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Perspectives of Education for Sustainable Development - Understanding and Introducing the Notion in Polish Educational Documents
Ma gorzata Czapla , Agnieszka Berlińska
Discourse and Communication for Sustainable Education , 2011, DOI: 10.2478/v10230-011-0004-4
Abstract: The aim of this article is to present an analysis of formal educational documents in the context of the sustainable development notion. This goal was realised by an analysis of the National Curriculum Framework documents from 2002 in comparison with the newest document from 2008. In addition, seven teaching programmes were analysed. On the grounds of the sustainable development definition and in the context of UNECE Strategy of Education for Sustainable Development, a list of direct and indirect linguistic indicators was created. To count the key words, the text editor Adobe Reader 9.0 was used. In the oldest version of the National Curriculum Framework, the key words defining sustainable development or their components occurred 119 times, in the newest - 165 times. The new version covers the scope of sustainable development in a wider range.
Unfolding Education for Sustainable Development as Didactic Thinking and Practice  [PDF]
Katrine Dahl Madsen
Sustainability , 2013, DOI: 10.3390/su5093771
Abstract: This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form the analytical foundation; thus, it is the practices as seen from the ‘inside’. Furthermore, ESD practices are considered in a broader societal perspective, pointing to the critical power of the practice lens.
Exploring Gamification in Management Education for Sustainable Development  [PDF]
Per-Anders Langendahl, Matthew Cook, Cecilia Mark-Herbert
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.814154
Abstract: Interdisciplinary approaches are sought in academia as a means to help resolve aspects of unsustainability. In management education, one of many challenges that relate to interdisciplinary working is the development and reinforcement of disciplinary working in teaching sessions. Indeed, perspectives on sustainable development from different disciplines can be brought into teaching activities and presented to students. However, taking different perspectives into education require students to be actively engaged. Drawing on the novel approach known as gamification, this paper explores how it can be used to elevate students’ engagement in management education for sustainable development. Gamification is a broad concept, which has been used in multiple settings such as marketing to promote actor engagement. Using case study research, a case was developed to illustrate the use of gamification in an education management context. Findings show how gamification can be used in teaching to increase motivation and engagement among students. The paper concludes that gamification may offer a pedagogic approach to elevate students’ engagement in management education for sustainable development and to promote multi-disciplinary working.
ENVIRONMENTAL EDUCATION: EDUCATION FOR TRANSITION TO SUSTAINABLE DEVELOPMENT  [PDF]
I. M. CIUMA?U,NAELA COSTIC?
Scientific Annals of Alexandru Ioan Cuza University of Iasi. New Series, Section 2. Vegetal Biology , 2008,
Abstract: It is general accepted that the principles of sustainable development can’t be reached without education, public awareness and training. In this regard, the present paper presents rationales and approaches in Environmental Education, as well as the importance of institutional and curricular aspects in implementing this type of education.
Competences for Education for Sustainable Development in Teacher Education  [PDF]
Franz Rauch,Regina Steiner
CEPS Journal : Center for Educational Policy Studies Journal , 2013,
Abstract: Competences are intensively discussed in the context of cross- urricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education)as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples.
Legal perspectives on the role of culture in sustainable development
AA Du Plessis, C Rautenbach
Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad , 2010,
Abstract: This article introduces some legal perspectives on the role of culture in sustainable development. The authors agree that sustainable development has been designed as an environmental concept but that room exists for the more prominent inclusion of some form(s) of the notion "culture" in the sustainable development equation. It is shown that the fluid nature and meaning of "culture" may require a distinction between the role of "culture" per se and the role of "cultural governance" in the sustainable development context. It is suggested that "cultural governance" as a notion may be more distinct and exact than "culture" itself. The more functional notion of "good cultural governance" is preferred as a benchmark in the sustainable development equation, with the implication that cultural governance occurs in accordance with a certain standard. This standard is briefly considered by looking at the meaning of good cultural governance as a notion that encompasses both cultural governance and good governance generally. The article is set in the South African context but also invokes some law and policy developments internationally, regionally and sub-regionally to depict how issues of culture have been infiltrating the sustainable development discourse and to distil some of the substantive benchmarks for good cultural governance.
Legal Perspectives on the Role of Culture in Sustainable Development  [PDF]
AA du Plessis,C Rautenbach
Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad , 2010,
Abstract: This article introduces some legal perspectives on the role of culture in sustainable development. The authors agree that sustainable development has been designed as an environmental concept but that room exists for the more prominent inclusion of some form(s) of the notion "culture" in the sustainable development equation. It is shown that the fluid nature and meaning of "culture" may require a distinction between the role of "culture" per se and the role of "cultural governance" in the sustainable development context. It is suggested that "cultural governance" as a notion may be more distinct and exact than "culture" itself. The more functional notion of "good cultural governance" is preferred as a benchmark in the sustainable development quation, with the implication that cultural governance occurs in accordance with a certain standard. This standard is briefly considered by looking at the meaning of good cultural governance as a notion that encompasses both cultural governance and good governance generally. The article is set in the South African context but also invokes some law and policy developments internationally, regionally and sub-regionally to depict how issues of culture have been infiltrating the sustainable development discourse and to distil some of the substantive benchmarks for good cultural governance.
Sustainable Housing Development and Functionality of Planning Laws in Nigeria: the Case of Cosmopolitan Lagos  [cached]
Ola Aluko
Journal of Sustainable Development , 2011, DOI: 10.5539/jsd.v4n5p139
Abstract: The phenomenal growth of our towns and cities has given rise to conurbation and metropolitan areas, with various planning problems such as traffic congestion, slum, shanty towns, waste management, housing, pollution, poverty and several others. There is no doubt that the impact of rapid population growth on housing development in a developing economy is usually a consequence of the push of the rural areas and the pull of the town. There is always an upsurge and conglomeration of people in city centres with the resultant effects on housing growth arising from acute unemployment. This growth and physical expansion of cities have been accompanied by unplanned urban sprawl, environmental pollution, deterioration, deficiencies in modern basic facilities, and general urban decay. As increased poverty and urbanization exert more pressures on urban facilities, most Nigerian cities tend to have lost their original dignity, social cohesion and administrative efficiency. Land Administration in Lagos State, over the last 25years cannot be described as being sustainable. Though, various tools might have been put in place concerning the administration of land, there are still a whole lot of problems being faced on and matters in the state. Planning for housing and setting standards for the regulation of building construction is a task that seems to overwhelm the relevant government authorities in Nigeria and other parts of the developing world. This paper therefore examines the planning laws and ordinances available in Nigeria, with specific reference to the new Lagos State Urban and Regional Planning and Development Law 2010, the types and levels of the Planning Authorities and Agencies responsible for the implementation of the laws. It also appraises their activities so far in the area of implementation, their challenges and lastly, makes recommendation for improvement.
EU Strategies and the Role of Education for Sustainable Development  [PDF]
Cornelia Elena TUREAC,Anca Gabriela TURTUREANU
Annals of Dun?rea de Jos University. Fascicle I : Economics and Applied Informatics , 2008,
Abstract: In June 2006 the European Union decided upon a new Strategy for SustainableDevelopment. Together with the Lisbon Strategy that was revised in 2005, there is nowsome coherence between the two strategies which had been conflicting before. Therenewed Strategy for Sustainable Development includes aspects of production andconsumption and promotes a knowledge society. The renewed Lisbon strategy lists ecoinnovationand environmental technology as one of the areas which are important forcompetitiveness. The Lisbon Strategy and the Strategy for Sustainable Development arenow seen to be mutually enforcing and complementary, with the Strategy for SustainableDevelopment focussing on a long-term overarching objective. One special item whichhas now been included in the EU Strategy for sustainable development is education forsustainable development, which provides an additional link to the Lisbon Strategy, whichfocuses on the knowledge society. The European Support Centre and the AustrianChapter of the Club of Rome have established a large European network onenvironmental education which is in line with the targets of the EU Strategy for Sustainable Development.
COOPERATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT IN GLOBALIZATION ERA
NEDELCU ELENA
Challenges of the Knowledge Society , 2013,
Abstract: The present paper aims to approach a relatively new topic: international cooperation for sustainable development. The first part of this paper is a theoretical construct which deals with the connection that exists between its main variables: globalization, democratization and development. This part of the paper also brings into evidence the necessity and importance of international cooperation for sustainable development (SD) during the globalization era. The second part of the paper aims to briefly analyse the importance and practice of education for sustainable development (ESD) in our contemporary society: the case of Romania. Conclusions represent the object of the last part of the paper.
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