Dissertations / Theses: 'Decade of Education for Sustainable Development'

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Skoien, Petra, and n/a. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Griffith University. Australian School of Environmental Studies, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.145756.

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Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.

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Мельник, Леонід Григорович, Леонид Григорьевич Мельник, and Leonid Hryhorovych Melnyk. "Education for sustainable development." Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/7976.

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Knowledge - outlook - skills. This triad is the basis of any educational cycle, and determines a key framework of forms and methods of education. Each component of the triad contributes to the reproduction of two others. Finally, the triad mentioned is to realize three conditions of a human being: to know, want, and be able to do something. To know means to want, to want means to be able. Any skill reproduces needs for a new knowledge, and the cycle repeats on a new qualitative basis. When it deals with sustainable development (SD) the problem is that this cycle for each human of the Earth would be reproduced constantly. When a human being is getting older, this cycle should be realized automatically (in particular, due to human self-training processes). When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/7976

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Paul, Franziska, and Eva-Maria Paul. "A Decade to Deliver : The Implementation Progress of the 17 Sustainable Development Goals in the Private Sector." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172403.

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As a response to the ‘Grand Challenges’ of the 21st century such as climate change and social inequalities, the achievement of the 17 Sustainable Development Goals (SDGs), released by the United Nations in 2015, became a matter of urgency. The SDGs are a continuation of the Millennium Development Goals (MDGs) aiming to cover an even broader scope of social, environmental and economic challenges. To ensure that the 2030 Agenda, represented by 17 goals and 169 underlying targets, becomes a positive force for all available resources have to act in concert. Governments, NGOs, civil society and the private sector bear the responsibility to guide the way of transformation towards a more sustainable future. However, the most significant shift regarding the development of the SDGs has been the central role of the private sector that is considered to be a key player towards the accomplishment of the 2030 Agenda. In order examine the role and contribution of the private sector, the thesis aims to contribute to previous research within a five-step investigation: (1) analysis of which business opportunities or challenges emerge out of active involvement with the SDGs, (2) how partnerships or collaborations can contribute to a more effective implementation process, (3) whether goal prioritization is of relevance to advance the progress of SDG implementation, (4) how the SDG progress can be measured, reported and communicated and lastly (5) how effectively (Swedish) companies have currently managed to implement the Global Goals into their business operations. Based on the review of the literature and the identified research gaps, the following research question has been formulated to gain in-depth knowledge and investigate the phenomenon of the overall research purpose: RQ: How do companies in the private sector implement the SDGs into their business operations and what are the determinants that drive the progress of the implementation? This study has been conducted through a qualitative research approach consisting of interviews with private sector representatives, governmental and non-governmental organizations. The framework for this study is based on three elements of theory: (1) Stakeholder Theory by Edward Freeman (1984), outlining how sustainable development can be approached with a stakeholder mindset, (2) the Triple-Bottom-Line approach by Elkington (1997) characterized by efforts to localize universal concepts of sustainability and (3) Sustainable Business Model Innovation represented by the Flourishing Business Model Canvas (Upward 2013, 2016) and the Triple Layered Business Model Canvas (Joyce and Paquin, 2016) supporting individuals and organizations seeking competitive sustainability-oriented change. The main conclusion of this research includes the requirement of a shift of how the Global Goals are approached by the private sector. SDG implementation or sustainable actions in general are not to be seen as an add on but need to be actively integrated into core business operations. However, to initiate fruitful change the expected role of the private sector needs to be clearly communicated. Identified actions to drive the progress of SDG implementation range from increased partnership engagement, the prioritization of goals up to the measurement and reporting on sustainable efforts taken. Finally, Credible Sustainability Standards turned out to be the most promising solution to eradicate many of the by our participants identified shortcomings of the Global Goals.

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Borgers, Julia, and Sara Anna Mohamadi. "Pioneering Education for a Sustainable Future : Education for Sustainable Development through the Lens of Experts." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448036.

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Education for Sustainable Development (ESD) provides a framework for reorienting education towards sustainability. The ESD framework is criticized for reproducing rather than transforming unsustainable systems, thus a critical analysis of the framework is crucial to understand its role in reorienting education towards sustainability. To this end, we contribute to an understanding of the role of ESD through the lens of experts who are reorienting education towards sustainability. These experts use various approaches at regional, national, and/or international levels. Based on thirteen semi-structured interviews, we find two strands in the understanding of ESD. The first strand reflects the importance of the framework in reorienting education, and the second strand reflects on ESD as part of a larger movement. Furthermore, we flag a critical need for a democratic process of reorienting education towards sustainability, to progress transformative change through ESD. Lastly, our findings suggest a need to consider the individual experience of those involved in bringing ESD into practice.

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Lipscombe, Bryan Paul. "Extra-curricular education for sustainable development interventions in higher education." Thesis, University of Chester, 2009. http://hdl.handle.net/10034/109413.

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Universities are seen to have a central role in the UN Decade of Education for Sustainable Development (ESD), partly through their teaching and research activities. However, the critique of Higher Education's (HE) contribution to sustainable development thus far points to the limitations of a discipline driven, curriculum content and solely student focused response. Within this context, extra-curricular interventions, for example, running awareness campaigns, creating groups and organising events, appear to have potential to advance ESD in HE. However, there has been little investigation or published work in this area. Ideas of non formal and informal education; constructivist theories of learning; concepts of free choice, tacit and social learning, and the notions of whole systems thinking and sustainable education all point to roles for interventions in the extra-curricular sphere. This thesis explores the use of extra-curricular interventions in HE through an empirical investigation in the UK. A 2006 postal survey of Higher Education Institutions (HEIs) records the extent and type of interventions in use and opinions about their utility. A case study, developed through action research, reports the use and impact of extra-curricular ESD-related interventions at one HEI over an academic year (2006-07). In this case study, regular contact with a group of staff and students over the year is used to map changes in their thoughts and actions relating to sustainable development, and to record the influences attributed to these changes. Importantly, extra-curricular ESD-related interventions are found to be commonly used in UK HE, and to have a prominent position in ESD work despite their limited visibility in the literature. Their utility is confirmed as they are seen to provide experiences that contribute to student and staff learning, as well as institutional change. The evidence collected supports their roles as: disciplinary bridge', community bridge; socialisation scaffold, and social learning arena. They appear to have a useful developmental role in mobilising and motivating members of the campus community. As peripheral activities, however, extra-curricular interventions may be prone to erratic implementation through being under-resourced. They can extend participation in BSD although will not reach everyone. They are best viewed as a complementary part of BSD and linked to a process of curricular and pedagogic renewal. In addition to confirming the extent, utility and limitations of extra-curricular ESD practice, the research contributes a model to map understandings of sustainable development. This model points to a core environmental understanding to which extra layers and strands of thinking can be added. It also confirms the importance of non formal and informal influences in shaping people's conceptions of sustainable development.

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Holzbaur, U. D. "Linking research education and education for sustainable development via projects." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/325.

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Published Article
One of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.

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Lidgren, Alexander. "A sustainable course for higher education." Lund, Sweden : International Institute for Industrial Environmental Economics, 2004. http://www.iiiee.lu.se/Publication.nsf/$webAll/14E0DB35970472A7C1256F9D00527E97/$FILE/Alexander%20Lidgren.pdf.

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Pakarinen, Nea. "Transition Practices: Education for Sustainable Development in Ecotourism." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260689.

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There is a globally acknowledged urgency for mankind to transition toward sustainability. Empowering people to make sound assessments is the basis for desirable transitions. ‘Education for sustainable development’ (ESD) is an interdisciplinary learning process advancing knowledge, understanding and action for sustainability. To encourage sustainability transitions ESD needs to be personal and place-specific. One platform provisioning for such learning is ‘ecotourism’, where participants have a heightened sense of self, others and the environment. Hence a practice incorporating ESD into ecotourism is investigated in this thesis, to determine whether the setting would be propitious for fostering sustainability transitions. The pertinent sustainability concepts are assessed, and ‘social practice theory’ is utilized in a case study. The approach of social practice theory was preferable, as it holds the assumption that people are able to act in relation to collective cultural activities rather than in immediate responses to internal or environmental events. The effect of ESD in ecotourism is analyzed through observations and unstructured interviews conducted in a case-study in Turkey – Narköy, which is a hotel, organic farm and educational facility. The findings imply that through social practice, pro-environmental transitions can be encouraged and strengthened, with the provisions of having freedom for learning, social interaction, connection with nature, tangible activities and inclusive approach.

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Maglorzata, Szadkowska, Tomczak Tomasz, Daros Albert, Walczak Eliza, Zieba Klaudia, Nyczaj Agnieszka, Lozowska Matyna, and Dziuba Radoslaw. "The role of environmental education in sustainable development." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/10245.

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Köhler, Thomas, Norbert Pengel, Jana Riedel, and Werner Wollersheim. "Forecasting EduTech for the next decade. Scenario development teaching patterns in general versus academic education." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36572.

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Learning while studying is an individual process of actively acquiring knowledge through the co-construction of knowledge resources under supervision by teaching mentors. Mentoring activity typically consists of the interaction of two areas, namely the personal relationship between mentor and mentee, as well as individualized guidance on performance at the factual level, i.e. the partial result-based evaluation of the previous and advice on the future learning process. This in-process feedback is considered to be a key impact factor in learning success in international educational research, provided that it is as direct and as accurate as possible (Hattie & Yates, 2014). [... from the Indroduction]

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Weaver, Eric R. R. "Sustainable Development Through Urban Agriculture." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6636.

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This document includes three completed publications to represent Urban Agriculture as a ideal solution to meet the UN Sustainable Development Goals. The first publication (Weaver, 2017a) provided in Chapter Two examines the stormwater Best Management Practices (BMP) modelling parameters for the current EPA Stormwater Management Model (SWMM) as the first step to developing Urban Agriculture BMPs. The second publication (Weaver, 2015) provided in Chapter Three highlights how many high-rated scholars have identified agriculture as a critical driver for the planetary systems impacts we find with community development. The third publication (Weaver, 2017b) provided in Chapter Four breaks down a completely new definition for Urban Agriculture, as the foundational works disagree on meaning, resulting in an ambiguous definition. Together, these publications encourage engineers to model Sustainable Development options with green infrastructure (Weaver, 2017a), distinct from the Planetary Systems impacts of other contemporary options (Weaver, 2015), with a greater understanding of the social capital to engage stakeholders in meeting the UN Sustainable Development Goals (Weaver, 2017b).

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Strålin, Frida, and Johanna Wiman. "Environmentally Sustainable Development in Tanzanian Education - Values of Teachers." Thesis, Linköping University, Linköping University, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52189.

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This is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.

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O'Brien, Catherine. "Education for sustainable community development, Barefoot College, Tilonia, India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0020/NQ44536.pdf.

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O'Brien, Catherine 1955. "Education for sustainable community development : Barefoot College, Tilonia, India." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35032.

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An integrated process for education and sustainable community development has not been incorporated in countries of the North or the South. Although environmental education has been introduced into many curricula, this is only a beginning step compared to what is required to rebuild our understanding of development and set ourselves on more sustainable paths.
The Barefoot College, in India has developed an education process for sustainable community development and has experience with reinventing the concepts of education and development. Their process has broad implications for educators, policy makers, academics and the general public in the South and North.
The main objective of this study was to examine the essential characteristics of an education process which contribute to sustainable community development as exemplified by the Barefoot College. The participatory research data has been used to extend theoretical perspectives on sustainability and education and to reinforce new directions for research on education and sustainable communities.
Students of the Barefoot College emerge as potential partners for the development of their communities. They learn skills to support themselves and to facilitate sustainable community development. Specific implications for applications of the Barefoot College process to Western education are suggested.

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Au, Chun-yan Joanne, and 區俊茵. "Environmental education is a stepping stone towards sustainable development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31255413.

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Loi, Chung-yu Joanne, and 雷頌宇. "Community environmental education for sustainable development in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31255590.

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Pasupa, Sarakard. "Sustainable development in Thailand supported by industrial design education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23707.

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The awareness of sustainable development has been increasing significantly in the Thai manufacturing industry since the financial crisis in 1997. The government has launched several initiatives to promote the development of sustainable products as the concept has a potential to stimulate the national economy and address the sustainability issues. Although the progress has been reflected through the launch of numerous products in the market, most of the products available were only claimed to be sustainable or environmentally friendly. Education is a prerequisite to achieve the integration of sustainable design as it equips stakeholders with knowledge and skills required to be the future decision makers. In other words, it enables designers to create products that contribute to sustainable development. However, the researcher found a lack of sustainable design learning in Thai industrial/product design courses. This situation has motivated the researcher to carry out this PhD research with an aim to support the implementation of education for sustainable development (ESD) into Thai higher education institutions (HEIs). The literature review emphasised the need to tailor the theoretical framework for Thai lecturers due to the lack of ESD training and appropriate materials. It also indicated the lack of publications related to the Thai context and the requirements to identify barriers and needs of the target users. The shortfall was addressed through a series of interviews; experts from three different disciplines (government, business and education sectors) were invited to participate in the interview sessions and reveal the status of sustainable design and ESD in Thailand. The findings were then used to construct the ESD framework that is specific to Thai industrial/product design courses. The SustainAble web-tool was developed to make it more effective in enabling the framework to comply with the needs of Thai design lecturers. Usability testing was employed to test the framework that was presented through the web-tool. The framework evaluation demonstrated the success of the framework development and underlined the need for the web-tool. The tool can fulfill the framework and allow it to be practically applied in the context of Thai design education.

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Bucknor, Elizabeth Lee. "Implementing Inclusive Education in West Africa| Achieving Sustainable Development." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931628.

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This study examined key factors germane to achieving long-term sustainability of inclusive education for children with disabilities in West Africa. International initiatives such as Education for All (EFA) have been driving forces in increasing access to primary education for children worldwide; however, reports show that children with disabilities in developing countries are still not being provided with equal educational opportunities. With the launch of the Sustainable Development Goals (SDGs), there is renewed momentum to ensure that children in marginalized groups, specifically those with disabilities, are receiving quality access to primary school. International development organizations in collaboration with the Global Partnership for Education (GPE) have committed to providing funding and program implementation assistance to developing countries who have become country partners with the GPE. Of the 36 country partners of the GPE, 15 are uniquely situated in one region of West Africa, making it a desirable geographic region to research the implementation of education development projects. In analyzing the project implementation process and its ability to provide long-term sustainability of inclusive education, an awareness of the global policy context and the grassroots implementation were factored in. Through a qualitative interviewing process, the informed perspectives of experienced education development workers were synthesized. This study asserted that key administrators of education development projects with a written component that focuses on the inclusion of children with disabilities were able to add insights from their field experience and bridge the global-local binary of policy implementation. The findings of this research have potential implications to further inform new policy creation and future project implementation.

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Woodward, Amanda S. "Sustainability and architectural education transforming the culture of architectural education in the United States /." online access from Digital Dissertation Consortium access full-text, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3267896.

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Finkilshtein, O. V. "Educational services in sustainable development." Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45224.

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The essential condition for the economic sustainable development is the high level of education of human resources. It is the reason for topicalization of the higher education quality theme in the scientific literature. Higher education is the part of the social sphere with various peculiarities: providing a benefit in a form of service, usage of a benefit has outer effects; usage of the value approach to activity evaluation.

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Phuong, Nguyen H. "Engineering education for sustainable development in Vietnamese universities : building culturally appropriate strategies for transforming the engineering curriculum towards sustainable development." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/2038/.

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The main goal of this study was to improve the contribution of higher education to sustainable development in Vietnam, specifically in the area of engineering education. The study mapped the current scenario of sustainable development and engineering in higher education in Vietnam as well as investigated how a cultural perspective may influence change strategies in higher education for sustainable development. This study addressed the need for empirical research on the education for sustainable development experience in Vietnam. It argued for and contributed to an emerging international dialogue about how to accelerate progress towards engineering curriculum transformation for sustainable development in different cultural contexts. Located in the interpretivist tradition, the study utilised a wide range of qualitative research techniques to collect and validate data including open-ended questionnaires, interviews, group discussions, participant observation and documentary review. Empirical data was generated between May 2010 and August 2012 in both Vietnam and the UK through three research stages. The first stage was informed by a qualitative survey which captured baseline data collected through a large group of stakeholders from different sectors and various levels of governance. The study mapped the current responses to sustainable development in Vietnam, and confirmed the need and expectation for change in Vietnamese engineering education towards sustainable development. Case study research was carried out at three Vietnamese engineering universities during stage two. The focus was on understanding the current processes and opportunities for curriculum change for sustainable development, as well as investigating how the specific contextual and cultural factors might influence the desired change. The study found evidence of issues which hampered the current efforts in education for sustainable development in the engineering universities in Vietnam. The analysis also provided insights into the Vietnamese values, attitudes and expectancies, and behavioural preferences which contributed to explaining why these issues existed.

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Wattenmaker, Karen M. "Sustainable K-12 Education through Community Partnerships." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000405.

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Five years ago, the author began a second career as a teacher in a small Wyoming town with a diverse student population. The beginning of her career coincided with a change in the demographics to include a large number of English Language Learners (ELs) and the imposition of sanctions from the No Child Left Behind Act of 2001 (NCLB) for being a failing school. The author collected, analyzed, and used summative and formative data in an effort to differentiate for all students. She went on home visits to build trust in the local community, co-planned and participated in work teams to further local curriculum, and conducted multiple rounds of extensive action research projects. False starts, circular paths, crushed dreams, and just plain exhaustion led to the development of a seed idea and the journey that follows, a yearlong project-based thesis, exploring how one classroom teacher could harness the power of an engaged community to supplement curriculum, motivate students, and instill a joy of learning. The focus of this thesis was derived from the following question: How might a community partnership of diverse agencies and leaders focused on education to foment radical change in public education, be founded and flourish?

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Berner, Anita, Sebastian Lobo, and Narayan Silva. "A Strategic and Transformative Approach to Education for Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3019.

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This thesis aims to investigate what strategic guidance can be given to design transformative ESD (Education for Sustainable Development) programs in order to bring about the necessary shift away from our dominating mechanistic and transmissive educational model towards one that is transformative. ESD programs are of high importance when moving towards a more sustainable society, however, a lack of a strategic, full systems approach for planning in the field of complexity can be observed. This gap can be bridged by the use of the FSSD, the Framework for Strategic Sustainable Development, which is used as a conceptual framework throughout this paper. The field of transformative education was researched by using a mixed-methods approach, revealing what key elements and best practices are present that enable transformation to happen. The Cocoon model presented in this paper is derived from the results and intends to give strategic guidance for program designers on how to create a transformative ESD program. It is a process model that aids program designers to create the space for transformational learning to occur by strategically putting into place the elements that are conducive to transformation.

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Sadri, Mahnaz. "Social and cultural sustainable development and education and engineering practice." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114294.

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Sustainable development, as it is understood and accepted presently, has been embraced by nearly the entire world; however, the complexities of economic, environmental, social, cultural and other related issues and the interactions between them have not yet been fully comprehended. While the economic and environmental aspects of sustainable development have received much attention since the introduction of the concept, the socio-cultural aspects remain conceptually less developed. The objective of this thesis is to explore the notion of social sustainability as well as the role of culture in sustainable development. Elimination of the conceptual and analytical barriers of socio-cultural aspects of sustainable development along with the integration of social sustainability and incorporation of culture into the sustainable development agenda are needed to address the main challenges of sustainable development, especially in developing countries. Furthermore, education has been identified as a key social strategy for promoting sustainable development. By fundamentally changing the educational system at all levels to incorporate the principles, values and lifestyles required for sustainable development, a more sustainable future in terms of environmental integrity, economic viability and a just society can be created. Engineering education, particularly at higher levels for decision-makers, researchers and teachers needs to be reoriented towards sustainable development aimed at cultivating environmentally-aware attitudes, skills and behaviour patterns, as well as a sense of ethical responsibility. Over the last two decades the world has witnessed an increase in frequency and impact of natural and man-made disasters. By increasing the capacity of nations to prepare for or cope with these disasters, the international community can limit the major loss of human lives and livelihoods, the destruction of economic and social infrastructure, as well as environmental damages, It can also progress more effectively towards the achievement of sustainable development. The significance of the socio-cultural aspects of sustainable development as well as the role of education for building a culture of safety and resilience have been presented as a case study of Haiti.
Le développement durable, comme il est compris et accepté présentement, a été adopté par presque tout le monde entier; mais les complexités économiques, environnementales, sociales, culturelles et autres sujets connexes et leurs interactions n'ont pas encore entièrement compris. Les aspects économique et environnemental du développement durable ont reçu assez d'attention depuis l'introduction de l'idée, mais l'aspect socioculturel reste pratiquement moins développé. L'objectif de cette thèse est de découvrir l'idée de durabilité sociale et le rôle de la culture dans le développement durable. On croit que l'élimination des obstacles conceptuels et analytiques de l'aspect socioculturel en développement durable, avec l'intégration de durabilité sociale et l'incorporation de la culture dans le programme du développement durable, sont les clés pour faire face aux défis principaux du développement durable surtout dans les pays en développement. En outre, l'éducation a été identifiée comme une clé stratégique sociale pour promouvoir le développement durable. En changeant foncièrement le système de l'éducation en tous les nivaux pour intégrer les propres principes, valeurs et modes de vie nécessaires pour le développement durable, aussi un avenir plus durable en matière de l'intégrité environnementale, viabilité économique et société juste peut être crée. L'éducation de l'ingénierie, surtout au niveau de prendre des décisions, les chercheurs et les enseignants ont besoin de se diriger vers le développement durable avec le but de renseigner une conscience, des compétences et des habitudes écologiques, ainsi un sens de responsabilité éthique. A travers les deux derniers décennies le monde a témoigne une croissance dans la fréquence et l'impact des catastrophes naturelles et les catastrophes causées par les être-humains. En augmentant la capacité des pays à se préparer contre et faire face aux catastrophes, la commaunite international ne peut pas se limiter aux pertes majeures des vies et alimentations, des dommages économiques et sociales, et les dégâts en l'environnent, mais aussi plus effectivement vers le chemin du développement durable. L'importance de l'aspect socioculturel du développement durable et le rôle de l'éducation pour établir une culture de sécurité et une résistance contre les risques, sont présentés dans l'étude de cas sur la catastrophe en Haïti.

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Mapira, Jemitias. "Zimbabwes environmental education programme and its implications for sustainable development." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95968.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the term EE is quite old, dating back to 1948 in Paris (Palmer, 1998), during the last three decades, it has regained global currency due to numerous environmental challenges that are confronting our planet Earth, including: climate change, land degradation, desertification, and de-forestation, pollution and ozone depletion. The Rio Earth Summit of 1992 generated a new zeal in the provision of EE throughout the world. Since then, many countries have adopted it as a remedial strategy to address these environmental challenges. In Zimbabwe, EE dates back to 1954 during the colonial era when it was provided in the form of conservation education among farmers and in schools and colleges (Chikunda, 2007). The Natural Resources Board (NRB), a department in the Ministry of Lands and Agriculture (which was established in 1941) played a key role in both research and the dissemination of EE (Whitlow, 1988). However, throughout the colonial era and up to the end of the millennium, the country did not have a written EE policy document. Consequently, various government departments and organisations, which provided EE, did so individually. However, this fragmented approach proved to be ineffective and had to be abandoned through the promulgation of the Environmental Management Act (Chapter 20:27) of 2002. This development led to the establishment of an environmental management agency (EMA), which harmonised the provision of EE at local and national levels. This study based on information that was collected between 2011 and 2014, examines Zimbabwe‟s EE programme and its implications for sustainable development. It employed a mixed methods research design which enabled the researcher to employ both qualitative and quantitative approaches in data collection, interpretation and analysis. Derived from the pragmatic school of thought, this research design allows researchers to triangulate with different methods without provoking epistemological conflicts from other schools of thought. The study shows that nearly 84% of the EE in the country is provided by the formal education sector (which includes schools, colleges and universities) while the remaining 16% is derived from non-formal and informal education sources such as: EMA, some government ministries and departments, and several non-governmental organisations (NGOs). However, the bulk of the EE provided in Zimbabwe is biophysical in nature and is geared at transmitting facts about rather than for the environment (Fien, 1993; Chikunda, 2007 and Mapira, 2012a). Consequently, it does not instil a sense of environmental stewardship among ordinary citizens as reflected by increasing cases of environmental crimes including: land degradation, veldt fire outbreaks, deforestation, and the poaching of elephants, rhinos, and other wildlife resources. Furthermore, most people lack a deep knowledge of basic concepts such as EE, SD and ESD, indicating the weakness of the country‟s EE efforts. The study makes several recommendations for the improvement of the country‟s EE programme, including: more funding of EMA and its partners so that they can execute their mandate more efficiently, and revising school and college curricula with a view to infusing EE in courses and syllabi. Other recommendations are that EE should be made compulsory in all formal educational institutions while the state should take environmental issues more seriously than it has done in the past. For example, top government officials should refrain from the poaching of endangered wildlife resources like elephants and rhinos if their country‟s EE policies have to be taken seriously at the grass roots level. Stiffer penalties should be meted out to those found guilty by courts of law while ordinary citizens need more educational campaigns if they have to develop environmental sensitivity and a sense of stewardship, which are necessary ingredients for the success of any country‟s EE programme. Furthermore, alternatives of making a living should be created for villagers and peasants so that they do not have to damage their environment in order to survive. Finally, this study argues that if all the above challenges are fully addressed, Zimbabwe‟s EE programme can achieve its goals in the long run.

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Kuzmina, Ksenija. "Investigating opportunities for Service Design in Education for Sustainable Development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16281.

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This research investigates opportunities for Service Design in Education. The focus is on a particular type of change happening within education that of Education for Sustainable Development (ESD) where Service Design has little presence and limited knowledge. This research has been carried out through grounded theory and contextualised in English institutions of primary education. As a result it identified Service Design as an approach to enable transformational change within educational institutions that seek to move towards ESD. To establish the basis for the research, a literature review has been carried out on Service Design, the vision of ESD and its application in the context of English schools. As a result, Service Design capability to re-design services at organisational level was linked to the gap in normative re-educative change processes towards ESD in English schools. The rest of the research sought to build on these findings. In-depth case studies with five primary schools and a cross-case analysis have been carried out to establish an understanding of ESD change at organisational level. It focused on elements relevant to normative re-educative change processes, which included social and personal norms and values residing within organisational systems. From the case studies, principles, concepts and processes were identified that enabled schools to engage with ESD at the deepest level. The knowledge derived from the case studies was further developed in order to relate the ESD phenomenon to Service Design. Service thinking and organisational change theory were applied to develop a Sustainable Education as a Service Model (SES MODEL) to understand ESD as a phenomenon in a service system. A SES Model was presented back to Service Design community. The sense-making of ESD was undertaken with seven service design practitioners by conducting semi-structured interviews during which they explored the SES Model. The outcome of the interviews showed the model to build service designer s capacity to engage with ESD, while the use of the model showed that designers could envision using it at a normative re-educative change level. The research shows that ESD is a new concept, which is relevant to Service Design. It therefore offers opportunities for further service design research and practical applications.

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Kanduru, Hussein Ally. "Poverty alleviation and environmental education toward sustainable development in Africa." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/10015.

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Given the fact that African continent, is one among the poor continents in the world, the efforts of overcoming ecological problems is a little bit challenging due to the fact that people overuse their natural resources in their daily life in order to survive. On the other hand, lack of environmental education in many of the African communities also consequently lead to environmental destruction as people not knowingly acts on environment, may cause the harmful effects on the environment. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/10015

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Krasulya, M., and D. Smolennikov. "Education for sustainable development: the role of universities and business." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40739.

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The main preconditions to achieve a balanced (sustainable) development of the society are the science and education. They are simultaneously the most important tools for effective management and decision-making.

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Paul, Leonie. "The flying Classroom : Study trips in Education for Sustainable Development." Thesis, Uppsala universitet, Institutionen för samhällsbyggnad och industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412668.

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Higher education in any area of sustainable development is increasingly seen as aremedy to solve the currently faced climate crisis. However, the complex,interdisciplinary, and even personal nature of Education for Sustainable Development(ESD) questions the status quo of traditional pedagogic approaches and learningtechniques. Using the example of a study trip provider specialized in ESD, therelevance of experiential real-life studies in a foreign setting is investigated and theirpotential for Sustainability Education highlighted. An online questionnaire serves as afundament for understanding the impacts of multidimensional study trips regardingpersonal but especially professional choices. Data of more than 100 formerparticipants of sustainability-related study trips were gathered and evaluatedquantitatively as well as following a deductive analysis. Focus is drawn topro-environmental behaviors and beliefs that are potentially nourished by theexposure to natural treasures and first-hand expertise in Sustainable Development.The results of this study substantiate the great potential for knowledge transfer,behavioral changes, and shifts in mindsets based on experiential learning taking placein the context of traveling. Participants are encouraged and determined to follow acareer in sustainability after participating in the program. Half of the examined alumnigroup is already in a position that supports Sustainable Development in some form,leading to the overall success of the utilization of study trips in ESD, despite existingweaknesses.

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Bernardino, Caridad S. "Exploring education for sustainable development its theory and practice in Philippine higher education institutions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59564.pdf.

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Bengtsson, Stefan L. "Beyond Education and Society : On the Political Life of Education for Sustainable Development." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-229355.

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The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.

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Green, Shannon Susan. "PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.

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This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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Holzbaur, U., G. Jordaan, and T. Wenzel. "Models for implementing sustainable development into the university." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/305.

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Published Article
Any effort to build up an educational framework needs an adequate structure and a formal basis. This is especially true whenever complex multifaceted issues like Sustainable Development, ethics, or project management have to be integrated in the existing setting of a university and its educational system. In this paper, we present models for integrating Sustainable Development and Education for Sustainable Development into the university agenda. Based on the experience of the authors gained in Germany and South Africa we derive various representations for the sustainability activities and models for implementing Sustainable Development that can be used for planning, implementation and communication purposes.

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Taylor, Vanessa. "A study of factors that enable the development of sustainable FET college entrepreneur development partnerships." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9015.

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Includes bibliographical references (leaves 94-103).
This thesis is concerned with developing understanding of the issue of partnership sustainability and the factors that enable this. The South African further education and training (FET) college sector forms the context for the research and the specific focus is on entrepreneur development partnerships that have a community development focus. Numerous factors were found to strongly influence the sustainability of these kinds of partnerships. Of these factors, institutional 'will' was found to drive the establishment and continuation of partnerships, and the strength of this was largely determined by the relevance of a partnership to the strategy of an organisation, and the degree to which it delivered outcomes and benefits that matched expectations and were considered mutual. 'Will' on its own was found to be insufficient though as institutions also need the 'means' to put partnerships into practice and keep them going. 'Means' is understood as constituting a vision and strategy for the partnership, resources in the form of people, to lead it and carry out its work, and funding to finance its activities. Furthermore, for a partnership to be effective and continue over time it needs to be evolutionary and to go through cycles of implementation, reflection, learning and renewal. Good leadership, management and communication play a central role in this process. Additionally, healthy relationships are at the heart of effective long-term partnerships and, as such, a focus is needed on developing and maintaining the 'relationship' element of partnerships if these are to continue over time. Finally, the sustainability of partnerships is facilitated by formalised agreements, and their continuation beyond the individuals that established them is ensured through institutionalisation.

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Vorst, Rita van der. "Clean technology and its impact on engineering education." Thesis, Brunel University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387488.

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Aroh, Ugonwa. "An exploration of the potential for Nigerian secondary schools to contribute to national sustainable development through the provision of education for sustainable development (ESD)." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34670/.

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The aim of this research was to find out if a specific model of education for sustainability known as the ‘Whole School Approach’ could apply successfully to formal junior secondary education in Rivers State in Southern Nigeria. The research findings show that, whilst the Whole School Approach is a commendable model for raising awareness about sustainable development, there are challenges in applying it to junior secondary education in Rivers State. These challenges arise because the Whole School Approach assumes certain criteria from formal education, which Rivers State did not meet; such as adequate funding, adequate infrastructure and adequate teacher training. The research used a qualitative, case-study strategy of four junior secondary schools in Rivers State. Methods of data collection were observations in the schools, interviews of teachers and educational policymakers, and focus groups with students at the schools. Data was also drawn from content analysis of Nigerian education policy documents and curricula in the following subject areas: basic science, basic technology, religion and national value and cultural and creative arts. The empirical research is underpinned by a theoretical evaluation of the concept of sustainable development, which shows it is a flexible rather than a fixed idea. And by a critical survey of education for sustainability pedagogies, focussing on a critical analysis of the Whole School Approach in particular. The research contributes to new knowledge in two main ways; first, by evaluating the Whole School Approach in the novel context of Nigerian secondary education; and second, by an empirical investigation into education for sustainability in Nigerian junior secondary schools. The research findings are beneficial to education policymakers in Nigeria, scholars of Nigerian education and to education for sustainability scholarship more widely.

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Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.

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This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rapidly changing, interdependent and unequal world. More specifically, this thesis aims at providing a deeper insight into the question of whether the pedagogic approaches used in ESD (learner-centered, action-oriented and transformative learning) and the learning processes that they promote, can be incorporated in the MOOC environment. This issue holds importance due to the global and intergenerational character of ESD where providing access to training and learning for sustainable development for all is vital. In this respect, MOOCs have been envisioned as revolutionary in the provision of access to education to a wider audience. Nevertheless, the “massive” part of MOOCs could pose a challenge in connection to ESD, due to the fact that ESD is not easily generalized and aims at upholding local relevance. Therefore, this thesis also looks into the question of the implications posed by scale and the issue of scalability when investigating how MOOCs can enable the application of ESD pedagogic approaches, thus also contributing to the achievement of the purposes and learning objectives of ESD and Climate Change Education as its constituent part. Utilizing a case study methodology, the MOOC in Climate Change Leadership at Uppsala University is chosen as a case example of the MOOC learning environment and learning circumstances. By conducting a content analysis of the MOOC materials as presented on the online platform, and developing an analytical framework based on the ESD pedagogic approaches, this thesis reaches the conclusion that some aspects of the ESD approaches benefit from the networked environment and large-scale participation in the MOOC environment, while the incorporation of others is more challenging and asks for further research and improvement of the MOOC learning environment in order for them to provide for the optimal learning circumstances and outcomes in connection to ESD.

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Bessant, Sophie. "Exploring the interface of marketisation and education for sustainable development in English higher education." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4178/.

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This thesis explores the ideological and the practical relationship between Marketisation and Education for Sustainable Development (ESD) in English higher education (HE) – focusing on the political-economic ideology of Neoliberalism and associated public sector management philosophy of New Public Management (NPM) – in order to reveal how this relationship has influenced the pursuit, practice and development of ESD within England’s HE sector. This relationship is explored both in terms of the contradictions and challenges, as well as the synergies and opportunities, presented to the Higher Education for Sustainable Development (HESD) agenda within the prevailing marketised context. Justification for this research was a lack of studies which have explicitly, specifically and empirically explored ESD in the context of increasing neoliberal marketisation. A unique research design was employed, consisting of a single embedded case study of the HESD movement and community of practice in England, using a theoretical framework which combines tenets of both Pragmatist and Interpretivist theoretical traditions. Fifty-four semi-structured interviews were conducted with sustainability/ESD active staff across eight universities and five HE bodies in England, as well as a small number of HESD key informants. Results of this thesis suggest that there is an intrinsic ideological contradiction between ESD and marketisation in the contemporary HE environment in England, yet the practical relationship is much more complex. Findings point to an entrenched theory-practice gap between the ‘transformative’ HESD ideal found within mainstream HESD literature and the pragmatist reality of HESD developments occurring within English universities, which are largely incrementalist, reformist and deeply entwined within the marketised reality. Epistemological and value pluralism is offered as a way of appreciating that the marketised, liberal/traditional and sustainability roles, purposes, ideologies, values and realities of English HE are incontrovertibly conflicting, yet symbiotic in equal measure, and that marketisation and sustainability are separated by ideology, but not by practice.

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Trueman, Carole. "Fit for purpose? : an evaluation of education for sustainable development pedagogy in higher education." Thesis, Ulster University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.763935.

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It is believed that damage occurring to the earth's environment and the quality of life for future generations will be irreparable (Lozano et al., 2013). Sustainable development as a concept has been used as a means of integrating strategies to reduce this degradation. Education has been deemed to be key to promoting this sustainable future, and thus the term education for sustainable development (ESD) was coined. Research proposes that higher education institutions in particular could be significant contributors to ESD (Karatzoglou, 2013). Literature surrounding ESD has increased within recent years due to the UNESCO Decade of Education for Sustainable Development (2005-2014). Particular emphasis has been placed on reorientation of education towards sustainability (Sterling, 2001). It is believed that the curriculum should be holistic, participatory, promote critical thinking and values that promote sustainability (Firth and Smith, 2013). However, changes in the curriculum to date have been deemed minimal and the effectiveness of the Decade of Education for Sustainable Development questioned (McKeown and Day, 2015). This research argues that ESD does not have a distinct pedagogy, but instead is made up of various component parts. These component parts take the form of learning pedagogies presented as (andragogy, social learning, experiential learning and transformative learning). A qualitative approach was used to collect data for this research with emphasis being placed on using the four mentioned learning theories to evaluate ESD within different learning settings (classroom, fieldwork, volunteer setting and work based learning environment). This thesis identifies that each learning theory researched promotes good pedagogical practice whilst incorporating ESD indicators. The research concludes that a careful balance of different elements of these learning theories is needed to effectively deliver ESD within higher education.

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Jürgensen, Anna. "Education for sustainability developing a sustainable strategy for Zákolany School." Lund, Sweden : International Institute for Industrial Environmental Economics, 2003. http://www.iiiee.lu.se/Publication.nsf/$webAll/E0FD748605E2FB40C1256DFF0031250B/$FILE/Anna_Jurgensen_HP.pdf.

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Shiel, C. "Developing global perspectives : global citizenship and sustainable development within higher education." Thesis, Bournemouth University, 2013. http://eprints.bournemouth.ac.uk/21122/.

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This volume and supporting papers constitute the submission for the award of a PhD research degree, by publication. Sixteen works completed by the author spanning ten years have been included for consideration. All the papers relate to a sustained endeavour to enhance higher education practice by exploring the salience of global perspectives, global citizenship and sustainable development, starting at the level of curriculum and pedagogy, escalating to encompass the development of an institutional-wide model and the concept of the ‘Global University’ and then extending to address university leadership, to examine how this might secure a ‘Sustainable University’. The contribution to knowledge lies in: the examination of the relevance of the concepts to higher education; the development of global perspectives as a pathway for change; the articulation of a framework that enables the relationship between concepts to be explored and; the proposition that global perspectives not only supports the institutional policy drivers of employability, diversity and internationalisation but would enable universities to contribute towards a more sustainable society. The papers individually and collectively, provide empirical evidence of a critical and reflexive account of a participative and holistic approach to change. The account of the change process, from curriculum development, to a consideration of institutional structure, and university leadership, contributes to knowledge in the articulation of what has facilitated and hindered engagement, and in demonstrating how practitioner knowledge may contribute to advance policy and practice within higher education.

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Hofverberg, Hanna. "Dorze Weaving in Ethiopia : A Model of Education for Sustainable Development?" Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155268.

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The aim of the study is to analyse the learning process of the Dorze weaving in Ethiopia and its implications on Education for Sustainable Development, ESD. My two main questions are: 1. How do the Dorze understand their learning process in weaving? 2. What conclusions concerning education for sustainable development applied on textile handicraft can be drawn from the findings of my case study? In order to answer these questions I have made a field study on the Dorze (the weavers) in Addis Ababa in Ethiopia for 10 weeks. The study has a socio-cultural and narrative approach and the method used are interviews, observations and review of documents. The result is presented in a “metastory” where I retell the stories and introduce the results of the study and that gives answers to question 1. UNESCO’s recommendations on ESD are used to analyse the findings and give the answer to question 2. The result shows that the learning process depends on the environment with its people, who have gathered knowledge of raw material and techniques for generations but the latter also needs to develop to meet new challenges. “Shiro Meda” is the centre of learning. To grow up in “Shiro Meda” it becomes natural to work with textile production, accept a special lifestyle with clear gender differences and a hierarchical structure. The educational model of spinning and twisting are “learning by doing”, whereas young boys start practising weaving under the leadership of an older teacher step by step. From an ESD perspective the Dorze education is holistic, practical, individualized, and contains some problem solving even if the students are not participating in decisions on how they learn. The education is highly integrated in the daily life of the weaving community and is also relevant to the surrounding local community. Moreover the education transfers a historical legacy of cultural continuity, and has shown itself to be dynamic and adaptable to change. A weakness in this traditional knowledge system is the low profit the weavers are making and the set hierarchical and gender rules which need to be developed in order to be sustainable for future challenges. The final discussion highlights the relevance of my findings for a Swedish learning context.
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Islami, Lander. "Education for Sustainable Development in the Kosovo: The Voice of Youth." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-338512.

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The aim of this project is to explore the state of Education for Sustainable Development (ESD) in Kosovo, from a student's perspective. The education system in Kosovo has for some years undergone reform. The principles of Education for Sustainable Development have been incorporated in ministerial policy and the curriculum. Throughout the past years, numerous research papers and reports have assessed the practice of ESD in Kosovo. An assessment of the voice of youth regarding this topic seems to be lacking. This project contributes towards filling this gap. The results of this study show that official policy in Kosovo makes reference to ESD, yet educational practice remains far from living up to what is desirable and doable in terms of ESD. By and large, this study suggests there is a large gap between the rhetoric of ESD in the education system in Kosovo and the actual practice in schools. Further research is hence needed to provide a more in-depth and representative analysis of ESD in the Kosovo education practice. Moreover, this study concludes that it is increasingly important to recognize the opinion of young people, they are marginalized and have been left out of the decision making about the future of the country. More importantly, youth will determine what Kosovo will be in 10-20 years and therefore they should be heard more strongly and more often.

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Bomert, Julian [Verfasser]. "Culture, diversity and education : mimetic learning for sustainable development / Julian Bomert." Berlin : Freie Universität Berlin, 2012. http://d-nb.info/1026695899/34.

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Julie, Kwok Wah. "Liberating architectural education for sustainable development : practitioners' perspectives in Hong Kong." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633440.

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Technological innovation has made huge strides and improved human living significantly in the last century. However, it has also brought unprecedented life-affecting challenges which could pose a problem of survival for the human race. Given the strong impact of architecture on human living and the environment, sustainable development as a theme in architectural education becomes crucial. This study aims to explore how architectural education can be improved to support sustainable development based on the insights gained from the perspectives of architectural practitioners in Hong Kong. A semi-structured, individual, in-depth interviewing method was used to solicit data from a total of eighteen practitioners, including professionals in architectural practices and academics in higher institutions, A data analysis model based on Attride-Stirling's thematic network analysis (2001) was adopted to identify key themes. Themes were developed to address five research questions, namely on the understanding of sustainable development; its relationship with architecture; the role of architects to promote sustainable development; programs of architectural education for sustainable development; and factors impacting change in architectural education for sustainable development.

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Domanska, Natalia. "Ecological education as a providing factor of sustainable development of Ukraine." Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/12812.

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Disi, David Alan. "Education for Sustainable Development| Business School Preparation of Student Social Entrepreneurs." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976701.

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The research examines the state of social entrepreneurship curricula, that is, programs that combine education for sustainable development and traditional business entrepreneurialism instruction, at leading business school MBA programs in the United States. The research seeks to contribute to understandings of how sustainable development and entrepreneurial curriculum can be best integrated to enhance the training of social, or sustainable development, entrepreneurs. The research shows how sustainability leadership theories have become increasingly important to businesses and their corporate strategies, and then focuses specifically on entrepreneurial ventures to determine if any models of social enterprise education have been devised by experts in the fields of business, entrepreneurship, or sustainability. This research then shows that theories that incorporate sustainable development principles into basic business and entrepreneurial theory do exist. The field research then examines the presence of these social entrepreneurship-related training and resources in MBA curricula and shows that there is still an absence of comprehensive curricula that incorporate sustainability leadership into university-level coursework on entrepreneurship and business. The second part of the field research synthesizes the feedback of social enterprise practitioners, i.e. individuals with an MBA from a top-rated school are involved in the creation and running of social enterprise, on the efficacy of this training offered and at top-rated MBA programs and on the effectiveness of the current social enterprise curricula and how to further develop social enterprise training in these top-rated MBA programs and also in other MBA programs.

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Koskela, I. M. (Iida-Maria). "Defining education for sustainable development and reviewing pedagogical approaches for implementing it." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201710203007.

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The severe global problems in the contemporary world endanger nature’s ecological balance, hinder achieving just and equal societies, and are a threat to local and global peace. Sustainable Development (SD) is presented as a solution to these complex issues in several international documents and agreements. Even though there is no clear definition of SD, it is often considered to incorporate social, environmental and economic dimensions. Education is central for realising SD, however, there is no set model for Education for Sustainable Development (ESD). This thesis aims to synthesise what ESD is, what are the topics it addresses, and what kinds of ethical questions concern it. The goal of ESD is that people adopt and commit to a sustainable lifestyle, however, impacting people’s attitudes and behaviours is generally challenging. Therefore, this thesis also reviews some pedagogical approaches that may have potential for making ESD influential and transformative. This is a descriptive literature review that is largely based on the ideas of internationally distinguished academics in the field of ESD. Nevertheless, also other academic literature, empirical research and UN documents have been examined when composing this thesis. SD should be taken into consideration in any educational institutions and programmes, and ESD should endeavour to tackle the social and cultural phenomena, which have led to the current state of the world. Even though ESD can be implemented in multiple ways, it seems that for example experiential and participatory learning experiences, which allow the learner to be active in the process are a good starting point. Developing systems thinking and critical thinking skills helps learners to understand complex and interconnected issues and seek solutions to them. Supporting action competence empowers learners to feel a sense of agency and being capable of contributing to local and global issues
Tämänhetkiset vakavat globaalit ongelmat uhkaavat luonnon ekologista tasapainoa, oikeudenmukaisuuden ja tasa-arvon toteutumista sekä rauhanomaista eloa koko maailmassa. Kestävää kehitystä esitetään ratkaisuksi näihin monimutkaisiin ongelmiin useissa kansainvälisissä dokumenteissa ja sopimuksissa. Vaikka kestävästä kehityksestä ei ole yhtä määritelmää, usein sen tulkitaan muodostuvan sosiaalisista, ekologisista ja taloudellisista ulottuvuuksista. Koulutus on hyvin keskeistä kestävän kehityksen saavuttamiselle. Tässä tutkielmassa pyritään tekemään synteesiä siitä, mitä kestävän kehityksen kasvatus on, mitä sisältöjä se käsittää ja millaisia eettisiä kysymyksiä siihen liittyy. Kestävän kehityksen kasvatuksen tavoitteena on, että ihmiset omaksuvat kestävän elämäntavan, mutta ihmisten asenteisiin ja käyttäytymiseen vaikuttaminen on yleisesti haastavaa. Siksi tutkielmassa tuodaan myös esille pedagogisia ratkaisuja, jotka voivat tehdä kestävän kehityksen kasvatuksesta vaikuttavaa ja transformatiivista. Tämä tutkielma on kuvaileva kirjallisuuskatsaus, joka perustuu pitkälti kansainvälisesti tunnustettujen tutkijoiden ja akateemikoiden ajatuksiin kestävästä kehityksestä ja sen kasvatuksesta. Myös muuta akateemista kirjallisuutta, empiirisiä tutkimuksia ja YK:n dokumentteja on tarkasteltu tätä tutkielmaa tehdessä. Kestävä kehitys tulisi ottaa huomioon kaikessa koulutuksessa, ja siinä tulisi pyrkiä puuttumaan niihin yhteiskunnallisiin ja kulttuurisiin ilmiöihin, jotka ovat johtaneet tämänhetkisiin vakaviin ongelmiin. Ei ole olemassa yhtä tapaa toteuttaa kestävän kehityksen kasvatusta, mutta esimerkiksi elämykselliset, osallistavat ja oppijan aktiivisuutta korostavat oppimiskokemukset vaikuttavat toimivilta lähtökohdilta siihen. Systeemiajattelun ja kriittisen ajattelun kehittäminen auttaa oppijoita ymmärtämään monimutkaisia ja moniulotteisia ongelmia. Toimintakompetenssin tukeminen on tärkeää, jotta oppija kokee pystyvänsä vaikuttamaan sekä paikallisiin että globaaleihin asioihin

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Vare, Paul. "Are there inherent contradictions in attempting to implement education for sustainable development in schools?" Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629660.

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Despite being ranked according to narrow measures of pupil achievement, many schools aim to become more sustainable. Faced with indicators suggesting the rapid degradation of social-ecological systems, these schools would prefer not to be part of the problem. However, environmental education/education for sustainable development (EE/ESD) in schools does not reflect the transformative rhetoric of academic discourse. Research into this ‘rhetoric-reality gap’ has focused either on academic discourse or the psychology of individual teachers; there is a lack of critical research on teachers-in-context. This enquiry explores the notion of inherent contradictions in developing a sustainable school (however subjects define this). It applies an Activity Theory framework designed to identify contradictions within ‘activity systems’ (e.g. schools). The primary method is a semi-structured interview conducted with fifteen teachers/headteachers in twelve schools (primary and secondary). The thesis offers a resource-efficient qualitative interview process that can bring Activity Theory to school-based research with minimum disruption and outlines a streamlined process of dilemma analysis. The data highlights contradictions in the way that schools conduct EE/ESD noting that these are often not recognised by educators themselves. Five different responses to contradictions are identified, including ‘expansive learning’ that redefines the activity itself. In terms of an ESD1/ESD2 framework, this might be termed ‘ESD 3’. Four approaches that schools may adopt in relation to sustainability are also outlined. An empowering vision of schools – and society – as autopoietic systems, i.e. as both products and producers, suggests that social reality is not as inevitable as it seems. By confronting contradictions, educators demonstrate the adaptive capacity required by young people if they are to engage in remodelling their world. Finally, the thesis proposes combining a two-sided conception of ESD with Activity Theory, potentially to the mutual benefit of both. Investigating this further is one of a number of options for further research.

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Pateraki, Andriana Christina. "Dance as a Tool for Sustainability: Possibilities and Limits." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254986.

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This study argues that the art of dance can be used as a tool for sustainability, including matters of human rights, political oppression, awareness in environmental and ecological destruction.This thesis explores possible ways for dance to contribute to sustainable development and whether these ways are effective. It also seeks to locate the possibilities and limits of dance in comparison with other forms of art that can also be used to promote sustainability. The research was conducted by gathering data from a variety of sources including interviews, videos, a literature review and personal observation.Dance was found in many instances to be a successful way of addressing sustainability issues. The advantages of dance over other forms of art include its familiarity for most people; its capacity to uplift people’s feelings; the ease of combination with other forms of art; and the variety of choices in moves, styles and ways of addressing pressing issues. The drawbacks of dance, include the fact that dance is nonverbal and not easy to preserve or describe; as well as practical limitations facing the people involved with dance and not the art form as such.The findings from this research offer insight into the current and potential future impact of dance on sustainability issues. Dance can contribute to diverse dimensions of sustainable development, though this impact is somewhat constrained by the low status of dance in many educational systems.andriana.christina@gmail.com

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Dissertations / Theses on the topic 'Decade of Education for Sustainable Development'

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