This document discusses how education for sustainable development through e-learning can help businesses adapt to climate change risks and opportunities. It argues that re-educating the workforce with a focus on systems thinking and sustainability is needed for businesses to successfully implement sustainable development strategies. Lifelong learning approaches that blend e-learning with face-to-face learning can provide an efficient way to educate workers on sustainability issues and help businesses achieve long-term survival and prosperity in a changing environment.
Alison Young, Logan Muller, Samuel Mann and Lesley Smith (2009) Computing Education for Sustainability: Madrid and
beyond. Proceedings of the 22nd NACCQ 141-145
Paper: What is disaster resilience education?Neil Dufty
Paper Presented at the
Australian and New Zealand Disaster and Emergency Management Conference
Surfers Paradise, Gold Coast (QLD), 5-7 May 2014
Community disaster education, communication and engagement (ECE) is an integral component of emergency management in Australia and around the world. Its main goal is to promote public safety and, to a lesser extent, reduce damages. However, many governments around the world, including Australia, aim to also build community disaster resilience, with learning viewed as a critical mechanism. There is therefore a need to examine current community disaster ECE practices with a view to aligning them to the broader goal of disaster resilience. To attempt this, an exploratory research methodology was utilised to examine possible education content and processes that could be used by emergency agencies and other organisations to design plans, programs and activities that build disaster resilience in local communities.
The research found that disaster resilience ECE content should not only cover preparedness and response aspects, but also learning about speedy and effective recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience ECE should also involve learning about the community itself, including how to reduce vulnerabilities and connect communities through social capital formation.
As a result of the research, opportunities for disaster resilience ECE were identified in the main learning domains: behavioural, cognitive, affective and social. The findings demonstrated that many current disaster ECE programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium. The research also identified a framework to design disaster resilience ECE programs that can be used for any community. The framework includes guiding principles, ‘palettes’ from which to choose appropriate learning content and processes, and a series of ‘filters’ to tailor the programs to specific disaster-impacted communities.
Paper - Recent research in disaster education and its implications for emerge...Neil Dufty
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Sustainability in the University: Framework and Best PracticesShadi Hijazi
This document discusses frameworks for sustainability in higher education. It provides examples of sustainability frameworks from the UN and EU that universities can use to guide their efforts. It also discusses sustainability metrics and indices that are used to measure performance in areas like the environment, society, and governance. The document emphasizes that sustainability metrics should complement sustainability strategies and notes the risk of metrics substitution if they are not properly integrated with efforts to educate the university community and stakeholders.
This document provides an overview of an article about Integral Sustainable Development, which aims to provide a comprehensive framework for sustainable development efforts. The article explains that current approaches to sustainable development are fragmented and do not adequately address the complex, interconnected social, environmental and economic challenges faced. Integral Sustainable Development introduces a framework that maps these challenges from an inclusive perspective, considering interior psychological and cultural dynamics as well as exterior behavioral and systemic factors, to help optimize sustainable development initiatives. Part 1 of the article outlines this framework and its advantages over other approaches.
Technological, economic, socio-cultural, and political factors are driving the emergence of e-learning. Technological advances like the shift from Web 1.0 to Web 2.0 which allows users to interact and participate online have enabled the growth of e-learning. Economic factors like the lack of workforce are increasing demand for online learning opportunities. Socio-cultural changes mean education needs to prepare students for a more digital world. Political support for developing a "knowledge economy" further pushes the adoption of e-learning.
1. Education for sustainable development (ESD) aims to promote awareness and empower citizens to make changes towards more sustainable societies. It involves reorienting education to address sustainable development issues.
2. ESD is not a new subject but builds on existing areas like environmental education. It helps develop knowledge, values, and skills to envision and participate in sustainable change.
3. The UN proposed seven strategies for countries to implement ESD: vision-building, partnerships, capacity-building, research/innovation, information/communication, monitoring, and evaluation. Examples are given for how countries can apply these strategies.
Alison Young, Logan Muller, Samuel Mann and Lesley Smith (2009) Computing Education for Sustainability: Madrid and
beyond. Proceedings of the 22nd NACCQ 141-145
Paper: What is disaster resilience education?Neil Dufty
Paper Presented at the
Australian and New Zealand Disaster and Emergency Management Conference
Surfers Paradise, Gold Coast (QLD), 5-7 May 2014
Community disaster education, communication and engagement (ECE) is an integral component of emergency management in Australia and around the world. Its main goal is to promote public safety and, to a lesser extent, reduce damages. However, many governments around the world, including Australia, aim to also build community disaster resilience, with learning viewed as a critical mechanism. There is therefore a need to examine current community disaster ECE practices with a view to aligning them to the broader goal of disaster resilience. To attempt this, an exploratory research methodology was utilised to examine possible education content and processes that could be used by emergency agencies and other organisations to design plans, programs and activities that build disaster resilience in local communities.
The research found that disaster resilience ECE content should not only cover preparedness and response aspects, but also learning about speedy and effective recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience ECE should also involve learning about the community itself, including how to reduce vulnerabilities and connect communities through social capital formation.
As a result of the research, opportunities for disaster resilience ECE were identified in the main learning domains: behavioural, cognitive, affective and social. The findings demonstrated that many current disaster ECE programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium. The research also identified a framework to design disaster resilience ECE programs that can be used for any community. The framework includes guiding principles, ‘palettes’ from which to choose appropriate learning content and processes, and a series of ‘filters’ to tailor the programs to specific disaster-impacted communities.
Paper - Recent research in disaster education and its implications for emerge...Neil Dufty
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Sustainability in the University: Framework and Best PracticesShadi Hijazi
This document discusses frameworks for sustainability in higher education. It provides examples of sustainability frameworks from the UN and EU that universities can use to guide their efforts. It also discusses sustainability metrics and indices that are used to measure performance in areas like the environment, society, and governance. The document emphasizes that sustainability metrics should complement sustainability strategies and notes the risk of metrics substitution if they are not properly integrated with efforts to educate the university community and stakeholders.
This document provides an overview of an article about Integral Sustainable Development, which aims to provide a comprehensive framework for sustainable development efforts. The article explains that current approaches to sustainable development are fragmented and do not adequately address the complex, interconnected social, environmental and economic challenges faced. Integral Sustainable Development introduces a framework that maps these challenges from an inclusive perspective, considering interior psychological and cultural dynamics as well as exterior behavioral and systemic factors, to help optimize sustainable development initiatives. Part 1 of the article outlines this framework and its advantages over other approaches.
Technological, economic, socio-cultural, and political factors are driving the emergence of e-learning. Technological advances like the shift from Web 1.0 to Web 2.0 which allows users to interact and participate online have enabled the growth of e-learning. Economic factors like the lack of workforce are increasing demand for online learning opportunities. Socio-cultural changes mean education needs to prepare students for a more digital world. Political support for developing a "knowledge economy" further pushes the adoption of e-learning.
1. Education for sustainable development (ESD) aims to promote awareness and empower citizens to make changes towards more sustainable societies. It involves reorienting education to address sustainable development issues.
2. ESD is not a new subject but builds on existing areas like environmental education. It helps develop knowledge, values, and skills to envision and participate in sustainable change.
3. The UN proposed seven strategies for countries to implement ESD: vision-building, partnerships, capacity-building, research/innovation, information/communication, monitoring, and evaluation. Examples are given for how countries can apply these strategies.
Legal and Ethical Issues in Adult Learningmason9108
This document discusses the legal and ethical issues related to adult learning in the modern era with the introduction of technology. It identifies several key issues: appropriate use of resources to prevent illegal activities; privacy laws like FERPA to protect student information; copyright to prevent plagiarism and ensure proper attribution of others' work; intellectual property regarding ownership of creative works; and the need for ethical policies to promote academic integrity. Addressing these issues through policies helps ensure adult learners have a quality educational experience that is also lawful and upholds standards of honesty.
Presentation from ethics workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Ormond Simpson and Gwyneth Hughes.
This document discusses several ethical issues related to e-learning, including:
- Ethical issues for e-learners such as inappropriate assistance on exams, plagiarism, and lack of adherence to copyright.
- Ethical issues for e-teachers such as privacy, intellectual property, network security, and the digital divide.
- Broader ethical issues concerning e-learning itself, such as criticisms that it cannot substitute for face-to-face learning and questions around how it can help achieve learning outcomes.
The document also discusses potential future developments and ethical issues related to enhanced learning technologies and the potential for e-learning to help educate people to be more ethical.
This document discusses several ethical issues in education. It outlines issues regarding special education resources, the choice of teachers, school uniform policies, discipline policies, and addressing diversity in schools. Regarding special education, it notes the importance of the Education for All Handicapped Children Act and ensuring appropriate resources for students with disabilities. It also discusses debates around parental choice of teachers, arguments for and against school uniforms, balancing discipline policies with second chances, and addressing racial inequality and diversity through school curriculums.
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Legal and ethical issues in adult education andcanccart
The 1976 Copyright Act prohibits reproducing, distributing, publicly performing, or displaying copyrighted works without permission. Copyright law protects original works created by individuals and organizations. Fair use provisions allow limited use of copyrighted materials for nonprofit educational purposes if the amount used is small and it does not negatively impact the original work's market. Individuals and organizations must properly cite and credit any copyrighted sources to avoid legal and ethical issues around plagiarism.
The document discusses key principles of adult learning theory, including that adults: are autonomous, goal-oriented, relevance-oriented, and draw from life experiences; are practical learners who need respect; and are motivated both internally by cognitive interest and externally by factors like relationships, expectations, and advancement. It also outlines barriers to adult learning like lack of time and money, and strategies instructors can use to aid retention, motivation, reinforcement, and transference for effective adult education.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document provides a list of topics related to adult education and controversial issues. It then lists various organizations grouped by their positions on issues like abortion, adoption, affirmative action, alcohol, animal rights, bioethics, and others. For each issue, websites or organizations that take a generally "pro" or "con" position are identified. The document aims to help people learn about controversial topics through exploring different perspectives on the issues.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
A Maturity Model For Integrating Sustainability In Projects And Project Manag...Arlene Smith
This document presents a maturity model for integrating sustainability into projects and project management. The model assesses the level of consideration given to sustainability in terms of resources, processes, business models, and products/services. The model is based on the key concepts of sustainability - integrating economic, environmental and social aspects; integrating short and long-term aspects; and consuming income rather than capital. By using this model, organizations can benchmark their maturity in sustainable practices and monitor their progress over time in translating abstract sustainability concepts into concrete actions.
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
The report summarizes a conference held by the OECD and IMHE in Paris on outcomes of higher education. Over 65 countries were represented at the conference. Sessions discussed topics like quality assurance measures, rankings, learning outcomes, societal needs, efficiency, and policy responses. The conference achieved its goals of information sharing, identifying best practices, and facilitating international cooperation. It provided a platform for reflection on issues in higher education. The changing global context is driving greater accountability and transparency in higher education outcomes. Globalization, technology, the knowledge economy, and massification of higher education have increased demands for outcome measures and quality assurance.
Accepted Manuscript of "A theoretical framework to address Education for Sust...Chiara Scalabrino
Accepted Manuscript of the article "A theoretical framework to address Education for Sustainability for an earlier transition to a just, Low Carbon and Circular Economy" published by Taylor & Francis in “Environmental Education Research” on 25 Mar 2022, available at: https://www.tandfonline.com/doi/full/10.1080/13504622.2022.2031899
Authors: Chiara Scalabrino, Antonio Navarrete Salvador, José María Oliva Martínez
Abstract:
The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES).
Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the ‘Environmental Education (EE)’ and ‘Sustainable Development (SD)’ movements. Finally, their synthesis was proposed as a ‘Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective’.
This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g.: courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations.
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxEbba Ossiannilsson
The document discusses the evolving quality agenda in education. It notes several trends that will shape the quality agenda going forward, including a focus on lifelong learning skills, global competence, inclusion, personalized learning, data-driven decision making, and innovative assessment. The quality agenda is an ongoing concern for educational institutions and aims to improve the effectiveness and outcomes of education programs. Lifelong learning is positioned as important for addressing challenges like economic and social change through developing adaptability and resilience in learners.
Relative economics – as the road map to sustainable development revisedDr. Trilok Kumar Jain
The document discusses the need for courses on relative economics and sustainable development to prepare students for future challenges and careers. It proposes that such courses would help develop social entrepreneurs, promote green technology and sustainability. The document outlines how international agreements and movements have increasingly supported education for sustainable development. It then provides details on potential course content and structure for relative economics, including both theoretical and practical components. The conclusion states that relative economics courses can help develop society according to sustainable development principles and prepare responsible graduates for tomorrow's needs.
The document discusses trends that will shape the future quality agenda for education, including a focus on lifelong learning, skills development, personalization, inclusion, partnerships, and using data and technology. It emphasizes that lifelong learning will be important for addressing challenges like economic and social changes, health crises, and advancing sustainable development. Lifelong learning can promote well-being, equity, and help develop citizens who can adapt to new demands. The quality agenda may place more emphasis on outcomes like learner well-being, impact, and contributions to individual and societal growth.
Critical Thinking and Collaborative Problem-Solving for Improving Education P...IEREK Press
The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
1) The document discusses the need for environmental education and sustainable development to be integrated into school curriculums.
2) It notes that while science and technology have benefits, they have also contributed to environmental degradation without sustainable practices.
3) The document argues that education must motivate active participation in problem solving, discuss the social and moral impacts of environmental actions, and help students understand the consequences of human manipulation of the environment.
Legal and Ethical Issues in Adult Learningmason9108
This document discusses the legal and ethical issues related to adult learning in the modern era with the introduction of technology. It identifies several key issues: appropriate use of resources to prevent illegal activities; privacy laws like FERPA to protect student information; copyright to prevent plagiarism and ensure proper attribution of others' work; intellectual property regarding ownership of creative works; and the need for ethical policies to promote academic integrity. Addressing these issues through policies helps ensure adult learners have a quality educational experience that is also lawful and upholds standards of honesty.
Presentation from ethics workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Ormond Simpson and Gwyneth Hughes.
This document discusses several ethical issues related to e-learning, including:
- Ethical issues for e-learners such as inappropriate assistance on exams, plagiarism, and lack of adherence to copyright.
- Ethical issues for e-teachers such as privacy, intellectual property, network security, and the digital divide.
- Broader ethical issues concerning e-learning itself, such as criticisms that it cannot substitute for face-to-face learning and questions around how it can help achieve learning outcomes.
The document also discusses potential future developments and ethical issues related to enhanced learning technologies and the potential for e-learning to help educate people to be more ethical.
This document discusses several ethical issues in education. It outlines issues regarding special education resources, the choice of teachers, school uniform policies, discipline policies, and addressing diversity in schools. Regarding special education, it notes the importance of the Education for All Handicapped Children Act and ensuring appropriate resources for students with disabilities. It also discusses debates around parental choice of teachers, arguments for and against school uniforms, balancing discipline policies with second chances, and addressing racial inequality and diversity through school curriculums.
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Legal and ethical issues in adult education andcanccart
The 1976 Copyright Act prohibits reproducing, distributing, publicly performing, or displaying copyrighted works without permission. Copyright law protects original works created by individuals and organizations. Fair use provisions allow limited use of copyrighted materials for nonprofit educational purposes if the amount used is small and it does not negatively impact the original work's market. Individuals and organizations must properly cite and credit any copyrighted sources to avoid legal and ethical issues around plagiarism.
The document discusses key principles of adult learning theory, including that adults: are autonomous, goal-oriented, relevance-oriented, and draw from life experiences; are practical learners who need respect; and are motivated both internally by cognitive interest and externally by factors like relationships, expectations, and advancement. It also outlines barriers to adult learning like lack of time and money, and strategies instructors can use to aid retention, motivation, reinforcement, and transference for effective adult education.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document provides a list of topics related to adult education and controversial issues. It then lists various organizations grouped by their positions on issues like abortion, adoption, affirmative action, alcohol, animal rights, bioethics, and others. For each issue, websites or organizations that take a generally "pro" or "con" position are identified. The document aims to help people learn about controversial topics through exploring different perspectives on the issues.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
A Maturity Model For Integrating Sustainability In Projects And Project Manag...Arlene Smith
This document presents a maturity model for integrating sustainability into projects and project management. The model assesses the level of consideration given to sustainability in terms of resources, processes, business models, and products/services. The model is based on the key concepts of sustainability - integrating economic, environmental and social aspects; integrating short and long-term aspects; and consuming income rather than capital. By using this model, organizations can benchmark their maturity in sustainable practices and monitor their progress over time in translating abstract sustainability concepts into concrete actions.
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
The report summarizes a conference held by the OECD and IMHE in Paris on outcomes of higher education. Over 65 countries were represented at the conference. Sessions discussed topics like quality assurance measures, rankings, learning outcomes, societal needs, efficiency, and policy responses. The conference achieved its goals of information sharing, identifying best practices, and facilitating international cooperation. It provided a platform for reflection on issues in higher education. The changing global context is driving greater accountability and transparency in higher education outcomes. Globalization, technology, the knowledge economy, and massification of higher education have increased demands for outcome measures and quality assurance.
Accepted Manuscript of "A theoretical framework to address Education for Sust...Chiara Scalabrino
Accepted Manuscript of the article "A theoretical framework to address Education for Sustainability for an earlier transition to a just, Low Carbon and Circular Economy" published by Taylor & Francis in “Environmental Education Research” on 25 Mar 2022, available at: https://www.tandfonline.com/doi/full/10.1080/13504622.2022.2031899
Authors: Chiara Scalabrino, Antonio Navarrete Salvador, José María Oliva Martínez
Abstract:
The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES).
Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the ‘Environmental Education (EE)’ and ‘Sustainable Development (SD)’ movements. Finally, their synthesis was proposed as a ‘Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective’.
This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g.: courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations.
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxEbba Ossiannilsson
The document discusses the evolving quality agenda in education. It notes several trends that will shape the quality agenda going forward, including a focus on lifelong learning skills, global competence, inclusion, personalized learning, data-driven decision making, and innovative assessment. The quality agenda is an ongoing concern for educational institutions and aims to improve the effectiveness and outcomes of education programs. Lifelong learning is positioned as important for addressing challenges like economic and social change through developing adaptability and resilience in learners.
Relative economics – as the road map to sustainable development revisedDr. Trilok Kumar Jain
The document discusses the need for courses on relative economics and sustainable development to prepare students for future challenges and careers. It proposes that such courses would help develop social entrepreneurs, promote green technology and sustainability. The document outlines how international agreements and movements have increasingly supported education for sustainable development. It then provides details on potential course content and structure for relative economics, including both theoretical and practical components. The conclusion states that relative economics courses can help develop society according to sustainable development principles and prepare responsible graduates for tomorrow's needs.
The document discusses trends that will shape the future quality agenda for education, including a focus on lifelong learning, skills development, personalization, inclusion, partnerships, and using data and technology. It emphasizes that lifelong learning will be important for addressing challenges like economic and social changes, health crises, and advancing sustainable development. Lifelong learning can promote well-being, equity, and help develop citizens who can adapt to new demands. The quality agenda may place more emphasis on outcomes like learner well-being, impact, and contributions to individual and societal growth.
Critical Thinking and Collaborative Problem-Solving for Improving Education P...IEREK Press
The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
1) The document discusses the need for environmental education and sustainable development to be integrated into school curriculums.
2) It notes that while science and technology have benefits, they have also contributed to environmental degradation without sustainable practices.
3) The document argues that education must motivate active participation in problem solving, discuss the social and moral impacts of environmental actions, and help students understand the consequences of human manipulation of the environment.
This document provides an introduction to key emerging business themes and change drivers that will be covered in a contemporary management issues module. It discusses four main themes: 1) Sustainability and corporate governance, 2) Ethical and social responsibility including pressures for green decision making, 3) Social and demographic change, and 4) Globalization and the changing world order. For each theme, it provides background information and definitions. It also discusses concepts like corporate social responsibility, pillars of sustainability, social change drivers like affluence and migration, and the impacts of globalization on businesses.
The role of education in changing behaviour for sustainabilityNeil Dufty
Behaviour is what people do. People perform a host of environmentally appropriate and inappropriate behaviours every day.
Governments around the world have made numerous legal agreements that commit their countries to take responsibility for a suite of actions to change and move society towards sustainability. Such progress to sustainability depends on the behaviour of people in all walks of life, requiring changes in their way of thinking, living and working.
These background notes provide a theoretical framework for developing education programs that lead to behaviour change for sustainability.
The document discusses how young adults' environmental learning experiences can influence their pro-environmental actions. It explores the intersections between young adults' environmental knowledge and sustainability actions through 18 interviews. Key findings include:
1) Young adults described environmental protection in terms of sustainability, conservation, reducing ecological footprints, and preserving resources for future generations.
2) Their definitions showed understanding of concepts like sustainability and emphasized controlling human impacts on the environment.
3) Experiences and learning influenced young adults' views of environmental issues and motivated pro-environmental decisions in their lives.
1. This paper explores the intersection between young adults' environmental experiences and their pro-environmental actions.
2. The author argues that environmental learning should lead young adults to adopt more sustainable practices and take broader interest in environmental issues.
3. Knowledge of environmental issues, responsibility, action strategies, and empowerment are important for transforming learning into action according to some researchers. The paper will explore how young adults' environmental knowledge relates to their pro-environmental behaviors.
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
Development encompasses various contexts, including economic, social, political, and psychological. Economic development refers to the sustained increase in a population's standard of living, while social development focuses on improving social indicators like education, healthcare, gender equality, human rights, and overall quality of life. Human development, popularized by the United Nations Development Programme (UNDP), emphasizes the expansion of people's choices and capabilities, including access to education, healthcare, income opportunities, political freedoms, and social services. Political development involves strengthening democracy, governance structures, rule of law, civil liberties, and political rights. Sustainable development integrates economic, social, and environmental considerations to meet present needs without compromising future generations' ability to meet their own needs.
Sustainable development in education involves the integration of principles and practices that promote long-term environmental, social, and economic sustainability within educational systems and processes. Key aspects of sustainable development in education include a holistic approach, interdisciplinary learning, systems thinking, experiential learning, values and ethics, and partnerships and collaboration between educational institutions, government agencies, civil society organizations, businesses, and local communities.
Several theories and frameworks have been proposed to understand and achieve sustainable development, including Weak vs. Strong Sustainability, Brundtland Report, Ecological Modernization, Limits to Growth, Resilience Theory, Doughnut Economics, Social-Ecological Systems Framework, and Human Development Approach. These theories provide different perspectives on the challenges and opportunities associated with sustainable development, and continue to inform research, policy-making, and practical initiatives aimed at achieving a more sustainable future.
Published By:
MTC Global Trust ®
A Global Think Tank in Higher Education
Bangalore, India
www.mtcglobal.org I president@mtcglobal.org
We are circulating free circulation so that the knowledge can pass freely across the world.
Reach us at president@mtcglobal.org
Virtual Education: Tool for liberal or humanist values?alex bal
The document discusses the implementation of virtual learning technologies like Blackboard in universities. It analyzes this through three lenses: pedagogical, socio-economic, and industrial. Pedagogically, actors have conflicting views that affect how learner autonomy is implemented. Socio-economically, actors have different goals around globalization vs local communities. Industrially, standardizing tools prioritizes management over learning itself. Overall, economic motives seem to dominate over pedagogical and the focus shifts from learning to production of educational resources.
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?guest52421c
1) While actors agree ICT can improve education, their goals for implementing the virtual learning platform Blackboard conflicted.
2) A analysis revealed the priority was standardizing tools for economic reasons like cutting costs, not improving pedagogy.
3) This risks reducing teachers' role in learning and shifting control from students to "untrained labor or machines", compromising learner autonomy.
This document provides an overview of part two of a paper on Integral Sustainable Development. It discusses the importance of values in sustainable development frameworks and approaches. Specifically, it notes that sustainable commitment arises from values, so understanding and working with different stakeholder values is important for effective sustainable development initiatives. The document outlines two major approaches - transformation, which encourages shifting to new values, and translation, which works with existing values through effective communication. It argues that both approaches can be effective when used appropriately.
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Issues in digital technology in education adult
1. Issues in Digital Technology in Education/Adult E-Learning in Education for Sustainable Development 1
Issues in Digital Technology in Education/Adult
E-Learning in Education for Sustainable
Development
According to Nicholas Stern, global climate change is the defining issue of our time requiring immediate and
decisive action (Stern, 2006). A much required global transformation will emerge from: individual actions,
sustainable business strategies, government regulations, and non governmental organization initiatives (Muller &
Siebenhuner, 2007). This paper will argue that the only way that businesses can manage their climate change risk is
through the comprehensive implementation of sustainable development strategies. These strategies require a
paradigm shift toward more systems, future and critical thinking skills, by everyone in the company. This will
require the re-education of the workforce from the current, largely one dimensional focus on economic value; to a
multi-dimensional, interdependent, values-based, focus on environmental, social and economic issues. This
transformation will be complex and will evolve over the lifetime of a learner. Businesses will find that education for
sustainable development through learner-centred e-learning, within a blended learning program, will be the most
efficient and effective means of achieving long-term business survival and prosperity.
Opportunities and Risks
For business, the response to global climate change and adoption of sustainable development will be driven by
opportunities and risks. Business opportunities include: new markets, increasing brand equity through corporate
social responsibility programs, attraction and retention of labour, and brand differentiation through leadership values
(Lovins , Lovins, & Hawken, 1999). For instance, companies like Unilever have adopted sustainable development
for their world-wide Corporate Social Responsibility program in order to enhance and protect brand equity
(Unilever, 2008). Business will also be driven to manage climate change risk: physical risk, regulatory risk, litigation
risk and reputation risk (Van Bergen, Soonawala, & Wisse Smit, 2008).
Mainstream economic theory would have us believe that we can have infinite growth on a finite planet (Daly &
Farley, 2004). The menacing implications of climate change such as rising levels of atmospheric carbon dioxide; and
the depletion of water, natural resources, and soils, speak to the unsustainable nature of our current economic
paradigm. It has been proposed that the concept of sustainable development and its balance among economic,
environmental and social priorities is the basis for shifting to more sustainable practices. Organizational learning is
an essential enabler to achieving sustainability (Siebenhuner & Arnold, 2007).
Sustainability Defined
Sustainability, a term often used interchangeably with the term sustainable development, has been commonly
defined as “…development that meets the needs of the present without compromising the ability of future
generations to meet their own needs.” (WCED, 1987). The Brundtland Report (WCED, 1987) identified two key
concepts within this term: 1) the concept of 'needs', in particular the essential needs of the world's poor, to which
overriding priority should be given; and 2) the idea of limitations imposed by the state of technology and social
organization on the environment's ability to meet present and future needs (WCED, 1987). Although the concept of
sustainable development has been around since 1970, the Brundtland report legitimized it as a template for global
decision-making. The idea that there should be a balance between economic, social and environmental priorities in
the decision making process was born.
Since the notion of sustainable development is centered in the use of new “thinking processes” to realize new values
and attitudes; learning and reinforcement of learning must occur continuously and should be part of a lifelong
learning process.
Lifelong Learning
2. Issues in Digital Technology in Education/Adult E-Learning in Education for Sustainable Development 2
The re-education of the workforce for the implementation of sustainable development, and its required shift in
thinking must be systemic and evolve over the lifetime of a learner. The concept of lifelong learning within business
returns as an important element in the sustainable development solution.
Lifelong learning first emerged in the early 1970s, and was briefly popular among intergovernmental think-tanks
such as UNESCO and the Organisation for Economic Co-operation and Development OECD)(Field, 2000). It
re-emerged in 1994 in the European Commission, in a White Paper on competitiveness and economic growth. When
the Commission declared 1996 to be the European Year of Lifelong Learning, the idea spread throughout Europe
(Field, 2000). Lifelong learning is a concept that recognizes the accelerated rate of change in industrial society and
the advances in technology, information systems and global markets (Merriam & Callarella, 1999). Lifelong learning
signals a shift from a solitary focus on formal schooling to a broader focus that also embraces ongoing learning by
adults.
E-learning, inconjunction with face-to-face learning, holds the promise of accessibility and a framework for a
sustained engagement in a lifelong learning process.
Education for Sustainable Development
As noted earlier, a shift to sustainability is a change in paradigm for business, which has traditionally viewed
economics as a dominant notion within society. Springett suggests that education on sustainability challenges the
“rationality” of the capitalist economic paradigm of production and consumption (Springett, 2005; Siebenhuner &
Arnold, 2007). Many advocates for sustainability question whether incremental changes in business strategy can go
far enough, suggesting that transformational change is required (Tilbury, 2002). Numerous researchers also suggest
that a transition to sustainable development must introduce changes in personal values and institutional structures to
achieve an environmental, social and economic balance (Gladwin et al, 1995; O’Connor, 1998; Huckle, 1996 as cited
in Springett, 2005).
While studying organizational learning for the management of sustainable development, Siebenhuner & Arnold
(2007) defined sustainability-oriented learning as a process:
“… where organizations display behavioural changes that are attributable to a change in the knowledge and value
bases as a result of reflexive processes, and where the concept of sustainability served as a fundamental framework”
(Siebenhuner & Arnold, 2007, p.341).
Numerous researchers have identified that education for sustainable development requires the building of skills in
systems thinking, critical thinking, futures thinking, visioning, problem solving and participatory decision-making
(Springett & Kearins, 2005; Springett, 2005; Carew & Mitchell, 2008; Wheeler, Zohar & Hart, 2005; Vann, Pacheco
& Motloch, 2006; Galea, 2004 as cited in Tillbury, 2002). In addition, researchers have identified that specific
professional groups such as professional managers, engineers and accountants require reorientation to incorporate
sustainability into their professional standard bodies of knowledge (Bebbington, 1997; Carew & Mitchell, 2006;
Baas et al, 2000).
Pedagogical approaches for sustainability must be experiential, inter-disciplinary, based on action-learning and
provide “just in time”, real world learning and application opportunities (Wheeler, Zohar, & Hart, 2005; Siebenhuner
and Arnold, 2007; Dieleman and Huisingh, 2005; Bebbington, 1997; Springett, 2005). Instructional techniques such
as the inquiry method lend themselves to the reflective nature of sustainability concepts, where learners “increase
their competency as learners” and focus on the learning process rather than a final predetermined answer (Postman &
Weingartner, 1969).
E-learning and blended learning can be designed to meet many of these requirements. For instance, games and
simulations have been used as experiential learning tools for sustainability (Dieleman & Huisingh, 2006). Given the
wide variety of learners in business (front line employees to professionals), it is necessary to use a number of
educational techniques to establish and provide long term reinforcement of sustainability attitudes, knowledge and
skills. E –learning or computer based training can play a role in this evolving activity.
3. Issues in Digital Technology in Education/Adult E-Learning in Education for Sustainable Development 3
E-Learning – A Component in Blended Learning
Sustainability-focused workplace learning will redefine e-learning and its contribution to blended learning.
E-learning has been defined many ways including: “the use of computer network technology, primarily over or
through the internet, to deliver information and instruction to individuals” (Welsh et al., 2003 as cited in Servage,
2005), “instructional content or learning experiences delivered or enabled by electronic technology” (Commission on
Technology and Adult Learning, 2001 as cited in Servage, 2005), and “…us(ing) information and communication
technologies (ICTs) to deliver content (learning, knowledge and skills) on a one-way [asynchronous] basis”
(Conference Board of Canada, 2001 as cited in Servage, 2005).
Blended learning incorporates e-learning with various methods of face to face learning. Blended learning at an
organizational level can be defined as:
“…a purposeful mix of delivery media (particularly face-to-face and various forms of technologies) to improve
learning/performance solutions which are derived from the goals and needs of an organization.” (Yoon & Lim, 2007,
p.481)
Face to face learning may range from formal instructor-led training to informal peer discussions. The blend of face to
face activities and e-learning provide the best of both worlds and have been proven to be more effective than either
method on its own.
In the past, e-learning’s ability to deliver on its promises of customized, “just-in- time”, impactful learning have
fallen short (Servage, 2005). However, e-learning could be effectively used to provide “just in time” reinforcement
and coaching on the application of sustainable development concepts. B&Q Stores, the largest home improvement
retailer in the UK, used e-learning to create awareness and reinforce the award-winning work they were doing on
sustainability and diversity. The company reached over 9,500 staff in over 320 stores by using scenarios and case
studies from actual B&Q employees featured in interactive e-learning modules. The e-learning modules were
supported by face to face staff meetings and discussions among colleagues (Epic Company, 2007; B&Q Stores,
2004).
In other situations e-learning can support sustainable development implementation by providing decision making
templates for purchasing, tools for policy development, and systems for communicating new policies and
procedures. The Sustainable Development Department in the United Kingdom provides procurement personnel and
policy analysts with on-line decision support forms and tools for sustainable development (Sustainable Development
UK, 2008).
Sustainability is about people and their way of knowing and acting in the world. Learning new sustainable ways of
knowing and being will depend on learners’ self-awareness, strengths, weaknesses and locus of control, in addition
to language, cultural and socio-economic factors (Servage, 2005). Furthermore, the interdependency of learning and
social context for sustainability is critical. It is for this reason that e-learning, with its ability to use an array of
technologies, learning objects, languages and learning theories can help bridge the language, culture and
employment divide. Unlike face to face instructor-led training, e-learning has the ability to provide a choice to a
learner about when, how and what they need to learn, thus supporting the principle of androgogy and self directed
learning. Some of the technologies that can be used include: group or individual webcasts, discussion boards,
podcasts, simulations and games, blogging, learning objects and e-portfolios (Mason, 2006). Blended with face to
face learning, e-learning can be imbedded into organizational learning and operational strategies to create life long
learning in sustainability.
Learner Centred E-Learning within a Blended Learning Program
Learner centred education is central to the success of education for sustainable development due to its dependence on
aligned values, attitudes and behaviours. Particularly, the depth and breath of learning theories are critical to the
design and implementation of instructional strategies. Critical learning theories include andragogy, self-directed
learning, critical reflection, cognitive, and social learning (Waight & Stewart, 2005). These theories, when properly
4. Issues in Digital Technology in Education/Adult E-Learning in Education for Sustainable Development 4
employed will contribute directly to the success of the implementation of sustainable development strategies.
Knowles identifies andragogy as the art and science of helping adults learn (Knowles, 1980 as cited in Waight &
Stewart, 2005). He suggests that adult learners are autonomous, self-directed, motivated, goal oriented, practical and
have rich experiences. In order to value adult learners within a framework of sustainable development, e-learning
should incorporate these concepts in meaningful ways. As in the case of B & Q Stores, the Sustainability and
Diversity program used the rich experiences of employees and allowed the self directed use of the materials. Word of
mouth spread the news that the program was interesting which resulted in its successful uptake (Epic, 2007).
Brookfield identified critical reflection theory as a process that engages the learner in reflection of self-images,
norms, assumptions, and behaviours (Brookfield, 1986 as cited in Waight & Stewart, 2005). As noted earlier by
Siebenhuner & Arnold (2007), implementation of sustainable development is a change management process that
requires behavioural changes that take place when an individual reflects upon their values and newly acquired
knowledge. For instance, a procurement manager many need to learn about, and reflect upon, the environmental,
social and economic impacts of unsustainable forestry practices before realizing that only products certified from
sustainable forests should be procured. For this reason, e-learning and blended learning for sustainability need to
incorporate critical reflection that challenges the cultural assumptions that make Western society so unsustainable.
Cognitive learning theory refers to a change in thinking patterns over time. Both dialectical thinking and contextual
thought processes affect how learners view knowledge. In dialectical thinking (Riegel, 1973; Kramer, 1983 & 1989;
and Kegan, 1994 as cited in Waight & Stewart, 2005) we understand that our thoughts are affected by our personal
histories and culture. As our lives change, so does our interpretation of knowledge and its importance, therefore our
understanding of knowledge is constantly changing. Contextually, we know that social, political and economic
forces also shape how we value and view information (Merriam and Caffarella, 1999). These theories are significant
when considering how to communicate sustainability to a multi-cultural workforce or to different cultures around the
world at branch plants. There is no “one size fits all” e-learning or face to face learning solution. The sustainable
development program will need to be situated and sensitive to the cultural, social, political and economic factors
faced by the learners in their current context. An understanding of cognitive theory allows e-learning designers to see
how their programs might influence knowledge interpretation and short-term and long-term memory storage (Waight
& Stewart, 2005).
Social learning emphasizes that learning occurs by observing role models (Bandura, 1977,1986 as cited in Waight
and Stewart, 2005). Social learning theory also identifies how behaviours are repeated if they are reinforced and
rewarded. Self-efficacy, which relates to a person's judgment about whether they can successfully learn knowledge
and skills, is also an important element to social learning. Therefore, learning for sustainable development requires:
1) interaction with model business leaders, managers, and peers, 2) building confidence in learner’s abilities
pertaining to the application of sustainable development, and 3) developing learning activities that reinforce and
reward the learner. Although social learning plays heavily upon the role of face to face training, peer discussions,
coaching, mentoring and meetings; e-learning can be used to build confidence and reinforce learners through
interactive e-learning programs. As a business builds a new balance of norms and values within a company,
e-learning can often be the quiet partner that helps employees navigate this new territory.
Conclusion
Rising energy prices, resource depletion, water shortages and climate disruption will change the way that businesses
fundamentally operate. The only way to manage these risks is through the comprehensive implementation of
sustainable development strategies. These strategies require a paradigm shift toward more systems, future and
critical thinking skills, by everyone in the company. The re-education of the workforce and its subsequent
transformation will be complex and evolve over the lifetime of the business and its employees. Businesses will find
that education for sustainable development through learner-centred e-learning, within a blended learning program,
will be the most efficient and effective means of achieving long-term business survival and prosperity.
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7. Article Sources and Contributors 7
Article Sources and Contributors
Issues in Digital Technology in Education/Adult E-Learning in Education for Sustainable Development Source: http://en.wikibooks.org/w/index.php?oldid=1566488 Contributors:
Adrignola, Kathryn Cooper
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