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Rationale

While many nations around the world (including the partners) have embraced the need for education to achieve sustainability, only limited progress has been made on any level. Some of the more prevalent challenges are: a lack of or inadequately trained professionals to provide inspired ESD; disciplinary boundaries between subject areas persist as well as lack of educational leadership to support transformative pedagogies to address sustainability. Our state of the art reviews on Master degree programmes in the field of ESD show that the great majority:

  1. focus on the environmental pillar of sustainable development, neglecting the other three pillars (social, cultural and economic);
  2. do not exploit the potential of ICTs in addressing sustainability issues, especially Web 2 technologies and use of open education resources (learning objects) available in the Web; and
  3. employ techno-centric approaches, meaning that curriculum is developed by experts without the end-users inputs.

There is thus need of Master programmes that are participatory, holistic, interdisciplinary and contextual, making use of ICTs both as learning pedagogies and means of delivering at a distance or through a blended mode. The ICT- enabled ESD project is developed to fulfil this need. An increased emphasis on Master curriculum as process (learner-centred) and praxis (transformative and reflective) is being applied.

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