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The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].
This country review report offers an independent analysis of major issues facing the use of school resources in Colombia from an international perspective. It provides a description of national policies, an analysis of strengths and challenges, and a proposal of possible future approaches.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
"Valuable report based on the Ecuador Living Standard Measurement Survey (1994). Uses total consumption expenditures. Provides a baseline reference for future work. Contrast with INEC's basic needs survey (item #bi 97002637#)"--Handbook of Latin AmericanStudies, v. 57.
The circular economy is a policy approach and business strategy that aims to improve resource productivity, promote sustainable consumption and production and reduce environmental impacts. This book examines the relevance of the circular economy in the context of developing countries, something which to date is little understood. This volume highlights examples of circular economy practices in developing country contexts in relation to small and medium enterprises (SMEs), informal sector recycling and national policy approaches. It examines a broad range of case studies, including Argentina, Brazil, China, Colombia, India, Indonesia, Kenya, South Africa, and Thailand, and illustrates how the circular economy can be used as a new lens and possible solution to cross-cutting development issues of pollution and waste, employment, health, urbanisation and green industrialisation. In addition to more technical and policy oriented contributions, the book also critically discusses existing narratives and pathways of the circular economy in the global North and South, and how these differ or possibly even conflict with each other. Finally, the book critically examines under what conditions the circular economy will be able to reduce global inequalities and promote human development in the context of the Sustainable Development Goals. Presenting a unique social sciences perspective on the circular economy discourse, this book is relevant to students and scholars studying sustainability in economics, business studies, environmental politics and development studies.
The 2010 edition of the Global Education Digest focuses on gender and education to mark the 15th anniversary of the Fourth World Conference on Women. Shortly after this landmark conference in 1995, the international community pledged to eliminate gender disparities at all levels of education by 2015 as part of the Millennium Development Goals (MDGs). As the official source of data to monitor advancement towards these goals, the UIS has released the Digest on the eve of the UN Millennium Summit (New York, 20-22 September) to present the latest available data to analyse national progress and pitfalls in offering every child and young person equal access to education regardless of their sex. According to the Digest, boys and girls in only 85 countries will have equal access to primary and secondary education by 2015, if present trends continue. Seventy-two countries are not likely to reach the goal - among which, 63 are far from reaching parity at the secondary level.
This is the first in-depth guide to global community psychology research and practice, history and development, theories and innovations, presented in one field-defining volume. This book will serve to promote international collaboration, enhance theory utilization and development, identify biases and barriers in the field, accrue critical mass for a discipline that is often marginalized, and to minimize the pervasive US-centric view of the field.