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Journal articles on the topic 'United Nations Decade of Education for Sustainable Development, 2005-2014'

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Published: 4 June 2021

Last updated: 28 July 2025

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1

Combes, Bernard P. Y. "The United Nations Decade of Education for Sustainable Development (2005–2014): Learning to Live Together Sustainably." Applied Environmental Education & Communication 4, no. 3 (2005): 215–19. http://dx.doi.org/10.1080/15330150591004571.

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Grabovska, Rudīte, and Jens Grabowski. "Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education." Journal of Teacher Education for Sustainability 11, no. 1 (2009): 18–30. http://dx.doi.org/10.2478/v10099-009-0029-y.

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Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher EducationThe article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering

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Tilbury, Daniella. "Australia's Response to a UN Decade in Education for Sustainable Development." Australian Journal of Environmental Education 22, no. 1 (2006): 77–81. http://dx.doi.org/10.1017/s0814062600001683.

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AbstractThe United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or ho

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Louw, Willa Petronella. "Green curriculum: Sustainable learning in higher education." International Review of Research in Open and Distributed Learning 14, no. 1 (2013): 1. http://dx.doi.org/10.19173/irrodl.v14i1.1310.

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<p>The United Nations (UN) constituted 2005–2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005–2011 on what it means to be a sustainable university with a sustainable curriculum by looking at case studies from other higher education institutions in order to begin to give guidelines for such an endeavour in an open and distance learning (ODL) institution. Thereafter I will focus on recommendations on how to transform present study mat

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Kalaitzidis, Dimitrios. "Sustainable School Indicators: Approaching the Vision Through the Sustainable School Award." Journal of Teacher Education for Sustainability 14, no. 2 (2012): 168–80. http://dx.doi.org/10.2478/v10099-012-0015-7.

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Abstract The Sustainable School Award is a project for schools that aims to integrate a sustainability perspective into all aspects of school life through sustainable school indicators. It complies with the implementation strategy of the International Plan of Action of the Decade for Education for Sustainable Development (2005-2014) and the Strategy of United Nations Economic Commission for Europe (UNECE). In this paper, we present the vision of a sustainable school and an attempt to connect theory and practice of education for sustainable development in order to approach this vision. A brief

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Mulà, Ingrid, and Daniella Tilbury. "A United Nations Decade of Education for Sustainable Development (2005–14)." Journal of Education for Sustainable Development 3, no. 1 (2009): 87–97. http://dx.doi.org/10.1177/097340820900300116.

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González-Gaudiano, Edgar. "Education for Sustainable Development: Configuration and Meaning." Policy Futures in Education 3, no. 3 (2005): 243–50. http://dx.doi.org/10.2304/pfie.2005.3.3.2.

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The inception of the United Nations Decade of Education for Sustainable Development (2005–14) has excited controversy over the validity of the concept of education for sustainable development (ESD), as well as reactivating a critical review of the environmental education field as a whole. This article analyzes the peculiarities of ESD, the conditions that gave rise to it, the characteristics of its proposed configuration and the implications for environmental education.

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Brunold, Andreas. "Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education." Discourse and Communication for Sustainable Education 6, no. 1 (2015): 30–49. http://dx.doi.org/10.1515/dcse-2015-0003.

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Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an

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Ермаков and Dmitriy Ermakov. "EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRELIMINARY RESULTS." Standards and Monitoring in Education 1, no. 4 (2013): 3–8. http://dx.doi.org/10.12737/953.

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The decade of Education for Sustainable Development (ESD), which has been declared by United Nations, is ending in 2014. That is while the preliminary results should be summarized, and this area’s prospects should be defined. In this paper the essence of ESD, in which several trends (adaptation, formalization, modernization, reformation and transformation) are emphasized from viewpoint of their content has been considered. The ESD’s main psychopedagogical and socio-ecological characteristics have been generalized. It has been demonstrated that there is no the ESD’s universal model. The r

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Chowdhury, Ms. Lopamudra. "The Role of Education in the Sustainable Development Empowering the Society for Sustainability Natural Sciences and Environmental Awareness towards Sustainable Development." International Journal of Advance and Applied Research 4, no. 38 (2023): 144–48. https://doi.org/10.5281/zenodo.10361206.

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<strong>Introduction :   </strong>Sustainable development in each and every field is need of the hour. Research and innovation in education for sustainable development is very emerging and important part of education system. When we think of SD, education is an important area which can pave the way to achieve the desired goal of sustainable development. Therefore education and research and innovation in this area to achieve defined goal of sustainable development is inevitable and can play a great role. Education for Sustainable Development (ESD) has become an important issue in soci

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Farinha, Carla Sofia, Ulisses Azeiteiro, and Sandra Sofia Caeiro. "Education for sustainable development in Portuguese universities." International Journal of Sustainability in Higher Education 19, no. 5 (2018): 912–41. http://dx.doi.org/10.1108/ijshe-09-2017-0168.

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Purpose This paper aims to determine, from key actors’ perspective, how sustainability has been integrated into the policies and strategies of higher education institutions (HEIs), particularly Portuguese public universities, within the framework of the United Nations Decade of Education for Sustainable Development (UN DESD) 2005-2014. Design/methodology/approach Semi-structured exploratory interviews were conducted after gathering a sample of 15 key actors in decision-making processes who designed and implemented Portuguese education for sustainable development (ESD). Seven interviews with th

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Gough, Annette, and Noel Gough. "The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies." Australian Journal of Environmental Education 32, no. 1 (2015): 30–41. http://dx.doi.org/10.1017/aee.2015.34.

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AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with i

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Mughal, Shahid Hussain, Nasim Qaisrani, Ghulam Mohuyuddin Solangi, and Sumaira Faiz. "Promoting Education for Sustainable Development: Challenges and Issues for Higher Education Institutions in Pakistan." International Journal of Learning and Development 1, no. 1 (2011): 159. http://dx.doi.org/10.5296/ijld.v1i1.1131.

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Abstract Education is critical agent of transformation in terms of changing life styles, attitude and behavior. The role of education in pursuit of Sustainable Development is indispensable. The United Nations Conference on Environment and Development (1987) used the term Sustainable Development. According to UN Commission (known as Brundtland Commission) Sustainable Development is “development that meets the needs of the present generation without compromising the needs of future generation.” Sustainable Development talks about environmental problems and its solution in a broader perspective.

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Colombo, Ciliana, Anabela Alves, Francisco Moreira, and Natascha Van Hattum-Janssen. "A study on impact of the UN Decade of Education for Sustainable Development on Industrial Engineering Education." Dirección y Organización, no. 56 (July 1, 2015): 4–9. http://dx.doi.org/10.37610/dyo.v0i56.469.

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The United Nations Decade of Education for Sustainable Development, UN/DESD 2005-2014, is reaching its term. The decade was launched with an international footage with the main objective of providing general guidelines that could be readily adapted to a broad audience and diverse learning contexts, so as to further disseminate the concept and rationale of Sustainable Development. Following a bibliographical and documentary review of key journals and conference proceedings, akin to the field of Engineering Education, we present some key figures and trends regarding the introduction of sustainab

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Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.

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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to

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Leal Filho, Walter, Evangelos Manolas, and Paul Pace. "The future we want." International Journal of Sustainability in Higher Education 16, no. 1 (2015): 112–29. http://dx.doi.org/10.1108/ijshe-03-2014-0036.

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Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at th

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Lang, Josephine, Ian Thomas, and Andrew Wilson. "Education for Sustainability in Australian Universities: Where is the Action?" Australian Journal of Environmental Education 22, no. 2 (2006): 45–58. http://dx.doi.org/10.1017/s0814062600001373.

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AbstractAs institutions of education and learning, the higher education sector has a significant role to play in implementing the United Nations Decade of Education for Sustainable Development (2005–2014). Some institutions have already acknowledged, and are shaping, their roles in working towards sustainability through appropriate development and implementation of institutional policy and practices, including the signing of international agreements related to sustainability. Such institutions are specifically linking learning to sustainable development. This study was initiated as a result of

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Kolenick, Paul. "Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert?" Journal of Education for Sustainable Development 12, no. 1 (2018): 11–27. http://dx.doi.org/10.1177/0973408218773255.

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As a central part of the United Nations Decade of Education for Sustainable Development (DESD) from 2005 to 2014 Regional Centres of Expertise (RCE) serve as agents of education for sustainable development through multi-stakeholder networks with an interest in the advancement of sustainable societies. In this article, the question is raised about the nature of ‘expertise’ found among RCE programmes directed towards the development of local green economies; and further, the implications of expertise with respect to the practice among RCEs of education for sustainable development worldwide. Regi

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Maidou, Anthoula, Katerina Plakitsi, and Hariton M. Polatoglou. "Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece." World Journal of Education 9, no. 5 (2019): 1. http://dx.doi.org/10.5430/wje.v9n5p1.

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Education for Sustainable Development (ESD) is an important issue for the education of students worldwide becauseit offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local andglobal levels, which is nowadays becoming critical. The decade 2005-2014 called ‘Decade of ESD’ was an initiativeby the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be anongoing subject for students in formal and informal education, at all educational levels, and in life-long learningprograms, starting with early childhood

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Carbone, F., L. Oosterbeek, and C. Costa. "The educational and awareness purposes of the <i>Paideia</i> approach for heritage management." Natural Hazards and Earth System Sciences 12, no. 6 (2012): 1983–86. http://dx.doi.org/10.5194/nhess-12-1983-2012.

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Abstract. The need to raise awareness among the communities about the challenge of resource use – and, more generally, about the principles of sustainability – is the reason why the United Nations General Assembly proclaimed, in December 2002, the United Nations Decade of Education for Sustainable Development, 2005–2014 (DESD). For operators and managers of cultural and natural heritage, it represents a profound challenge to their ability to transmit the content of scientific knowledge to the general public in order to empower everyone on the preservation of cultural and natural resources, and

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Fischer, Daniel, Elisabeth Lena Aubrecht, Maria Brück, et al. "UN Global Action Programme and Education for Sustainable Development: A Critical Appraisal of the Evidence Base." Discourse and Communication for Sustainable Education 6, no. 1 (2015): 5–20. http://dx.doi.org/10.1515/dcse-2015-0001.

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Abstract The United Nations (UN) proclaimed the years 2005 to 2014 the World Decade on Education for Sustainable Development (ESD). As a follow up on the World Decade, the UN launched a Global Action Programme (GAP) that is designed to set the framework for international activities on ESD. The GAP focuses on five priority areas that are of high relevance for further implementation of ESD in educational systems. The research presented in this paper results from a training research course that was conducted with advanced bachelor students in environmental and sustainability science. This project

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De Ramos, Zernan, and Angela Balance. "Community Extension and Citizenship Education of San Beda University towards SDG’s." Bedan Research Journal 6, no. 1 (2021): 81–107. http://dx.doi.org/10.58870/berj.v6i1.23.

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The critical roles of the Higher Education Institutions (HEI) towards the achievement of sustainable development signifies the need to implement Education for Sustainable Development (ESD). Opportunities in applying ESD can be accomplished in different dimensions of the school to pursue the worldwide acceptance of the Sustainable Development Goals (SDGs). This formed a question for San Beda University (SBU) to describe its practices and programs towards the achievement of ESD. In this study, the community extension and citizenship education of San Beda University were specifically examined in

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Vyshkin, Efim. "Trends in Education for Sustainable Development in Some Former Soviet Countries (Use of ESD Potential for Provincial and Regional Studies)." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (August 6, 2015): 246. http://dx.doi.org/10.17770/etr2013vol1.839.

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The major part of the decade for education on sustainable development declared by United Nation in 2005 is over and it is the time to review the outcomes of the efforts of national and international educational and research communities. These results differ greatly. One of the ways to grasp the picture is to look at the map of regional centres of expertise on education for sustainable development organized under the aegis of United Nations University and with its help. The biggest states formed on the ruins of the collapsed Soviet Empire are the most backward ones in this respect. For instance

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Hill, Allen, and Janet E. Dyment. "Hopes and Prospects for the Sustainability Cross-Curriculum Priority: Provocations From a State-Wide Case Study." Australian Journal of Environmental Education 32, no. 3 (2016): 225–42. http://dx.doi.org/10.1017/aee.2016.20.

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AbstractThis article draws on research data from a state-wide case study, intertwined with three key moments that occurred in late 2014, to critically engage with the hopes and prospects of the Sustainability Cross-Curriculum Priority (CCP) in Australian schools. These key moments — theIPCC 5th Assessment Synthesis Report(Intergovernmental Panel on Climate Change, 2014), the conclusion of the United Nations Decade of Education for Sustainable Development, 2005–2014 (UNDESD), and the release of the Australian Government'sReview of the Australian Curriculum: Final Report(Donnelly & Wiltshire

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Baidya, Dr. Sivasankar Mandal, Garuda Hymavathi, A. Maruthi, JayaKrishna Yella., B.P. Raju, and Dr. Peri. Jayalakshmi. "Sustainability education through School-Community partnerships for the overall wellness of students: A study in Visakhapatnam City, Andhra Pradesh." International Journal of Advance and Applied Research 4, no. 38 (2023): 133–40. https://doi.org/10.5281/zenodo.10361145.

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<strong>Abstract:</strong>Education is a key component and the main tool in achieving Sustainable Development. The relationship between Education and Sustainable Development is not that easy to understand. It is complex in nature. Any nation's capacity to achieve Sustainable Development Goals and targets will depend on the status and level of education. The United Nations'(UN) decade of 'Education for Sustainable Development' (UNDESD) (2005-2014) significantly highlighted the vital role of education that can and must play in the universal journey towards sustainable development across the

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Farinha, Carla Sofia, Sandra Sofia Caeiro, and Ulisses Azeiteiro. "Universities speak up regarding the implementation of sustainable development challenges." International Journal of Sustainability in Higher Education 21, no. 3 (2020): 465–506. http://dx.doi.org/10.1108/ijshe-08-2019-0250.

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Purpose This study aims to expand knowledge and provide further insights on how education for sustainable development (ESD) has been integrated into programmes at higher education institutions (HEIs) in Portugal. Design/methodology/approach A questionnaire survey was given to key actors in charge of sustainability implementation at each Portuguese public university. Semi-structured interviews were also conducted with 13 of the survey respondents and the data were analysed. Findings Results showed that Portuguese public universities have their own strategies and policies on ESD, leading them to

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Farinha, Carla, Sandra Caeiro, and Ulisses Azeiteiro. "Sustainability Strategies in Portuguese Higher Education Institutions: Commitments and Practices from Internal Insights." Sustainability 11, no. 11 (2019): 3227. http://dx.doi.org/10.3390/su11113227.

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The Copernicus Declaration of 1994, which was understood as a commitment to sustainable development (SD) by top management in higher education, was signed by many universities. This signature worked as an important driver for these institutions to put different dimensions of SD principles into practice. In Portugal, a Southern European country, six of the fourteen universities belonging to the Portuguese University Rectors Council signed the declaration, but no attempt has been made to evaluate how these public universities integrated education for sustainable development at policy and strateg

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Hallinger, Philip, Sujitra Jayaseelan, and Mark W. Speece. "The Evolution of Educating for Sustainable Development in East Asia: A Bibliometric Review, 1991–2023." Sustainability 16, no. 20 (2024): 8900. http://dx.doi.org/10.3390/su16208900.

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This systematic review addressed the need for documentation and analysis of the scope and topical foci of research on education for sustainable development (ESD) in East Asia. The review used descriptive, content, and keyword co-occurrence analyses to synthesize features of 1915 Scopus-indexed journal articles published between 1991 and 2023. The authors found that research interest in ESD in East Asia has grown rapidly, accelerated by the pronouncement of the United Nations Decade of Education for Sustainable Development in 2005 and the Sustainability Agenda 2030 in 2015. Researchers in China

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Iliško, Dzintra, and Yelena Badyanova. "A Case Study of ESD Implementation: Signs of Sustainable Leadership." Discourse and Communication for Sustainable Education 5, no. 1 (2014): 38–48. http://dx.doi.org/10.2478/dcse-2014-0004.

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Abstract This article presents a case study of two schools that were identified as a result of UNESCO associated schools survey as cases of sustainable leadership and governance. The aim of the study is to present the two cases that were crystalized in the survey carried out at end of the United Nationsí Decade of Education for Sustainable Development (2005-2014). Prior to the in-depth study of two schools, the authors have carried out a survey of the heads and deputy heads of 26 UNSECO associated schools in Latvia on how schools are succeeding in improving educational outcomes, school develop

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Wang, Yige, Chunhong Zhao, Ziping Liu, and Decai Gao. "Spatiotemporal Analysis of AIDS Incidence and Its Influencing Factors on the Chinese Mainland, 2005–2017." International Journal of Environmental Research and Public Health 18, no. 3 (2021): 1043. http://dx.doi.org/10.3390/ijerph18031043.

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Acquired Immune Deficiency Syndrome (AIDS) has become one of the most severe public health issues and nowadays around 38 million people are living with the human immunodeficiency virus (HIV). Ensuring healthy lives and promoting well-being is one of 17 United Nations Sustainable Development Goals. Here, we used the Markov chain matrix and geospatial clustering to comprehensively quantify the trends of the AIDS epidemic at the provincial administrate level in the mainland of China from 2005 to 2017. The Geographically Weighted Regression (GWR) model was further adopted to explore four groups of

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Pitsou, Charikleia, and Stathis Balias. "HUMAN RIGHTS EDUCATION: AN ANALYSING STUDY OF THE PROGRAMS OF STUDY OF GREEK PEDAGOGICAL DEPARTMENTS." Problems of Education in the 21st Century 59, no. 1 (2014): 68–76. http://dx.doi.org/10.33225/pec/14.59.68.

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The United Nations (UN) declared 1995-2004 the Decade for Human Rights Education (HRE); as a follow-up, a HRE World Program (2005-2009) was initiated, aiming at the support and development of sustainable national strategies and programs in HRE. Many higher education institutions and universities seized upon the opportunity and infused their curricula with the philosophy and principles of HRE. HRE is a type of education that promotes training, dissemination, and information efforts aiming at building a universal culture of human rights (HR) by imparting knowledge and skills and shaping attitude

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Edralin, Divina, and Ronald Pastrana. "Advancing the pursuit of the United Nations Sustainable Development Goals: Initiatives of selected publicly listed companies in the Philippines." Bedan Research Journal 7, no. 1 (2022): 1–47. http://dx.doi.org/10.58870/berj.v7i1.31.

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We probed what are the sustainability initiatives of the selected Publicly Listed Companies in the Philippines that are advancing the pursuit of the UN Sustainable Development Goals, particularly on Good Health and Well-Being and Quality Education. Specifically, we mapped the sustainability programs implemented by the sample companies that are aligned with the 17 UN SDGs. We also determined if these UN SDGs are embedded and articulated in their corporate vision-mission statements. Then, we identified the explicit programs that were implemented by the selected firms that are advancing the pursu

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Viloria, Rulina. "Sustainable practices of selected publiclylisted higher educational institutions in ensuring good health and well-being." Bedan Research Journal 7, no. 1 (2022): 128–57. http://dx.doi.org/10.58870/berj.v7i1.35.

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This study investigated the sustainability practices of two (2) selected publicly-listed higher education institutions in the Philippines that ensure health and well-being. Research and publication, course offerings leading to health professions, and collaborations and health services were used as variables to measure sustainable practices that ensure good health and well-being. On the other hand, sustainable development was chosen to assess the assurance of good health and well-being. This study is based on the theories of health, well-being, sustainable development, and stakeholder theory. T

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Bashonga, Bishobibiri Alexis, Sande Eric, and Ntakimazi Gaspard. "Bird Management in the Ruzizi Delta, Northern End of Lake Tanganyika in Burundi and the Democratic Republic of Congo." Biolife 11, no. 1 (2023): 70–82. https://doi.org/10.5281/zenodo.7754424.

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<strong>Abstract</strong> The investigation of the management of birds in the Ruzizi Delta was conducted as part of a global doctoral research on the ecology, conservation and management of birds in the Ruzizi Delta through direct observation, the real bibliography and the virtual bibliography by internet. Direct observation led us to report on the problems of soils, hydrology, land and vegetation cover, wild animals on the banks of rivers and islets, natural ponds, lagoons and the coast of Lake Tanganyika. The real and virtual bibliography on the internet has revealed to us the development pl

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Pelsa, Inese, Inese Pelsa, and Signa Balina. "Sustainability Theory: A Review of Key Ideas for Sustainability and green procurement context." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (2020): 135. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(135).

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Sustainability and sustainable development have become important concepts and goals across science and society. Sustainability, connected to desirable long-term conditions, is an inherently applied in public sector, public procurements. Every year the European Union (EU) Member States collectively spend around 14% of Gross Domestic Product (GDP) on public procurement. In Latvia, public procurement accounts for 17% of GDP. The review of the new public procurement directives and their transposition process in Latvia plans to show new opportunities for green public procurement (GPP) application:

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Chakraborty, Parama. "Identity as a Legal Concept & Economic Identity." Inverge Journal of Social Sciences 2, no. 2 (2023): 134–45. https://doi.org/10.63544/ijss.v2i2.33.

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Identity is a multifaceted concept with various meanings and interpretations. In a legal context, identity refers to the characteristics and attributes that define an individual or entity, which are recognized and regulated by law. Identity is a crucial legal concept because it determines an individual's rights, privileges, and obligations under the law. Legal identity is created through the process of identification, which involves providing evidence of one's personal attributes, such as name, age, and nationality, to establish legal recognition. Identity documents, such as passports and birt

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Edralin, Divina, and Ronald Pastrana. "Sustainability Reporting of Leading Global Universities in Asia, Europe, and USA." Bedan Research Journal 4, no. 1 (2019): 24–45. http://dx.doi.org/10.58870/berj.v4i1.2.

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Sustainable development as a concept is a significant landmark in the environmental theory because it hypothesizes on how society itself should be organized, and not merely on why certain environmental safeguards should be embraced or how they can be best applied. Our study determined the sustainability reporting of selected leading global universities in Asia, Europe, and the USA. Using the descriptive and comparative research designs, fifteen higher educational institutions from leading global universities with business schools and institutional sustainability development programs were used

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De Ramos, Zernan, and Nerissa Revilla. "Public–Private Partnerships in the distance learning program during COVID-19 pandemic times in the Philippines: Identification of practices and principles." Bedan Research Journal 7, no. 1 (2022): 255–77. http://dx.doi.org/10.58870/berj.v7i1.40.

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Several challenges fill the distance learning program in the Philippines and the Public-Private Partnerships implementation process. The educational system in the Philippines, like any other developing country, is severely affected during these pandemic times. Although the public schools already employed the programs and resource mobilization, partnership effectiveness is not yet fully determined. As such, our qualitative study applied the concept lenses of SDG#17 and SDG#4 to describe the degree of integration of practices and principles during the implementation of PPPs in the distance learn

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Kummin, Sa’adiah, Devendran A. L. Ramachandran, Affifuddin Husairi Mat JusohHussain, and Nazri Muslim. "Writing Effective Cover Letters: Do Undergraduates Have the Written Communication Skills to Achieve the Spirit of SDG4 Quality Education?" Journal of Lifestyle and SDGs Review 5, no. 1 (2024): e02664. http://dx.doi.org/10.47172/2965-730x.sdgsreview.v5.n01.pe02664.

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Introduction: This study investigates the impact of English language instructors’ intervention on the cover letter writing process for job applications among specific ESL learners enrolled in a workplace communication course at a public university in Malaysia. This study adopts an action research technique, incorporating content analysis conducted before and after the intervention. The goal of this action research is to identify inaccuracies or issues in the format and content of cover letters written by the selected learners and implement instructor intervention to resolve the identified prob

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Edralin, Divina, and Ronald Pastrana. "Nexus between Sustainable Business Practices and the Quest for Peace." Bedan Research Journal 5, no. 1 (2020): 1–58. http://dx.doi.org/10.58870/berj.v5i1.11.

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We explored the sustainable business practices of selected Philippine corporations that promote the quest for peace. We used three key indicators of sustainable business practices, namely, fostering economic development, espousing corporate citizenship, and respecting the rule of law, as our variables to measure our sustainable business practices construct. On the other hand, we adopted sustainable development and sound business environmental our variables to measure the quest for peace construct. We assumed that sustainable business practices and quest for peace are interlinked and mutually r

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Hapidin, Erie Siti Syarah, Yuli Pujianti, and Winda Gunarti. "Instilling Children's Ocean Literacy Through Comic Media: STEAM to R-SLAMET Learning Design for ECE educators." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 01–16. http://dx.doi.org/10.21009/jpud.161.01.

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Ocean literacy is currently at the forefront of the development of the notion of marine environmental sustainability. It is critical to compare ocean literacy ideas in curriculum standards. Comics Convey various messages of maritime insight content on integrated, contextual, and meaningful learning. This study aims to design STEAM (to R-SLAMET; Religion, Science, Literacy, Art, Math, Engineer, and Technology) learning that contains ocean literacy messages in a comic media. Through the qualitative research method with study case type, researchers seek to aid early childhood education (ECE) educ

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Thị Tuyết Vân, Phan. "Education as a breaker of poverty: a critical perspective." Papers of Social Pedagogy 7, no. 2 (2018): 30–41. http://dx.doi.org/10.5604/01.3001.0010.8049.

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This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technolog

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Siembieda, William. "Toward an Enhanced Concept of Disaster Resilience: A Commentary on Behalf of the Editorial Committee." Journal of Disaster Research 5, no. 5 (2010): 487–93. http://dx.doi.org/10.20965/jdr.2010.p0487.

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1. Introduction This Special Issue (Part 2) expands upon the theme “Building Local Capacity for Long-term Disaster Resilience” presented in Special Issue Part 1 (JDR Volume 5, Number 2, April 2010) by examining the evolving concept of disaster resilience and providing additional reflections upon various aspects of its meaning. Part 1 provided a mixed set of examples of resiliency efforts, ranging from administrative challenges of integrating resilience into recovery to the analysis of hazard mitigation plans directed toward guiding local capability for developing resiliency. Resilience was bro

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Akram, Mian Muhammad, and Dr. Najia Asrar Zaidi. "Unveiling the Disability A Study of Social Discrimination in Contemporary American Memoires." Journal of English Language, Literature and Education 7, no. 1 (2025): 1–20. https://doi.org/10.54692/jelle.2025.0701251.

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The study aims to explore social discrimination as experienced by disabled persons and depicted in contemporary American memoirs by the disabled person. It investigates the effects of stigmatization and negative stereotypes as experienced by disabled persons in their memoirs, which further trigger social discrimination in contemporary societies. By examining these memoirs, the research aims to shed light on the societal challenges faced by disabled persons and contribute to a broader understanding of disability in the social context, with special reference to “Haben: The Deafblind Woman Who Co

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Jim, Danny, Loretta Joseph Case, Rubon Rubon, Connie Joel, Tommy Almet, and Demetria Malachi. "Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands." Waikato Journal of Education 26 (July 5, 2021): 135–47. http://dx.doi.org/10.15663/wje.v26i1.785.

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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within for

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Mączyńska, Elżbieta. "The economy of excess versus doctrine of quality." Kwartalnik Nauk o Przedsiębiorstwie 42, no. 1 (2017): 9–15. http://dx.doi.org/10.5604/01.3001.0010.0142.

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A review article devoted to the book of Andrzej Blikle – Doktryna jakości. Rzecz o skutecznym zarządzaniu. As pointed out by the Author, the book is a case of a work rare on the Polish publishing market, written by an outstanding scientist, who successfully runs a business activity. The combination of practical experience with theoretical knowledge gave a result that may be satisfying both for practitioners as well as theorists, and also those who want to get to know the ins and outs of an effective and efficient business management. The Author of the review believes that it is an important vo

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Mohammad, Nazim Ud Dowla Khan. "Obstacles for Women Entrepreneurs in Bangladesh." North American Academic Research 2, no. 7 (2019): 122–32. https://doi.org/10.5281/zenodo.3333733.

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<strong><em>Abstract</em></strong><em>:Studies on women entrepreneurship have witnessed a rapid growth over the past 30 years. The field is in an adolescence stage with a considerable number of journal articles, literature reviews and books being published on women entrepreneurs. The objective of this study is two fold. First is to examine the number of papers published on women entrepreneurship in 12 established entrepreneurship journals from 1900 to 2016. Second is to assess the growth of the field by specifically reviewing literature reviews published from 1980s till 2016 and put forward fu

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Sheykhi, Mohammad Taghi. "Triangle of Environment, Water and Energy: A Sociological Appraisal." Journal of Toxicology and Environmental Sciences 1, no. 1 (2021): 18–22. http://dx.doi.org/10.55124/jtes.v1i1.48.

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Modern sociology has a special look at the three associated variables of environment, water and energy. The three variables are not in a harmonial state in many parts of the globe. Some have access to two, or not sufficient to one. Only a few countries are in an equilibrium state of the three. For example, many African countries are in short fall of water and energy. What sociologists suggest is to bring about resources enough as far as the three parts are concerned. In the past, the threefold relationship was less considered and measured, but currently with the heavy weight of population over

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Yasukawa, Keiko. "An agenda for mathematics education in the decade of education for sustainable development." NOMAD Nordic Studies in Mathematics Education 12, no. 3 (2024). http://dx.doi.org/10.7146/nomad.v12i3.148035.

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The United Nations declared 2005 to 2014 as the Decade of education for sustainable development. This presents an opportune moment for mathematics educators and mathematics education researchers to reflect about the effectiveness that mathematics education has had in creating citizens for a sustainable future. There is an important distinction between education about sustainable development, and education for sustainable development; the latter is the more important, but also the more difficult and challenging. The paper examines some of the obstacles that mathematics educators face in educati

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Wang, Xianjuan. "What have we done and where will we go? - Brief Review and Outlook of Education for Sustainable Development in China." Journal of Contemporary Educational Research 3, no. 5 (2019). http://dx.doi.org/10.26689/jcer.v3i5.849.

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Since the beginning of the United Nations Decade of Education for Sustainable Development (DESD) (2005-2014) in 2005, Education for Sustainable Development (ESD) has been started a new era of educational innvation progress in China. Up to now, China has created a new histroy of ESD for 21 years, and ESD, the abstract conception from international academia has been became a leading thought of teaching and learning innvation for more and more teachers in China, and in 2010, ESD was been writen in the Outline of the National Program for Medium and Long-term Education Reform and Development (2010-

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