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Focusing on the challenges of the transition to responsible,
sustainable lifestyles, this book examines developments over the
last decade in relation to: - the creation of awareness of consumer
citizenship, civic involvement and environmental stewardship -
research, projects and publications on education for responsible
living - the creation and implementation of relevant teaching
methods and materials - policies on education for sustainable
consumption and lifestyles - global processes for education on
sustainable development The articles deal with topics related to
policy support, institutional approaches, educators, young people,
and local communities. They draw attention to successful
initiatives and reflect upon what still needs to be done. The book
also looks at the roles that central actors such as PERL (The
Partnership for Education and research about Responsible Living)
play in this process.
Focusing on the challenges of the transition to responsible,
sustainable lifestyles, this book examines developments over the
last decade in relation to: - the creation of awareness of consumer
citizenship, civic involvement and environmental stewardship -
research, projects and publications on education for responsible
living - the creation and implementation of relevant teaching
methods and materials - policies on education for sustainable
consumption and lifestyles - global processes for education on
sustainable development The articles deal with topics related to
policy support, institutional approaches, educators, young people,
and local communities. They draw attention to successful
initiatives and reflect upon what still needs to be done. The book
also looks at the roles that central actors such as PERL (The
Partnership for Education and research about Responsible Living)
play in this process.
The UN’s Sustainable Development Goal #4 focuses on inclusive,
quality education, galvanizing efforts for substantial educational
reform around the globe. Progress is being made but are the
initiatives being upscaled and mainstreamed rapidly enough? Has
caring become an essential aspect of learning? Have cooperative
learning and creativity been given enough attention? Are teachers
receiving sufficient support? These are some of the questions
raised by Victoria Thoresen as she considers the goals and
challenges iterated in the SDG. Thoresen argues that unless
implementation of the new definitions of inclusive, quality
education are prioritized everywhere, sustainable development will
be severely hampered and, conceivably, misdirected. She examines
the recent evolution of education in light of political and
commercial ambitions, technological advancements, and knowledge
creation and sharing. Key concerns relating to education for and
learning about sustainable development are identified and major
obstacles to achieving inclusive, quality education for all are
discussed.
The UN’s Sustainable Development Goal #4 focuses on inclusive,
quality education, galvanizing efforts for substantial educational
reform around the globe. Progress is being made but are the
initiatives being upscaled and mainstreamed rapidly enough? Has
caring become an essential aspect of learning? Have cooperative
learning and creativity been given enough attention? Are teachers
receiving sufficient support? These are some of the questions
raised by Victoria Thoresen as she considers the goals and
challenges iterated in the SDG. Thoresen argues that unless
implementation of the new definitions of inclusive, quality
education are prioritized everywhere, sustainable development will
be severely hampered and, conceivably, misdirected. She examines
the recent evolution of education in light of political and
commercial ambitions, technological advancements, and knowledge
creation and sharing. Key concerns relating to education for and
learning about sustainable development are identified and major
obstacles to achieving inclusive, quality education for all are
discussed.
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