The 17 sustainable development goals (SDG’s) by the UN General Assembly have been formulated to achieve a coherence in the approach to deal with the various social, economic and environmental challenges at the global level to grassroots level. The goals deal with a varied spectrum of global challenges and call for partnership for achieving them. To achieve the goal, the agenda begins to understand and acknowledge the issue and the prominence of the same issues deeply rooted in the values of our societies. A transformation is thus required not just at the policy level but also at the mindset of people to welcome and initiate a change in the perspective and the ways in which the society works. Climate action, for instance in goal 13 in the Sustainable development goals with the aim to “Take urgent action to combat climate change and its impacts”, to achieve the same, it becomes of utmost importance to be aware about the current situation in depth with the root causes and impacts. Thus education, both formal and in formal, becomes crucial. In the current scenario with cities, in particular Indian cities like Chennai, facing acute water crises, the urgency of adopting a sustainable way of living has, moved from the periphery of our thoughts to the core center of our agenda to survive. Primary education plays a key role in developing the overall personality of an individual along with the basic idea of responsibilities towards the society. At this stage if the concept of sustainability, which was defined by the by the Brundtland Commission as, "development that meets the needs of the present without compromising the ability of future generations to meet their own needs”, is planted in the young minds, a wider benefit to the entire community can be realized. Schools play a pivotal role in bringing this change. What is required today is not just a theoretical understanding of the concept of sustainable development but a practical approach towards problem solving, critical thinking and analytical approach towards the various issues and risks that cities face today along with the attitude and intention to achieve sustainability in all the sectors. The paper describes the role of education for achieving the targets of the Sustainable development goals along with the various tools and methodologies adopted as best practices including the various policy level interventions in India to promote an ecosystem of sustainability capacity building amongst various levels. India’s education policy and the various organization and their roles in the education for sustainable development along with the new schemes like Smart Cities mission, Swatch Bharat mission etc., play a vital role in encouragement of student engagement for sustainable development. The paper discusses the role of the same in the capacity building for sustainable development. The paper also highlights the integration of technology and innovation in understanding the current situation of global challenges at local level to be able to draw actionable insights which can be developed into solutions at ground level. The paper examines the role of technology in increasing the participation of multiple stakeholders in the education for sustainability and subsequently actions for the achievement of the same. Recent development of web portals and mobile apps, have led to a paradigm shift in the concept of participation in the development activities and this increased participation has been encouraged by the technological advancement and greater concerns for the biodiversity in the society. The paper concludes with recommendations, based on the best practices globally, that can be adopted in cities for an enhanced quality of education for sustainable development through encouraging a deeper understanding of the need of actions today.
Education for Sustainability: Policy Intervention in India / Tiwari, Pallavi; Aditi, Anwesha; Kanungo, Arka. - (2022), pp. 156-167.
Education for Sustainability: Policy Intervention in India
Anwesha AditiCo-primo
;
2022
Abstract
The 17 sustainable development goals (SDG’s) by the UN General Assembly have been formulated to achieve a coherence in the approach to deal with the various social, economic and environmental challenges at the global level to grassroots level. The goals deal with a varied spectrum of global challenges and call for partnership for achieving them. To achieve the goal, the agenda begins to understand and acknowledge the issue and the prominence of the same issues deeply rooted in the values of our societies. A transformation is thus required not just at the policy level but also at the mindset of people to welcome and initiate a change in the perspective and the ways in which the society works. Climate action, for instance in goal 13 in the Sustainable development goals with the aim to “Take urgent action to combat climate change and its impacts”, to achieve the same, it becomes of utmost importance to be aware about the current situation in depth with the root causes and impacts. Thus education, both formal and in formal, becomes crucial. In the current scenario with cities, in particular Indian cities like Chennai, facing acute water crises, the urgency of adopting a sustainable way of living has, moved from the periphery of our thoughts to the core center of our agenda to survive. Primary education plays a key role in developing the overall personality of an individual along with the basic idea of responsibilities towards the society. At this stage if the concept of sustainability, which was defined by the by the Brundtland Commission as, "development that meets the needs of the present without compromising the ability of future generations to meet their own needs”, is planted in the young minds, a wider benefit to the entire community can be realized. Schools play a pivotal role in bringing this change. What is required today is not just a theoretical understanding of the concept of sustainable development but a practical approach towards problem solving, critical thinking and analytical approach towards the various issues and risks that cities face today along with the attitude and intention to achieve sustainability in all the sectors. The paper describes the role of education for achieving the targets of the Sustainable development goals along with the various tools and methodologies adopted as best practices including the various policy level interventions in India to promote an ecosystem of sustainability capacity building amongst various levels. India’s education policy and the various organization and their roles in the education for sustainable development along with the new schemes like Smart Cities mission, Swatch Bharat mission etc., play a vital role in encouragement of student engagement for sustainable development. The paper discusses the role of the same in the capacity building for sustainable development. The paper also highlights the integration of technology and innovation in understanding the current situation of global challenges at local level to be able to draw actionable insights which can be developed into solutions at ground level. The paper examines the role of technology in increasing the participation of multiple stakeholders in the education for sustainability and subsequently actions for the achievement of the same. Recent development of web portals and mobile apps, have led to a paradigm shift in the concept of participation in the development activities and this increased participation has been encouraged by the technological advancement and greater concerns for the biodiversity in the society. The paper concludes with recommendations, based on the best practices globally, that can be adopted in cities for an enhanced quality of education for sustainable development through encouraging a deeper understanding of the need of actions today.File | Dimensione | Formato | |
---|---|---|---|
Aditi_Education-for-Sustainability_2020.pdf
solo gestori archivio
Note: Chapter 11: Education for Sustainability: Policy Intervention in India
Tipologia:
Documento in Post-print (versione successiva alla peer review e accettata per la pubblicazione)
Licenza:
Tutti i diritti riservati (All rights reserved)
Dimensione
263.64 kB
Formato
Adobe PDF
|
263.64 kB | Adobe PDF | Contatta l'autore |
Aditi_Education-Frontespizio-Indice_2022.pdf
solo gestori archivio
Tipologia:
Documento in Post-print (versione successiva alla peer review e accettata per la pubblicazione)
Licenza:
Tutti i diritti riservati (All rights reserved)
Dimensione
152.18 kB
Formato
Adobe PDF
|
152.18 kB | Adobe PDF | Contatta l'autore |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.