Sustainability, Learning and Capability: Exploring Questions of Balance

Scott, William; Gough, Stephen

doi:10.3390/su2123735

Cited by 40 publications

(26 citation statements)

References 4 publications

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“…Thus, the analysis of the most important international documents in the field of ESD shows the transition to the competence-based education mode intended to ensure the development of the personal ability to adjust to rapidly changing conditions (Scott & Gough, 2010). Competence-based leaning http://dx.doi.org/10.15405/epsbs.2018.02.21 Corresponding Author: Nataliya A. Burmistrova Selection and peer-review under Considering the simultaneity of these processes, it is important to integrate them into a unified research and educational system.…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Innovative Approach To Assessment Of Higher Education Learning Outcomes In Russia

Shmakovа¹,

Kormiltseva²,

Burmistrova³

2018

The European Proceedings of Social and Behavioural Sciences

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The problem of assessment of modern learning outcomes under the multilevel system of training has been investigated. The importance of this problem is due to the transition of the Russian higher education to the usage of the FSES of the third generation. These new standards are focused on the competence-based mode of the quality of ESD. The authors have emphasized the importance of an innovative approach to the organization of the learning process which makes changes to the quality control system and assessment. In the context of the necessity to direct subject matters of the professional training of specialists toward the competence-based mode, the possibilities of an innovation-oriented evaluation of mathematical training of future bachelors and holders of a master's degree have been considered. It has been suggested that mathematical competence is a component of the professional competence that was formed as a result of the multilevel system of mathematical training. To detail the objects of the diagnostic assessment the structure of mathematical competence has been specified. The authors defined the assessment criteria and indicators of the formation of mathematical competence. The authors propose to distinguish the following levels of mathematical competence formation: substantive, interdisciplinary and professional. An innovative approach to the assessment of the results of mathematical training gave an opportunity to identify the meaningful basis for the renewal of the educational policy in the sphere of higher economic education.

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Section: Education For Sustainable Developmentmentioning

confidence: 99%

Innovative Approach To Assessment Of Higher Education Learning Outcomes In Russia

Shmakovа¹,

Kormiltseva²,

Burmistrova³

2018

The European Proceedings of Social and Behavioural Sciences

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“…The impact was analyzed across the two categories of human and social capital by using a combination of two methodologically different approaches, a quantitative survey and a qualitative interview study (see Figure 1). On the one hand, this allowed to test hypotheses regarding human capital with a large, representative sample, while on the other hand, the open ended nature of qualitative research [28] was seen as a necessity for discovering social capital in the new field of sustainability education [26,29,30]. …”

Section: The Eth Sustainability Impact Study 2009mentioning

confidence: 99%

National Sustainability Outreach Assessment Based on Human and Social Capital: The Case of Environmental Sciences in Switzerland

2011

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This paper reports on a sustainability outreach study based on an assessment of human and social capital. The aim was to capture the national sustainability outreach of twenty years of Environmental Sciences education, centered at the Swiss Federal Institute of Technology (ETH) in Zurich. The study contained two lines of research, one being a human capital assessment with a survey among graduates from the years 1992 to 2005 (n = 542) and the other being a social capital analysis based on interviews with institutions that represent the Swiss social systems of economy, politics/public administration and civil society (20 institutions). Our analyses reveal several functional forms of both human capital (specialists, pioneers, leaders) and social capital (qualification profile, internalization, networks, standardization, professionalization) that trigger and channel sustainability outreach.

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“…Learning could also have "different meanings" [48,50], thus dependent on whether the processes being referred to involve individuals, collective agents, or wider social systems [49,53]. Learning is considered effective if it can bring about tangible and immediately useful outcomes with regards to knowledge, understanding, skills, values, etc., and also be able to reinforce the capability and motivation essential for further learning [52].…”

Section: Learningmentioning

confidence: 99%

“…Therefore, it is imperative that sustainability learning is seen as a concept with multiple levels, and consisting of individual, group, organizational and societal learning, and also as processes of learning human systems that places a strong emphasis on the role of transdisciplinarity [9,52].…”

Section: Social Learningmentioning

confidence: 99%

“…Learning is a continuous and active process by which learners take in information and update their cognitions and behavior in relation to the environment [17,51], the way by which individuals or a group acquire capacity for adapting to unfavorable conditions. As a process, that involves collaboration as well as reflection [52]. Learning could also have "different meanings" [48,50], thus dependent on whether the processes being referred to involve individuals, collective agents, or wider social systems [49,53].…”

Section: Learningmentioning

confidence: 99%

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In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning

Ofei-Manu

Satoshi

2012

Sustainability

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This article discusses a business-school collaborative learning partnership in the Regional Centre of Expertise (RCE) on Education for Sustainable Development (ESD) in Greater Sendai. This partnership is further linked to a broader context of multi-stakeholder public participation in the RCE that was set up to advance the ESD agenda in the region. The authors propose a conceptual framework for multi-stakeholder, ESD-based social learning within the RCE with the aim of enabling the creation of a sustainability-literate society. This proposal is based on the results of students' prior experience in ESD activities, optimal age for ESD learning and future job choices presented in this paper, together with a reported article that the levels of sustainability of the two sectoral organizations were mixed and hence need improvement. The paper argues that it will be good to focus on bridging the business and education sectors by building ESD capacity of the children and youth in the formal education sector. It contends this could be done through collaborative learning using the government-mandated "Period of Integrated Studies" (PIS) in the Japanese primary and secondary school curriculum. Additionally, it will be appropriate for the RCE Greater Sendai Steering Committee to facilitate and coordinate the learning processes and also promote networking and cooperative interactions among the actors and stakeholders in the region. Recommendations for improvement of the OPEN ACCESSSustainability 2012, 4 1620 learning partnerships in RCE Greater Sendai are made for consideration at the local and national policy levels.

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Sustainability, Learning and Capability: Exploring Questions of Balance

Cited by 40 publications

References 4 publications

Innovative Approach To Assessment Of Higher Education Learning Outcomes In Russia

Innovative Approach To Assessment Of Higher Education Learning Outcomes In Russia

National Sustainability Outreach Assessment Based on Human and Social Capital: The Case of Environmental Sciences in Switzerland

In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning

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