scholarly journals Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 12 (7) ◽  
pp. 2778 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Janne von Seggern ◽  
Anika Duveneck ◽  
Nadine Etzkorn
Keyword(s):  
Sustainable Development ◽  
Action Plan ◽  
Political Process ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Policy Networks ◽  
Relational Agency ◽  
Case Comparison ◽  
Set Up ◽  
Multi Stakeholder

The educational governance discourse aims at capturing how different actors, participating in a specific political process, coordinate their actions while working together within multi-actor policy networks. In Germany, such multi-actor policy networks have set up ambitious political goals on the implementation of education for sustainable development (ESD) that has resulted in the National Action Plan. The current domestic slogan “From Project to Structure” reveals the overall aim of scaling ESD. In this article, a governance perspective is used to examine how the actors involved in ESD in Germany coordinate their actions with each other. Six focus group discussions for different educational areas were conducted and analyzed with a structuring content analysis in MAXQDA. Additionally, an in-depth case comparison of the actors from different sectors (administration, politics, academia, civil society, and educational practice) was carried out. The results show sector-specific boundary work—the way in which actors construe, maintain, or even bridge boundaries when coordinating their actions in scaling ESD. Actors from the various sectors positioned themselves in patterns of more structure-immanent or more structure-transcending positionings. The conclusion shows that reflection and relational agency is pivotal for cooperation within multi-stakeholder governance networks and for moving strategically within structures.

Education for Sustainable Development

2020 ◽  
Vol 21 (4) ◽  
pp. 1-3
Author(s):  
Meghna Tare
Keyword(s):  
Sustainable Development ◽  
South Carolina ◽  
United Nations ◽  
Informal Education ◽  
Local Level ◽  
The United States ◽  
Education For Sustainable Development ◽  
Sustainable Solutions ◽  
The United Nations ◽  
Multi Stakeholder

In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.

scholarly journals Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?

2018 ◽  
Vol 9 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Glenn Strachan
Keyword(s):  
Sustainable Development ◽  
Action Plan ◽  
Youth Unemployment ◽  
Entrepreneurship Education ◽  
Education For Sustainable Development ◽  
Economic Systems ◽  
Sustainable Entrepreneurship ◽  
Sustainable Future ◽  
Development Change ◽  
Sustainability Challenges

Abstract An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.

scholarly journals Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 2020 (04) ◽  
pp. 25-29
Author(s):  
Janne von Seggern ◽  
Mandy Singer-Brodowski
Keyword(s):  
Sustainable Development ◽  
Focus Group ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Civil Society Organisations ◽  
The Individual ◽  
International Character

The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

scholarly journals The concept of sustainable development in the mediterranean : emergence and recurrence

1999 ◽  
Vol 54 (2) ◽  
pp. 105-112 ◽  
Author(s):  
L. Chabason
Keyword(s):  
Sustainable Development ◽  
Action Plan ◽  
Ecological Impact ◽  
United Nations Environment Programme ◽  
Sustainable Urban Development ◽  
The European Union ◽  
First Results ◽  
The Mediterranean ◽  
Set Up ◽  
Barcelona Convention

Abstract. The history ofthe relationship between man and nature, since time immemorial, sets the scene for studying issues related to sustainable development. Concepts of «carrying capacity» and «ecological impact» are not new, as is illustrated by the example of the use of water resources in Ancient Greece. The Mediterranean region is particularly sensitive to such problems, and the protection of the Mediterranean sea was one of the first results to emerge from the Stockholm Conference in 1972. The United Nations Environment Programme (UNEP), born after the Conference, gave birth to the Mediterranean Action Plan, leading to the Barcelona Convention linking together twenty coastal states, as well as the European Union. In this framework, the Blue Plan was set up and designed to study the impacts on the environment of development and population growth. Several possible scenarios were set up, providing background material for the Earth Summit in Rio. The period between 1990 – 1995 saw the newly set up Mediterranean Commission dealing with issues relating to water (management, pollution), tourism (colonisation of natural sites, pressure on the environment) and sustainable management of coastal regions. Other points were also raised recently, such as sustainable urban development. However, this institutionalisation of environmental problems that happen at both the national and international levels, should not lead to a compromise Statement achieving nothing concrete. Indeed, the maintenance of environmental achievements and the definition of new concepts should allow sustainable development to move forward.

A Letter from the Future: UNESCO and the Decade of Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 63-70 ◽  
Author(s):  
John Fien
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Action Plan ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Lead Agency ◽  
National Education ◽  
The World ◽  
National Education Systems ◽  
The Media

AbstractThis paper begins with a letter of thanks from future generations for the wisdom our generation has shown in initiating a Decade of Education for Sustainable Development. It describes the overall goals of the Decade and focuses on the Action Plan being developed by UNESCO to guide its contributions as the international lead agency for the Decade. These are shown to be two-fold. The first is one of leadership, catalysing, coordinating and supporting activities around the world, especially supporting the re-orientation of national education systems and policies in support of sustainable development and encouraging civil society, the private sector and the media to participate. The second is as a substantive implementer of Education for Sustainable Development, itself, helping to create an enabling environment for the achievement of the objectives of the Decade.

Vietnam and the sustainable development of the Mekong river basis

2002 ◽  
Vol 45 (11) ◽  
pp. 261-266 ◽  
Author(s):  
Nguyen Nhan Quang
Keyword(s):  
Sustainable Development ◽  
River Basin ◽  
Agricultural Development ◽  
Action Plan ◽  
Mekong Delta ◽  
Mekong River ◽  
Mekong River Basin ◽  
The Sustainable Development ◽  
Mekong River Commission ◽  
Set Up

Vietnam is a riparian country located in most downstream area of the Mekong river basin which is also shared by other states namely China, Myanmar, Laos, Thailand and Cambodia. While the Central Highlands of Vietnam has a great potential for hydropower development in tributaries of Mekong river, the Mekong delta in Vietnam territory is rich in natural resources which are favorable for agricultural development. However, besides local constraints which have being gradually remedied by Vietnam, the development of the Mekong delta is subject to, in both terms of quantity and quality, availability of water resources which relates to the water use of or discharge into the river of upper riparians. With a view to co-developing these resources in a sustainable and mutual benefit manner, Vietnam has cooperated with other states through framework of the Mekong River Commission set up by the 1995 Mekong Agreement. This paper describes the strategy and action plan applied by Viet Nam National Mekong Committee to reach the sustainable development of the Mekong river basin in general and of Vietnam parts located in the Mekong basin in particular.

scholarly journals Facilitating Collaborative Partnerships in Education Policy Research: A Case of Multi-Stakeholder, Co-Investigation for Monitoring and Evaluation of Education for Sustainable Development

2020 ◽  
Vol 12 (7) ◽  
pp. 2787
Author(s):  
Robert J. Didham ◽  
Paul Ofei-Manu
Keyword(s):  
Sustainable Development ◽  
Collaborative Research ◽  
Research Policy ◽  
Policy Research ◽  
Monitoring And Evaluation ◽  
Research Process ◽  
Education For Sustainable Development ◽  
Collaborative Partnerships ◽  
Multi Stakeholder

Strengthening the research-policy interface is dependent on conducting good research, as well as the appropriateness and applicability of identified policy options. The involvement of relevant stakeholders in collaborative research efforts to co-produce knowledge and recommendations to advance policies is one approach that can arguably improve this interface. This paper provides a practical instance of a research process on education for sustainable development (ESD) to develop a monitoring and evaluation (M&E) framework, which was conducted in the Asia region with participants from seven countries. This research process is presented as a pragmatic case study of how a collaborative research partnership was facilitated, and it examines how the interaction between researchers, policymakers and practitioners can be structured to support mutual learning in the field of sustainability education. The paper examines the wider debates regarding the research-policy interface, and it identifies the learning features that were achieved in this collaborative partnership, as well as the benefits this had for the research and knowledge co-generation. The paper concludes with a discussion of the challenges and issues M&E raises about the relationship between research and policy in ESD and suggests ways to address them.

Education for sustainable human development: Towards a definition

2008 ◽  
Vol 6 (2) ◽  
pp. 221-236 ◽  
Author(s):  
Hilary Landorf ◽  
Stephanie Doscher ◽  
Tonette Rocco
Keyword(s):  
Sustainable Development ◽  
Human Development ◽  
Capability Approach ◽  
Educational Practice ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Sustainable Human Development ◽  
Democratic Dialogue ◽  
Human Capability ◽  
Considerable Discussion

Three years into the Decade of Education for Sustainable Development, there has been considerable discussion regarding education for sustainable development (ESD) at a policy level, yet very few countries and communities have moved to integrate ESD into their educational curriculum. In this article we argue that the conceptualization and implementation of ESD can be advanced by grounding it in the human capability approach.We define education for sustainable human development as educational practice that results in the enhancement of human well-being, conceived in terms of the expansion of individuals' agency, capabilities and participation in democratic dialogue, both for now and for future generations.We conclude that incorporating Amartya Sen's human capability approach as the basis of ESD will provide the clarity of direction and purpose needed for the transformation of curriculum, pedagogy and assessment.

scholarly journals Formation of Competences of Future Educators for Requirements Education for Sustainable Development

2020 ◽  
Vol 7 (1) ◽  
pp. 7-14
Author(s):  
Oksana Kondur ◽  
Halyna Mykhailyshyn ◽  
Nataliia Ridei ◽  
Oksana Katsero
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Public Awareness ◽  
Action Plan ◽  
Education For Sustainable Development ◽  
Development Education ◽  
National Action Plan ◽  
National Education ◽  
Strategy Transformation

With the help of analysis the recommendations of major international conferences, treaties and conventions over the last two decades of reforming the education system for sustainable development have substantiated that the range of scholars interested in addressing the issues of progress towards sustainability has expanded from economists to scientists and economists. Businessmen, educators and representatives of governments, politicians, managers who are trying to bring sustainable development ideas into practice with all stakeholders.  Attention is directed to finding new solutions to the problems of sustainability of the biosphere and society. The main solution to the problems is the formation of national educational systems for sustainable development, which should include environmental, social and economic, organizational and managerial aspects of shaping the quality of training of specialists and the quality of life of humankind, using formal, non-formal inclusive democratically oriented models of education and science. In all areas with public awareness, broad access to education and a reorientation of the entire education system to take into account sustainable issues of development. Education for sustainable development should be at the forefront of the concepts and strategies for moving towards sustainability, which provided for the development of a National action plan for the implementation of the United Nations Strategy for education for sustainable development. It is established that activities to disseminate his ideas will help to improve the quality of education and to implement the principles of “Education for All”. Sustainable development issues should be included more actively in higher education institutions (HEI) curricula and science, at all levels to promote the formation of a national education system for sustainable development, and to formulate five- and ten-year framework programs and National action plans for the implementation of the UN Strategy. Transformation of HEI curricula and curriculum, primarily those providing pedagogical education, to form sustainable development competencies for future and contemporary teachers (academics) should be a priority of the National Action Plan for the implementation of the Strategy. We describe the basic requirements for the preparation of a modern teacher who would possess communication managerial, qualitative competencies.

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