Education for Sustainable Development in Canada and the United States

McKeown, Rosalyn; Nolet, Victor

doi:10.1007/978-94-007-4273-4_1

Cited by 32 publications

(31 citation statements)

References 5 publications

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“…The literature on EfS accordingly offers a number of approaches, such as sustainability literacy [12], sustainability skills [13], graduate capabilities [14], Gestaltungskompetenz (shaping competence) [15] or Gestaltswitching [16], that define the underlying cognitive and non-cognitive dispositions in greater or lesser detail [17]. Although the approaches differ to a certain degree, with different terms such as skills, literacy, competencies or capabilities being used, a broad consensus has nevertheless emerged as regards the main aspects to be incorporated.…”

Section: Open Accessmentioning

confidence: 99%

Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

Barth¹,

Burandt

2013

Sustainability

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Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher-to learner-centered pedagogies, from input-to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings.

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Section: Open Accessmentioning

confidence: 99%

Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

Barth¹,

Burandt

2013

Sustainability

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“…The transition to sustainability from the current state faces numerous challenges and the sustainability paradigm is expected to pragmatically address these challenge(s) by rejecting the argument that casualties in the environmental and societal realms are inevitable and acceptable consequences of economic development [2]. Rather, it should embrace a combined empirical assessment and normative claim, which, in current society-nature interactions, are not sustainable and that societal developmental paths should meet fundamental human needs now and in the future, within and across generations, maintaining the planet's biological resources and life-support systems [8][9][10][11][12].…”

Section: The Sustainability Challenge In the Education And Business Smentioning

confidence: 99%

“…However, the current state of the environment and its potential adverse impact on society brings into question the effectiveness of the present world's educational systems and business practices to meet humanity's present and changing needs [2].…”

Section: Introductionmentioning

confidence: 99%

In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning

Ofei-Manu

Satoshi

2012

Sustainability

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This article discusses a business-school collaborative learning partnership in the Regional Centre of Expertise (RCE) on Education for Sustainable Development (ESD) in Greater Sendai. This partnership is further linked to a broader context of multi-stakeholder public participation in the RCE that was set up to advance the ESD agenda in the region. The authors propose a conceptual framework for multi-stakeholder, ESD-based social learning within the RCE with the aim of enabling the creation of a sustainability-literate society. This proposal is based on the results of students' prior experience in ESD activities, optimal age for ESD learning and future job choices presented in this paper, together with a reported article that the levels of sustainability of the two sectoral organizations were mixed and hence need improvement. The paper argues that it will be good to focus on bridging the business and education sectors by building ESD capacity of the children and youth in the formal education sector. It contends this could be done through collaborative learning using the government-mandated "Period of Integrated Studies" (PIS) in the Japanese primary and secondary school curriculum. Additionally, it will be appropriate for the RCE Greater Sendai Steering Committee to facilitate and coordinate the learning processes and also promote networking and cooperative interactions among the actors and stakeholders in the region. Recommendations for improvement of the OPEN ACCESSSustainability 2012, 4 1620 learning partnerships in RCE Greater Sendai are made for consideration at the local and national policy levels.

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“…UNESCO (2014) Education for Sustainable Development (ESD) is the most used term worldwide, by the United Nations. Agenda 21 was the first international document, which identified education as an essential tool for achieving sustainable development in highlighted areas of action for education (McKeown, 2002). Environmental education towards kids has positive impact on natural resources conservation, since in the present day children are disconnected from nature and they have to be trained to become environmental stewards.…”

Section: Introductionmentioning

confidence: 99%

Environmental education and ecotourism using termitaria research findings: A case study of Pendjari reserve, Benin

Dossou-Yovo¹,

Vodouhè²,

Assogbadjo³

et al. 2017

J. Ecol. Nat. Environ.

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Findings are available on termitaria and their vegetation in the Pendjari Biosphere Reserve and otherSudanian regions in West Africa, but research without dissemination and impacts on communities seems not to be useful. This work aims at providing non-governmental organization (NGOs) and forestry advisers with useful data for environmental education projects and taking termitaria and their vegetation into account for ecotourism in Pendjari Reserve. This article on termitaria and termitariarelated vegetation summarizes data useful for two purposes. Traditional knowledge on termitaria is useful for education; termitaria plants are used as medicine. Mushrooms growing on termitaria and small mammals living in dead and abandoned mounds are consumed in the reserve. There is a need to train kids and students on termitaria and their vegetation conservation. The panoramic view of mounds and their vegetation is really attractive to tourists. Vegetation on termitaria differs between management types of an area and is dominated by woody species belonging mostly to Combretaceae botanical group. Cappareae species seem restricted to termitaria. The three major ethnic groups in the Reserve hold a diversity of ethnological knowledge on termitaria and their vegetation. These can serve for ecotourism development towards termitaria to lower poverty probability of small households in the Reserve.

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Education for Sustainable Development in Canada and the United States

Cited by 32 publications

References 5 publications

Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning

Environmental education and ecotourism using termitaria research findings: A case study of Pendjari reserve, Benin

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