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81.
This article examines Western and Chinese discourses of education, sustainable growth and development. Education is increasingly considered as a means to fuel economic growth, especially since the 1980s, when conservative economic values became predominant in Western development thought. Despite a discourse on sustainability favouring ecologically sound and equitable growth, education is increasingly economy-centred. Through analysis of China’s market-based socialism, its development path, and the expansion of its Africa cooperation, this article seeks to demonstrate that the China-proposed development and education models are very similar to the Western growth-based development paradigm, although the discourse is different. 相似文献
82.
In recent years, policy approaches that build upon the notion of innovation systems have enjoyed increasing attention in science, technology and innovation policy. But while the usefulness of systemic thinking in policy-making has been demonstrated in a large number of empirical settings, we still lack a detailed understanding of the dynamics at play when policy makers address systemic problems. In this paper, we show how complex interdependencies and the uncertain nature of technological change shape the process of targeted policy interventions in socio-technical systems. Toward this end we analyzed the evolution of the German feed-in tariff (FIT) system for solar photovoltaic power, a highly effective and widely copied policy instrument targeted at fostering the diffusion and development of renewable energy technologies. We find that the policy has been subject to a considerable amount of changes, many of which are the result of policy makers addressing specific system issues and bottlenecks. Interestingly, however, often these issues themselves were driven by unforeseen technological developments induced by previous policy interventions. We argue that the pattern of policy serving as both a solution to and a driver of technological bottlenecks shows strong similarities with what Rosenberg (1969) called ‘compulsive sequences’ in the development of technical systems. By shedding more light on how the characteristics of socio-technical systems affect policy interventions, our framework represents a first step toward more closely integrating the literature on innovation systems with the work on policy learning. 相似文献
83.
The article draws from two theoretical fields, innovation intermediation and sustainability transitions, to examine the role of government-affiliated intermediary organisations in system-level transitions. The role of intermediaries working between actors – producers and users, entrepreneurs and adopters, idea generators and funders – has seldom been specifically addressed in the transitions literature. Thus, the role of intermediary organisations in enacting change in socio-technical regimes, particularly of intermediaries falling between traditional public sector and private sector actors, is of interest in this article. Empirical analyses of two Finnish organisations, Sitra and Motiva, show that government-affiliated intermediaries are likely to engage in strategic niche management processes in diverse ways, each organisation having its own distinct characteristics. The analysis also points out that to get from niches to transition, sustained systemic intermediaries are crucial in articulating new visions and expectations. Government-affiliated intermediaries may make an important contribution to sustainability transitions by initiating and managing new policy or market processes and by acting as an impartial contact point or voice for new networks of actors. While independence from public administration is likely to facilitate networking, too neutral a stance or limited temporal engagement may reduce the transition-facilitating effects. 相似文献
84.
Alison Lugg 《Journal of Adventure Education & Outdoor Learning》2013,13(2):97-112
UNESCO's challenge to Higher Education institutions to provide educational leadership in sustainable development, provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more holistic, experiential, interdisciplinary approaches. As a pedagogical approach, outdoor learning may have something to offer since it lends itself to holistic and experiential learning and enables integration of knowledge and skills from a range of discipline areas. Outdoor and environmental education research suggests that educational experiences in outdoor settings can be significant in developing environmental sensitivity and knowledge. Such knowledge and attitudes are components of ecological literacy and, more recently, sustainability literacy. This paper considers how outdoor experiential pedagogy might contribute to the current sustainability education agenda. It focuses on Higher Education since this sector has the obligation and the capability of instigating a ‘ripple’ effect' in developing sustainability-literate citizens. It discusses possibilities and issues arising from a review of outdoor, environmental and sustainability education literature, particularly, but not exclusively, from the UK. The paper is a precursor to an empirical study into how outdoor learning might contribute to the development of sustainability-literate graduates. 相似文献
85.
Sheila G. Oyao Jack Holbrook Miia Rannikmäe Marmon M. Pagunsan 《International Journal of Science Education》2013,35(14):2237-2263
This article proposes a competence-based learning framework for science teaching, applied to the study of ‘big ideas’, in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward resilience and sustainability. The framework draws together competences familiarly expressed as cognitive knowledge and skills, plus dispositions and adds connectedness and action-related behaviors, and applies this by means of a progression shift associated with NH&DRR from abilities to capabilities. The target is enhanced scientific literacy approached through an education through science focus, amplified through the study of a big idea, promotion of sustained resilience in the face of disaster and the taking of responsibilities for behavioral actions. The framework is applied to a learning progression for each interrelated education dimension, thus serving as a guide for both the development of abilities and as a platform for stimulating student capabilities within instruction and assessment. 相似文献
86.
Athanasia Chatzifotiou 《Curriculum Journal》2013,24(4):367-381
This article reports the results of a research study on the impact of environmental education (EE) upon English primary school teachers, and it then discusses the findings of the study in relation to education for sustainable development, as EE is considered one of the two precursors of education for sustainable development. The article begins by considering the development of EE in the English national curriculum of primary schools and then briefly outlines and reports two major findings of the study, comparing them against the new context of education for sustainable development. Overall, the article demonstrates how EE, the national curriculum and teachers have interacted with each other, while arguing that there seems to be a parallel course among education for sustainable development and EE in the national curriculum, with no apparent crossroad to link the two and explain how education for sustainable development is partly based on EE as well. 相似文献
87.
Hairon Salleh 《Educational Action Research》2013,21(4):513-523
Action research has received increasing attention, especially by school leaders, as a result of the Singapore Ministry of Education’s push for greater autonomy, diversity and innovation at the school level. It is also perceived as a means for teacher professional development and professionalism. The Teachers Network, which has its own brand of action research called ‘Learning Circles’, is in support of such a view. Action research projects are not, however, without problems. In this paper, structures that pose constraints to successful action research endeavours will be the main focus for discussion. 相似文献
88.
《Journal of research on educational effectiveness》2013,6(4):315-342
Abstract Factors were explored that predicted whether teachers sustained the use of a validated reading intervention. Seventy-three teachers from 37 schools in 3 states were asked in interviews whether they continued to use Kindergarten Peer Assisted Learning Strategies (KPALS) 1 year after their involvement in the program. A logistic regression model was created with teachers’ yes/no responses as the dependent variable and with predictors identified as important to sustainability. Findings were consonant with current theoretical models of sustainability. The logistic regression model captured many key elements of teachers’ decisions to sustain. Strongest predictors were teacher perceptions of the effectiveness of KPALS and degree of external technical support given them. 相似文献
89.
Sport has proven to be an unstoppable globalising force. The Olympic Movement has come to epitomise modernisation and the extent to which Western sport has become globalised. The philosophy of Olympism, once resting upon just two pillars of Excellence in Sport and Culture has since 1994 been underpinned by a third, the Environment. All of the Olympic Games host cities now have to support a responsible concern for environmental issues and with that the very sustainability of ‘our’ culture, and sport itself. They must do so by bequeathing a holistic positive legacy from their Games. This paper will analyse the three ‘Asian’ Olympic Summer Olympic Games – Tokyo 1964, Seoul 1988 and Beijing 2008 – by looking at the cultural, sporting and environmental legacies each has left. The discussion of the concept of sustainability as an element of culture will embrace Littig and Griessler’s idea that social sustainability is about the quality of societies expressed through the nature-society relationships and is not merely an economically based notion.1 In this paper we consider the three Asian Summer Olympic Games. Each has been related to a specific nodal point in the host country's national history, as a means of illustrating, indeed emphasising, the always unique impacts of context on event and process. Yet we propose that, locked as they are in distinct epochs and differing cultural, political and economic contexts, they are nonetheless marked in common by an Asian discourse heavily reliant upon economic and nationalistic motivations. The progressive analysis of each Games demonstrates that although each was unique, particularly in regards to the expectations stakeholders had of ‘their Olympics’, all three host nations represented themselves as ‘modern hybrids’ by simultaneously demonstrating their modernised characters and emphasising their ancient cultures. The analysis demonstrates the holistic impact of these events by reference to the wide range of economic, social, cultural and sporting changes that have emerged for each host from each festival. The evaluation of the nature and significance of these legacies reemphasises the impact of the Olympic Games as a vehicle for social change and illustrates the transformative power of sport at national and global levels. 相似文献
90.
Cliona Murphy Greg Smith Benjamin Mallon Erin Redman 《Environmental Education Research》2020,26(8):1112-1136
AbstractResearch suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre- and post-programme surveys, teachers’ reflective journals and post-programme group interviews, the paper explores Irish primary school teachers’ experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers’ self-efficacy, supports teachers’ critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education. 相似文献