Non-Formal Education for Sustainable Development: A Case Study of the 'Children in the Wilderness' Eco-Club Programme in the Zambezi Region

Autor/inn/en	Adams, Sarah; Farrelly, Trisia; Holland, John
Titel	Non-Formal Education for Sustainable Development: A Case Study of the 'Children in the Wilderness' Eco-Club Programme in the Zambezi Region
Quelle	In: Journal of Education for Sustainable Development, 14 (2020) 2, S.117-139 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408220980871
Schlagwörter	Informal Education; Sustainable Development; Environmental Education; Case Studies; Guidelines; Teaching Methods; Educational Policy; Educational Resources; Program Descriptions; Foreign Countries; Mentors; Administrator Attitudes; Parent Attitudes; Alignment (Education); International Organizations; Learning Processes; Zambia; Zimbabwe + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Case study; Fallstudie; Case Study; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsmittel; Ausland; Elternverhalten; International organisation; International organisations; International organization; Internationale Organisation; Learning process; Lernprozess; Sambia; Simbabwe
Abstract	Augmenting low income or subsistence lifestyles in developing countries with knowledge, skills and values to enable communities to live in a more sustainable manner is becoming increasingly important as the demands to simply survive increase. Consequently, education for sustainable development (ESD) has emerged strongly in recent years to become a key mechanism for a more sustainable future. Using a case study approach to determine a non-formal ESD programme's response to the United Nations Educational, Scientific and Cultural Organization's (UNESCO's) (2005) ESD 'characteristics', this study aims to gauge the success and value of non-formal ESD. A qualitative research was undertaken in 2017 employing various data collection methods, including interviews, focus group discussions, observations and the examination of national policy documents and the non-formal ESD curriculum. The study found that the non-formal education sector provided significant support to the formal education system, leading to improved vertical integration from international guidelines to local-level implementation. The findings demonstrate the potential of the non-formal sector to augment ESD in developing contexts where the national government may lack policy or the ability to provide schools with adequate educational resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01