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An Examination of the Evaluation on the Educational Roles of Urban Facilities for Regional Sustainability地域の持続可能性のための都市施設の持つ教育的役割への評価に関する一考察
Abstract
Regional sustainability is an urgent issue in Japan, where population decline is rapidly progressing. An area cannot be maintained without urban facilities that support various activities. It is very difficult for an area with a population decline to maintain urban facilities because of the insufficient budget. However, needless to say, a budget is required to maintain urban facilities, but citizens’ understanding and cooperation are also important. For example, in order to maintain a waste disposal system, it is necessary for people to properly separate garbage and make efforts to reduce waste. Furthermore, it is necessary to provide a budget for maintaining the system from waste collection to the final disposal. These are maintained by the understanding and cooperation of citizens who are the waste generators, taxpayers, voters involved in decision-making, and finally as residents accepting facility locations that are often regarded as so-called nuisance facilities. Urban facilities have multi-functions. They have not only their original functions but also wider functions, which are significantly important for the community, such as symbolizing the wisdom and hardship of the ancestors, cultural assets and local characteristic features. They make up the local landscape and convey the local memories. The questionnaire surveys of water treatment facilities and waste treatment facilities showed that many of them play an educational role in the area. There is a significant correlation between these functions and the amount of effort and the number of collaborations. We think that urban facilities have museum-like functions. The sustainability of the region, including population migration, population composition, and socio-economic activities, depends on “people”. Urban facilities contribute to the sustainability of the community through efforts to work on “people” in addition to their original functions. The significance of the museum-like functions of city facilities is as follows. The first is the role of disaster prevention education and environmental education for a wide range of citizens. The second is to convey local memories and lessons learned from ancestors and history. The third role is to provide a place for communication between citizens and city facility managers. Education is emphasized in some sustainability assessment, indicators such as the SDGs, but the evaluation index is based only on school education. The contribution of urban facilities to local sustainability should be appropriately assessed by sustainability indicators. We need to consider assessing the contribution of urban facilities to local sustainability through museum-like functions.
JEL Classifications:H41, H49, I29
... En este sentido, son numerosos los acontecimientos que se han llevado a cabo para concienciar a la sociedad sobre la problemática ambiental (Castillo-Retamal y Cordero-Tapia, 2019;Horie et al., 2020), aunque se deben seguir elaborando planes que permitan la construcción de un mundo más solidario y sostenible (Clark et al., 2020). ...
Las sociedades del siglo XXI afrontan el desafío de reconciliar los límites físicos de la biosfera con los procesos de desarrollo, desiguales e insostenibles, que genera un modelo civilizatorio hegemónico que parece ya agotado. Aceptar este reto obliga a repensar las respuestas educativas a las crisis socioambientales, asumiendo la necesidad de educar para otros modos de ser y desarrollarnos, individual y colectivamente. Una tarea en la que, con fortuna dispar, la Educación Ambiental viene comprometiendo sus prácticas desde los años sesenta del pasado siglo. En esta coyuntura, la Pedagogía Social y la Educación Social no pueden eludir sus responsabilidades en la formación de una ciudadanía social y ecológicamente consciente, crítica y proactiva. Con esta convicción, la Sociedad Iberoamericana de Pedagogía Social convocó los días 28-29 de octubre y 4-5 de noviembre de 2021, en la Ciudad de Lugo (Galicia-España), la celebración del Congreso Internacional de la SIPS 2021 y del XXXIII Seminario lnteruniversitario de Pedagogía Social, con el lema Educación Ambiental y Cultura de la Sostenibilidad: construyendo la transición ecológica.
El objetivo de esta convocatoria era reflexionar y dialogar en torno a cuestiones como las siguientes: ¿Qué papel puede y debe jugar la Pedagogía/Educación Social en la transición ecológica? ¿Qué significados cabe atribuirle a una cultura de la sostenibilidad desde el punto de vista pedagógico-social? ¿Qué lugar ocupa la Educación Ambiental en el campo de la Pedagogía/Educación Social y viceversa? ¿Qué enfoques y que metodologías pedagógico-sociales se pueden movilizar en y para la transición socio-ecológica? ¿Cómo contribuir desde la Pedagogía/Educación Social a conformar una eco-ciudadanía?
Estas Actas compilan las ponencias y las comunicaciones allí presentadas y debatidas. La diversidad teórica, metodológica y práctica que recogen refleja el compromiso de la comunidad de la Pedagogía-Educación Social en la transición socio-ecológica, así como las múltiples líneas de reflexión y acción que abre la convergencia transdisciplinar característica del campo de la Educación Ambiental.
The challenges of a super-aging society with a decreasing population must be addressed if regional sustainability is to be ensured. The United Nations 2030 Agenda for Sustainable Development lists 17 Sustainable Development Goals (SDGs) covering a broad range of challenges. While education is the focus of one of the SDGs, the targets and indicators only take formal school-based education into account. A range of other facilities within cities may contribute to sustainability by providing educational experiences and these contributions need to be better assessed.
Many social systems and services rely on urban facilities that support their activities. Urban facilities often have broad functions as shared property in a community, in addition to their intended functions. Questionnaire surveys of water treatment facilities and waste treatment facilities showed that many facilities play crucial roles in promotion of education. Urban facilities have been shown to function in ways similar to museums, and the significance of such museum-like functions is as follows: (1) they serve as venue for disaster prevention education and environmental education for citizens; (2) they convey local memories and lessons learned from ancestors and history; (3) they provide a place and context for communication between citizens and urban facility managers.
With cities at the forefront of the challenge of achieving global sustainability, a key concern for urban management bodies is to identify ways to promote sustainable development at the urban and sub-urban level. Assessment mechanisms have dominated this field for the past two decades, and sustainable community assessment tools (SCATs) are fast becoming the principal framework adopted by urban planners and developers to drive sustainability. This paper investigates the efficacy and applicability of this approach to urban sustainability. The study aims to establish that the deployment of a management platform, founded in the principles of facilities management (FM), can provide better mechanisms to facilitate the process of achieving urban sustainability. The data were collected by means of survey interviews with key stakeholders who consisted of two main categories: participants from private and public sector engaged in the management and development of sustainable cities. Secondly, developers of the tools were interviewed. The tools evaluated include: LEED for Neighbourhood Development (LEED-ND), BREEAM Communities (BREEAM-C), CASBEE for Urban Development (CASBEE-UD), and Green Star Communities (GSC). It was found that the prescriptive and outcomes-based nature of assessment tools do not adequately accommodate institutional and social imperatives of urban sustainability. Additionally, a need for more a robust procedural framework to manage relationships between the various relevant professionals and interest groups was highlighted. This would provide a unified method to facilitate the achievement of urban sustainability. The paper concludes that urban sustainability needs to draw upon the management principles of FM to facilitate more comprehensive development and assessment relevant to the needs of a specific locale. Without a process-oriented method such as this, cities will continue to fall short of their sustainable imperatives.
The need for a more sustainable world was unanimously acknowledged by United Nations members in September 2015, when 17 Sustainable Development Goals (SDGs) were set, positioning education at the heart of the strategy to promote sustainable development. This paper aims to demonstrate the importance of adopting an interdisciplinary approach to education for sustainable development, and to illustrate how to advance it, acknowledging different perspectives of sustainability and corporate social responsibility (CSR) in the context of diversity. It examines the broad agenda of the SDGs, which requires the participation of multiple disciplines and sectors to be delivered. Considering the Principles for Responsible Management Education (PRME), the paper reviews the literature regarding interdisciplinarity and its application in education for sustainable development, including practices and barriers to enhance it. A case study is provided to illustrate how to advance interdisciplinary education for sustainable development amongst postgraduate MBA students from different backgrounds, in a course where sustainable development concepts are already embedded across disciplines. The case illustrates the application of the Six Principles of PRME and explains how a sustainability and CSR module can encourage students to combine knowledge from all disciplines in order to advance their understanding and action on sustainable development issues.