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Sustainable Development Education - Science topic

Sustainable Development Education are global changes demand a mental change: Education for Sustainable Development (ESD), Education for a Sustainable Future (ESF)
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In English:
I am part of a research group focused on the study of teaching methods aimed at fostering sustainable societies. For the future we aim to focus on some core issues that we believe are fundamental for the advancement of these forms of education in Brazil and worldwide, namely: Discuss the relationships between environmental education, sustainability education and citizenship education and try to identify the similarities and differences of their proposals. Our initial hypothesis is that citizenship education perhaps satisfactorily embraces the postulates and principles of the other two pedagogies and can thus be understood as one of the most holistic and comprehensive forms of human education. What do you think?
Em português:
Faço parte de um grupo de pesquisa focado no estudo de formas de ensino voltadas ao fomento de sociedades sustentáveis. Para o futuro almejamos enfocar algumas questões centrais que acreditamos ser fundamentais para o avanço dessas formas de ensino no Brasil e no mundo, quais sejam: Discutir as relações entre a educação ambiental, a educação para a sustentabilidade e a educação para a cidadania e tentar identificar as similaridades e diferenças de suas propostas. A nossa hipótese inicial é de que a educação para a cidadania talvez abarque satisfatoriamente os postulados e princípios das outras duas pedagogias e assim pudesse ser compreendida como uma das formas de educação humana mais holística e abrangente. O que você acha?
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Environmental education, environmental education, education on the principles and goals of sustainable development, education on the pro-environmental transformation of the classic economy towards a sustainable, green circular economy concerns closely related and overlapping or complementary issues. On the other hand, pro-environmental civic education, shaping the general social pro-ecological awareness, social pro-environmental responsibility is a derivative of environmental education and social media campaigns organized by non-governmental institutions, government agencies, ministries of the environment, social organizations, social associations of citizens, enterprises, companies, etc. Moreover, more and more companies, enterprises, corporations, financial institutions add to their mission and development strategy the implementation of specific sustainable development goals. Then, in advertising campaigns, by presenting their product and service offers, they also indicate pro-environmental aspects that have been added to the long-term mission and development strategy defined for the perspective.
Best regards,
Dariusz Prokopowicz
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How can the effectiveness of the environmental policy of the state be increased in order to achieve sustainable ecological development based on the concept of green economy in the shortest possible time?
Please reply
Best wishes
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today 18 March is World Recycling Day.
World Recycling Day was established in 2018 by the Global Recycling Foundation.
The anniversary of 18 March celebrates the importance of recycling and at the same time aims to raise awareness of citizens and institutions in protecting the environment. The correct differentiation of waste makes them come back to life, with the mission of safeguarding our Earth.
An anniversary, therefore, dedicated to celebrating the importance of correct waste separation in order to create a circular economy that enhances resources and protects the future of the planet. A green goal strongly reaffirmed also by the constraint placed by the European Union in the Next Generation EU. In fact, a large portion of the post-Covid-19 funds to be distributed to individual states is bound to policies and economic choices aimed at the ecological transition, at a strongly and truly sustainable change.
For more details, please see at: https://www.globalrecyclingfoundation.org/
My best regards, Pierluigi Traverso.
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In your opinion, what are the biggest barriers and limitations for the global dissemination in the business processes of sustainable green economy based on the concept of green economy?
Please reply
Best wishes
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Thank you for your comments and explanations regarding the concept of green economy and the goals of sustainable development. I drew attention to important issues related to the green economy.
Best regards,
Dariusz Prokopowicz
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What are the differences in the world concerning knowledge and awareness about climate change? Which mental modes have to be overcome in order to reduce the awareness-action gap? To which extent can ESD contribute to this?
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In the sense of your question, this scientific contribution shows an interesting contribution. I hope you find it useful.
  • Embodied GHG emissions of buildings – The hidden challenge for effective climate change mitigation
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If we look at sustainable development as different partial ways of correcting the traditional market, then sustainable development based markets follow the maximization rule too. But true sustainability is a full correction of the traditional market, not a partial one, which leads to the question: Is true sustainability consistent with the concept of maximization too? I think no, true sustainability is inconsistent with maximization.
If someone thinks that true sustainability is consistent with maximization, please show me analytically or graphically that I am wrong.
Please share your own views on the question for a positive exchange of ideas.
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Dear Douglas, respectfully I disagree.... How can apples lead to oranges? please read all the comments made from me and others, and then think carefully or reassess your thinking.
If you have an analytical way to prove that sustainability can be maximized or minimized, I would be happy to see it; and we go from there.
Otherwise, the rest of your comments fall outside the question at hand.
Respectfully yours;
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With a help of a questionnaire I want to see how the knowledge of teachers measures up regarding the climate related- disaster risk reduction education
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Thank you so much Ilan for the helpful links! However I was specifically looking for the indicator based assessments which I could've added to my hazards vulnerability assessment questionnaire for schools.
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Dear colleagues,
I am looking for information concerning the development of money spent for sustainable development and especially education for sustainable development both on a global and national level (preferably Germany). Is anybody aware of such numbers?
Thanks a lot for sharing your knowledge about this.
Pascal
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best regards.
I hope this paper can help you.
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Nowadays, Global Priority is the implementation of Sustainable Development.
What is the role of Universities and Institutes for it?
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Many enterprises in commercial sectors are not interested in implementing sustainable development principles due to the additional costs they would have to incur. Without state support, without an appropriate economic policy that takes into account the principles of sustainable development, without normative regulations that would force commercial enterprises to implement the principles of sustainable development, the process of developing pro-ecological reforms will be slow and slow. And yet the global warming process is progressing faster, humanity has at its disposal less and less time to implement the necessary pro-ecological reforms, primarily limiting greenhouse gas emissions, improving waste segregation and recycling, developing energy based on renewable energy sources, replacing plastics with biodegradable materials, developing electromobility , protection of biodiversity of natural natural ecosystems, etc.
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Sustainability Education at Post Secondary Level
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I agree with Swalal’s answer. When many teachers are not familiar enough to sustainability issues, how do we expect to design and implement sustainability education in higher education?
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Within the context of biofertilizers nobody mentioned the use of human feces for regenerating the fertility of cultivated soils. My friend Joseph Jenkins wrote the book: The Humanure Handbook. A guide to composting human manure in the mid-1990s. I have the 1999 (2nd. Ed.) of this book and I know that his manuscript has been translated also in different languages and become very popular in countries lacking the typical infrastructure to dispose properly of human waste. However, human feces have been used in crop production and in many parts of the world their are still a viable form of fertilization. What is the evidence in favor, or against the use of human feces in agriculture?
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It could be a promising alternative but its a long way to go before it is accepted as a standard practice in raising any crop. There is still lots of social myths associated with usage of human faeces in crop raising...
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These years Greenland faces great economic challenges pressuring the need to heighten sources of income. the Government of Greenland aspires to develop the natural resources area as the primary business sector in order to improve the country’s bleeding economy.
In order to foster sustainable development, including local adaptation and resilience in the communities, the Greenlandic authorities prescribe “a high degree of public participation”, prior, during after after the launch of a project, with the aim that “all relevant stakeholders” are informed about the activities and have their say in the decision-making process.
Yet, the PP process has been heavily criticised and remains a frequent subject of debate within the Greenlandic society. The NGOs and associations, industry and individuals in Greenland are far from satisfied with the current PP guideline and how PP is carried out in practice. Overall the criticism revolve around lack of actual and meaningful involvement public, questioning whether the public has any influence on the decision-making process at all.
Youth, in particular, is absent in the PP processes, not only physically, as they do not attend the public meetings, but also in the present formal guidelines of PP in Greenland. This is highly problematic as young Greenlanders may miss out on both gaining information about how mineral – and petroleum exploration activities may affect their lives, for instance in regards to potential education – and job opportunities, but also on having a say in regards to project development.
Thus I am seeking inspiration as to how to engage the young generation with emphasis on collaborative methods securing actual influence on the decision-making processes in relation to mineral and petroleum activities in Greenland. 
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In informal Arabic class in Yorubaland, Nigeria, the youths assist their teachers by taking part in teaching the younger ones. The class is usually large and comprises of students of different ages and learning stages. The teachers select from the youths, the older ones that have gone some stages ahead of others in their learning to teach the young ones who are below the selected ones. This takes place under close supervision and monitoring of the teachers. It is youths' participatory involvement in development.
Youths also participate in development through youths' association. For instance, Township Association of Students of higher institutions of learning. Each succeeding executive of the association comes out with annual programmes which they execute. by pooling resources - fund that they generate from their respective elders, labour through individual members voluntary efforts. They execute programmes that benefit their areas.
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Comparing two different Gifted and Talented policies in two different schools.
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Thank you Hassan  for this support. I agree with you Mr. Levin , its so  hard while its very simple and such a complication.
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My project is about the public participation and environmental education in water area,so I would like to get some information about this case.
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Hi Lin,
On the link below, you can find some pedagogical cases that are developed for environmental education purposes. You might find something related to water.
Good luck
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PLEASE NOTE: this research is for research in The Netherlands, the UK and Sweden only- while potentially we could expand it to other countries, these three countries are a limit for now.
I am writing an ERC Consolidator Grant 2017 proposal provisionally titled 'Environmental Education: Evaluation of European Education Programs from an Ecocentric Perspective. If there are any interested partners in the field of environmental education and education for sustainable development in The Netherlands, the UK and Sweden, could you please email me with the expression of your interest and experience in this area? Please see short summary below:
This research will investigate the measures of success of environmental education (EE) and education for sustainable development (ESD) in a comparative European context from an ecocentric perspective. EE refers to formally organized programs that take place in schools or protected nature areas, promoting environmental awareness, encouraging sustainable behaviours, and disseminating specific kinds of knowledge about environment. Ecocentric perspective refers to an ethical position that human beings are part of ecosystem, and that integrity of an ecosystem is essential to environmental sustainability. Earlier practice of EE was often instructed by the ecocentric position. Although varying in national contexts, EE was mostly targeted at enabling social change towards green economy and a more sustainable society as well as promoting environmental awareness and positive ecological attitudes characteristic of an ecocentric perspective. The Belgrade Charter identifies the goal of environmental education as: “To develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.” This type of education corresponded with ecocentric aims of safeguarding environmental sustainability for humans and nonhumans alike, and included conservation education, outdoor education, education for deep ecology, post-humanist education, and animal rights education. These types of EE typically combined care for individual animals, entire habitats, as well as people, thus focusing on unity between environmental ethics, animal welfare, and human interests.
Since the completion of the Decade of Education for Sustainable Development (2005 – 2014) initiated by UNESCO many EE scholars have hailed the emergence of the education for sustainable development (ESD) as a progressive transition in the field. Yet, there are very few studies providing empirical evidence of efficacy of EE/ESD in cross-European perspective as far as developing a population ‘that is aware of, and concerned about, the environment and its associated problems’. Also, a large part of ‘sustainability’ education is dominated by anthropocentric concerns intertwined with social and economic objectives, placing environmental protection, at best, as one of many possible positions .
This research aims to address both theoretical as well as practical implications of EE and ESD (further referred to as EE/ESD) practice through cross-European comparison.
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Dear Helen
, I am very much interested in this research , as I am doing LLM Environmental Law , at University of Sussex- United Kingdom
Thank you for providing further details . 
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Transformative Mixed Methods Design Question:
I am interested in using a transformative MM design for my qual/quant case study research, mainly because of the way in which the design uses theory (compared to the other MM designs). However, my topic is not social justice-related, and the ultimate goal is not emancipatory. Looking for examples of studies which used the transformative design, but were not social justice-related. Any suggestions?
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Hi Bobby,
I see why you are in doubt about a transformative approach, but I still think it suits your problem. Personally I would opt for a DSR framework instead. Some sources which are closer to your field are:
Van Aken, J. E. (2005). Management research as a design science: articulating the research products of mode 2 knowledge production in management. British journal of management, 16(1), 19-36.
Huysmans, P., & De Bruyn, P. (2013). A Mixed Methods Approach To Combining Behavioral And Design Research Methods In Information Systems Research. In ECIS (p. 29).
Koen
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Dear Academics and Scholars, I need your contributions;
Since the reconceptualization of education for sustainable development, it has become a priority for teacher training programs to reorient their programs to reflect ESD and more recently there has been a call for TVET teacher training to do same. Given the necessity for Education for Sustainable Development (ESD), some TVET teacher training institutions have begun to reorient their programs, especially in developed countries, unlike their developing counterparts. My question is, is it logical and allowed from a research standpoint to assess 'the extent of ESD integration in a TVE teacher training program' especially when it is not known or reported that that such institution has in effect began to integrate ESD into its program curriculum.
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Thank you Debra, this is very helpful
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I want some research article on primary girl child education in India?
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Dear Trilok,
Few Info:
Rural India Development Fund provides education for children in India. Go to Jolkona project 89.
For comparison Study: 
Volunteers Association for Bangladesh provides education for children in Bangladesh. Go to Jolkona project 136.
Barakat, featured in this month’s Give2Girls campaign, provides education for girls in Pakistan and Afghanistan. Go to Jolkona project 6 and Jolkona project 103.
Regards
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Can anyone recommend literature on application of deep ecology (Arne Naess) in education? I am familiar with the 1990's works by Dolores LaChapelle, but not more contemporary sources. I would be also interested in co-authering an article on this subject
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Hi! dear Helen,
Some useful material as I thought attached below.
Best regards,
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Which qualifications are needed for a mental change towards a sustainable future?
The attached file shows the framework and presents some of these approaches.
You are invited to add further qualifications
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I would add to Donna Hawkins comments that change requires a  value held by the changer that is congruent with the new belief or action and incongruent with current beliefs. Or, otherwise stated, change occurs in times of cognitive dissonance. 
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The following survey, see below (50 respondents) on ESD Goals beyond 2014 surveyed by international experts, has put the following barriers at the top:
"Short-term thinking and lack of flexibility and strategic communication"
See below: 50 respondents
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I would like to share with you:
Savelyeva, T., & Park, J. (2012). Complexity of Campus Sustainability Discourse. In W. L. Filho (Ed.), Sustainable Development at Universities: New Horizons (pp. 183-192). Frankfurt am Main, New York, Oxford: Peter Lang Scientific Publishers.
In it, Savelyeva and I explain  what you term here as the "mental modes."  One of our arguments is that ESD has been largely unsuccessful because of a lack of sense of 'public' or 'great community' (Dewey). The failure is due to an inability to inculcate public consciousness and ecological citizenship. As Dewey argued, a public weakens or even disappears when there is a lack of communication.  This is precisely what your 50-people survey has found.
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Development seen as ongoing process following from, say - introduction of a policy, approach or program or even broader than that.
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To answer your question, I think it is important first to describe what you understand by sustainable development .From your point of view you will then be able to decide what kind of education leads to sustainable development. For instance, countries that produce  graduates that end up not finding jobs or not being employable cannot be said to be engaging in sustainable education. The type of skills developed by our institutions will determine if our education is sustainable or not. If our students can only find work to sustain themselves only if they are employed and cannot use their own creativity to find alternative sources of employment, then our education is not sustainable. There are a lot of examples one can cite of what is not sustainable education. Some countries determine the kind of skills the country needs and make sure that the balance of who does what training is kept, so that most students will be able to find work or will have enough skills to start their own businesses.
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The following survey, see below (50 respondents) on ESD Goals beyond 2014 surveyed by international experts, has put the following driver at the top:
"More involvement and engagement in ESD from different sectors of society"
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Dieter:
My country has an oil-based economy, so we establised an Environmental Management Authority to oversee those industries that heavily impact the environment (e.g., Energy, Agriculture, Manufacturing, Fishries etc.) and overall environmental quality. Here's also what's available on ResearchGate:
All the best with the survey research, which I think is needed.
Many thanks,
Debra
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The ESD Decade will end 2014, without having accomplished all goals (Lost Decade?).
Therefore efforts have been started to cope with these open issues
by stating what has been achieved and where we have failed.
Activity: A conference in Bonn,EDUCATION FOR
SUSTAINABLE DEVELOPMENT –INTERNATIONAL WORKSHOP’HORIZON 2015',
organized by the German UNESCO Commission in 2012, asked participants
(around 50) to identify obstacles and resources that could hinder or further the agreed vision for ESD.
These activities resulted in a list of 'Help' and 'Hinder'.
These conference lists are usually non-committal because they do not demand to be on active.More effective are overviews where issues are prioritized, thus
the stakeholders know where to start and where they feel supported
by the knowledge and insights of the community.
The attached link allows you to rank the drivers and barriers and addtional ones
which haven't been considered by the participants.
The survey takes you 5 minutes, having finished you'll
see yours and others' results.
Thanks
Dieter
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ESD is dependent on responsibility and values, practiced individually and within groups. How are students trained to accept responsibility and practicing value-oriented attitudes and actions?
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From the Nigerian experience, students are trained to to accept responsibility and practicing value-oriented attitudes and actions through the following approaches:
- Infusion of Environmental Education into core school subjects like English, Biology, Social Studies and Primary Science.
- Formation and running of School Conservation Clubs which allow students to actively particiapte in environmental awareness prctically in addition to their normal classroom work.
- Celebration of environmental days eg. World Environment Day, EArth Day etc.
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What difficulties or barriers have you found when proposing or implementing sustainable development education in your University / School / Department? 
a) Are the professors skeptical and convinced about Sustainable Development (SD)?
b) Are the professors willing of changing their values and learning / teaching approaches?
c) What about the new SD Curriculum? 
d) What teaching approaches and learning methodologies have you adopted proposed for Sd Education (in management, and/or engineering, and/or other areas)?
Regards, Farley
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There is a comprehensive project going on at University of Sâo Paulo, campus of Piracicaba, for what we call "environmentalization" of the campus in four dimensions: teaching, research, community extension and management. As part of the "teaching" dimension we have interviewed 33 first-year professors and, as far as your questions are concerned, the main findings are that such professors stated that they do not know how to incorporate SD issues into their courses. They actually demonstrated that they have difficulties in the pedagogical field, as here in Brazil the process of selection for professors of public universities focuses much more on research production than on pedagogical skills. But by far the most encompassing barrier is the fact that they are assessed by funding agencies exclusively by research production parameters, so that there is little time, resources and motivation to spend time with the teaching (and community extension dimension). 
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I am interested in this problem due to the conduct of comparative work on the history of non-formal adult education in rural areas since the second half of the nineteenth century to the present day. Thank you in advance for any suggestions :)
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In the U.S., you'll find three basic types of adult education: citizenship education, normal school education, and the community college (the later two were more formal or quasi-formal institutions). 
Normal schools were teacher training schools, which served as a transitional institutions that later transformed into technical and state universities by the early 20th century.
The peak of citizen education ("Americanization") was before WWI.  See a historiography of subject on my blog.  It has lots of footnotes: http://jmbeach.blogspot.com/2011/08/what-is-americanization-historiography.html
As for community college: you can see my book "Gateway to Opportunity" or Brint and Karabel's "Diverted Dream."
Also, there were many "self-education" programs over19th and 20th century.  The most famous and influential was the Chautauqua movement.  Equally influential, but much more varied, would the be the industrial education programs and libraries that were sponsored by municipalities and corporations for the working class.
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Triple botton line is a conceptual construction that emerged almost as a motto of sustainable development. From my point of view, in general its meaning has been incorporated economically and politically in its most narrow possibility. But I have never found papers analysing it in depth. Could anyone suggest something in this line? 
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The key paper that you should look at is  Norman, Wayne, and Chris MacDonald. "Getting to the bottom of" triple bottom line"." Business Ethics Quarterly (2004): 243-262.
This paper has been quoted 600 times, looking at those other paper you can identify the stream of theoretical critique on the triple botton line
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Can I say that a program which is created within the body of a policy (or, more precisely, within the law that institutes this policy) is an instrument of it? Salamon (2000) differentiates a program from an instrument but are there cases in which it is possible to do that? Or is the difference between them (program and instruments) very clearcut? Any readings dealing with this question? 
SALAMON, L.M. The New Governance and the Tools of Public Action: An Introduction. Fordham Urban Law Journal. Volume 28, Issue 5, 2000 Article 4.p. 1611 – 1674.
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Hello Leisa Perch, thank you again. I don´t really have a deadline, so far this is mostly out of curiosity. I am planning to take this on to a next level and design a research project but I am only speculating at the moment, learning more about the field and shaping ideias. Your  thoughts above, as well as the other's, have already been very helpful.
Safe travel.
Daniel 
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Many different scales have been used over the years and it seems that there is an anarchy of information.  
I am proposing to use the New Ecological Paradigm (NEP) scale because it is simple to administer and has been used widely around the world so we can compare to different groups. 
Instead of measuring knowledge or behaviours it will measure attitudes.  Tests that measure knowledge are complex, changing and yield very little useful data. Our behavioural studies would have to be self reporting and this obviously creates problems with bias.  This is why I am leaning towards focusing on attitudes.
Any thoughts or suggestions? TIA
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A stakeholders approach of measuring Education for Sustainable Development would rather focus on the perception and attitudes on the  Customer needs (prospect students' interest), Internal Customer needs (readiness of the faculty eco-syatems), Sponsors/financiers needs ( their ROI) and Social Economic needs (community or industry requirements).
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Poverty is deeply ingrained and plays a vital role for education with more relevance to the secondary level students from the lowest strata of society.
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In India, the Government Schools offer free education. However, children from very poor families sometimes can not avail this opportunity. This is a serious problem in poor countries.
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Sustainable development in accounting and business curricula help our students to have a broader understanding of accounting and its impact on society and the environment. Do you think this is the case?
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Dear Umesh,
Yes indeed, sustainable development be taught in accounting and business curricula in all universities to get knowledge of sustainability.
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Considering current national and international problems in the economy, environment and society?
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Elders have the power to help influence the younger generations on what not to do and what to start doing. As they have lived, they have noticed many parts of their life change socially, economically, physically and financially. These changes are what cause the large uprising in today's current politics.
Speaking from the millennials generation, it is only common to notice the changes that need to be implemented in order to change the lives for the future younger generations. Of course people have mixed thoughts on the effects of these changes, a majority of the changes are similar and will effect people the same way. This is a common item that needs to be mentioned when humans try to change the ways of life they currently live in.
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How should ESD now be defined, by considering the current frameworks and by words which will be understood by the public? And should ESD be completed by ESF (Education for a Sustainable Future) or replaced?
Within the discussion on educational sustainability there are inflationary definitions: Floodlight instead of spotlight. The continuous discussion can be compared with a pristine river in a meadow, very broad and often no depth. Therefore: an appropriate definition would be helpful. Suggestions are welcomed.
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I'll start with a definition. Perhaps there are some colleagues who will follow and
take part in defining ESD which is currently fraught with shortenings or a variety
of unilateral views.A strong agreement on what is meant by ESD might support its
appropriate use.
"Education for Sustainable Development is the key for reorienting education in order to manage the negative consequences of globalization. ESD realizes integrative thinking and multi-perspective views by which the interdependent economic, ecological and social dimensions are equally taken into account and balanced out to
achieve responsible decisions and action competence, based on values. These
decisions must take care of the well-being of present and future generations and the
environment".
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Education for sustainable development and climate change.
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I think education can raise awareness and change attitudes but the core problem is to change behavior. The link between raised knowledge (affecting attitudes and awareness) and changed behavior is not always straightforward. Having said that, I still think that education has an important role to play in sustainable development.
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How sustainability can be sustained in today's capitalist system that encourage the consumption? How can we gain begaviours to students about sustainability?
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Students may gain attitudes and competence towards sustainability by making them aware that they have to change their mental modes in order to cope with global challenges.
There are reasons for doing so: national governments are no longer prepared to manage challenges in the face of excessive masses of internationalized problems, they are lacking the appropriate structure of decision-making processes.
Consequence: governments return responsibility, the individual is confronted with changed societal and political structures, with conflicts of interconnected economic, social and environmental dimensions.
Conclusion: the individual has to accept more self-responsibility; therefore education has growingly to convey value-oriented activities with regard to local and global aspects, focused on the principle of sustainable development, for providing this need of decision making.
See: 'An ESD Curriculum of 1994, revisited in 2013'
which may support this approach.
Available: Dieter Gross/ Publications
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Meanwhile there are 50 respondents who have taken part in an ESD survey.
The survey is still open
The current results show already the top-ranking goals.
You are still welcomed in presenting your views, takes you 5 minutes.
Dieter
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The interim report, based on 50 respondents
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How do you design an ESD curriculum?
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A powerpoint presentation: how to construct an ESD curriculum, vid. at the end of the presentation.
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A German Survey in 2011 has revealed that only 4% of the respondents mentioned the well-being of future generations as a key aspect of sustainability and most German consumers associated the term ‘sustainability’ directly with nature without regarding social and economic aspects
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about NGO Traffic Vision Workshop
All known NGOs working on Traffic and Transportation Issues from this city were invited to participate in a Traffic Vision workshop in 2011. Apart from NGOs we also invited representative industrialists, media people, experts from traffic and transportation area and representatives of local services like the Auto Rickshaw Union and Goods Transport to participate in this workshop. All the NGOs participated and had done elaborate preparation about what their own NGO could present and how they will drive across their concerns. However, we took them through a management game "Desert Survior" and made them think what decision they would take in an emergency situation. We applied the same logic and process to the replication of Desert Survivor game to real life traffic and transportation situation. To begin with everyone had to think as lone decision makers and come up with priority action plans. Then they were to do the same with a partner. This was then replicated in a group of four and then in a group eight people. The total participant were 40. So we had five groups of eight people in the end.
Each group was asked to list the five prime most action plans facilitating mobility in the city. This required sharing of individual action plans, action plan that came up with partner and in groups of four. The final action plans were to be decided by each group with mutual consent of each participant, which caused much debate and discussion among the groups. Care was taken to keep minimum members from the same NGO in one group.
We expected overlaps in the action plans, however we got twenty priority areas and five indicators! Of these three overlaps were seen, which emphasized the need for neighborhood development via
1. accessibility
2. safety
3. public bus service
We think that these are the real concerns of the citizens. All NGOs believe in them, but when it comes to organizational agendas these concerns are somewhere "behind" the projects they undertake. Now we have improved on this to identify the areas of concern in the above three points and have planned our organizations action agenda.
The advantages of this exercise were
1. we could discuss those issues that were not strictly on any organizations agenda
2. we could look at the traffic and transportation situation without any bias
3. we could avoid arguments over which should be the preferred means of transport in the city
BRT
Bicycles
Metro
which are topics of large debates within the organizations and the city governing authorities.
4. we also realized that when we think about emergency situations, we tend to identify those areas as areas of concern which are basic essential elements. In peace times, the thought process is always different.
5. we did not have to convince our organization about the need to look into these areas.
  • asked a question related to Sustainable Development Education
Question
6 answers
Statement on ‘sustainable women’ by the Norwegian Ambassador Tine Mørch Smith (31.10.2011), in preparation for Rio 2012:
The contribution of both women and men to sustainable development must be acknowledged. High female participation in the formal workforce gives countries a competitive edge. So improving gender equality policies, and investing in girls’ and women’s health and education, is not only a matter of human rights, but sound macro-economic policy, and a prerequisite for sustainable development. Such policies will only be effective when women empower themselves and take part in political life, including in decision-making processes relating to natural resources. Norway will promote the mainstreaming of the gender perspective in the outcomes of the Rio conference.
Relevant answer
Answer
Ave Maria you are right, in majority of the developing country’s policy maker think on their own sustainability. Ultimately people should take over the sustainability process. People’s Involvement in planning and execution of the programme key of the sustainability. If we think peoples point of view and do the according their need the programme will reach the target people.