The Current Level of Concern and Knowledge of Environmental Sustainability (ES) is a Reflection of its Marginalization from the Core School Curriculum and by the Media in Japan

Ofei-Manu, Paul; Skerratt, Glynn

doi:10.18848/1832-2077/cgp/v05i04/54659

Cited by 2 publications

(5 citation statements)

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“…The level of awareness of RCEGS in the region is also only satisfactory and RCEGS should do more to communicate its existence and activities to the general public. A survey in 2006 [69] on awareness of RCEGS among respondents in the education and corporate sectors was significantly low. Another survey made three years later (unpublished) in similar locations showed little progress.…”

Section: Recommendationsmentioning

confidence: 93%

“…Students and teachers were sampled from 15 schools comprising four elementary schools, six junior high schools and five high schools in and around Zao-Shiroishi, Murata, Kakuda City, Natori City and Sendai City using structured questionnaires. The data presented in this paper is part of a study conducted on (1) environmental sustainability knowledge of respondents in schools and businesses, and (2) the sustainability of schools and businesses in RCEGS [1,22,69]. Regarding the figure showing "the most appropriate stage for learning ESD", additional respondents of 94 company workers from 10 firms were sampled.…”

Section: Methodsmentioning

confidence: 99%

“…Student teachers in Miyagi University of Education for example are currently receiving ESD training both on campus [82] and in the field [30], although the content and structure ought to be streamlined. Provision of in-service ESD training to teachers is also important, as a report indicated [69] that 67.0% of the teachers within RCEGS did not even know that a teachers' resource center for environmental education existed in Miyagi University of Education. Also, the interest of teachers in students' company visits/internships is key to the success of the collaboration, and therefore ought to be enhanced.…”

Section: Recommendationsmentioning

confidence: 99%

“…Also, the interest of teachers in students' company visits/internships is key to the success of the collaboration, and therefore ought to be enhanced. In an earlier report regarding which seven activities teachers and students considered the most effective in implementing ESD in RCEGS, for teachers "company visits/internships" came next to last while for students, it came a close third after "field-based school curriculum" and "engaging in sustainable practices in schools" [69].…”

Section: Recommendationsmentioning

confidence: 99%

“…Here, the ESD-related agencies at the national level (like ESD-J, a consortium of NGOs in Japan and the United Nations University, the originator of the RCE concept which also serves as the secretariat of RCEs worldwide) and those organizations at the local level can "lobby" the relevant authorities for priority and more time to be given to the ESD-related activities in the PIS. A report by Ofei-Manu and Skerratt [69] showed that only 41% of students responded in the affirmative when asked whether PIS discussed sustainability/environmental issues adequately. This business-school partnership should also be considered in the government's public-private partnership (PPP) programs.…”

Section: Recommendationsmentioning

confidence: 99%

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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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Section: Recommendationsmentioning

confidence: 93%

Section: Methodsmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

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