Critical Reflections on the UNDESD: From the Perspectives of Informal Education in a Community Development Context

Noguchi, Fumiko

doi:10.1177/0973408218763468

Cited by 7 publications

(4 citation statements)

References 13 publications

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“…In Uganda, families who have been unable to educate their daughters through the system turn to informal education to equip them with the necessary entrepreneurial skills (Kolodych and Zarzycka-Dertli 2020;Kislova 2020;Curado 2017, July 14;Kayongo, Kawooya, and Mijumbi-Deve 2019, June;United Nations Children's Emergency Fund 2015). This type of education enables girls to gain competencies such as minimal financial literacy, which help to initiate them in entrepreneurship (Monteith and Camfield 2019;Noguchi 2018).…”

Section: Women Entrepreneurs: Education and Gender Interestsmentioning

confidence: 99%

Female gender interests and education in women entrepreneurs’ definition of success in Uganda

Manzanera-Ruiz

Namasembe

Barrales‐Molina

2022

Entrepreneurship & Regional Development

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Studies on the intersection between women's education, motivations for entrepreneurship, and the structural constraints women face in Sub-Saharan Africa are scarce. In this study, we analyse the influence of education level on how women entrepreneurs in Uganda define business success. To this end, a total of 109 female agribusiness entrepreneurs were interviewed. The results firstly show that women's definition of business success and their level of education are intertwined. Secondly, that the main definitions of success are business performance, economic independence, and family welfare, which can be categorized in terms of women's practical interest, strategic interest, or a continuum of both, and where the education level of women is an influencing factor. The study has practical implications for policies aimed at women's economic empowerment and education. To transform the structure of gender relations, more opportunities for women's entrepreneurial training and child education are also needed, as well gender-sensitive indicators of business success that account for the particular interests of women in specific contexts.

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Section: Women Entrepreneurs: Education and Gender Interestsmentioning

confidence: 99%

Female gender interests and education in women entrepreneurs’ definition of success in Uganda

Manzanera-Ruiz

Namasembe

Barrales‐Molina

2022

Entrepreneurship & Regional Development

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“…Informal education is characterised by learning from experience, from home, the social environment and from work (Kislova, 2020; Kolodych & Zarzycka-Dertli, 2020). Informal education has been presented as the opportunity for girls in the face of economic contingencies to obtain skills and competencies from their parents, guardians, and the community, which are useful in everyday life, such as financial education that is usually helpful when it comes to business entrepreneurship (Monteith & Camfield, 2019;Noguchi, 2018).…”

Section: Informal Education For Entrepreneurship For Women and Girls Who Leave The Formal Educational Systemmentioning

confidence: 99%

Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship

Namasembe

Manzanera-Ruiz

2021

JECS

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Aim. The aim of the research is to investigate the relationship between formal education and female entrepreneurship in Uganda. This research hopes to contribute to the literature on education and women’s entrepreneurship in this country. Methods. Data is collected from 109 women through semi structured interviews. These are participants from the agribusiness sector and own businesses ranging from market stalls, retail shops to street businesses. Through the iterative process, emerging themes are analysed and discussed. Results. The research finds that formal education programs and macroeconomic policies negatively impact formal education and female entrepreneurship. Macroeconomic policies such as privatisation and the programs of universal formal education do not incentivize students (specifically female ones) to pursue a full formal education, influencing them to leave schools early for necessity entrepreneurship to meet immediate needs. Conclusions. Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success. Furthermore, the macroeconomic environment adds to the challenge of successful women entrepreneurship. Originality. Various economic initiatives have been implemented in the quest for gender parity in education and women empowerment in Uganda since its independence. Statistics have demonstrated an increase in women’s education and empowerment through entrepreneurship, however, such data do not necessarily reflect economic development. The results suggest that the relationship between formal education and women entrepreneurship is more complex and nuanced than previously believed.

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“…To further highlight the assertion that education is a cornerstone in working towards a sustainable future, UNESCO launched the Decade of ESD in 2005. This global agenda resulted in a range of national, regional, and international initiatives (Noguchi, 2017), and most of the UN member states now have national plans for integrating ESD into their education and/or sustainability policies. Building on the "success" achieved during the Decade (UNESCO, 2014), the UN released the 2030 Agenda for Sustainable Development Goals in an attempt to scale up and accelerate the process of mainstreaming ESD in education systems worldwide (UNESCO, 2018(UNESCO, , 2020.…”

Section: Introductionmentioning

confidence: 99%

The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

Huang

Asghar

2021

Policy Futures in Education

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This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.

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Critical Reflections on the UNDESD: From the Perspectives of Informal Education in a Community Development Context

Cited by 7 publications

References 13 publications

Female gender interests and education in women entrepreneurs’ definition of success in Uganda

Female gender interests and education in women entrepreneurs’ definition of success in Uganda

Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship

The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

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