TRANSFORMING TEACHER EDUCATORS FOR RE-ORIENTING TEACHER EDUCATION PROGRAMS FOR SUSTAINABLE DEVELOPMENT

Yıl 2017, Cilt: 1 Sayı: 1, 28 - 53, 30.12.2017

Munawar Sultana MİRZA

Öz

All nations of the world have together realized that
the existence of the present and future generations is bound with development
that is essentially  sustainable. That is why they have ratified the Post 2015
Agenda labelled as Sustainable Development Goals. They have also ratified the
Global Action Program on ESD and the Incheon Declaration 2015: Vision 2030 that
has committed to SDG 4 on education. Both, the GAP and Incheon have prioritized
on ‘building capacities of educators
and trainers to enable them to more effectively deliver ESD’. The
present study was conducted to explore the perceptions of teacher educators
(TEs) about sustainable development, issues threatening sustainable
development  (SD) at the global and
national level, perceived role of teacher education in SD, the possible
curricular spaces for SD and the perceived barriers for doing so. Questionnaire
developed for the study was distributed to 108 teacher educators of nine TEIS.
The TEs were found much below the satisfactory level on knowledge and
understanding of the concepts and issues hindering the sustainable development.
All except five TEs were teaching the traditional education and pedagogical
subjects where they do not perceive much relevance of SD concepts. They also feel
that they neither have time and authority to modify the curricula nor they have
administrative and institutional support to do so. The study warrants special
efforts at the level of Higher Education Commission to disseminate the relevant
UN declarations and order of the Supreme Court of Pakistan for implementation
analyze curricula of TE programs for including ESD and undertake capacity
building activities for the teacher educators. 

Anahtar Kelimeler

Sustainable development, sustainable development goals, education for sustainable development, teacher educators

Kaynakça

• Dawe, G., Jucker, R. & Martin, S. (2005). Sustainable development in higher education: current practice and future developments. A report for the Higher Education Academy. Retrieved on May 28, 2016 from: www.heacademy.ac.uk/misc/sustdevinHEfinalreport.pdf. Frederick, C. P. (2012). Curriculum improvement in education for sustainable development: measuring learning outcomes in an introductory urban planning course. (On line master’s thesis). Arizona State University. Ari-zona, USA.
• Hopkins, C. (2010). Enough; For all; Forever: The quest for a more sustainable future.Institute of Urban and Regional Development, University of California at Berkeley, Berkeley, CA.
• Hunt, F., Chung, H. T., Rogers, M., & Inman, S. (2010). A report from the UK Teacher Education Network for sustainable development (ESD) /global citizenship (GC) survey on provision for ESD/GC in initial teacher edu-cation in the UK. Retrieved from website: http://se-ed.co.uk/edu/wp-content/uploads/2014/03/taking_stock-July-2011.pdf
• Jumani, N. B. & Abbasi, F. (2015). Teacher Education for Sustainability in Pakistan. RISUS Journal on Innovation and Sustainability, 6(1), 13-19.
• Lozano, R. (2006). Incorporation and institutionalization of SD into universities: breaking through barriers to change. Journal of Cleaner Production, 14, 787-796.
• Liu, J. (2009). Education for Sustainable Development in Teacher Education: Issues in the Case of York University in Canada. Asian Social Science, 5(5). P. 46-49.
• Mai, P. T. (2007). Inclusion of sustainable development into education at Lund University awareness and willingness to change. (On line unpublished master's thesis). Lund University. Sweden.
• McKeown, R. (2002). Education for Sustainable Development Toolkit Version 2. University of Tennessee USA: Centrer for Geography and Envi ronmental Education.
• Mirza, M. S. (2015). Institutionalizing ESD Standards in Teacher Education Programs: Case of National Accreditation Council for Teacher Education, Pakistan. Applied Environmental Education & Communication, 14, 02–109.
• Mughal, S.H., Qiasarani, N., Solangi, G.M, & Faiz, S. (2011). Promoting Educa-tion for Sustainable Development: Challenges and Issues for Higher Education Institutions in Pakistan. International Journal of Learning & Development, 1(1), 159-165.
• Mwaura, K. N. (2007). An investigation into awareness about education for sus-tainable development (ESD): A study of the faculty of education at the Catholic University of Eastern Africa. (On line Unpublished master’s the-sis). Catholic University of Eastern Africa.
• Nevin, E. (2008). Education and sustainable development. Policy & Practice: A Development Education Review. 6, 13-19. Open Working Group of the General Assembly on Sustainable Development Goals. (2014). Open working group proposal for sustainable develop-ment goals. Place of publication not identified: United Nations Depart-ment of Economic and Social Affairs.
• Tilbury, D., Mulà, I. (2009). Review of Education for Sustainable Development Policies from a Cultural Diversity and Intercultural Dialogue: Gaps and Opportunities for Future Action. Paris: UNESCO.
• Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability (Educa-tion). Retrieved from IUCN Publications Unit website: https://portals.iucn.org/library/efiles/documents/2004-055.pdf?
• UNESCO (2010a). UNESCO strategy for the second half of the United Nations Decade of education for Sustainable development. Paris, UNESCO.
• UNESCO. (2005). UNESCO and sustainable development. Paris: UNESCO.
• UNESCO. (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Paris: Division for the Promotion of Quality Education, UNESCO.
• UNESCO. (2006). Higher Education for Sustainable Development Education, United Nations Decade, 2005-2014 -Section for Education for Sustainable Development (ED/PEQ/ESD) Division for the Promotion of Quality Education, UNESCO. 7 Place de Fontenoy: UNESCO Publications.
• UNESCO. (2010). Four Dimensions of Sustainable Development. UNESCO Teaching and Learning for a Sustainable Future. Retrieved on Thursday December 10, 2015, from http://www.unesco.org/education/tlsf/mods/theme_a/popups/mod04t01s03.html
• UNESCO. (2014, November). World conference on education for sustainable development. Poster session presented at World conference on educa-tion for sustainable development, Japan. Retrieved from http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/
• UNESCO (2014) UNESCO Roadmap for Implementing of the Global Action Program on Education for Sustainable Development. Paris: UNESCO
• United Nations Educational, Scientific and Cultural Organisation (UNESCO). (1992). Education for sustainability. From Rio to Johannesburg: Lessons learnt from a decade of commitment. Retrieved from: http://unesdoc.unesco.org/images/0012/001271/127100e.pdf on
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2002). Education for Sustainability. From Rio to Johannesburg: Lessons Learnt from a decade of commitment.
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2008a). Background Note. United Nations Educational, Scientific and Cultural Organization (UNESCO). 2008d. UN DESD Global
• World Education Forum. (2015). Incheon Declaration Education 2030: Towards inclusive and equitable quality education and lifelong learning for all. Retrieved from UNESCO website: http://unesdoc.unesco.org/images/0023/002331/233137E.pdf