scholarly journals Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

2021 ◽  
Vol 13 (4) ◽  
pp. 1857
Author(s):  
Joris Van Doorsselaere
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Curriculum Reform ◽  
Cultural Awareness ◽  
Policy Makers ◽  
Agenda 2030 ◽  
Heritage Education ◽  
Curriculum Framework ◽  
Set Up ◽  
The Way

Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes.

Natural Capital

1994 ◽  
Vol 36 ◽  
pp. 169-182 ◽  
Author(s):  
Alan Holland
Keyword(s):  
Sustainable Development ◽  
Environmental Policy ◽  
Environmental Concern ◽  
Natural Capital ◽  
Policy Makers ◽  
The Social ◽  
Scientific Approach ◽  
Policy Community ◽  
Social Scientific ◽  
The Way

Interest in the concept of natural capital stems from the key role which this concept plays in certain attempts to elucidate the goal of sustainable development—a goal which currently preoccupies environmental policy-makers. My purpose in this paper is to examine the viability of what, adapting an expression of Bryan Norton's, may be termed the ‘social scientific approach’ to natural capital (Norton, 1992, p. 97). This approach largely determines the way in which environmental concern is currently being represented in the environmental policy community.

scholarly journals CO-LEARNING IN YOUTH-ADULT EMANCIPATORY PARTNERSHIPS: THE WAY FORWARD?

2013 ◽  
Vol 4 (3.1) ◽  
pp. 391 ◽  
Author(s):  
Katie Shaw-Raudoy ◽  
Catherine McGregor
Keyword(s):  
Young People ◽  
Learning Outcomes ◽  
Critical Role ◽  
Youth Engagement ◽  
Policy Makers ◽  
Civic Learning ◽  
Ways Of Thinking ◽  
A Priority ◽  
The Way

Youth engagement continues to be a priority issues for Canadian governments and policy-makers. The focus on young people often negates the critical role that adults play in the process and implementation of youth engagement activities. The following article examines the evolution of youth engagement in Canada, and identifies the key theories and ways of thinking about involving youth that currently guide the field. The article attempts to examine how well-meaning adults concerned with genuine youth engagement re-imagine the possibilities of youth-adult engagement by exploring the ideas of adults and youth sharing civic learning outcomes, emancipatory goals, and iterative forms of reciprocal co-learning.

scholarly journals Role of Traditional Ethnobotanical Knowledge and Indegenous Communities in Achieving Sustainable Development Goals

2021 ◽  
Author(s):  
Ajay Kumar
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Holistic Approach ◽  
Indigenous Communities ◽  
Ethnobotanical Knowledge ◽  
Policy Makers ◽  
Agenda 2030 ◽  
Traditional Ethnobotanical Knowledge ◽  
Development Goals

Sustainable Development Goals (SDGs) envisaged under Agenda 2030 are a set of seventeen goals which envisage a holistic approach towards attaining certain targets keeping humankind and the planet at center. There are a total 169 targets spread across seventeen goals covering wide ranging issues and challenges the world is facing in the twenty-first century. And they are to be achieved by 2030. Concerted efforts of all the stakeholders ranging from indigenous communities, common citizens, scientists, policy makers, world leaders are needed to achieve all the goals and targets Of the seventeen goals, at least seven goals are of interest to the ethnobotanists and are associated with traditional ethnobotanical knowledge. Therefore to achieve those set of goals, a thorough understanding is required to disentangle the intricacies involving traditional ethnobotanical knowledge, indigenous people as traditional knowledge holders and their future role. Understanding relationships between traditional ethnobotanical knowledge and indegenous communities, seeking cooperation from and establishing partnerships with them would help us design policies to achieve intended outcomes of SDGs. In this paper, particular attention is attracted towards the potential role of traditional ethnobotanical knowledge in achieving select sustainable development goals and targets.

scholarly journals Coppermine: riesgos de la no concentración

2005 ◽  
Vol 10 (18-19) ◽  
pp. 179-193
Author(s):  
Kety Jáuregui ◽  
◽  
Adolfo Centeno ◽  
David Solano ◽  
◽  
...  
Keyword(s):  
Sustainable Development ◽  
Environmental Issues ◽  
Technical Committee ◽  
Mining Company ◽  
Mining Projects ◽  
Set Up ◽  
Professional Expert ◽  
Preparation Work ◽  
Mine Operations ◽  
The Way

Major greenfield mining projects are usually surrounded by conflict between the mining company and neighboring communities caused as much by the operator’s mistakes as by anti-mining coalitions and other organized groups rallied around sustainable development issues. For four years while preparation work was underway the mining company put into practice several strategies aimed at addressing claims, including participatory workshops all the way to hiring an expatriate professional expert charged with addressing environmental issues. A few months before the beginning of mine operations however tension peaked. A multi-sector technical commission was set up including government, residents and company representatives. The technical committee has already issued its report on the issue, including recommendations to keep a watchful eye on the company’s operations. In view of such developments, Coppermine must reframe its policies and strategies.

scholarly journals Fostering Sustainability @UniTs

2021 ◽  
Vol 1 ◽  
Author(s):  
Paolo Bevilacqua ◽  
Barbara Campisi ◽  
Patrizia De Luca ◽  
Gianluigi Gallenti ◽  
Ilaria Garofolo
Keyword(s):  
Sustainable Development ◽  
Cultural Awareness ◽  
Social Innovation ◽  
Public Awareness ◽  
Local Level ◽  
National Level ◽  
Waste Production ◽  
Development Goals ◽  
Set Up ◽  
The University

Promoting sustainability through innovative culture and models is nowadays a top task for universities. Their commitment oriented by the 17 United Nations’ Sustainable Development Goals (UN SDGs) conveys the message that sustainability is not a "luxury" but an essential vehicle through which to pursue and guarantee everyone's rights, inclusion and future.Solving complex problems calls for collaboration among communities; aware of that, Italian universities set up the RUS - Italian University Network for Sustainable Development - which acts as a model to encourage collaboration between universities and cities, to spread social innovation at local level and to provide cultural awareness at national level. The University of Trieste (UniTs) joined the network in 2017. Consistent with its strategy for sustainability, UniTs has implemented measures on the macro-context (to raise public awareness and to support research) as well as on micro-context (to orientate behaviors and habits of its community). In particular, it focused on virtuous projects such as waste management, based both on the constant reduction of waste production and on the optimization of the use of materials and products (i.e. paper, glass, reagents), along with the setting of separate waste collection to reduce disposal and favor recycling. The paper will refer on the present framework and the implementation of new integrated projects, aimed at consolidating a community attentive and aware of sustainability.

scholarly journals Sustainable development in higher education: an integrated teaching and research experience

2021 ◽  
Vol 21 (2) ◽  
pp. 46-63
Author(s):  
Giovanna Del Gobbo ◽  
Francesco De Maria ◽  
Marta Pampaloni
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Teaching Experience ◽  
University Teaching ◽  
Research Experience ◽  
Education Professionals ◽  
Agenda 2030 ◽  
E Learning ◽  
University Of Florence ◽  
The University

The contribution presents a teaching experience in a master’s degree program of ​​the University of Florence in pedagogical area. Through an integrated research-informed teaching (RIT) approach and the use of active methodologies, the course focuses on the topics of Agenda 2030 and sustainability, dealing with educational dimension underlying development’s actions. The importance of student-centred and learning outcomes-oriented pedagogical and didactic approaches are highlighted. These are functional to the development of competences linked to the theme of sustainable development, but also oriented towards the training of education professionals who are considered central figures in the accompaniment and management of ecological and sustainable transition processes. The contribution offers the systematization of this long-term experience in university teaching.   Lo sviluppo sostenibile nell’alta formazione: un’esperienza integrata di didattica e ricerca Il contributo presenta un’esperienza di insegnamento all’interno di un corso di laurea magistrale di area pedagogica dell’Università di Firenze. Attraverso un approccio integrato di research-informed teaching (RIT) e l’utilizzo di metodologie attive, il corso è centrato sui temi dell’Agenda 2030 e della sostenibilità, esplicitando la dimensione educativa sottesa alle azioni di sviluppo. Si evidenzia l’importanza di approcci pedagogici e didattici student centred e learning outcomes oriented funzionali allo sviluppo di competenze legate al tema dello sviluppo sostenibile e volti alla formazione di professionisti dell’educazione e della formazione ritenuti figure centrali nell’accompagnamento e nella gestione di processi di transizione ecologica e sostenibile. Il contributo offre la sistematizzazione di questa esperienza pluriennale di didattica universitaria.

scholarly journals Role of Traditional Ethnobotanical Knowledge and Indigenous Communities in Achieving Sustainable Development Goals

2021 ◽  
Author(s):  
Ajay Kumar ◽  
Sushil Kumar ◽  
Komal Komal ◽  
Nirala Ramachiary ◽  
Pardeep Singh
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Holistic Approach ◽  
Indigenous Communities ◽  
Ethnobotanical Knowledge ◽  
Policy Makers ◽  
Agenda 2030 ◽  
Traditional Ethnobotanical Knowledge ◽  
Development Goals

Sustainable Development Goals (SDGs) envisaged under Agenda 2030 are a set of seventeen goals which envisage a holistic approach towards attaining certain targets keeping humankind and the planet at center. There are total 169 targets spread across seventeen goals covering wide ranging issues and challenges the world is facing in the twenty-first century. And they are to be achieved by 2030. Concerted efforts of all the stakeholders ranging from indigenous communities, common citizens, scientists, policy makers, world leaders are needed to achieve all the goals and targets Of the seventeen goals, at least seven goals are of interest to the ethnobotanists and are associated with traditional ethnobotanical knowledge. Therefore to achieve those set of goals, a thorough understanding is required to disentangle the intricacies involving traditional ethnobotanical knowledge, indigenous people as traditional knowledge holders and their future role. Understanding relationships between traditional ethnobotanical knowledge and indigenous communities, seeking cooperation from and establishing partnerships with them would help us design policies to achieve intended outcomes of SDGs. In this paper, particular attention is attracted towards the potential role of traditional ethnobotanical knowledge in achieving select sustainable development goals and targets.

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