...Question: Using three (3) Millennium Development Goals discuss how a country can achieve sustainable development Introduction The Millennium Development Goals (MDGs) are eight international development goals that were established following the Millennium Summit of the United Nations in 2000, following the adoption of the United Nations Millennium Declaration. All 189 United Nations member states at the time (there are 193 currently) and at least 23 international organizations committed to help achieve the following Millennium Development Goals by 2015: 1. To eradicate extreme poverty and hunger 2. To achieve universal primary education 3. To promote gender equality and empower women 4. To reduce child mortality 5. To improve maternal health 6. To combat HIV/AIDS, malaria, and other diseases 7. To ensure environmental sustainability 8. To develop a global partnership for development The Millennium Development Goals (MDG) gives governments a common framework for structuring policies and practices. The MDGs highlight the key priority areas of focus for development and also outlines the roles and responsibilities of key government actors. MDGs provide a framework for government planning, budgeting and monitoring development initiatives. The MGDs can also be used as a tool by the government to measure progress they have achieved in improving the livelihood of its citizens. Sustainable development is development that meets the needs of the present...
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...| | | | | |[pic] | | | Highlights on Progress to Date [pic] January 2006 This document highlights developments of the UN Decade of Education for Sustainable Development (DESD) which are only a small reflection of the extraordinary number of activities, events, networks and support for the DESD from countries, regions, civil society, non-governmental...
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...the teaching approaches used by them. Introduction Education for sustainable development aims at preservation of environmental integrity economic viability and a just society for present and future generations.ESD addresses these objectives through the establishment of broad teaching and learning process that emphasizes and interdisciplinary and holistic approach that promotes critical and creative thinking in education. In order to ensure that everyone gets this knowledge several actors play very vital roles in promoting education for sustainable development. Actors of ESD 1. Government agencies like NEMA, TARDA etc. It defines what type of information is needed and how this information will be used. The government provides information of ESD through workshops, seminars and trainings where policy makers will share issues pertaining to education for sustainability development. For instance, NEMA Provides technical resources and the know how in managing pollution. This is done through seminars and workshops organized to educate people on the essence of a clean and healthy environment. For example, conservation of wetland seminar held February 2016 in Kericho County. The government has also provided resources used in promoting ESD such as adopting of information technology. This facilitates efficient and effective communication between the actors of ESD. This is seen whereby Tana and Athi Rivers Development Authority (TARDA) offers interns and other interested...
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...the teaching approaches used by them. Introduction Education for sustainable development aims at preservation of environmental integrity economic viability and a just society for present and future generations.ESD addresses these objectives through the establishment of broad teaching and learning process that emphasizes and interdisciplinary and holistic approach that promotes critical and creative thinking in education. In order to ensure that everyone gets this knowledge several actors play very vital roles in promoting education for sustainable development. Actors of ESD 1. Government agencies like NEMA, TARDA etc. It defines what type of information is needed and how this information will be used. The government provides information of ESD through workshops, seminars and trainings where policy makers will share issues pertaining to education for sustainability development. For instance, NEMA Provides technical resources and the know how in managing pollution. This is done through seminars and workshops organized to educate people on the essence of a clean and healthy environment. For example, conservation of wetland seminar held February 2016 in Kericho County. The government has also provided resources used in promoting ESD such as adopting of information technology. This facilitates efficient and effective communication between the actors of ESD. This is seen whereby Tana and Athi Rivers Development Authority (TARDA) offers interns and other interested...
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...Culture & religion for a sustainable future Introduction Culture shapes the way we see the world. It therefore has the capacity to bring about the change of attitudes needed to ensure peace and sustainable development which, we know, form the only possible way forward for life on planet Earth. Today, that goal is still a long way off. A global crisis faces humanity at the dawn of the 21st century, marked by increasing poverty in our asymmetrical world, environmental degradation and short-sightedness in policy-making. Culture is a crucial key to solving this crisis. Source: Preface, World Culture Report, UNESCO Publishing, Paris, 1999. Our cultural values, which often include particular religious beliefs, shape our way of living and acting in the world. Module 11 on Indigenous Knowledge and Sustainability explores the importance of indigenous values and spirituality in providing guidance for sustainable living. Such principles and values encourage a spirit of harmony between people, their natural environments and their spiritual identities. The principles for living sustainably that flow from these and other cultural and religious beliefs vary between groups and countries. They have also changed over time as circumstances demand. Despite this diversity, many principles for living sustainably are shared, not only among indigenous peoples, but also between different religious traditions. This module explores the role of culture and religion in providing guidance on ways...
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...Adult Education among Coastal Residents As we know, often associated with coastal communities are consist mainly of fisherman as a main job who is often describe as marginalized communities, backward and left of the current development. Adult education is a practice in which adults engage in systematic and sustained learning activities in order to gain new forms of knowledge, information, skills, attitudes, or values.[1] It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong. [2] In particular, adult education needed to fulfill and respond to the human needs.[3] Adult learning can be in any of the three contexts such as formal, non-formal and informal education. Formal education is like structured learning that takes place in an education or training institution, usually with a set curriculum. Non-formal looks like learning that is organized by educational institutions. Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups. While informal education is learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure. [6][7] With education, the things that you do not know how to do, you will know later when you get the education; you can change the way your family will live in the future. By the way, according to the traditional of coastal communities...
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...ASSESSMENT OF THE MILLENNIUM DEVELOPMENT GOALS IN NIGERIA INTRODUCTION The Millennium Development Goals (MDGs) which had been earlier discussed in the previous chapters are objectives set out by the United Nations (UN) in the year 2000 to upgrade its member states especially those that are classified as Third World Countries (TWCs) in the area of social and economic development. Nigeria is classified as a country in the Third World and therefore the MDGs were created to address the socio-economic problems which have been discussed in the previous chapter that Nigeria has faced in the past and is still facing in the present. So many of the problems should have been a thing of the past but factors such as bad governance and corruption have made the problems persist and if these problems are not properly attended to, they will creep into the future. Nigeria adopted the MDGs with other UN members in the year 2000 and has taken up various developmental plans/strategies such as National Economic Empowerment Development Strategy (NEEDS) and the Nigeria Vision20:2020 (NV20:2020). Most of these strategies fall in line with the MDGs. The MDGs are eight and each goal has a target and each target have indicators. The MDGs have eight goals with 21 targets and about 60 indicators. MDG TARGETS AND INDICATORS These goals with its targets and indicators are listed below: Goal 1: Eradicate extreme poverty and hunger Target 1A: Halve the proportion of people living on less...
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...1.0 INTRODUCTION Forestry education in Nigeria has added much impact in the country, most especially to the rural people and natural environment. The growing prominence of conserving biodiversity, arresting desertification, conserving soils, sequestering carbon, improving water quality and quantity and providing bio-energy raises the premium on forest resources (Temu et al 2008). It is expected that for any sustainable development to be achieved by any nation, the educational sector (most especially the Higher Education) must play a significant and critical role. This sector is expected to build up people’s knowledge. In Nigeria, on how to maintain and utilize the forest and its resources at the university level, more than twenty offers...
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...undertaken by CSF in 2009-10, including practice in five other HE institutions. Introduction How ‘enterprise’ and ‘sustainability’ are conceptualised by an institution is key to their coherent expression in policy and practice. Seen in relation, a ‘sustainable enterprise culture’ might be defined as: A deep-rooted enterprise mindset valuing and balancing the sustainable development elements of economic viability, environmental responsibility, and social equity. (Wirtenberg, J. et al, 2008) Currently, two major drivers for change and development in the HE sector which invoke both enterprise and sustainability are: • the contribution of HE to economic development (DBIS, 2009) • the expected role of HE in helping achieve a transition towards more sustainable and low carbon society against a background of climate change and related issues (HEFCE, 2010) Before looking at the University’s interpretations and associated manifestations of ‘enterprise’ and ‘sustainability’, it is worth exploring and unpicking the concepts themselves. ‘Enterprise’ is deployed both in adjectival and noun forms, the former connoting a valuative stance, (as in ‘enterprising’). This leads to a certain ambiguousness in meaning and indeed, interchange between use of ‘enterprise’ as adjective and noun. This largely goes unqualified in the literature, which focuses on enterprise education, enterprise schemes, and enterprise skills with ensuing discussions that consider...
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...Curriculum Development by L. Van Crowder Agricultural Education Officer Extension, Education and Communication Service (SDRE) FAO Research, Extension and Training Division See also "Participatory curriculum development in practice: An experience at the Eastern Caribbean Institute for Agriculture and Forestry in Trinidad and Tobago". Introduction Participants at the 1991 FAO Expert Consultation on agricultural education observed that major new developments in world agriculture, advances in science and technology and changes in population and society require the "integration of academic learning and development tasks". It was recommended that institutional approaches to decision making incorporate "a more participatory approach to the planning process" and that "feedback from the users...in curriculum review and revision offers an effective way of keeping research and teaching relevant and interesting". It seems clear that agricultural education institutions need to foster their relationship to the development process through the integration of academic scholarship with development tasks, including national but especially local development tasks. The implication is that a wide range of stakeholders in local development should participate in the curriculum development process -- that curriculum development can be an important mechanism for integrating teaching and learning with local (and national) development needs and concerns. Curriculum development: an overview ...
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...CHAPTER 1 INTRODUCTION 1.1 General For the sustainable development of the society it is very important to judiciously handle the environmental issues like the solid waste management. In order to manage the solid waste effectively we need to understand the composition and all the activities that follow once the waste is generated. Basically the composition and the characteristics of the waste depends a whole lot of factors and also vary periodically. Different approaches can be employed for the management of the solid waste, depending upon the factors such as the varying composition and quantity. The management of solid waste becomes further more necessary with the increasing pollution due to the solid waste and the out coming consequences...
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...j [pic] Term Paper Title: Organizational Behaviors of Sustainable Tourism A Partial fulfillment for Bilingual MBA Programme 2013 Subject: Organizational Behavior (Code: BP6903) Lecturer: Dr. Yu Wang Presented by: Yinsi Tu (ID: 5539073 ) Shilong Chen (ID: 5569005) Xingjun Liu (ID: 5561065) Jialing Xing (ID: 55569009) Yunmei Wang (ID: 5569006） Content 1.0 Introduction 2.0 Organizational Culture of Sustainable Tourism 3.0 Government's Policies in Sustainable Tourism Management 4.0 Characteristics and Diversities in Sustainable Tourism 5.0 Tourist Behaviors in Sustainable Tourism 6.0 The Relationship between Sustainable Tourism and Environment Protection 7.0 Conclusion 8.0 Bibliography 1.0 Introduction Today, as the world economy，science and technology and cultural developing aggressively , the increase of personal income and free time, Labor and Leisure has become two important aspects of an integral human social life. Today, leisure sports and tourism is the world's most widely used recreational activities. Leisure sports, people enjoy the beauty and movement created by a pleasant activity in order to express themselves to the outside world. Homer and Swatchbrooke (1996) defined tourism as tourism refers to people temporarily leave permanent residence elsewhere in recreational activities. ...
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...UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION EDUCATING FOR A SUSTAINABLE FUTURE A TRANSDISCIPLINARY VISION FOR CONCERTED ACTION EPD-97/CONF.401/CLD.1. November 1997. Original: English. Also available in French and Spanish. Other language versions are foreseen. TABLE OF CONTENTS PREFACE BY THE DIRECTOR-GENERAL OF UNESCO EXECUTIVE SUMMARY INTRODUCTION I. WHAT IS ‘SUSTAINABILITY’? * BEHIND THE HEADLINES * Population * Poverty * Environmental degradation * Democracy, human rights and peace * Development * Interdependence * NORTH-SOUTH DIFFERENCES * TOWARDS A DEFINITION OF SUSTAINABILITY * A dynamic balance * An emerging vision * EDUCATION: THE FORCE OF THE FUTURE II. PUBLIC AWARENESS AND UNDERSTANDING: THE FUEL FOR CHANGE * THE NEED FOR EFFECTIVE COMMUNICATION * CONFRONTING VESTED INTERESTS * COMMUNICATION STRATEGIES * COMPLEX MESSAGES * THE MESSENGERS * REASON FOR OPTIMISM III. REORIENTING EDUCATION TO SUPPORT SUSTAINABILITY * IMPORTANCE OF BASIC EDUCATION * WHAT CHANGES DOES SUSTAINABILITY REQUIRE? * Curriculum reform * Structural reform * EDUCATIONAL REFORM: A CASE STUDY * REFORM AT DIFFERENT SCALES * CONTRIBUTION OF ENVIRONMENTAL EDUCATION * INTERDISCIPLINARITY IV. SHIFTING TO SUSTAINABLE LIFESTYLES: CHANGING CONSUMPTION AND PRODUCTION PATTERNS * INDIVIDUAL CHOICES AND LIFESTYLES * COLLECTIVE DECISION-MAKING ...
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...MIT Portugal Program on Sustainable Energy Systems – Energy, Environment and Sustainability, 2011-2012 1 ENERGY & SUSTAINABLE DEVELOPMENT Cristina I. F. Andrade FEUP University of Porto Rua Dr. Roberto Frias, s/n 4200-465, Porto, Portugal. Phone: +351225081895, Fax: +351225081503 Summary: In this paper it's done an approach of the different kind of concerns of developing and developed countries to lead to sustainable development. It has a first chapter about the roles for development, after one about sustainable development with an analysis of a triangle of sustainable development and indicators. It‟s also talked the main utilizations of the energy, about the points where we can act and another chapter about energy on households on developing and developed countries. In the end there are presented some proposals and case studies about energy on households. 1. INTRODUCTION Being energy one of the most important cornerstones of the world development, through energy we can determine the development state of each country. Sustainable development would be the greatest goal to achieve on the global world, but we have some setbacks to understand, in one hand we have social concerns to resolve on the developing countries, that need energy supply to develop their economies and provide better lifestyle and on another hand we have environmental problems on developed countries due to the big demand of energy, consequently less clean energy. Due to social behaviors, the inequalities...
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...------------------------------------------------- Class Times: Mondays & Thursdays 16:00 – 17:45 (W2) Course Description: Develop reading, writing, and vocabulary in English for General Education courses. Pass/Fail. Institutional credit only. Course Objectives: A. Develop reading and comprehension strategies B. Develop vocabulary for English for general academic purposes C. Develop general academic writing skills D. Develop as a writer in response to reading E. Develop critical thinking skills F. Develop awareness of the written text as the basis of higher education G. Locate and use language and research tools Required Textbooks: Slaght, John and Anne Pallant. English for Academic Study: Reading and Writing. 2012 edition – Source Book. Garnet Books, 2012 Slaght, John, Paddy Harben and Anne Pallant. English for Academic Study: Reading and Writing. American Edition – Course Book, 2009 Supplementary Materials: See attached Reading List Online Resources: Dictionary: http://dictionary.reference.com/ Purdue Online Writing Laboratory: http://owl.english.purdue.edu/owl/ WordReady: Academic English. Garnet Education. http://www.garneteducation.com/Book/629/WordReady.html Course Content: A. Reading Strategies as applied to General Education readings 1. Predicting/pre-reading 2. Surveying 3. Using graphic organizers 4. Recognizing syntactic chunks 5. Annotating 6. Skimming and Scanning for specific information ...
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