Education For Sustainable Development : Pendidikan Etika Lingkungan di Perguruan Tinggi

EfSD (Education for Sustainable Development) merupakan konsep baru pendidikan yang dicanangkan UNESCO sejak tahun 2004 dengan maksud untuk menjamin keberlanjutan masa depan generasi penerus kita. Konsep ini memuat 3 pilar utama, yaitu: aspek ekonomi, aspek lingkungan, dan aspek sosial termasuk budaya, karenanya harus menjadi perhatian bagi para pendidik, baik mulai pendidikan bagi anak usia dini sampai pendidikan tinggi. Dimensi etika mendapat tekanan arti pada dokumen EfSD sebagai pusat pemahaman terhadap EfSD. Etika yang dimaksud adalah etika lingkungan yang filosofis, analitis, dan komprehensif, sehingga diperlukan adanya pemikiran keadilan yang berhubungan dengan keadilan antar generasi maupun intra-generasi, termasuk hubungan antara manusia dan makhluk hidup di alam (UNESCO, 2005 annex 1).Kunci pemahaman ruh EfSD perlu diformulasikan bersama, dan pembelajaran transformasional merupakan pilihan. Karena konsep EfSD memuat sifat futuristik, maka selaku pendidik kita tidak hanya dituntut untuk mencerdaskan anak didik semata, melainkan kita juga dituntut untuk mengasah hati dan membekali moral sedemikian rupa sehingga lulusan mampu mengadopsi konsep, nilai, dan praktek perilaku untuk pengembangan yang berkelanjutan. Dengan terasahnya kecerdasan otak dan hati anak didik, maka cipta, rasa, dan karsanya akan tersinergikan dan teroptimalisasikan untuk menjawab tantangan permasalahan pada 10 tahun mendatang

Education for Sustainable Development

The U.S. Partnership for Education for Sustainable Development has collected resources to help educators and the general public understand sustainable development (creating healthy ecosystems, communities and economies). Resources are categorized into youth, K-12, higher education, business, faith and funding. Educational levels: Primary elementary, Intermediate elementary, Middle school, High school, Undergraduate lower division, Undergraduate upper division, Graduate or professional, General public

Education for Sustainable Development: Research overview

This discussion paper outlines some of the main characteristics of Education for Sustainable Development (ESD), particularly in the context of ‘development’ and ‘globalization’. It addresses the various interpretations and meanings of ESD, shows how these relate to environmental education and emerging educations that overlap with SD-issues and introduces sustainability competence as a key outcome of ESD. The paper also outlines some regional trends that affect the way ESD manifests itself in the various countries and regions around the world. Some key developments affecting ESD are introduced, including globalization, the rise of the information and knowledge society, the utilization of diversity and the need for the inclusion of marginalized groups and perspectives

Education for sustainable development: improving schools - improving lives

This report draws on visits to 14 schools between September 2005 and December 2008 to determine how successful each was in developing pupils’ experience and understanding of sustainable development, and whether an increased commitment to sustainability had wider benefits. The report provides examples of specific actions that led to improvement, which may help other institutions in striving to meet the Government’s target for all schools to be sustainable schools by 2020

Nonformal education for sustainable development: A Bangladeshi perspective

Sustainable development means ‘development that meets the needs of the present without compromising the ability of future generations to meet their needs’ (WCED, 1987:43). Meanwhile, any education worth the name is a life-long process for the betterment of human well-being. The social purposes of education are located in the long term, and it is right therefore that education should be oriented towards the construction and maintenance of a sustainable future. However, many children in developing countries get very little education. They have little chance to attend even low-quality primary schools, and dropout and failure rates are alarming; many leave semi-literate, soon to relapse into illiteracy, with disastrous consequences for their participation as individuals in the creation of a sustainable world. Moreover, the majority of those who are at school experience a traditional, formal education paradigm, aimed primarily at selecting and building human capital for economic growth. This paradigm is seen to be increasingly at odds with the concept of education for sustainability. Since the 1960s, nonformal education has comprised a wide spectrum of educational and training activities organised outside the formal school system. Innovative learning methods are aimed at the development of practical skills, including matters of health, sanitation, literacy, to be applied in real life situations. As an alternative approach to basic education, the nonformal sector as a whole thus increases pressure for change in the wider education system. Drawing on a three-year empirical study of young people at the point of transition between the nonformal and formal sectors of schooling in Bangladesh, this paper will develop a framework for analysing how the nonformal education paradigm could usefully and realistically increase practice for sustainability in the formal system

A UK indicator of education for sustainable development

Report references UK Government publication 'Securing the Future'.Report on workshops consulting members of the education community on their preferred approach to the indicator announced in the UK strategy for sustainable development, 'Securing the Future'.Publisher PD

Education for sustainable development

Knowledge - outlook - skills. This triad is the basis of any educational cycle, and determines a key framework of forms and methods of education. Each component of the triad contributes to the reproduction of two others. Finally, the triad mentioned is to realize three conditions of a human being: to know, want, and be able to do something. To know means to want, to want means to be able. Any skill reproduces needs for a new knowledge, and the cycle repeats on a new qualitative basis. When it deals with sustainable development (SD) the problem is that this cycle for each human of the Earth would be reproduced constantly. When a human being is getting older, this cycle should be realized automatically (in particular, due to human self-training processes). When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/797

Education for Sustainable Development

This chapter focuses on Education for Sustainable Development (ESD) for communities selling medicinal plants in northern KwaZulu-Natal, South Africa. The purpose is to equip the participating medicinal plant sellers with knowledge and skills related to the trade of medicinal plants. In particular, the study focuses on cultivating the participants’ awareness of the importance of conducting their business based on principles of conservation, sustainable livelihoods and environmental sustainability. The study followed a case study design within a mixed methods research paradigm. Data collection involved the use of face-to-face questionnaire administration and follow-up focused group interviews. Phase 1 results revealed a number of challenges faced by the medicinal plant sellers. These included processing, storage and packaging, lack of business skills and the conservation of medicinal plants and their products. Following a capacity building intervention based on ESD and non-formal education principles, phase II results showed that the medicinal plant sellers had revised some of their business practices–such as pricing techniques and record keeping. However, processing of medicinal plant materials, storage, packaging and conservation remained a challenge that needed further attention. In particular, sustainable harvesting practices and cultivation of medicinal plants in home gardens still presented some difficulties