Friday, March 9, 2012
III. Writing in the Discipline as a Platform in Education for Sustainable Development
Since experts were coming from different academic backgrounds, this platform provided a space to step beyond their daily research horizon and debate subject related fields in formal and informal discussions.
“Education for Sustainable Development”(ESD) is a vision of education that seeks to empower people to assume responsibility for creating a sustainable future. Central to ESD is the concept of culture as an essential underlying theme. Recognizing that there is no “single route” to sustainable development and that perception of, and ideas for sustainability are different, participants need to work together to negotiate the process of achieving sustainability.
IV. Reflection in English 121
Another paper that I really enjoyed writing and felt I had a lot of insight on was the in class essay we wrote on “Black Boy” one day. As I was whipping out my ideas on paper I realized I was citing a lot of what happened in the book, and I was becoming increasingly talented at using specific information from a book source in a paper I was writing. I think that “Black Boy” affected me a lot also because there were a lot of racial issues and prejudice that really focused me into understanding what times were like back then. I think reading that book in class improved my reading skills because Richard Wright had a specialty at conveying emotions. I’ve learned from him to add more of what my characters are feeling and thinking when I’m writing.
V. Integration of Education for Sustainable Development to English 121
Integrating issues concerning sustainable development, in particular Education for Sustainable Development
(ESD), in technical and vocational education and training (TVET) is a subject that has been on the agenda of the
UNESCO TVET Programme for over a decade. The Second International Congress on TVE held in Seoul, South
Korea in 1999 drew attention to the need to do so by recommending that TVET be re-oriented to sustainable
development. Five years later, an international experts meeting held in Bonn, Germany in 2004 highlighted this
subject. The Bonn Declaration that was issued at the close of the meeting captured the continuing importance
of re-orienting TVET to sustainable development. This can be seen in references in several paragraphs to phrases
and clauses such as ‘sustainable societies’, ‘sustainable industries’, ‘TVET initiatives that alleviate poverty...’, and
‘TVET initiatives…pivotal to human-centred sustainable development’ (UNESCO, 2004a). Going further than the
Second International Congress, the International Experts Meeting produced concrete suggestions for action
planning, comprising the following:
advocacy and vision building; support for the review and development of national TVET policies;
guidelines for planning and implementation; capacity building and training programmes; learning
support materials and resources and equipment; networking and partnerships in TVET; and ongoing
monitoring, evaluation and research
(ESD), in technical and vocational education and training (TVET) is a subject that has been on the agenda of the
UNESCO TVET Programme for over a decade. The Second International Congress on TVE held in Seoul, South
Korea in 1999 drew attention to the need to do so by recommending that TVET be re-oriented to sustainable
development. Five years later, an international experts meeting held in Bonn, Germany in 2004 highlighted this
subject. The Bonn Declaration that was issued at the close of the meeting captured the continuing importance
of re-orienting TVET to sustainable development. This can be seen in references in several paragraphs to phrases
and clauses such as ‘sustainable societies’, ‘sustainable industries’, ‘TVET initiatives that alleviate poverty...’, and
‘TVET initiatives…pivotal to human-centred sustainable development’ (UNESCO, 2004a). Going further than the
Second International Congress, the International Experts Meeting produced concrete suggestions for action
planning, comprising the following:
advocacy and vision building; support for the review and development of national TVET policies;
guidelines for planning and implementation; capacity building and training programmes; learning
support materials and resources and equipment; networking and partnerships in TVET; and ongoing
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