فایل ورد کامل تجزیه تحلیل برنامه درسی سبز در آموزش تکنولوژیکی

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تعداد صفحات این فایل: ۱۳ صفحه

بخشی از مقاله انگلیسیعنوان انگلیسی:Green Curriculum Analysis in Technological Education~~en~~

Abstract

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The green curriculum index suggests that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low- carbon and green economy.

Introduction

In the present era, children are disconnected from nature. They must understand the challenges of climate change, biodiversity, unsustainable production and consumption patterns. In ‘Our Common Future’, also known as Brundtland Commission Report advocated the concept of Sustainable Development (SD) as ecological preservation, economic viability and social justice (WCED, 1987). The report pointed out the significance of poverty eradication, principles of intergenerational and intra-generational equity, link between a healthy economy and healthy environment and limitations set by the carrying capacity of the environment (WCED, 1987). The notion of sustainable development was further popularized in the Rio Earth Summit where Agenda 21, Chapter 36 highlighted the role of education in meeting the needs of the present without compromising the ability of future generations to meet their needs (UNCED, 1992).

Education for Sustainable Development (ESD) was the key outcome of the Rio Earth Summit held in 1992. ESD includes key sustainable development issues like climate change, disaster risk reduction, biodiversity, poverty reduction, sustainable production and consumption. It has been seen as a major contributor towards the achievement of sustainable future through promoting awareness, developing values and influencing behaviour. ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way, particularly in professional and technical education (Mulà and Tilbury, 2009). With the progress in Education for Sustainable Development (ESD), a co-evolution of pedagogy has occurred where sustainable development is included at all levels of education through greening of the curriculum.

Greening curriculum needs genuine investment as it encourages environmental awareness as well as empowers participation in minimizing adverse environmental impacts. In 1991, Honourable Supreme Court of India mandated Environmental Education (EE) in all undergraduate programs to develop more environmentally sensitive and responsible citizens of the country. This directive has made Environmental Education (EE) compulsory in almost all undergraduate courses accounting for 85 per cent of students’ enrolment in higher education in India. In December 2002, United Nations (UN) at its 57th session proclaimed the time period between 2005 and 2014 as Decade of Education for Sustainable Development (DESD). The objective behind DESD was to integrate the principles, values and practices of sustainable development into all aspects of education and learning. Since its inception in 2005, DESD has been a catalyst to promote the agenda for change in support of education for sustainable development (ESD) in the country (Mulà and Tilbury, 2009). During the decade, a growing interest has been observed among many universities and higher educational institutions (HEI’s) in embedding sustainable development into their curricula.

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