This book sheds light on the nexus of driving factors for the paradigm shift, based on the chapters on emerging state and nonstate actors and discourse on post-EFA agendas. Special attention will be given to actors in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features.
This book sheds light on the nexus of driving factors for the paradigm shift, based on the chapters on emerging state and nonstate actors and discourse on post-EFA agendas. Special attention will be given to actors in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features.
This book illustrates how sustainability, information technologies, and envisioning the future can be effectively woven into an integrated educational experience. By understanding what it takes to build a sustainable community, students will develop the skills needed to engage successfully in a sustainable society. Using the real world as their classroom, they will participate in gathering and analyzing data, clarifying values, listening, speaking, thinking creatively, and making decisions about their community.
This book provides an introduction to the state of sustainability education in Asia. It covers national policies, institutional policies and practices within Asian universities, sustainability considerations for teacher training at schools of education, and pedagogical practices for sustainability in higher education. With contributors from universities and NGOs in Indonesia, Singapore, Malaysia, Thailand, the Philippines, Cambodia, India, China and South Korea, this volume brings together the best papers from a series of successful international conferences on post-secondary education for sustainability in Asia. The book is organized into five parts: • Part I focuses on paradigms for sustainability education • Part II looks at sustainability education contexts, strategies and outcomes at the national level • Part III gives examples of sustainability programs and strategies adopted at specific universities • Part IV highlights sustainability education research from schools of education • Part V explores specific examples of post-secondary educational practices in sustainability
How will we move towards sustainability? By learning through crisis, or by design? In this Briefing, Stephen Sterling points out that: Progress towards a more sustainable future critically depends on learning, yet most education and learning take no account of sustainability; The reorientation of education towards sustainable development since the Agenda 21 agreement of 1992 has been very slow; Education is largely behind other fields in developing new thinking and practice in response to the challenge of sustainability.
This book analyses the role of the university in working towards the Sustainable Development Goals. In contrast to the previous Millennium Development Goals, higher education is seen to have a crucial role in this new agenda. Yet how can the university fulfil these weighty expectations, and are the dominant trends in higher education supporting or undermining this vision? This book draws on the idea of the ‘developmental university’, a model characterised by its porous boundaries with society and commitment to teaching, research and community engagement in the public interest. The author examines case studies from Latin America, Africa and other regions to analyse how this model can be revived, countering recent trends of marketisation, status competition and unbundling. The book also considers alternatives to the developmental model drawing on indigenous knowledge systems, looking beyond the SDG framework to the creation of a new form of society. This timely volume will be of interest and value to those working in the field of sustainable development, and to students and scholars of comparative education, international development and higher education studies.
The 17 Sustainable Development Goals (SDGs) have been agreed globally in an unprecedented ambitious and innovative agenda for prosperity and peace for people and planet. This book provides a roadmap for achieving the paradigm shift to achieve the SGDs from an Educational perspective.
Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.
World Education Patterns in the Global South surveys the educational responses and new educational landscapes being developed as a consequence of the powerful global forces that are demanding change within the Global South’s educational contexts, including Central and South-East Asia, Latin America, and the Caribbean.
Sovereign debt is necessary for the functioning of many modern states, yet its impact on human rights is underexplored in academic literature. This volume provides the reader with a step-by-step analysis of the debt phenomenon and how it affects human rights. Beginning by setting out the historical, political and economic context of sovereign debt, the book goes on to address the human rights dimension of the policies and activities of the three types of sovereign lenders: international financial institutions (IFIs), sovereigns and private lenders. Bantekas and Lumina, along with a team of global experts, establish the link between debt and the manner in which the accumulation of sovereign debt violates human rights, examining some of the conditions imposed by structural adjustment programs on debtor states with a view to servicing their debt. They outline how such conditions have been shown to exacerbate the debt itself at the expense of economic sovereignty, concluding that such measures worsen the borrower's economic situation, and are injurious to the entrenched rights of peoples.
