Rozprawy doktorskie na temat „Decade of Education for Sustainable Development”
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Skoien, Petra, i 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.
Pełny tekst źródłaМельник, Леонід Григорович, Леонид Григорьевич Мельник i Leonid Hryhorovych Melnyk. "Education for sustainable development". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/7976.
Pełny tekst źródłaPaul, Franziska, i 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.
Pełny tekst źródłaBorgers, Julia, i 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.
Pełny tekst źródłaLipscombe, Bryan Paul. "Extra-curricular education for sustainable development interventions in higher education". Thesis, University of Chester, 2009. http://hdl.handle.net/10034/109413.
Pełny tekst źródłaHolzbaur, 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.
Pełny tekst źródłaOne 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.
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.
Pełny tekst źródłaPakarinen, 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.
Pełny tekst źródłaMaglorzata, Szadkowska, Tomczak Tomasz, Daros Albert, Walczak Eliza, Zieba Klaudia, Nyczaj Agnieszka, Lozowska Matyna i Dziuba Radoslaw. "The role of environmental education in sustainable development". Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/10245.
Pełny tekst źródłaKöhler, Thomas, Norbert Pengel, Jana Riedel i 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.
Pełny tekst źródłaWeaver, Eric R. R. "Sustainable Development Through Urban Agriculture". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6636.
Pełny tekst źródłaStrålin, Frida, i 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.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaO'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.
Pełny tekst źródłaThe 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.
Au, Chun-yan Joanne, i 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.
Pełny tekst źródłaLoi, Chung-yu Joanne, i 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.
Pełny tekst źródłaPasupa, Sarakard. "Sustainable development in Thailand supported by industrial design education". Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23707.
Pełny tekst źródłaBucknor, Elizabeth Lee. "Implementing Inclusive Education in West Africa| Achieving Sustainable Development". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931628.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaFinkilshtein, O. V. "Educational services in sustainable development". Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45224.
Pełny tekst źródłaPhuong, 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/.
Pełny tekst źródłaWattenmaker, Karen M. "Sustainable K-12 Education through Community Partnerships". Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000405.
Pełny tekst źródłaFive 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?
Berner, Anita, Sebastian Lobo i 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.
Pełny tekst źródłaSadri, 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.
Pełny tekst źródłaLe 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.
Mapira, Jemitias. "Zimbabwes environmental education programme and its implications for sustainable development". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95968.
Pełny tekst źródłaENGLISH 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.
Kuzmina, Ksenija. "Investigating opportunities for Service Design in Education for Sustainable Development". Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16281.
Pełny tekst źródłaKanduru, Hussein Ally. "Poverty alleviation and environmental education toward sustainable development in Africa". Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/10015.
Pełny tekst źródłaKrasulya, M., i 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.
Pełny tekst źródłaPaul, 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.
Pełny tekst źródłaBernardino, 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.
Pełny tekst źródłaBengtsson, 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.
Pełny tekst źródłaGreen, Shannon Susan. "PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.
Pełny tekst źródłaHolzbaur, U., G. Jordaan i 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.
Pełny tekst źródłaAny 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.
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.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaAroh, 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/.
Pełny tekst źródłaNaunova, 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.
Pełny tekst źródłaBessant, 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/.
Pełny tekst źródłaTrueman, 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.
Pełny tekst źródłaJürgensen, 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.
Pełny tekst źródłaShiel, C. "Developing global perspectives : global citizenship and sustainable development within higher education". Thesis, Bournemouth University, 2013. http://eprints.bournemouth.ac.uk/21122/.
Pełny tekst źródłaHofverberg, 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.
Pełny tekst źródła2010ht4661
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.
Pełny tekst źródłaBomert, Julian [Verfasser]. "Culture, diversity and education : mimetic learning for sustainable development / Julian Bomert". Berlin : Freie Universität Berlin, 2012. http://d-nb.info/1026695899/34.
Pełny tekst źródłaJulie, 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.
Pełny tekst źródłaDomanska, Natalia. "Ecological education as a providing factor of sustainable development of Ukraine". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/12812.
Pełny tekst źródłaDisi, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaTämänhetkiset 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
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.
Pełny tekst źródłaPateraki, 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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