Ros Wade
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781447306467
- eISBN:
- 9781447311560
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306467.003.0003
- Subject:
- Political Science, Public Policy
In Chapter Three, Ros Wade examines the international education commitments of the 1992 United Nations Earth Summit on environment and development in relation to trends in education policy and ...
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In Chapter Three, Ros Wade examines the international education commitments of the 1992 United Nations Earth Summit on environment and development in relation to trends in education policy and practice over the last 20 years. Agenda 21 emphasised the imperative to reorient education systems towards sustainable development and laid out a clear programme for governments. The chapter highlights the urgency of this initiative in turning round the oil tanker of overconsumption and unsustainable lifestyles in the wealthier parts of the world and addressing the challenges of poverty, social justice and environmental destruction in the developing world. However, an overview of current education practice across a range of countries indicates that although policy commitments have increased, practice lags rather far behind. There are clear reasons for this. The last 20 years have seen neoliberal perspectives provide the dominant overarching framework for policymaking. The chapter will argue that marketisation and privatisation trends have frequently skewed educational practice towards unsustainable development. Yet, without a sea change at international and national levels, educational policy will fail to address the huge challenges that the world is facing in the 21st century.Less
In Chapter Three, Ros Wade examines the international education commitments of the 1992 United Nations Earth Summit on environment and development in relation to trends in education policy and practice over the last 20 years. Agenda 21 emphasised the imperative to reorient education systems towards sustainable development and laid out a clear programme for governments. The chapter highlights the urgency of this initiative in turning round the oil tanker of overconsumption and unsustainable lifestyles in the wealthier parts of the world and addressing the challenges of poverty, social justice and environmental destruction in the developing world. However, an overview of current education practice across a range of countries indicates that although policy commitments have increased, practice lags rather far behind. There are clear reasons for this. The last 20 years have seen neoliberal perspectives provide the dominant overarching framework for policymaking. The chapter will argue that marketisation and privatisation trends have frequently skewed educational practice towards unsustainable development. Yet, without a sea change at international and national levels, educational policy will fail to address the huge challenges that the world is facing in the 21st century.
Roger A. Petry, Lyle M. Benko, Takaaki Koganezawa, Tomonori Ichinose, Mary Otieno, and Ros Wade
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781447306467
- eISBN:
- 9781447311560
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306467.003.0008
- Subject:
- Political Science, Public Policy
Chapter Eight presents three case studies of regional centres for expertise (RCEs) in ESD. RCEs were set up to achieve the aspirations of the UN Decade for Sustainable Development (DESD), 2005–14, ...
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Chapter Eight presents three case studies of regional centres for expertise (RCEs) in ESD. RCEs were set up to achieve the aspirations of the UN Decade for Sustainable Development (DESD), 2005–14, and to help create a global learning space for sustainable development. An RCE is a network of formal, informal and non-formal organisations mobilised to act as a catalyst for the delivery of ESD. Although sharing common aims, RCEs have a considerable degree of autonomy and are able to determine their own particular priorities based on local circumstances.The three case studies are: RCE Saskatchewan, Canada; RCE Greater Sendai, Japan; and RCE Greater Nairobi, Kenya. These RCEs have all grown up organically and have been developed by a variety of social actors and stakeholders in their respective regions. They all have different focuses and have responded in different ways to the challenges of sustainability. This is a good example of subsidiarity in terms of ESD policymaking and practice. The case studies are framed within the context of civil society organisations and social movements, with an analysis of the impact and effectiveness of RCEs as agents for change.Less
Chapter Eight presents three case studies of regional centres for expertise (RCEs) in ESD. RCEs were set up to achieve the aspirations of the UN Decade for Sustainable Development (DESD), 2005–14, and to help create a global learning space for sustainable development. An RCE is a network of formal, informal and non-formal organisations mobilised to act as a catalyst for the delivery of ESD. Although sharing common aims, RCEs have a considerable degree of autonomy and are able to determine their own particular priorities based on local circumstances.The three case studies are: RCE Saskatchewan, Canada; RCE Greater Sendai, Japan; and RCE Greater Nairobi, Kenya. These RCEs have all grown up organically and have been developed by a variety of social actors and stakeholders in their respective regions. They all have different focuses and have responded in different ways to the challenges of sustainability. This is a good example of subsidiarity in terms of ESD policymaking and practice. The case studies are framed within the context of civil society organisations and social movements, with an analysis of the impact and effectiveness of RCEs as agents for change.
Ros Wade, Vincent Muhumaza, Chikondi Musange, and Heinrich Rukundo
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781447306467
- eISBN:
- 9781447311560
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306467.003.0007
- Subject:
- Political Science, Public Policy
Chapter Seven presents a number of case studies on education and learning undertaken by postgraduate researchers in education for sustainable development (ESD). The case studies are drawn from ...
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Chapter Seven presents a number of case studies on education and learning undertaken by postgraduate researchers in education for sustainable development (ESD). The case studies are drawn from Uganda, Rwanda and Malawi. They focus on examples of organisational, local and national change and provide an insight into the interrelationship between local and global issues. Reference is made to the importance of context and appropriacy and to the crucial relevance of local community and indigenous knowledge. The case studies are set within the framework of the politics of knowledge and the challenges that current dominant global knowledge systems pose for ESD.Less
Chapter Seven presents a number of case studies on education and learning undertaken by postgraduate researchers in education for sustainable development (ESD). The case studies are drawn from Uganda, Rwanda and Malawi. They focus on examples of organisational, local and national change and provide an insight into the interrelationship between local and global issues. Reference is made to the importance of context and appropriacy and to the crucial relevance of local community and indigenous knowledge. The case studies are set within the framework of the politics of knowledge and the challenges that current dominant global knowledge systems pose for ESD.
Hugh Atkinson and Ros Wade (eds)
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781447306467
- eISBN:
- 9781447311560
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306467.001.0001
- Subject:
- Political Science, Public Policy
The book explores the links between politics, learning and sustainability. It seeks to answer a fundamental question: how do we move to a politics in which political leaders are honest with voters ...
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The book explores the links between politics, learning and sustainability. It seeks to answer a fundamental question: how do we move to a politics in which political leaders are honest with voters about the need to fly less, to use less energy, to use our cars less and to forsake the latest high-tech gadgets? This presents a real challenge for the world's political leaders. Are they capable of making the necessary brave decisions? The book's central focus is on the future of people and planet itself. The challenges that we face in combatting climate change and building a more sustainable world are complex, and the book argues that if we are to successfully meet these challenges we need a fundamental change to the way we do politics and economics, embedding a lifelong commitment to sustainability in all learning. We have no option but to make things work for the better. Planet earth is the only home we have. A central argument of the book is that the terms of the debate need to be shifted, so that responding to the challenges of climate change and shaping a more sustainable world is not seen in negative terms (simply giving up stuff!), but rather is viewed as an opportunity to build a more sustainable and fulfilling way of life.Less
The book explores the links between politics, learning and sustainability. It seeks to answer a fundamental question: how do we move to a politics in which political leaders are honest with voters about the need to fly less, to use less energy, to use our cars less and to forsake the latest high-tech gadgets? This presents a real challenge for the world's political leaders. Are they capable of making the necessary brave decisions? The book's central focus is on the future of people and planet itself. The challenges that we face in combatting climate change and building a more sustainable world are complex, and the book argues that if we are to successfully meet these challenges we need a fundamental change to the way we do politics and economics, embedding a lifelong commitment to sustainability in all learning. We have no option but to make things work for the better. Planet earth is the only home we have. A central argument of the book is that the terms of the debate need to be shifted, so that responding to the challenges of climate change and shaping a more sustainable world is not seen in negative terms (simply giving up stuff!), but rather is viewed as an opportunity to build a more sustainable and fulfilling way of life.
