Environmental education and development education

2002 ◽  
pp. 121-132
Keyword(s):  
Environmental Education ◽  
Development Education ◽  
Education And Development

Social ecology and environmental education

1986 ◽  
Vol 2 ◽  
pp. 11-14 ◽  
Author(s):  
Drew Hutton
Keyword(s):  
Environmental Education ◽  
Peace Education ◽  
Social Ecology ◽  
World View ◽  
Ethical Framework ◽  
Development Education ◽  
Grass Roots ◽  
Starting Point ◽  
Education And Development ◽  
Education Justice

AbstractA world view is emerging in areas like peace education, environmental education, justice education and development education which cannot be understood simply by applying old assumptions to these areas. This world view involves a different ethical framework, a different epistemology and a different way of functioning in order to achieve goals. I call this new world view social ecology, a philosophy which has emerged as a result of the threats to our planet and which takes as its starting point such principles as ecological sustainability, non-violence, grass-roots democracy and social equality.

scholarly journals EVALUASI PROGRAM PENDIDIKAN PENGEMBANGAN SPESIALISASI POLRI T.A. 2018 DI SEKOLAH PIMPINAN TINGKAT PERTAMA POLRI

2020 ◽  
Vol 11 (2) ◽  
pp. 416-426
Author(s):  
Hartini Hartini ◽  
Rugaiyah Rugaiyah ◽  
Abdul Kahar
Keyword(s):  
Education Program ◽  
Fiscal Year ◽  
Input Process ◽  
Development Education ◽  
Evaluation Approach ◽  
Resource Needs ◽  
Education And Development ◽  
National Police ◽  
Implementation Plans ◽  
Model Context

The purpose of this study was to comprehensively identify and describe the implementation and achievement of the educational objectives of the specialization development education program for the 2018 fiscal year at the National Police's First Level Leadership School. This research was conducted on the results of specialization Education and Development students (which we hereinafter called Dikbangspes) who are located at Jl. Ciputat Raya no.40 Kebayoran Lama, South Jakarta. Starting from January to July 2018. The methodology used is the evaluation approach, with the CIPP model (Context, Input, Process, and Product) developed by Daniel Leroy Stufflebeam. The findings of the research are that the program priorities and objectives have been matched with the human resource needs of the National Police, and the education program is expected to be sufficiently responsive to the assessed needs plan, namely quantity (number of Polri personnel) and quality (demand for professionalism) as challenges for human resources. Police. The process of implementing the Dikbangspes at the Sespimma Polri from stage I to stage III is in accordance with the predetermined activity and implementation plans. The results of the assessment on the academic aspect of all subjects carried out by the National Police Sespimma to their students, all of whom get a score above the minimum pass threshold so that they are declared to pass. Abstrak Tujuan dari penelitian ini adalah untuk mengetahui dan mendeskripsikan secara komprehensif pelaksanaan dan capaian tujuan pendidikan program pendidikan pengembangan spesialisasi tahun anggaran 2018 di Sekolah Pimpinan Tingkat Pertama Polri. Penelitian ini dilakukan pada hasil peserta didik Pendidikan dan Pengembangan Spesialisasi (yang selanjutnya kita sebut Dikbangspes) yang beralamat di Jl. Ciputat Raya no.40 Kebayoran Lama Jakarta Selatan. Dimulai pada bulan Januari sampai Juli 2018. Metodologi yang digunakan adalah pendekatan  yang digunakan  adalah evaluasi, dengan model CIPP (Context,  Input,  Process,  dan Product)  yang dikembangkan  oleh  Daniel  Leroy Stufflebeam. Temuan penelitin adalah prioritas dan tujuan program yang ditetapkan telah dimbangi dengan kebutuhan sumber daya manusia Polri, dan program pendidikan yang diharapkan cukup responsif terhadap rencana kebutuhan yang telah dinilai yaitu kuantitas (jumlah personel Polri) dan kualitas (tuntutan profesionalisme) sebagai tantangan bagi sumber daya manusia Polri. Proses pelaksanaan dikbangspes di Sespimma Polri dari tahap I hingga tahap III sesuai dengan rencana kegiatan dan pelaksanaan yang telah ditetapkan. Hasil penilaian pada aspek akademik terhadap semua mata pelajaran yang dilakukan oleh Sespimma Polri kepada peserta didiknya, semuanya mendapatkan nilai diatas batas minimal lulus sehingga dinyatakan lulus.

scholarly journals Desenvolvimento, educação e sustentabilidade: questões emergentes e desafiadorasDevelopment, education and sustainability: emerging and challenging issuesDesarrollo, educación y sostenibilidad: cuestiones emergentes y desafiantes

2018 ◽  
Vol 35 (3) ◽  
pp. 4-22
Author(s):  
Marlene Barbosa De Freitas Reis ◽  
Daniela Da Costa Britto Pereira Lima ◽  
Mônica Desiderio
Keyword(s):  
World War Ii ◽  
Social Relations ◽  
Human Beings ◽  
World War ◽  
Development Education ◽  
Economic Growth Model ◽  
Social Environmental ◽  
Mode Of Development ◽  
Education And Development ◽  
The Relationship

O texto apresenta reflexões teóricas sobre a relação entre desenvolvimento, educação, sustentabilidade e o redimensionamento dos conceitos decorrentes das transformações ocorridas após a segunda guerra mundial, das quais modificaram o modo de pensamento em relação ao desenvolvimento e, por conseguinte, o modelo de crescimento econômico. Estes novos paradigmas incitaram mudanças em todos os campos da sociedade: econômico, político, social, ambiental e, principalmente, educacional. Finaliza-se as reflexões concluindo que é necessária a articulação entre meio ambiente, relações sociais, educação e desenvolvimento, reconhecendo a interdependência entre os seres e da complexa teia de relações entre eles. Requer pensar uma educação ancorada “na” e “para” a sustentabilidade. This paper presents theoretical reflections on the relationship between development, education, sustainability and resizing the concepts arising from transformations that occurred after World War II, which changed, substantially the mode of development and the economic growth model. These new paradigms urged changes in all fields of society: economic, political, social, environmental, and especially education. Ends up the reflections concluding that it is necessary the articulation between the environment, social relations, education and development, recognizing the interdependence between human beings and complex web of relationships between them. Requires thinking a docked education "in" and "to" sustainability. Este artículo presenta reflexiones teóricas sobre la relación entre el desarrollo, la educación, la sostenibilidad y el cambio de tamaño de los conceptos derivados de los cambios que se produjeron después de la Segunda Guerra Mundial, que cambió sustancialmente la forma de pensar en relación con el desarrollo. Estos nuevos paradigmas instaron a los cambios en todos los ámbitos de la sociedad: económicos, políticos, sociales, ambientales y de educación especial. Termina las reflexiones que concluyen que es necesario la articulación entre el medio ambiente, las relaciones sociales, la educación y el desarrollo, reconociendo la interdependencia entre los seres humanos y la compleja red de relaciones entre ellos. Requiere pensar una educación atracado "en" y "para" la sostenibilidad.

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 Commission 46: Astronomy Education and Development (Education Et Developpement En Astronomie)

2002 ◽  
Vol 25 (1) ◽  
pp. 420-430
Author(s):  
Syuzo Isobe ◽  
Jay Pasachoff ◽  
Julieta Fierro ◽  
Alan Batten ◽  
Don Wentzel ◽  
...  
Keyword(s):  
Development Education ◽  
Astronomy Education ◽  
Education And Development
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