ronment and others and the personal and vocational skills to be self reliant

Ronment and others and the personal and vocational

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ronment and others, and the personal and vocational skills to be self-reliant and not become a victim of circumstances. Moreover, they need to understand the strategic issues facing them at the local and the global levels and how each of these issues regarding the envi- ronment, the economy and society’s well-being are interdependent. In this context, fundamental skills such as critical and ethical thinking, problem-solving, consensus- building and conflict resolution as well as the knowledge that science, business, and politics must work together are essential components of an ESD program. Finally, when asked what are the next important steps to overcome the previous deficits and deficiencies in education and the economy, the most common answer stressed that politicians should commit their constituents and themselves to both a global and a local solution to SD and that the general public should be addressed and linked to the whole process of implementing SD. The only basis for a change is the public’s understanding of their role in this process. Respondents also stated that new legislative frameworks should be created that would incite the principle actors in the economy to understand that their field is intertwined with the environment, technology and society’s well-being. There is a need to create new spaces for dialogue and education between society’s stakeholders— legislation will not be enough. An overriding conclusion that can be made from the responses provided in Gross’s ( 2000 ) study is that there must be intensive co-operation among communities, schools and 152 W. Leal Filho et al. 123
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teacher education institutions in order to pursue ESD and technology education in an integrated way. This means that teacher education institutions have to be reformed and students trained for a sustainable future, where the role of technology is clearly outlined. Moreover, the answers to the questions posed by Gross and the variety of views reflected on sustainability mean that we are still a long way from making this important concept part of everyday life, especially in respect of linking sustainable development with technology education. The next section of this paper outlines some of the initiatives taking place in different parts of the world, at the school and university level, that exemplify existing practices where ESD and technology education have been integrated. Examples of initiatives and existing practice What is a Best Practice? What distinguishes a Best Practice from any other practice in technology education for sustainability? Is a Best Practice related to content, instructional strategies, classroom management, organizational structure and even organizational change, program effectiveness, student learning, teaching effectiveness, or the unique and creative initiatives of individuals? Maybe it’s all of these practices and even much more. For the purposes of this paper, a Best Practice in technology education for sustainability
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  • Summer '20
  • Dr joseph

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