Browsing Faculty of Education by Subject "Sustainable development"
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Jotia, A.L. (IJSRE, http://www.ijsre.com, October NaN, 2010)[more][less]
Abstract: This paper registers that there is a strong relationship between the prevailing global discourse on Education for Sustainable Development and Democracy in Education. As such, in order for any nation to be seen to be having a relevant and quality education, its education system should be seen to be addressing the principles of democracy in a more direct and robust way. The role of education in advancing the global dream of sustainable development-which of late is also being marshalled by Environmental Education, cannot be overemphasized. However, the paper contends that unless we begin to democratize education to give learners a voice and a sense of being partners and key stakeholders in the process of educating and or advancing the state’s socio-economic and political aspirations, the objectives of having sustainable development will remain an absolute nightmare. URI: http://hdl.handle.net/10311/977 Files in this item: 1
Jotia_IJSRE_2010.pdf (1.559Mb) -
Maruatona, T. (SCE, http://www.tandfonline.com/loi/csce20, July NaN, 2011)[more][less]
Abstract: This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment. URI: http://hdl.handle.net/10311/1088 Files in this item: 1
Maruatona_SCE_2011.pdf (3.651Mb) -
Ketlhoilwe, M. J.; Jeremiah, K. (IJSRE, http://www.ijsre.com, June NaN, 2010)[more][less]
Abstract: Environment and sustainability issues are contemporary in educational innovations in institutions of higher education particularly in their core business regarding teaching, research and community engagement. The introduction and implementation of the United Nations Decade of Education for Sustainable Development (UNDESD) (2005-2014) has added impetus to the contemporariness of environment and sustainability issues in education. This paper is based on the empirical data generated within a selection of University of Botswana departments and units to determine the extent to which sustainability issues and concerns are implemented. The paper provides the outcome of the audit exercise that indicated that some of the University of Botswana departments and units are not incorporating sustainability issues in their practices (be it in teaching, research, community engagement or management practices). The paper recommends a systematic approach to mainstream environment and sustainability issues across the faculties. URI: http://hdl.handle.net/10311/975 Files in this item: 1
Ketlhoilwe_IJSRE_2010.pdf (1.417Mb)
Now showing items 1-3 of 3