Suchergebnisse

Purpose
Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people's learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge.


Design/methodology/approach
This paper provides a reflexive case study of the development of an innovative course on "Sustainability and Inner Transformation" and associated interventions in the form of a practice lab and weekly councils.


Findings
The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice.


Originality/value
It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.

This publication is a comprehensive report on the government allocations and expenditure and performance of S&T and R&D in the public sector. The report is published annually. The science and technology activities covered include research and development, training, education and information; technology transfer and technical services (including information and advice)

Madhya Pradesh is fast emerging as a repository of skilled human resource. Investment on building up of human capital is showing upward trend. The State Government has focused attention on improving the quality of higher education along with its expansion by promoting public-private partnership. Legislation for encouraging establishment of private universities is expressive of state's resolve to become a hub of higher education. The 11th five year plan has set its goals as 'expansion of enrolment in higher education with inclusiveness, quality and relevant education, with necessary academic reforms in the university and college system. The goal is to set India as a nation in which all those who aspire to good quality higher education can access it, irrespective of their paying capacity'. Expansion, inclusion and quality are thus the three cornerstones of our national goals in education. The Government has set a target of 21percent Gross Enrolment Ration (GER) by the end of the twelfth plan (2017) with an interim target of 15 percent by the end of the eleventh plan 2012. This seems a highly ambitious aim considering the present GER of 12.4 percent. The Government of Madhya Pradesh convened a conference 'Higher education in Madhya Pradesh the way forward' on 3rd of October 2011 in Bhopal, Madhya Pradesh. The conference brought together key policy makers, academic faculty and stakeholders in the field of education to discuss the needs of higher education in Madhya Pradesh, and options for improvement and expansion. The Government of Madhya Pradesh is considering a reform of their higher education system, focusing first on the governance and legislative framework. In Madhya Pradesh, there are currently 15 universities, of which 9 are public. Further, there are over 300 colleges, a few of which have been awarded autonomous status and centers of excellence by the University Grants Commission (UGC), and the remaining are affiliated colleges. Governance plays an important role in the performance of any organization ...

The welfare state is a defining feature of European countries. European welfare states originated in the late 19th century and developed throughout the first half of the 20th century. The welfare state attained its modern form by mid-20th century. Post-WWII era witnessed the golden age of European welfare states, which acquired a level of sophistication enviable for the rest of the world. The optimism on the sustainability of the welfare state was challenged by the global economic crisis of the 1970s. European welfare states were obliged to curb down social expenditure as a result of the general economic downturn. The welfare state received criticism from all fronts after the 1970s and European welfare states were constrained by both internal and external factors. Internal factors that worked against the sustainability of European welfare states were ageing, lower economic growth rates, shifting labour market structures and attitudes towards the welfare state. External factors that challenged the welfare state structures in European countries were the European integration process and globalization. The aim of this thesis is to assess the current predicament of European welfare states within the context of the problems they have been subject to after the 1970s. The response of European welfare states to the crisis and the impact of the European integration process on European welfare states are significant themes in this assessment. The question of whether European welfare states are undermined by the European integration process is given particular consideration. The overall analysis has yielded the conclusion that European welfare states, challenged by both internal and external constraints, have survived the crisis. In addition, European integration and globalization have not caused a dismantling of European welfare states. Nevertheless, these factors have determined the multi-tiered framework within which European welfare states are compelled to operate. ÖZRefah devleti Avrupa ülkelerinin belirleyici unsurlarından biridir. Kökenleri 19.yy'ın sonlarına dek uzanan Avrupa refah devletleri, 20.yy'ın ilk yarısı boyunca gelişimlerini sürdürmüş ve yüzyıl ortalarına gelindiğinde refah devleti modern formuna kavuşmuştur. İkinci Dünya Savaşı sonrası dönem, günümüzde bir çok toplumun imrendiği bir gelişmişlik seviyesine ulaşan Avrupa refah devletlerinin altın çağına tanıklık etmiştir. Refah devletinin sürdürülebilirliği konusundaki iyimserlik 1970'lerdeki küresel ekonomik kriz ile sarsılmıştır. Avrupa refah devletleri küresel ekonomik kriz sonucu sosyal harcamalarını kısmak zorunda kalmışlardır. Refah devleti 1970'ler boyunca bir çok kesim tarafından eleştirilmiş ve Avrupa refah devletleri hem içsel hem de dışsal etmenlerle sınırlandırılmışlardır. İçsel faktörler yaşlanan nüfus, düşük ekonomik büyüme oranları, işgücü piyasası yapısında ve refah devletine karşı tutumlarda yaşanan değişikliklerdir. Avrupa ülkelerindeki refah devleti yapılarına tehdit oluşturan dışsal faktörler ise Avrupa entegrasyon süreci ve küreselleşmedir. Tezin amacı Avrupa refah devletlerinin günümüzde içinde bulundukları durumu, 1970'lerden itibaren yaşadıkları sorunlar bağlamında incelemektir. Avrupa refah devletlerinin krize karşı tutumları ve Avrupa entegrasyon sürecinin Avrupa refah devletlerine olan etkileri tezde incelenen temel noktalardır. Avrupa entegrasyon sürecinin Avrupa refah devletlerinin temellerini sarsıp sarsmadığı hususuna özel önem atfedilmiştir. Yapılan çalışma içsel ve dışsal sınırlamalarla karşılaşan Avrupa refah devletlerinin kriz dönemini atlattıklarını göstermektedir. Buna ek olarak, Avrupa entegrasyon süreci ve küreselleşme Avrupa refah devletlerinin yıkılmasına yol açmamıştır. Ancak, Avrupa refah devletlerinin içinde varolmak zorunda oldukları çok-katmanlı sistemi belirlemişlerdir.

Contextual factors for sustainable development such as population growth, energy, and resource availability and consumption levels, food production yield, and growth in pollution, provide numerous complex and rapidly changing education and training requirements for a variety of professions including engineering. Furthermore, these requirements may not be clearly understood or expressed by designers, governments, professional bodies or the industry. Within this context, this paper focuses on one priority area for greening the economy through sustainable development—improving energy efficiency-and discusses the complexity of capacity building needs for professionals. The paper begins by acknowledging the historical evolution of sustainability considerations, and the complexity embedded in built environment solutions. The authors propose a dual-track approach to building capacity building, with a short-term focus on improvement (i.e., making peaking challenges a priority for postgraduate education), and a long-term focus on transformational innovation (i.e., making tailing challenges a priority for undergraduate education). A case study is provided, of Australian experiences over the last decade with regard to the topic area of energy efficiency. The authors conclude with reflections on implications for the approach. ; Cheryl Desha and Karlson 'Charlie' Hargroves