1-Mr. / Girgis Hanna Haroun, the senior researcher.
2- 3 of my assistant Colleagues.
Editor
Edited by: Mr./ Girgis Hanna Haroun
Supervisor:
Senior and public supervisors of English in Egypt.
The site published on:
www.bchmsg.yolasite.com
Subject:
Education for sustainable Development
Online since : March, 2023
Affiliation:
The Ministry of Education in Egypt.
Drawing
upon findings from a funded study of an
academic leadership in Egypt (
Ministry of Education)
and provided by (full) professors, this research
focuses
on (Education For Sustainable Development) as
perceived by those on the
receiving end of
it.
Overview
My personal statement
A great teacher is like a great artist who uses basic tools to
transform raw materials into valuable assets of society. However, great
artists may not have the best tools or best skills because of their passion and their unique perspective of the
world.
Great teachers are not just ones who transmit information, teach
skills, and help students earn the best grades. They are those who share
their passion for knowledge and curiosity with their students, inspire
the students’ creativity, develop their critical thinking ability, and
prepare them for the complex world they will face after stepping out of
campus.
Teaching is part of the process in discovery and it also
provides an opportunity to learn, where knowledge and critical thinking
are shared by teachers with their students, and enthusiasm and creative
ideas are shared by students with their teachers. Reflecting on my own
experience as student, I am truly inspired by the good role-model of my
mentors and hope to relay this process to the younger generation and to
influence their lives through my teaching and advising.
My
undergraduate major is in teaching English in my country, Egypt. It
provides me with
fundamental pedagogical principles to engage and guide my future
teaching practice in undergrad levels. For classroom teaching, my goals
are not only to give lectures, but to motivate
students’ enthusiasm and encourage discussion and interaction. This
provides students with the skills in communication, critical
thinking and problem-solving, which are necessary training to pursue
future professional careers.
For mentoring student research, my goal is
to guide them in research lab and motivate the students to give their
best efforts. As students come in with different background and
interests, I will provide them with the freedom to explore and to think
about problems in new ways. In the mean time, I will also actively
engage in their projects and guide students’ discoveries. The value of
research advising is so rewarding because we continue generating new
ideas during the discovery process and push forward the research.
Abstract
The United Nations announced the 2005 to 2014 as the Decade of Education for Sustainable Development. Central to thisdeclaration was the idea that the goal of attaining a sustainable future can never be achieved without education and learning for sustainable development. This idea has been widely accepted and supported by governmentsworldwide.
To this date, most of theUnited Nations member states have national plans for integrating the framework of Education for Sustainable Development (ESD) into their education and sustainability policies. As ESD implementation has emerged as a political priority around the world, there is a growing need to critically examine the potential impact of ESD in bringing about the desirable changes for a sustainable future. With an attempt to contribute to this body of literature, this doctoral study seeks to understand in what ways and to what extent a nationwide education policy can (or have the potential to) contribute to global sustainable development.
The goal
The goal of this doctoral study was to explore the lessons that can be learned from theTaiwanese experience of mainstreaming ESD into national education and sustainable development policies. To this end, this study examined the development and implementation of
Taiwan’s ESD policies, with a particular focus on the Environmental Education Act––a nationwide environmental and sustainability education policy that emerged during the United Nations Decade of Education for Sustainable Development.
Methods:
The methodological framework of policy ethnography (Ball, 2016) was used to follow the Environmental Education Act across various contexts from the standpoint of policy actors, including lawmakers, policy implementers, school principals and administrators, and teachers (Griffiths, 2003).
Sources of data included official texts (e.g., national sustainable development action plans, policy guidelines, official announcements, curricular, evaluationdocuments), two-round of semi-structured interviews with7 30 policy implementers of the Environmental Education Act, and approximately 70 hours of ethnographic observation with four policy implementers. Data were analyzed using a hybrid process of inductive and deductive thematic analysis (Fereday & Muir-Cochrane, 2006) in which bothdata-driven and theory-driven codes were used to interpret multiple sources of data.
This dissertation follows a manuscript-based format.The firstmanuscriptfocuses on the governmentalityof the Egyptian governmentandpolicyimplementers.The secondmanuscript exploresthe historical and political traditions that have shaped the ESD policies in Egypt.
Important findings from this study include:
(A) the government of Egypt seems to have a strong political interest in ensuring the proper implementation of the Environmental Education Act in the Egyptian society;
(B) Egyptian Environmental Education Act appears to have
realized UNESCO’s strategy of introducing and promoting ESD through multiple formal, non- formal and informal educational programs;
(C) current ESD activities have failed to meaningfully engage action that address the underlying drivers of our climate
breakdown,and the policy implementersof theEnvironmental Education Act have come to see through this green-washing exercise.
Drawing on the findings and analysis of this study, this research sheds light on the potential and the limitations of adopting UNESCO’s ESD framework to enablea sustainable future. First, this study highlights that, without critically8 reflecting on what to change, the impact of ESD can be limited in bringing about the necessary changes for creating sustainable societies.
It also adds to the discussion on what types of social learning and education are necessary for achieving United Nations’ sustainable development goals.
Additionally, this doctoral research contributes to the scholarly discussion of different political traditions, governingstructures, and policy tools for ESD implementation in various political contexts. These discussions will have important implications for future education and sustainable development policies and practices.
Research Content
1-Introduction
Sustainability
Sustainability is a societal goal that relates to the ability
of people to safely co-exist on Earth
over a long time.
Specific definitions of sustainability are difficult
to agree
on and have varied with literature, context, and time.
[Sustainability is commonly described as having three
dimensions (or pillars): environmental, economic, and
social.Many publications state that the environmental
dimension is the most important.
For this reason, in everyday use, "sustainability" is often
focused on countering major environmental problems,