Thesis on education for sustainable development

In addition, this research asked, what is the role of Education for Sustainable Development within contemporary education in Ireland and how can this role be developed? Not only is senior management support vital, there also needs to be a recognised sustainability staff member or group, or an ESD Practitioner, helping to drive the ESD agenda forward.

What is education for sustainable development definition

Most importantly, the UN DESD aimed at integrating the principles of sustainable development into all areas of learning. In compliance with the critical and interpretive paradigms, in this study the primary research was guided by ontological realism and epistemological interpretivism. This document introduced the principle of sustainability and declared the necessity to apply it to economic, social and environmental aspects. An analysis of these initiatives indicates the complementary role they play towards ensuring a sustainable world. This chapter identified four major thrusts to begin the work of ESD: - improve basic education, - reorient existing education to address sustainable development, - develop public understanding, awareness, and training. Across the three educational levels opportunities for integrating education for sustainable development have been advanced. Agenda 21 states that efforts on multiple fronts are needed to create a more sustainable world. Two research questions were addressed in this study, what are the challenges relevant to achieving sustainability and how can these challenges be more clearly understood? It envisioned a world where everyone has the opportunity to benefit from learning that motivates societal change. From a national perspective, overall the role of education for sustainable development within the formal educational system in Ireland is inadequate, where education for sustainable development tends to be marginalised within the formal curriculum. This lack of progress may be attributed in part to a lack of vision or awareness, policy framework and funding. Cs in Kenya were scrutinized with a view of establishing the extend to which Education for Sustainable Development ESD has been incorporated in teacher education programmes. Supervisor s : Bogue, Joseph ; Onakuse, Stephen Abstract: Sustainable Development is one of the greatest challenges of our time, which is relevant both globally and locally. The United Nations UN identified education as key to the move towards sustainability. The article concludes with a discussion of ways to remedy the situation.

Agenda 21 states that efforts on multiple fronts are needed to create a more sustainable world. A total of people participated in this study, facilitated by, forty-nine interviews, six group interviews and four surveys.

Concept of education for sustainable development

During the s, UNESCO identified teacher-education institutions and teacher educators as key change agents in reorienting education to address sustainability. The objectives for the DESD were, and still are to: - facilitate networking, linkages, exchange and interaction among stakeholders in ESD; - foster an increased quality of teaching and learning in ESD; - help countries make progress towards and attain the millennium development goals through ESD efforts; - Provide countries with new opportunities to incorporate ESD into education reform efforts UN, , p. These were infused in appropriate topics in various subjects. Throughout the Decade, governments are encouraged to incorporate ESD within education systems, strategies and development plans, as well as promote public awareness of wider participation in these activities. In compliance with the critical and interpretive paradigms, in this study the primary research was guided by ontological realism and epistemological interpretivism. It is worth noting that the first priority of ESD as outlined in Chapter 36 was the promotion of basic education. This lack of progress may be attributed in part to a lack of vision or awareness, policy framework and funding. A qualitative exploratory strategy was utilised to explore the research questions, aims and objectives. From a national perspective, overall the role of education for sustainable development within the formal educational system in Ireland is inadequate, where education for sustainable development tends to be marginalised within the formal curriculum. We cannot imagine how the people of all nations could move toward a more sustainable world without the contribution of teacher trainers or college tutors as often referred to in Kenya from around the globe. Two research questions were addressed in this study, what are the challenges relevant to achieving sustainability and how can these challenges be more clearly understood? During the research period, the Scottish college sector underwent a major restructuring of college mergers, making this the most volatile period in Scottish college history. Since then, the government has not any curriculum review which would guide the education sector towards ESD. In this revised curriculum, national goals and level objectives for both primary and secondary schools were revised and re-stated to make them more responsive to the contemporary needs of the society.

Overall, the integration of education for sustainable development within contemporary education in Ireland is important, especially within the context of achieving a low carbon, climate resilient and environmentally sustainable economy.

The reorganization was meant to address overloads and overlaps within and across subjects.

explain the role of education for sustainable development

Consequently, this research focused on sustainable development and education for sustainable development. Two research questions were addressed in this study, what are the challenges relevant to achieving sustainability and how can these challenges be more clearly understood?

The Scottish Government also advocates ESD as the means to providing society with the knowledge, skills, values and attitudes to live more sustainable lives. Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland.

Globally, key challenges include anthropogenic climate change, resource overuse, wealth inequality and water stress.

Teacher education and sustainable development

A qualitative exploratory strategy was utilised to explore the research questions, aims and objectives. Kenya, like many other nations around the world, embraced the need for education to achieve sustainability Kenya, for example, developed an Education for Sustainable Development ESD Implementation Strategy that was to serve as a guideline for ESD implementation across all sectors. However, so far, only limited progress has been made. Overall, the integration of education for sustainable development within contemporary education in Ireland is important, especially within the context of achieving a low carbon, climate resilient and environmentally sustainable economy. We cannot imagine how the people of all nations could move toward a more sustainable world without the contribution of teacher trainers or college tutors as often referred to in Kenya from around the globe. In this revised curriculum, national goals and level objectives for both primary and secondary schools were revised and re-stated to make them more responsive to the contemporary needs of the society. Throughout the Decade, governments are encouraged to incorporate ESD within education systems, strategies and development plans, as well as promote public awareness of wider participation in these activities. This lack of progress may be attributed in part to a lack of vision or awareness, policy framework and funding. Restriction lift date: Citation: Foley, H. Most importantly, the UN DESD aimed at integrating the principles of sustainable development into all areas of learning. Key education for sustainable development barriers include, the dominance of subject disciplinarity functional specialisation , resistance to educational reform and adherence to the historically developed main curriculum. Both the analysis and the literature review provide no evidence that ESD has become an integral part of most teacher education programmes, and that there is no teacher education initiative that has strategically set out to mainstream sustainability into the core of teacher education programmes particularly in light of current and developing trends in education in Kenya.

These were infused in appropriate topics in various subjects. This document introduced the principle of sustainability and declared the necessity to apply it to economic, social and environmental aspects.

The number of subjects was reduced, general and specific objectives were with a corresponding reorganization of the content.

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