Critical case-studies of non-formal and community learning for sustainable development

Critical case-studies of non-formal and community learning for sustainable development Int Rev Educ (2017) 63:783–792 https://doi.org/10.1007/s11159-017-9691-9 I N T R OD U C TI ON Critical case-studies of non-formal and community learning for sustainable development 1,2 3 • • Arjen E. J. Wals Yoko Mochizuki Alexander Leicht Published online: 16 November 2017 Springer Science+Business Media B.V., part of Springer Nature and UNESCO Institute for Lifelong Learning 2017 With the adoption of the United Nations Sustainable Development Goals (SDGs) in 2015, sustainable development is now undoubtedly at the very top of the global agenda. In light of the far-reaching demands sustainable development places on individuals and societies, it is widely acknowledged that education has a key role to play in the pursuit of sustainable development, even though its meaning is not always agreed upon and even contested (Wals and Benavot 2017). What seems clear is that a major change in mindsets and actions is needed for a development that ensures environmental integrity, economic viability and a just society for present and future generations. Education for Sustainable Development (ESD) is generally regarded as a particularly promising approach in this regard. In fact, ESD has been formally included in the SDGs as part of Target 4.7 of SDG 4 on Education: By http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Review of Education Springer Journals

Critical case-studies of non-formal and community learning for sustainable development

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media B.V., part of Springer Nature and UNESCO Institute for Lifelong Learning
Subject
Education; International and Comparative Education; Education, general
ISSN
0020-8566
eISSN
1573-0638
D.O.I.
10.1007/s11159-017-9691-9
Publisher site
See Article on Publisher Site

Abstract

Int Rev Educ (2017) 63:783–792 https://doi.org/10.1007/s11159-017-9691-9 I N T R OD U C TI ON Critical case-studies of non-formal and community learning for sustainable development 1,2 3 • • Arjen E. J. Wals Yoko Mochizuki Alexander Leicht Published online: 16 November 2017 Springer Science+Business Media B.V., part of Springer Nature and UNESCO Institute for Lifelong Learning 2017 With the adoption of the United Nations Sustainable Development Goals (SDGs) in 2015, sustainable development is now undoubtedly at the very top of the global agenda. In light of the far-reaching demands sustainable development places on individuals and societies, it is widely acknowledged that education has a key role to play in the pursuit of sustainable development, even though its meaning is not always agreed upon and even contested (Wals and Benavot 2017). What seems clear is that a major change in mindsets and actions is needed for a development that ensures environmental integrity, economic viability and a just society for present and future generations. Education for Sustainable Development (ESD) is generally regarded as a particularly promising approach in this regard. In fact, ESD has been formally included in the SDGs as part of Target 4.7 of SDG 4 on Education: By

Journal

International Review of EducationSpringer Journals

Published: Nov 16, 2017

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