here that although the educational activities conducted in Cambodia are not necessarily known as ESD, they certainly embody the concept of it. The chapter emphasizes that the positioning of EFA and ESD as essential lifelong learning is important to achieve a sustainable society.1

scholarly journals MOOCS for Lifelong Learning, Equity, and Liberation

2021 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Formal Education ◽  
Educational Experiences ◽  
Learning Opportunities ◽  
Quality Education ◽  
Education For All ◽  
Human Right ◽  
Global Initiatives

Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This chapter is based on a systematic literature review. In this chapter, the focus is on global initiatives in education as a global common. The findings support that knowledge is a universal entity constructed by individuals, and it belongs to anyone anywhere and at any time. The year 2012 was dubbed the Year of the MOOC, but because of the COVID-19 pandemic, 2020 marked another milestone. MOOCs have dramatically changed the way people learn, and how to access knowledge. MOOCs offer an affordable, flexible way to learn new skills, advance a career, and deliver quality educational experiences. MOOCs have the potential to help individuals enjoy learning and acquire knowledge in a variety of ways. In the changing learning landscapes and the futures of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and modules integrated into formal education. It is time to develop and offer more agile, seamless, rhizomatic learning opportunities that promote human rights equity and liberation.

Global Citizenship Education

2021 ◽  
Vol 97 (4) ◽  
pp. 464-480
Author(s):  
Christoph Wulf
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Citizenship Education ◽  
Sense Of Belonging ◽  
Peace Education ◽  
Global Citizenship ◽  
Global Community ◽  
Global Citizenship Education ◽  
World Community ◽  
Heritage Education

Abstract Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

Stand Up, Stand Up and Be Counted: Undermining Myths of Environmental Education

1997 ◽  
Vol 13 ◽  
pp. 21-26 ◽  
Author(s):  
John Fien
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Sustainable Society ◽  
Sustainable Living ◽  
Education Practice ◽  
New Millennium

AbstractThis paper explores some of the ideas that underlie different conceptions of sustainable development. It suggests the notion of ‘sustainable living’ may provide direction for the role of environmental education in the transition towards a sustainable society. Aspects of the emerging concept of ‘education for sustainable living’ are used to analyse some widely-held assumptions about environmental education practice. In doing so the paper seeks to contribute to the process of identifying a vision and practice appropriate to environmental education for a new millennium.

scholarly journals The Development of the Jordanian Education to Activate the Contribution of Youth in Sustainable Development According to UN Reports into Arabic: Analytical Study

2019 ◽  
Vol 3 (14) ◽  
Author(s):  
Mohamed Hamza Al- Shehab , Nawal Issa Okour
Keyword(s):  
Sustainable Development ◽  
Analytical Study ◽  
Educational Institutions ◽  
Education For All ◽  
Analysis Method ◽  
Sustainable Society ◽  
Community Environment ◽  
Content Analysis Method ◽  
Universal Human Rights ◽  
International Teaching

  This paper aimed at demonstrating the importance of Education for Sustainable Development (ESD), and its impact in creating a sustainable society committed to the values of community, environment and economy. The study used a descriptive analytical approach by analyzing two global reports of Bonn (2009, 2014) about ESD by following the content analysis method. The results of the study's analysis showed the role played by ESD in the development of society, economy and environment, which has achieved 26.55 %, and some elements that contribute to the achievement of its objectives were reviewed, such as promoting education for all, dealing with serious issues of environment, national economy and society, and strengthening the principles of democracy, etc, which has achieved 72%. . And then this paper demonstrated the skills and values derived from ESD approach with 58%, such as the promotion of multicultural dialogue in the learning process, and the respect for nature, universal human rights, etc. Moreover, the paper discussed the highlighted methods that suited for successful ESD such as: lifelong learning and education, communication between educational institutions, and deficient curricula in dealing with ESD approach and its treatment, and other known international teaching methods. Finally, the paper proposed a number of recommendations and suggestions to adopt the strategy and objectives of ESD.    

scholarly journals Open Educational Resources as a Catalyst for Innovation and Lifelong Learning: A Question of Human Rights and Social Justice

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Lifelong Learning ◽  
Sustainable Development Goals ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Education For All ◽  
Building Capacity ◽  
Development Goals ◽  
Opening Up

A milestone in the achievement of UNESCO’s Sustainability Goals, Education for All (SDG4), was passed when the organization’s recommendation for the implementation of Open Educational Resources (OER) was uniformly adopted in 2019. Now it is time to move from the awareness of OER to their mainstream implementation at all levels, micro, meso, and macro, including all stakeholders, such as governments, institutions, academics, teachers, administrators, librarians, students, learners, and the civil service. The OER Recommendation includes five areas: building capacity and utilizing OER; developing supportive policies; ensuring effectiveness; promoting the creation of sustainable OER models; promoting and facilitating international collaboration; monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s Sustainable Development Goals (SDG) of education for all, lifelong learning, social justice, and human rights. The implementation of the OER Recommendation will contribute to the achievement of several other SDGs. Because access to quality OER concerns human rights and social justice, this recommendation is vital. In 2020, the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized, qualified learning resources. This article describes and discusses how the promise of resilient, sustainable quality education can be fulfilled in the new normal and the next normal.

Education for Sustainable Development (ESD) in Asia

2017 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Socioeconomic Development ◽  
Education For Sustainable Development ◽  
Sustainable Society ◽  
Asian Countries ◽  
Development Education ◽  
The World

A new approach to education has been proposed, called Education for Sustainable Development (ESD), with the goal of developing education in order to foster individuals who will contribute to the realization of a socially, economically, and environmentally more sustainable society. From the beginning of the 21st century, this has given rise to discussions and practices on related themes all over the world, including in Asia. While the environment surrounding education is markedly changing in Asian societies, with educational reforms actively pursued in many Asian countries and regions, their situations greatly differ depending on the context in which they find themselves. Today, departing from the conventional modes of teaching and learning that focus on the acquisition of an already systematized body of knowledge and skills, the field of education the world over is now shifting its focus to what is called key competencies, adopting and experimenting with new teaching and learning styles to develop abilities referred to as 21st-century skills. Based on these theoretical and conceptual discussions, a number of initiatives have been adopted as policies, school curricula, and educational practices in order to promote ESD in Asian countries. It is possible to divide Asian countries into three groups based on the place of ESD in their countries, as well as their degree of socioeconomic development and the popularization of school education: (a) countries that have accumulated experience in the practice of environmental education or development education; (b) countries that have been witnessing growing environmental consciousness and its rapid institutionalization in recent years, with varying degrees of implementation of environmental education; and (c) countries in which the elimination of poverty and inequality remains the most pressing issue and ESD is promoted in connection with development issues. Although the introduction of ESD is greatly affected by each country’s socioeconomic situation, it is important for all countries in Asia to promote equitable and sustainable education in order to realize a sustainable society. Thus, Asian countries need to form a social consensus to promote ESD, which requires the participation and responsibility of the whole of society.

scholarly journals Exercise of Constitutional Human Rights on the Internet as a Factor of Sustainable Society Development

2020 ◽  
Vol 208 ◽  
pp. 06001
Author(s):  
I.Yu. Ostapovich ◽  
Yu.A. Gavrilova ◽  
M.N. Vilacheva ◽  
A.V. Savoskin
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Public Relations ◽  
The Internet ◽  
Sustainable Society ◽  
Digital Human

There is a need to enshrine digital human rights in international acts and the Constitution to guarantee rights and freedoms for the purpose of sustainable development of society. It is due to the digitalization of public relations and the development of information and telecommunication means. It is worth noting that the fundamental international and domestic acts were adopted before the rights and freedoms became possible to be used on the Internet.

scholarly journals Circular Economy as an Important Subject of Environmental Education in the Era of Energy Demand

2018 ◽  
Vol 5 (1) ◽  
pp. 88-94
Author(s):  
Andrzej Kluczkowski ◽  
Michał Wyrostkiewicz
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Environmental Education ◽  
Circular Economy ◽  
Energy Demand ◽  
Human Life ◽  
New Order ◽  
Ecological Economic ◽  
Integral Development ◽  
Over Time

Civilization development has led to many facilities in human life and business, but has also introduced major changes and created a new order that over time has come to be in opposition to nature. The opportunity to reconcile ecological, economic and social reasons is to be found in the idea of sustainable development. The prerequisite for achieving sustainable development is education, which is one of the fundamental human rights that enables integral development. The purpose of the study was to verify the role and importance of education in the emergence and implementation of a circular economy idea. As it turned out, research has shown that sustainable development is largely dependent on the implementation of the circular economy, in which, the education is a fundamental and necessary tool

scholarly journals The Nigerian Education Milieu in the SDG Era: The Roles, Values, Challenges and Prospects of ODL and Lifelong Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 140
Author(s):  
Adeyinka Olumuyiwa Osunwusi
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Sub Saharan Africa ◽  
Development Education ◽  
Human Right ◽  
Challenges And Opportunities ◽  
Development Goals ◽  
Sub Saharan ◽  
Nigerian Education

National governments are under increasing pressures to address issues surrounding sustainable development. Interestingly, considerable attention is shifting towards education, which has been widely recognized not only as a fundamental human right but also as a catalyst for sustainable development and a vehicle for confronting the challenges facing societies in terms of profound shifts in demographics as well as socio-economic, environmental and ecological realities. As a corollary, ODL and lifelong learning have equally been identified as constituting a force contributing to social and economic development.  As a member of the United Nations, Nigeria is committed to achieving not only the human rights enshrined in the Universal Declaration of Human Rights of 1948 but also the Global Goals, especially SDG 4 on equitable quality education. This paper examines the UNESCO Sustainable Development Goals and explores, based on a review of extant literature, the conceptual and theoretical dimensions of ODL and lifelong learning in the context of their role, values, challenges and opportunities. The paper also outlines current trends in the context of the Nigerian education system and suggests policy, strategy and institutional considerations for mainstreaming ODL and lifelong learning for the purpose of achieving SDG 4. The review of related literature included a search of both published and conference papers and deployed systematic procedures for an exploration of perspectives and ideologies on the key issues of the Global Goals, sustainable development, education for sustainable development (ESD), ODL, and lifelong learning. The study revealed that while the Global Goals are enjoying increasing buy-ins, progress towards achieving the SDGs – particularly Goal 4 – has been unimpressive in many countries, particularly in sub-Saharan Africa. The study also identified trends, challenges and opportunities for integrating ESD in education, ODL and lifelong learning in Africa in general and Nigeria in particular. Based on an evaluation and analysis of perspectives, the study concluded that Nigeria is still a long way to achieving the SDGs. A number of suggestions were made towards a reasonable achievement of sustainable development goal 4, including the importance of: strengthening relevant constitutional framework on education; providing supportive policy and institutional frameworks; and integrating the philosophies of sustainable development in education and training at all levels.

scholarly journals ’World Environmental Education Congresses’ og naturfagenes rolle innen utdanning for bærekraftig utvikling

2019 ◽  
Vol 15 (4) ◽  
pp. 342-357
Author(s):  
Barbara Maria Sageidet
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Environmental Education ◽  
Historical Perspective ◽  
Decision Makers ◽  
Sustainable Society ◽  
International Conference ◽  
The World ◽  
Basic Understanding

This paper elucidates the role of the sciences within education for sustainable development as it is reflected on the World Environmental Education Congress (WEEC), a leading international conference since 2003. A historical perspective, and observations, conversations, interviews and a look at the presentations of the WEEC 2015 and WEEC 2017, this study reveals an underrepresentation of science education, while a dominance was registered on WEEC conferences for ten years ago. Both the WEEC 2015 and WEEC 2017 provided plenty of information about science related realities, but little about how to get children and the youth to understand them. Only few of the papers and posters were addressed to children’s and pupils learning related to physics or biogeochemical basic understanding.   The understanding of natural interrelationships and concepts is essential for children and the youth for to become informed decision-makers and active participants in a sustainable society.  

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