Education for sustainable development

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A brief Summary for:



book binding png - Thesis Book Cover | #2882886 - Vippng


A Researching Project



                                 Education


                            for


          Sustainable Development 



or



 Sustainability



New Directions Aromatics Inc. - Commitment To Sustainability




It is one of




The 21st Century



skills




21st Century Skills for Students|The Playbook | theplaybook.fun



Mr. Girgis H H



21st-century-skills-infographic

Title:



Sustainability



Or



Education for Sustainable


Development 

Education for Sustainable Development - ESD Morocco


Corresponding Authors:


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.



What Is Sustainability? And Why Does It Matter?

 



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 this declaration 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 governments worldwide.



To this date, most of the United 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, evaluation documents), 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 both data-driven and theory-driven codes were used to interpret multiple sources of data.


This dissertation follows a manuscript-based format. The first manuscript focuses on the governmentality of the Egyptian government and policy implementers. The second manuscript explores the 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 implementers of the Environmental 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 enable a 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, governing structures, 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.




Efficient and Accessible Education Must for Sustainable Development



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,

such as climate change, loss of biodiversity, loss of ecosystem services,

 land degradation, and air and water pollution. The concept of

sustainability can be used to guide decisions at the global,

national, and individual levels (e.g. sustainable living).




Where does the term come from?


While the concept of sustainability is a relatively new idea,

 the movement as a whole has roots in social justice,

conservationism,internationalism and other past

movements with rich histories. By the end of the twentieth

centuries, many of these ideas had come together in the

call for ‘sustainable development.



This research study discusses the linking of education

 to international development, and examines the

 relevant actions of agencies and governments in

 a number of economically developing countries.

This study includes Sustainability, role of education

 and roles of The UN through its summits and conferences.




1-The Research Vision, Mission and Objectives:


The vision is: Our globe lives in peace, development

, prosperity and happiness). The vision of this study

 is to support you in  developing the skills, knowledge

 and terminology to understand and act on the

 relationship between education and development.


  Education, like other forms of investment in human

capital, can contribute to economic development and

 raise the incomes of the poor just as much as

 investment in physical capital, such as transport,

communications, power, or irrigation.



The mission is : Doing research theses


Sustainability expertise must run deep and wide in modern boards | EY Norway


The Objectives :



1-Redusing the  number of inhabitants who live under


 the low level of income.


2-Saving people infected with serious diseases.


3-
Reducing deaths from tuberculosis.



The problem:


The problem is: We, the researching group, noticed


 that our planet suffers from poverty, injustice, violence,


 pollution, ignorance, intolerance, wars, terrorism,


 climate changes, low incomes and illiteracy. 




3-Reasons for the research:


The reason for doing such research is that I and my

colleagues noticed that there are many poor countries,

 poor individuals, unjust distribution for the properties

 and illiterate people. After preliminary interviews with

 the senior managers and teachers at schools,

we have identified our areas of the interest:

organizational structure, leadership, and communication.



4- The researching questions:

How does education affects development and solve

our global problems in the field of peace, culture,

 economy, social system and human rights .

 How we make education organizations perform

well and learning outcomes high?



 


A sustainable development has to involve economy, social community and... |  Download Scientific Diagram


2-Materials and Methods


 In order to find out the answer to the research question

 and to fulfill both purposes of the research, we have

 conducted a qualitative research. We used types

of qualitative research methods like an in-depth interview,

focus groups, ethnographic research, content analysis

 and case study research that are usually used.


This has been done by interviewing hundreds of

 people in the streets, educated people at schools,

 universities and several associations, farmers in

the fields, workers in the factories, employees in

the companies, learners at schools, women,

 young and elders everywhere.


We have tried to talk to representatives of different

 layers of the organizations to make our research

 more diverse and complete. These semi-structured

 interviews resulted in qualitative data, which had

 been processed and analyzed using coding technique.



Our research used 2 methods:

One of academic character, and one of practical character.


1-The academic purpose is in investigating relationship

between Education and Development.


2-The practical purpose is in giving analysis-based

recommendations about possible ways to implement

 education to solve our global and cultural problems.


3-We used team work, pair work, individual work,

interviews, lectures, debates, experiencing, observations,

 analysis, synthesis, assessment, feedback and evaluation.



4-We held workshops, modeling, training units authentic

 field practice in actual fields and we assessed, followed

 and evaluated what we recommended academically before.

 It took 6 months to conduct our experiences that we

acquired from our professors in East Anglia University,

 England.


 


Introduction to Sustainable Development – catalicity



3- Main Findings / Results



The results section is where I reported the findings of

my study based upon the  methodologies I applied to

gather information. I used case studies, interviews and

 gathered data at the organizations of schools,

 associations and zones of education. I reached to

some findings.




Findings and results:


Environmental Sustainability


Ecological integrity is maintained, all of earth’s environmental

systems are kept in balance while natural resources within

them are consumed by humans at a rate where they are able

to replenish themselves.


The United Nations (UN) defines sustainability simply as

“meeting the needs of the present without compromising the

ability of future generations to meet their own needs.”

“I like this definition,” said Mike Weinstein, director of

sustainability at SNHU. “It asks us to consider two things;

 first, what are ‘needs?’ And secondly, what is life beyond

ourselves?”.



Weinstein describes “needs” as clean water, healthy food

and stable housing and points out that billions of people still

lack access to some combination of those needs.

According to Water, a global nonprofit organization, about one

in 10 people, or 771 million people, do not have access to

 safe water



Schmidt Hammer Lassen's Island School is a Sustainable Learning Landscape  in Hong Kong



Economic Sustainability

Human communities across the globe are able to maintain

their independence and have access to the resources that

they require, financial and other, to meet their needs.

Economic systems are intact and activities are available to

everyone, such as secure sources of livelihood.



Social Sustainability

Universal human rights and basic necessities are attainable

by all people, who have access to enough resources in order

to keep their families and communities healthy and secure.

Healthy communities have just leaders who ensure personal,

labour and cultural rights are respected and all people are

protected from discrimination.




Findings and results:

We wrote a report that included our data, solutions and

recommendations we presented.

Our teachers, senior teachers, schools managers and

education organizations leaders learnt the relation

 between education and development through the

 following the key findings and secondary findings

 we presented.



I will Present a result and then explain it, before

 presenting the next result then explaining it, and so on,

 then end with an overall synopsis.This is the preferred

 approach as I have multiple results of equal significance.

 It is more common in longer papers because it helps the

 reader to better understand each finding.


Finding result   1 :



The three pillars of sustainable development | Download Scientific Diagram



Sustainability:


Thus, the authors consider sustainability to be a paradigm


 for thinking about a future in which environmental, societal,


and economic considerations are balanced in the pursuit of


development and improved quality of life.



Sustainability is a broad discipline, giving students


and graduates insights into most aspects of the human


 world from business to technology to environment and


 the social sciences.


Learning for environmental sustainability | European Education Area



The core skills with which a graduates leaves college or


 university are highly sought after, especially in a modern


 world looking to drastically reduce carbon emissions and


 discover and develop the technologies of the future.



Sustainability draws on politics, economics and, philosophy


 and other social sciences as well as the hard sciences.


Sustainability skills and environmental awareness is a


priority in many corporate jobs at graduate level and over


 as businesses seek to adhere to new legislation.



Therefore, Sustainability graduates will go into many


 fields but most commonly civic planning, environmental


consultancy (built and natural environment), agriculture,


not for profit, corporate strategies, health assessment


and planning, and even into law and decision making.


Entry-level jobs are growing and over the coming years,


bachelors graduates can expect more and more options


 and opportunities.



How schools can develop students' sustainable practices | The Educator K/12


Why sustainability?


The motivations behind sustainability are often complex,


personal and diverse. It is unrealistic to create a list of reasons


why so many individuals, groups and communities are working


towards this goal. Yet, for most people, sustainability comes


down to the kind of future we are leaving for the next


generation.


Sustainability as a value is shared by many individuals and


organizations who demonstrate this value in their policies,


everyday activities and behaviors. Individuals have played


a major role in developing our current environmental and


social circumstances. The people of today along with future


generations must create solutions and adapt.


Environmental sustainability is important to preserve


resources like clean air, water and wildlife for future


generations.




Another important sustainability definition that Weinstein likes

is: “Ensuring that human society operates with ecological

borders.” This definition is known as the planetary boundary

(PB) concept. It was introduced in 2009 to define where

humans can operate safely within the environment's

constraints, according to Science, an online research

organization. It’s important to understand that humans do

have boundaries, and it’s important to understand where

those are to maintain sustainability.



Although, most of the world is very disconnected from the

basic functioning of the planet and it’s easy to lose sight of

essential factors, according to Weinstein. For example,

humans are members of Earth and live in the same spaces

 as the rest of the living beings on the planet. “Our current

economic activity ignores these boundaries,” Weinstein said.


 



4-Results / secondary Findings


Education for sustainable development - Training Centre



I will Present a secondary result or finding and then


 explain it, before presenting the next result then


explaining it, and so on, then end with an overall synopsis.


This is the preferred approach as I have multiple results


 of equal significance.  It is more common in longer


 papers because it helps the reader to better understand


 each finding.



Secondary Finding result   1 :

Reforming Aims :


1-Finding a high quality education.


2-Repairing water and sewage Facilities.


3-Finding modern safe energy supplies.


4-Finding suitable work opportunities.


5-Building a a strong infrastructure,


6-Equity between individuals and nations.


7-Finding safe housing units.


8-Finding active models for production and consumption.


9-Finding ways for facing climatic changes.


10-Protecting the sea resources efficiently.


11-The reform of wild and environmental echo-systems.


12-Establishing  peaceful and opening societies.


13-The means of achieving development are hope,


will, plan, youth, work and world partnership.


14-The call for stopping wars, bloodshed and dismissing


 peoples of their countries.


15-Reclaiming deserts to give products.



 



UNESCO World Conference on Education for Sustainable Development  [postponed] | Climate Chance




5-Discussion


The purpose of the discussion is to interpret and


 describe the significance of our findings in light of


 what was already known about the research


 problem being investigated and to explain any


 new understanding or insights that emerged as a


 result of our study of the problem.



DISCUSSION provides the explanation and interpretation


of results or findings by comparing with the findings in


 prior studies. Then, I can say that: compared to the


previous study about (Education for sustainable development),


 I say that my research is different . My research


recommended the following:


Education for Sustainable Development: Is India ready to embrace it? |  Policy Circle

 


Role of education

   

  Education........................................


is based on the principles and values that underlie sustainable


development

.

deals with the environment, society, culture and economy

.

uses critical thinking techniques and skills

.

promotes lifelong learning

.

is based on local needs, perceptions and conditions

.

engages formal, non-formal and informal education

.

accommodates the concept of sustainability

.

addresses global issues and local priorities

.

builds decision-making, social tolerance, environmental

 

stewardship, an adaptable workforce, and a good quality of life



What Can You Do?



You can install solar panels, use an electric car, ride a bike or


 use other practices that minimize your economic footprint.


Still, these can be costly, often more so than non-sustainable


solutions, Weinstein said. While expense doesn’t rule out


those practices, there are other solutions you can pursue as


well.



Sustainability at Solway



You can also focus on pressuring large systems to change.


Weinstein said that SNHU has an Office of Sustainability


because SNHU President Paul LeBlanc and the university’s


Board of Trustees and senior leadership understand that it is


the right thing to do—and, because SNHU’s staff, faculty and

 

students expressed interest in a university-wide commitment.


Across college campuses, there is a public outcry for change.

92% of college students agreed that their institutions should

incorporate and promote sustainable development, according

to Students Organizing for Sustainability (SOS) International



 



Education for sustainable development | theindependentbd.com




6-Limitations



There are many barriers to achieving sustainability that

must be addressed for a "sustainability transition" to

become possible.  Some barriers arise from nature

 and its complexity. Other barriers are "extrinsic" to

the concept of sustainability. A number of extrinsic

sustainability barriers are related to the dominant

institutional frameworks where market mechanisms

often fail to create public goods. Some approaches

humanity can take to transition to environmental

sustainability include: maintaining ecosystem services,

reducing food waste, promoting dietary shifts towards plant-

based foods, reducing fertility rates and, thus, population growth,

 promoting new green technologies, and adopting renewable

energy sources while phasing out subsidies to fossil fuels.

Global issues are difficult to tackle as they require global

solutions, and existing global organizations (such as

the UN and WTO) are inefficient in enforcing current

global regulations, for example due to the lack of

suitable sanctioning mechanisms.



Using Environmental Education to Improve the Lives of Inner City Youth - US  Represented



The empirical results reported herein


should be considered in the light of some


limitations.”




1-Time constraints


Just as researchers have deadlines to turn in their


 class papers, academic researchers also must meet


the deadline for submitting a research manuscript


 to a journal. Therefore, the time available to study


 a research problem and to measure change over


 time is constrained by the deadline of my “assignment.”



I should have Made sure I choose a research problem


 that I will be able to complete well before the


assignment’s deadline. If time constraints negatively


 impacted my study in any way, acknowledge this


impact by mentioning a need for a future study.



2-Conflicts arising from cultural bias and


other personal issues


Researchers might be biased views due to their


 cultural backgrounds or perspectives of certain


phenomena, and this can affect a study’s legitimacy.


Also, it is possible that researchers will have


 biases toward data and results that only support


their hypotheses or arguments.


In order to avoid these problems, the author(s) of


 a study should examine whether the way the


 problem was stated and the data-gathering


process were carried out appropriately.


I found a difficulty , but I did it .


Environmental Education | Groundwork Lawrence


3-More study:


I suggest additional studies in the future as the subject

 of my research is of a national importance to my great

 country. Leading a multicultural team is very important.


 In conclusion, I provide a brief conclusion that ties each

 of the findings together and provides a narrative bridge

to the discussion section of the your paper. We reached

 to the objectives we set before and the vision we

 dreamed of through implementing our mission,

goals and objectives.

Through conclusion, I give my recommendations.


 


Environmental Education - The Branch School - Private School Houston




7-Acknowledgements


 I would like to express my very great appreciation to


 those people who helped me during my work on this


thesis.


They gave advice and assistance in keeping my progress


 on schedule.


I would like to express my very great appreciation to


Dr Rod in East Anglia University for his valuable and


 constructive suggestions during the planning and


development of this research work. His willingness


to give his time so generously has been very much


appreciated.





I thank:


(The Main supervisor,The Second supervisor,


The Other academic staff in my department,


The support staff, Administrative staff,



 I want to thank my people in charge of the education


 system in my country for Funding and inviting me


to work on this project.



I would like to thank the schools, companies,


associations and other educational associations


for their assistance with the collection of


 my data :  personnel of schools ( Affiliated Institutions )


for their direct technical help, time statistics/data


 and effort. Special thanks to my colleagues,


for their help and support.



 I wish to acknowledge the help provided by my public


supervisor for his help, guidance, and advice in times


 when I needed it most.




I am particularly grateful for the assistance given by


my professors in East Anglia for their general


supervision and general administrative support.




My special thanks are extended to the staff of my


 team for their writing assistance, technical editing,


 language editing, and proof-reading.


” Finally, I wish to thank my parents for their support and


encouragement throughout my study.


 


Environmental Literacy in Public Education | joegardener®




 9-References



1-Some texts from publications of my professors in


East Anglia University, Norwich, Norfolk, England, UK.


2-Some quotations from online sites.


3-Some recommendations, guide and advice from my

colleagues who worked with me collaboratively 

 


View other resources:                 

1-Teacher's Toolbox



2-Physical activity in class.



3-Learner-centered Teaching.



4-Metaphors in EFL Classroo



5-Story Jokes for real communication




6-Characteristics of a good teacher.




7-A problem- solution approach.




8-Film Circles
.
View resources:


1-Funny Stories.



2-Teaching songs.



3-School activities.




4-Fun with Alphabets.




5-Classroom Activities.




6-A circle of cultures.




7-Pums, puzzles and Riddles.



8-Story Jokes for real communication


9-Curiosity and Comprehension



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