Identifying the factors for sustainability learning performance

Ofei-Manu, Paul; Didham, Robert James

doi:10.1016/j.jclepro.2018.06.126

Cited by 31 publications

(32 citation statements)

References 14 publications

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“…• ESD good practice cases and the Learning Performance Framework: Ten exemplar practice cases were collected and documented in the second research report [23]. This report also elaborates an ESD Learning Performance Framework [26] which provides a basis for developing measurable, qualitative learning targets and ultimately indicators to assess educational progress and monitor educational performance at local (classroom) and national levels. Other potential capabilities include informing educational decision-making, aiding curriculum design, course content and teaching pedagogies and facilitating safe and appropriate learning environments.…”

Section: Major Outputs and Results Obtained From The Researchmentioning

confidence: 99%

“…While such self-selection and self-reporting have an inherent-level of subjectivity (and potential positive bias), it was deemed an important complement to the quantitative and quasi-quantitative nature of the country status reports, and efforts were taken to encourage critically reflective narratives by requiring responses to eight investigatory questions. These rich qualitative narratives supported the examination of key learning features of ESD practice and led to the development of an ESD Learning Performance Framework [26]. For data analysis, two rounds of selective coding were applied.…”

Section: Methods: Summary Of the Mande Of Esd Research Projectmentioning

confidence: 99%

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Facilitating Collaborative Partnerships in Education Policy Research: A Case of Multi-Stakeholder, Co-Investigation for Monitoring and Evaluation of Education for Sustainable Development

Didham

Ofei-Manu²

2020

Sustainability

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Strengthening the research-policy interface is dependent on conducting good research, as well as the appropriateness and applicability of identified policy options. The involvement of relevant stakeholders in collaborative research efforts to co-produce knowledge and recommendations to advance policies is one approach that can arguably improve this interface. This paper provides a practical instance of a research process on education for sustainable development (ESD) to develop a monitoring and evaluation (M&E) framework, which was conducted in the Asia region with participants from seven countries. This research process is presented as a pragmatic case study of how a collaborative research partnership was facilitated, and it examines how the interaction between researchers, policymakers and practitioners can be structured to support mutual learning in the field of sustainability education. The paper examines the wider debates regarding the research-policy interface, and it identifies the learning features that were achieved in this collaborative partnership, as well as the benefits this had for the research and knowledge co-generation. The paper concludes with a discussion of the challenges and issues M&E raises about the relationship between research and policy in ESD and suggests ways to address them.

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Section: Major Outputs and Results Obtained From The Researchmentioning

confidence: 99%

Section: Methods: Summary Of the Mande Of Esd Research Projectmentioning

confidence: 99%

Facilitating Collaborative Partnerships in Education Policy Research: A Case of Multi-Stakeholder, Co-Investigation for Monitoring and Evaluation of Education for Sustainable Development

Didham

Ofei-Manu²

2020

Sustainability

Self Cite

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“…[45], "Education for sustainable development aims to empower people with values, skills and knowledge, which will help them become active agents for change in their own lives and in their wider society". Within this context, the development of systemic thinking, interdisciplinary capabilities and problem-solving approach are then fundamental elements in the management of the complex and interrelated sustainability challenges [46][47][48][49][50]. As recently reported by [51] citizen science, defined as the participation of individuals in the development of scientific and policy knowledge is today recognized as a fundamental factor for the Agenda 2030.…”

Section: Interlinkages Inventoriesmentioning

confidence: 99%

Tracking the Interlinkages across SDGs: The Case of Hill Centered Education Network in Bogota, Colombia

Andreoni

Vargas

2020

Sustainability

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The main objective of this paper is to use the successful example of the Hill Centered Education Network in Bogota, Colombia, to discuss the role that education and bottom-up initiatives can have in the integrated implementation of the 2030 Agenda. Founded in 2015 by a team of three organisations, the Bogota Hill Network includes today more than 100 schools, 21 non-governmental organisations and three governmental agencies. Oriented to promote ecological conservation through education, the network uses the natural ecosystems of the city as a learning environment where collaborative projects are created and implemented. By involving a large number of pupils with different socio-economic and cultural backgrounds, the initiative has been able to promote equality and inclusion while developing environmental stewardship of students and communities. The achievements of the projects, together with the main opportunities and challenges, are used in this paper to map the interlinkages across targets and goals and to discuss the role of education in the development of integrated partnerships across a wide range of sustainability dimensions. From a policy perspective, the discussion of the bottom-up initiatives and the identification of successful examples can support the design of policies and the replication of sustainability initiatives.

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“…In order to assist architects in selecting the best strategies and verify their alignment with the aims of sustainability, guidelines for a sustainable project have been developed. These guidelines were determined from the previously selected key indicators of sustainability [43].…”

Section: Guidelines To Sustainable Architecture Designmentioning

confidence: 99%

Architectural Design: Sustainability in the Decision-Making Process

Feria¹,

Amado

2019

Buildings

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This article discusses the potential of introducing sustainability in the architectural design method so that building solutions can contribute to sustainable development. Sustainability has introduced a new pattern to the architecture practice, which involves important modifications in the teaching of architecture in what regards to the design methods to students but also practitioners, in order to provide more comfort for present and future generations. In the design phases of the architectural design, the subject of the three pillars of sustainability—economic, social and environmental factors—are not always considered by the architect in the decision-making process. The topic involves actions that will influence the overall performance of the building throughout its lifecycle. Sustainability has not been a priority in the training of the architect. The existing tools, Sustainability Assessment and Certification Systems, although adequate to evaluate the sustainability component of a building, do not prove to be the most appropriate tool to support architects during the design process. Therefore, the implementation and evaluation of strategies that integrate the sustainability principles need to be included in the early stages of the architectural design method. In addition to collecting data through literature review, a survey was conducted among 217 architects and architecture students in order to access the need for a tool that supports architects in the issue of sustainability. The results concluded that, although all the respondents agree about what concerns the implementation of sustainability principles in the architectural design method, only few respondents guarantee that these principles are implemented by means of a rigorous evaluation. Thus, the purpose of this paper is to identify a set of guidelines that can help architects to change the current approach of architectural practice towards more sustainable strategies in building design. This means the introduction, implementation and evaluation of sustainability principles in different phases of the architectural design method. The proposal stresses the main strategies that need to be considered in each phase of the architectural project and defines a level of recommendation in each guideline that allows the architect to evaluate the implementation of sustainability.

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Identifying the factors for sustainability learning performance

Cited by 31 publications

References 14 publications

Facilitating Collaborative Partnerships in Education Policy Research: A Case of Multi-Stakeholder, Co-Investigation for Monitoring and Evaluation of Education for Sustainable Development

Facilitating Collaborative Partnerships in Education Policy Research: A Case of Multi-Stakeholder, Co-Investigation for Monitoring and Evaluation of Education for Sustainable Development

Tracking the Interlinkages across SDGs: The Case of Hill Centered Education Network in Bogota, Colombia

Architectural Design: Sustainability in the Decision-Making Process

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