Editorial: Tailoring Tertiary Education to Address Global Sustainable Development

2005 ◽  
Vol 32 (3) ◽  
pp. 199-200
Author(s):  
Hilary I. Inyang
Keyword(s):  
Sustainable Development ◽  
Tertiary Education

scholarly journals Transformative teaching in Higher Education for Sustainable Development: facing the challenges

2019 ◽  
Vol 28 (3) ◽  
pp. 324-326 ◽  
Author(s):  
Ruth Förster ◽  
Anne B. Zimmermann ◽  
Clemens Mader
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Theory ◽  
Tertiary Education ◽  
Schematic Model ◽  
Transformative Learning Theory ◽  
Transformative Teaching ◽  
Major Teaching ◽  
Teaching In Higher Education

Are teachers ready to support sustainability transformations in tertiary education? We frame major teaching challenges within transformative learning theory and offer a schematic model of transformative learning including liminality and emotions.

scholarly journals Challenges of Mathematics in Economic Development in the Twenty-First Century: Implications for Tertiary Education

2020 ◽  
pp. 20-25
Author(s):  
Marcel P. Agah
Keyword(s):  
Sustainable Development ◽  
Tertiary Education ◽  
First Century ◽  
Technological Advancement ◽  
Mathematics Students ◽  
Economic Prosperity ◽  
Twenty First Century ◽  
The Right ◽  
Technological World

This paper examines the vital importance and significance of Mathematics to the culture of the modern Technological world with particular reference to the role of Mathematics for the achievements of the Economic Goals in the twenty-first century. It takes account of the curriculum, pedagogy of teaching, enrolment and teaching facilities. Besides, suggestions for the improvement of the situation to enable mathematics and mathematicians meet up the challenges of our economic goals are made. It concludes by stressing for a more relevant Mathematics and a greater exposure of Mathematics students to the application of the discipline such that they can contribute more meaningfully to the development of our-nation. Nigeria like all other nations aspires towards technological advancement and economic prosperity in order to attain sustainable development in the twenty-first century. Such aspiration can only materialize when the right education is made available to lay the foundation for the manpower that will steer the country forward.

scholarly journals Effects of Digitalisation on Higher Education in a Sustainable Development Framework—Online Learning Challenges during the COVID-19 Pandemic

2021 ◽  
Vol 13 (11) ◽  
pp. 6444
Author(s):  
Tudorel Toader ◽  
Marieta Safta ◽  
Cristina Titirișcă ◽  
Bogdan Firtescu
Keyword(s):  
Sustainable Development ◽  
Positive Impact ◽  
Tertiary Education ◽  
Unit Roots ◽  
Education Institution ◽  
Educational Process ◽  
University Education ◽  
Online Activity ◽  
Development Framework ◽  
The University

Throughout the planet, the medical challenges posed by the pandemic caused by the SARS-Cov-2/COVID-19 coronavirus have overlapped, inter alia, with the necessity to continue the academic process on every level. Romania was no exception. With the new vaccines against COVID-19, the hope of resuming face-to-face activity, considered as ‘normal’ before 2020, has emerged. In these circumstances, not at all far-fetched, certain questions have arisen, such as: should and must the online university education be completely removed? Should this form of education be continued? If so, to what extent? We have used econometric methods related to ARDL (auto regressive distributed lag models) such as pooled mean group (PMG) and mean group (MG) and used different tests for unit roots for the stationarity check of the series implied. The results show the positive effect of digitalisation on tertiary education and also the positive impact of the latter on sustainable development, as a base for future stimulation in public policies. The present study also aims to harness the university experience of these times, from some of the main Romanian university centres; the method used was a quantitative and qualitative research based on a questionnaire, which was answered by a number of 258 university teachers and 1569 students from prestigious public and private universities. The results of this analysis allowed us to conclude that most of the participants in the university educational process have adapted to the online activity, and the latter ‘saved’ the academic years 2019–2020 and, respectively, 2020–2021. The present study is useful for tertiary education institution and policymakers in terms of formulating strategies and policy recommendations to support teachers and students during any future pandemics.

scholarly journals Educating for Sustainability: The Crucial Role of the Tertiary Sector

2019 ◽  
Vol 12 (2) ◽  
pp. 18
Author(s):  
Wendy Fehlner
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Tertiary Education ◽  
Empirical Studies ◽  
Tertiary Sector ◽  
The Sustainable Development ◽  
Global Issues ◽  
Significant Research ◽  
Development Goals

The Sustainable Development Goals of the United Nations represent a universal response to current global challenges that include climate change, poverty, political instability and the massive displacement of people worldwide. The central role of education in achieving sustainable development has been internationally acknowledged and successfully promoted: Global enrolment rates are now 90 percent for primary education and over 70 percent for secondary education. Building on these achievements, this paper focuses the role of tertiary education in contributing to sustainable development. This study reviewed recent theoretical and empirical research relating to the field. Conclusions from theoretical studies confirm that building on human capital is crucial for achieving the sustainable development goals. The majority of empirical studies also confirm a positive correlation between tertiary education and sustainable development. This study highlighted, however, that the full benefits of tertiary education to society may have been underestimated and that there are significant research gaps in the field. Furthermore, current challenges including funding, equity and market relevancy in tertiary education need to be addressed. Given the pressing global issues and the mounting evidence of positive impacts, this paper calls for more research and attention to be devoted to tertiary education in the sustainable development debate.

scholarly journals Behavior of Educational Organizations in Education for Sustainable Development

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Khairina Hidayati ◽  
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Sustainable Consumption ◽  
Global Perspective ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Learning Content ◽  
Challenges And Opportunities

This article deals with a literature review of internalizing Education of Sustainable Development (ESD) in Indonesia. The important point about ESD relates to the issue of how educational institutions, includes Indonesia should respond to the challenges and opportunities posed by the idea of sustainability. ESD aims at developing competencies that empower Individuals to reflect on their own actions, taking into account their current and future social, economic and environmental impacts, from a local and a global perspective. ESD has to be understood as an integral part of quality education, inherent in the concept of lifelong learning: All educational institutions – from preschool to tertiary education and in non-formal and informal education – can and should consider it their responsibility to deal intensively with matters of sustainable development and to foster the development of sustainability competencies. ESD is holistic and transformational education that addresses learning content and outcomes, pedagogy and the learning environment. Thus, ESD does not only integrate contents such as climate change, poverty and sustainable consumption into the curriculum; it also creates interactive, learner centred teaching and learning settings.

The State of Access in Open and Distance Learning in Sub-Saharan Africa

2021 ◽  
pp. 160-182
Author(s):  
Gbolagade Adekanmbi
Keyword(s):  
Sustainable Development ◽  
Distance Learning ◽  
Tertiary Education ◽  
The State ◽  
Open Educational Resources ◽  
Sub Saharan Africa ◽  
Development Goals ◽  
Open And Distance Learning ◽  
Sub Saharan ◽  
Technological Platforms

This chapter examines the state of access in open and distance learning (ODL) and discusses eight nations across sub-Saharan Africa countries. The influence of open universities and private universities in promoting the use and growth of open educational resources (OERs) is seen. Governments are actively involved in enhancing policies to promote access while most visions and agendas of the countries in the sub-continent are linked to and aligned with the United Nations Sustainable Development Goals (SDGs). The growth of information technological platforms is seen, and their influence on the development of OERs and innovations in educational programmes are evident. For the enhancement of access, the promotion of sustainable development, and the growth of tertiary education, sub-Saharan Africa must aim for more innovative use of modern technologies.

Sign in / Sign up

Export Citation Format

Share Document