Fien / Maclean / Park Work, Learning and Sustainable Development

Opportunities and Challenges
1. Auflage 2008
ISBN: 978-1-4020-8194-1
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 516 Seiten

This book is the first that provides a comprehensive overview of the way countries, education systems and institutions have responded to the call for an integration of learning for work, citizenship and sustainability at the Second International Conference on Technical and Vocational Education which was held in Seoul in 1999. Discussions on the central theme of the Seoul Conference - lifelong learning and training for all, a bridge to the future – led to the conclusion that a new paradigm of both development and Technical and Vocational Education (TVET) was needed.

This book showcases the wide range of international initiatives that have sought to put such exhortations into practice. It includes: case studies of national TVET policy reforms, reoriented curricula, sustainable campus management programs, and examples of innovative approaches to integrating learning in TVET with on-the-job training and in community service. It also focuses on the issues and challenges being faced and ways of moving forward.

Case studies feature initiatives in a wide range of world regions and countries, and include authors from: UK, Germany, Finland, Canada, USA, Australia, South Africa, China, Republic of Korea, India, Pakistan and the Philippines.

Autoren/Hrsg.

Fien, John

Maclean, Rupert

Park, Man-Gon

Inhaltsverzeichnis

1;Contents;6
2;List of Figures;10
3;List of Tables;12
4;Contributors;13
5;Introduction by the Series Editor;17
6;Introduction: The Legacy of the Bonn Declaration;19
6.1;Introduction;19
6.2;The Importance of TVET;22
6.3;TVET and Economic Sustainability;24
6.4;TVET and Environmental Sustainability;26
6.5;Concepts;27
6.6;Attitudes and Values;29
6.7;Skills;29
6.8;TVET and Social Sustainability;30
6.9;Conclusion;34
6.10;References;34
7;Part I New Thinking on Development;36
7.1;Global Trends and their Implications for Sustainable Human Resource Development through TVET;37
7.1.1;Introduction;37
7.1.2;NewWorld Trends in Human Resources Development;38
7.1.3;Demographic Trends;39
7.1.4;Economic Trends;44
7.1.5;Pressing Problems in Workforce Mobility with Labour Market Openings;46
7.1.6;Challenges for Sustainable Human Resource Development with Technological and Environmental Changes;46
7.1.7;Technological Environmental Changes;46
7.1.8;Shaping the Future of TVET Hyperjobs to Adjust to the Labour Market;50
7.1.9;u-Learning, as e-Learning plus m-Learning;50
7.1.10;Industry–Institution Linkages;50
7.1.11;Conclusions;51
7.1.12;References;52
7.2;Rethinking Development: As if the Planet and its People Really Mattered;53
7.2.1;The Planetary Context;53
7.2.2;Sustainability and Sustainable Development;55
7.2.3;Pathways to Sustainability;60
7.2.4;Towards a Philosophy of Education for Sustainable Development in TVET;64
7.2.5;References;66
7.3;Productivism and Ecologism: Changing Dis/ courses in TVET;68
7.3.1;Introduction: Risk and Uncertainty;68
7.3.2;Productivism;70
7.3.3;Productivism and TVET;71
7.3.4;Neoliberalism, Human Capital Theory and Competency-Based Training ( CBT);73
7.3.5;Universal Truths: Training for Growth, Skills for Work;75
7.3.6;TVET and Truth Production;77
7.3.7;Sustainable Development;79
7.3.8;Ecologism;80
7.3.9;Work and Sustainable Livelihoods;83
7.3.10;Conclusion;85
7.3.11;References;86
7.4;Towards Sustainable Human Development;91
7.4.1;Training and Human Capital;92
7.4.2;Training and National Competitiveness;92
7.4.3;Convergence Hypothesis;95
7.4.4;Can Technical Training and Vocational Education Reduce These Inequalities?;95
7.4.5;Structural Transformation;96
7.4.6;Country Experiences;96
7.4.7;Global Trends;97
7.4.8;Can Unemployment Be Reduced?;97
7.4.9;Persisting Long-Term Unemployment Results from Poor Job Growth;98
7.4.10;Can Exclusion Be Prevented?;98
7.4.11;Overview;101
7.4.12;References;102
7.5;Towards a Synthesis;103
7.5.1;References;106
8;Part II The TVET Response to the Challenges of Sustainable Development;107
8.1;Sustainable Development: The Challenges and Prospects for a Sustainability Curriculum;108
8.1.1;Introduction;108
8.1.2;Sustainable Development and Education;109
8.1.3;Curriculum Development and Sustainable Development;110
8.1.4;Sustainability and a Sustainability Curriculum;112
8.1.5;The Challenges;113
8.1.6;Changing Knowledge Cultures;113
8.1.7;Experiential: Significant Others;115
8.1.8;Changing Cultural Contexts;116
8.1.9;Creative Teacher Development and Training;117
8.1.10;Institutional and Organizational Change;117
8.1.11;Globalization and Environmental Impacts;118
8.1.12;The Prospects;119
8.1.13;Prospects into Action;120
8.1.14;Prospects into Action: Education;121
8.1.15;Prospects in Action: Training;122
8.1.16;References;122
8.2;Technology Education and the Search for Truth, Beauty and Love;124
8.2.1;Reviewing Rationales;125
8.2.2;Personal Utilitarianism;125
8.2.3;National Utilitarianism;126
8.2.4;National Security;127
8.2.5;An Enlightened Populace;127
8.2.6;Technology is a Pre-Eminent Example of Applied Problem-Solving;128
8.2.7;Technology and Values;128
8.2.8;Technology as Art;130
8.2.9;Technology as History;132
8.2.10;Technological Integrity;133
8.2.11;Notes;135
8.2.12;References;136
8.3;TVET as Sustainable Investment;138
8.3.1;Introduction: Thinking about Investment;138
8.3.2;TVET as Investment;139
8.3.3;Nature as Capital;140
8.3.4;Valuing Investment;142
8.3.5;Real Options, TVET and Natural Capital;143
8.3.6;Conclusion: TVET as Sustainable Investment;145
8.3.7;References;146
8.4;Technacy Education: Understanding Cross- cultural Technological Practice;147
8.4.1;Part One: Case Studies;148
8.4.2;Values in a Cross-Cultural Technology Settings;148
8.4.3;Part Two: The Basic Principles of Technacy;153
8.4.4;Q1: How Do We Know We Are Teaching Technologies Holistically?;153
8.4.5;Q2: What Exactly Should Be Interconnected in Teaching Technology?;155
8.4.6;Q3: How do the Applied Context, Human and Social, Material and Tool Elements Combine Holistically So That a Person Comes to Know Something of the World?;157
8.4.7;Conclusion;160
8.4.8;References;160
8.5;Education for All and TVET: The Creative Synergy;162
8.5.1;Unprecedented Change;162
8.5.2;Education for All: A Continuing and Developing Goal;163
8.5.3;EFA and the Declaration of Human Rights: A Call to Action;163
8.5.4;Progress, but Continuing Frustration;164
8.5.5;Jomtien, 1990: An Extended Concept – Basic Education;164
8.5.6;Dakar, 2000: The Continuing Need;165
8.5.7;Multiple Literacies;168
8.5.8;TVET: A New Ally for EFA UPE – An Incomplete Goal;169
8.5.9;Preparing for Life and for Work;169
8.5.10;The Convergence of Advantage: Linking Life Opportunities to Education;171
8.5.11;A Complex Need: UPE Plus Employment Skills;172
8.5.12;References;174
8.6;TVET and Ecologism: Charting New Terrain;176
8.6.1;Introduction;176
8.6.2;Sustainable Development and TVET;177
8.6.3;Reorienting TVET to Ecologism: Issues and Strategies;179
8.6.4;Rethinking Markets in TVET;179
8.6.5;Remaking TVET Policy and Planning Strategy;181
8.6.6;Changing TVET Organizations;182
8.6.7;Redesigning Programmes, Curriculum, Assessment and Qualifications;183
8.6.8;Training, Retraining and Supporting Staff;186
8.6.9;Forging New Coalitions of Interest;186
8.6.10;Researching and Evaluating Change;187
8.6.11;Committing Resources;188
8.6.12;Conclusion;188
8.6.13;References;189
8.7;Basic Education for Sustainable Livelihoods: The Right Question?;192
8.7.1;Introduction: Basic Educational Context for Livelihoods;192
8.7.2;Perspectives on Livelihood;193
8.7.3;Lessons from Livelihoods: The Knowledge Streams;195
8.7.4;Economics, Livelihoods and Sustainable Development;195
8.7.5;Development and Livelihoods: A Stream of Consciousness- Raising;197
8.7.6;Learning, Education and Sustainable Livelihoods;199
8.7.7;The Right Questions? Implications and Conclusions;200
8.7.8;References;203
8.8;Adult and Vocational Education for Social Sustainability: A New Concept for TVET for Sustainable Development;205
8.8.1;Introduction;205
8.8.2;What Is AVESS?;205
8.8.3;Education for Sustainability;210
8.8.4;Positives and Negative Aspects of Using Social Sustainability in Our Agenda;211
8.8.5;What AVESS Looks Like: Some Theory and a Key Example;213
8.8.6;Summary;213
8.8.7;References;214
8.9;Intercultural Education: Promoting Sustainability in Education and Training;215
8.9.1;Introduction;215
8.9.2;Is Interculturality Included in ESD?;216
8.9.3;Poverty Hits Women;217
8.9.4;Multicultural Societies;220
8.9.5;Towards Work-Based Immigration;220
8.9.6;Cultural Diversity in Cities;221
8.9.7;Intercultural Education and Intercultural Competence;223
8.9.8;Intercultural Competence;224
8.9.9;A Pedagogical Approach for Raising Awareness;226
8.9.10;Conclusions and Implications;228
8.9.11;References;229
8.10;Developing Entrepreneurship for Rural Youth andWomen;231
8.10.1;Introduction;231
8.10.2;Global and Regional Demographics on Youth andWomen;232
8.10.3;Entrepreneurs and Entrepreneurship;235
8.10.4;The Main Themes of Entrepreneurship;235
8.10.5;The Development of Entrepreneurship – Some Country Perspectives;236
8.10.6;Entrepreneurial Characteristics;239
8.10.7;Entrepreneurship and Economic Growth;240
8.10.8;Overview of Global Entrepreneurship;242
8.10.9;GEM Findings;242
8.10.10;Global Initiatives;244
8.10.11;Women and Entrepreneurship;246
8.10.12;Emerging Technologies for Entrepreneurship and Rural Development;247
8.10.13;Sustainable Model for Integrating Entrepreneurship in TVET System;248
8.10.14;Conclusions;250
8.10.15;References;250
8.11;Sustainable Development Through a Skilled, Knowledge- BasedWorkforce;252
8.11.1;Introduction;252
8.11.2;Impact of New Technologies on Occupational Patterns;253
8.11.3;Emerging Generic Skills for Knowledge Workers;256
8.11.4;Proposed Generic Skills;258
8.11.5;Domain-Independent Generic Skills;259
8.11.6;Sustainable Development Life Skills;259
8.11.7;Factors Influencing Entrepreneurship;261
8.11.8;Knowledge-based Entrepreneurship through STEP;262
8.11.9;Conclusion;263
8.11.10;References;264
8.12;The TVET Response to the Challenges of Sustainable Development: Towards a Synthesis;265
8.12.1;Challenges for TVET;269
9;Part III Country Experiences in Integrating Sustainable Development into TVET;271
9.1;UK: Developing the Strategy for Sustainable Development in TVET;272
9.1.1;Introduction;272
9.1.2;Methodology;274
9.1.3;Survey Results Distribution of Responses;274
9.1.4;Leadership and Management;275
9.1.5;Buildings, Estates and Procurement;277
9.1.6;Courses and Curriculum;278
9.1.7;Employer Relations;279
9.1.8;Community;280
9.1.9;Conclusions;280
9.1.10;Case Study: Somerset College of Arts and Technology;282
9.1.11;Case Study: Working Herts Ltd;283
9.1.12;Notes;284
9.1.13;References;285
9.2;Germany: Policy-making Strategies and Project Experiences;286
9.2.1;National Political Initiatives to Foster Vocational Education and Training for Sustainable Development;287
9.2.2;Renewables and Rural Development;290
9.2.3;A Didactic Approach to Teaching and Training;293
9.2.4;Global Knowledge Sharing – Using the Potential of Information and Communication Technology ( ICT);296
9.2.5;Take Off: Thinking About an UNEVOC-Based Community of Practice;298
9.2.6;Just in Time and on Demand;301
9.2.7;Notes;302
9.2.8;References;302
9.3;Australia: The Role of Partnerships, Industry Skills Councils and Training Packages;304
9.3.1;Introduction;304
9.3.2;The Issues;304
9.3.3;TVET in Australia;305
9.3.4;The Need for Change: Our Research Findings The Research Process;306
9.3.5;Findings;308
9.3.6;What Did We Learn?;311
9.3.7;Indicator Selection and Data Integrity;311
9.3.8;Current Drivers of TP Development;312
9.3.9;An Innovative Approach;312
9.3.10;A New Approach;313
9.3.11;The Process of Consultation;314
9.3.12;The Outcomes;315
9.3.13;Where to Next?;316
9.3.14;Conclusion;316
9.3.15;References;317
9.4;Canada: Generic Sustainable Development Skills for theWorkforce;319
9.4.1;Introduction;319
9.4.2;Conceptual Framework;324
9.4.3;Methodology;325
9.4.4;Phase 1;325
9.4.5;Phase 2;326
9.4.6;Focus Group Debriefing;327
9.4.7;Revised KSAs Inventory;327
9.4.8;Conclusions;330
9.4.9;References;331
9.5;South Africa: Applied Competence as the Guiding Framework for Environmental and Sustainability Education;333
9.5.1;Introduction;333
9.5.2;Introducing a Competence-based Model in South Africa;334
9.5.3;Applied Competence;336
9.5.4;Reflexivity and Applied Competence in Environmental and Sustainability Education Exploring the Transformative Potential of Reflexive Competence;337
9.5.5;Tensions and Limitations Associated with Articulations of Reflexive Competence;337
9.5.6;New Possibilities Embedded in an Alternative Framing of Reflexive and Applied Competence;338
9.5.7;Mapping a Way Forward for Vocational Education and Training Course Design;339
9.5.8;References;341
9.6;South Africa: Strengthening Responses to Sustainable Development Policy and Legislation;343
9.6.1;Introduction;343
9.6.2;The Problem of an Inadequate Response to Sustainable Development Policy in the Vocational Education and Training Sector;344
9.6.3;Examining the NSDS, Sector Skills Planning Frameworks and Sustainable Development Policy;344
9.6.4;Findings from Study 1: Inadequate Attention to Education for Sustainable Development in SSPs;345
9.6.5;Findings from Study 2: A Competence Framework to Guide ESD in the Vocational Education and Training Sector;347
9.6.6;The Way Forward: ESD Qualifications Development in the Vocational Education and Training Sector;349
9.6.7;Conclusion;351
9.6.8;Notes;352
9.6.9;References;352
9.7;Azerbaijan: TVET and Sustainable Livelihoods in the Caucasus;353
9.7.1;Introduction;353
9.7.2;Background;354
9.7.3;TVET for Sustainable Livelihoods in Azerbaijan;359
9.7.4;Conclusions;363
9.7.5;Notes;364
9.7.6;References;365
9.8;India: Policy Perspectives and Challenges Ahead;367
9.8.1;Introduction;367
9.8.2;Sustainable Development in Educational Policies;370
9.8.3;Key Areas in TVET;373
9.8.4;Value Inculcation Through TVET;376
9.8.5;Present Position;377
9.8.6;Challenges Ahead;380
9.8.7;References;382
9.9;China: Skills for Displaced People in the Three Gorges Reservoir Area of Chongqing;384
9.9.1;Introduction;384
9.9.2;The Importance of Vocational Skills Training for Migrants in the Three Gorges Area;385
9.9.3;Existing Barriers for Migrant Trainees in Learning Skills;386
9.9.4;Improving Migrant Skills Acquisition;387
9.9.5;Analysing Industrial and Learners’ Needs;388
9.9.6;Developing Feasible Training Plans;388
9.9.7;Ensuring Relevant Learning Resources;389
9.9.8;Implementing Flexible and Effective Learning Strategies;389
9.9.9;Teaching Activities Noticeable for Their Flexibility and Participation;391
9.9.10;Implementing Assessment Aligned with Competency Standards;392
9.9.11;Establish an Holistic Training Quality Evaluation System;393
9.9.12;Sustainable Development Resulting from Implementation of TVET Training for Migrants in the Three Gorges Reservoir Area;394
9.9.13;Conclusion;395
9.9.14;References;395
9.10;Country Experiences in Integrating Sustainable Development into TVET: Towards a Synthesis;397
9.10.1;The Status of TVET;397
9.10.2;Sustainable Development Competencies;398
9.10.3;Pedagogy and Education for Sustainable Development;399
9.10.4;Conclusion;400
10;Part IV Enhancing and Supporting TVET for Sustainable Development;401
10.1;Eight Principles for Promoting Sustainable Education;402
10.1.1;Some Barriers to Creating a Sustainable Education;402
10.1.2;The Need for a New Public Image;402
10.1.3;Principle 1: Learn from the Opposition, Collaborate with the Doubters and Preach to the Converted;404
10.1.4;History Principle 2: Seek Heroes and Role Models;405
10.1.5;Principle 3: Assess Technological Systems as Socially Designed, Not Technologically Determined;407
10.1.6;Principle 4: Embrace Multiple Paths;408
10.1.7;Local Knowledge Principle 5: Respect Local and Tacit Knowledge;410
10.1.8;Principle 6: Infuse Programmes with the Social as Well as the Ecological Values of Sustainability;410
10.1.9;Principle 7: If the Spirit Moves Others, Allow It to Move You;411
10.1.10;Principle 8: Do What Works, Share Knowledge and Employ Locally Acceptable Methods of Participation;411
10.1.11;Conclusion;413
10.1.12;References;413
10.2;School Enterprises Revisited: Combining Vocational Learning with Production;415
10.2.1;Introduction;415
10.2.2;The Changing Socio-economic Environment and Broader Policy Discourses;416
10.2.3;Challenges in Secondary and Vocational Education;418
10.2.4;The International Discussion on School Enterprises;419
10.2.5;Conceptual Framework;420
10.2.6;Economic, Educational and Social Objectives of School Enterprises;422
10.2.7;A Rough Typology of School Enterprises;424
10.2.8;Features of School Enterprises Structures of School Enterprises;425
10.2.9;Organization of Learning;427
10.2.10;Formal Training Methods;428
10.2.11;Informal Training Methods;428
10.2.12;Core Competencies;429
10.2.13;Integrating Productive Activities into School Curriculum;430
10.2.14;Training Stages;432
10.2.15;Assessment;432
10.2.16;Teaching Staff;432
10.2.17;Regulatory Framework of School Enterprises;433
10.2.18;Selection of Students;434
10.2.19;External Relations;434
10.2.20;Impact of School Enterprises;434
10.2.21;Mixes of Private and Public Roles;435
10.2.22;Curriculum in Agricultural Entrepreneurship;436
10.2.23;Options for Financial Sustainability;438
10.2.24;Principles for Assessing the Suitability of the Different Modes of Financing;439
10.2.25;Challenges and Factors that May Enhance School Enterprises Environment;440
10.2.26;Conclusion;442
10.2.27;Notes;443
10.2.28;References;443
10.3;School-based Enterprises and Environmental Sustainability;446
10.3.1;Conceptual Base for the Study;448
10.3.2;Focus on Local Knowledge and Skills That Support Ecological Renewal;448
10.3.3;Use Nature as a Model for Design;449
10.3.4;Employ Sustainable Methods of Cultivation and Management;449
10.3.5;Integrate Living Systems;450
10.3.6;Make Products That are Durable, Repairable, Remanufacturable and Recyclable;450
10.3.7;Methodology;451
10.3.8;Fern ´ andez Guerra Secondary School ( hereafter Ferguerra);452
10.3.9;Tom ´ as Herrera Cantillo Secondary School ( hereafter Pe ˜ noncito);454
10.3.10;Results;454
10.3.11;Focus on Local Knowledge and Skills That Support Ecological Renewal;455
10.3.12;Use Nature as a Model for Design;455
10.3.13;Employ Sustainable Methods of Cultivation and Management;456
10.3.14;Integrate Living Systems;457
10.3.15;Make Products That are Durable, Repairable, Remanufacturable and Recyclable;458
10.3.16;Discussion: The Limits of Environmentally Sensitive Production;459
10.3.17;References;461
10.4;Sustainability Covenants: A Case Study of a Government – College Partnership;463
10.4.1;Introduction;463
10.4.2;About Sustainability Covenants;463
10.4.3;Importance of VET VET in Australia;464
10.4.4;Strategic Positioning of the Covenant at KBT;465
10.4.5;Sustainability Objectives at KBT;466
10.4.6;KBT Sustainability Objective in Education;466
10.4.7;Teaching and Learning;466
10.4.8;KBT Sustainability in Facilities and Organizational Management;468
10.4.9;The Immediate Challenge;470
10.4.10;The Long-Term Challenge;471
10.4.11;Conclusion;471
10.4.12;Notes;471
10.4.13;References;472
10.5;A Framework for Developing Teaching Approaches and Resources for Education for Sustainable Development;473
10.5.1;Introduction;473
10.5.2;The Framework;474
10.5.3;Aesthetics;477
10.5.4;Conclusion;480
10.5.5;References;480
10.6;Learning to Do: An ESD Resource for TVET;482
10.6.1;The Need for a Human-Centred TVET Curriculum;482
10.6.2;Learning to Do: The Asia–Pacific Network for International Education and Values Education ( APNIEVE) Response;483
10.6.3;Values Framework;484
10.6.4;Modules in Learning to Do;486
10.6.5;The APNIEVE Experience The Use of the Teaching- Learning Cycle as a Strategy for Holistic Education;488
10.6.6;The Use of Modules from Learning to Do in Philippine Training Workshops;489
10.6.7;Concluding Note;489
10.6.8;Module on Sustainable Quality of Life;490
10.6.9;References;493
10.7;Evaluating TVET Programmes through Appreciative Inquiry;494
10.7.1;Introduction;494
10.7.2;Background on AI;495
10.7.3;Connecting AI to Evaluation;497
10.7.4;Potential Problems of AI in Evaluation;501
10.7.5;Conclusions;503
10.7.6;References;504
10.8;Enhancing and Supporting TVET for Sustainable Development: Towards a Synthesis;506
10.8.1;New Images, Words and Stories;506
10.8.2;Role Models for a Language of Sustainability;507
10.8.3;On Values;509
10.8.4;On Spirituality;509
10.8.5;On Respect;510
10.8.6;Institutional Strategies;510
10.8.7;A Lifelong Dialogue;511
10.8.8;Conclusion;513
10.8.9;References;513
11;Part V Conclusion;514
11.1;TVET and Sustainable Development: A Cautionary Note;515
11.1.1;Sustainable Development;515
11.1.2;The Role of TVET;518
11.1.3;Challenges for TVET;520
11.1.4;Notes;521
12;Author Index;522
13;Subject Index;527

Leseproben

Introduction

At the time of writing we are into the second half of the first decade of the twenty- first century, and it is 15 years since the 1992 Earth Summit in Rio de Janeiro. At that summit it was clear that education could play an increasingly strategic role in making sustainability and sustainable development realistic goals. Since 1992 the importance and pace of globalization have accelerated at a breathtaking speed. Both sustainability and sustainable development, have to be considered in the context of the future effects and pace of globalization. In other words, how sustainable will our planet and its environment be in the next 20 years if we do not take urgent measures? According to The Economist (2006), the ‘heat is on’ for measures to tackle climate change and inaction is no longer an option. A further acknowledgement of the situation is also published by the World Wide Fund for Nature (WWF, 2006) in their bi-annual report, painting a more worrying future for our planet in which global ecosystems ‘face collapse’.

This chapter analyses the notion of sustainability and the accompanying process of sustainable development in the changing context of globalization. The analysis focuses on the role that education and training could play, to meet the challenges and prospects that an acceptable level of sustainable development demands. However, the meaning of the term ‘acceptable’ is problematical as it will vary with changing contexts. Governments worldwide will always differ in their perceptions on what sustainable development is and how to attain it, mainly for reasons of self interest. So here, we can only apply that well-known political slogan, ‘the art of the possible’ and provide, at best, a working sketch that outlines the basics of how to proceed in the future as far as education and training is concerned.

‘Sustainability’, for the purposes of this chapter, refers to the capacity of people to adapt and cope with their environments as individuals and as a part of social organizations. ‘Sustainable development’ is a more dynamic notion, emphasizing the need for individuals and organizations to actively learn and develop. The purpose of this is not only to achieve sustainability, but to ensure that people and organizations can adapt to changing circumstances both general and specific (Thomas, 2006). To narrow the discussion for the purposes of manageability, the chapter focuses on education and training as part of further and higher education. ‘Further education’, a term in current usage in the UK, refers to post-secondary, technical and vocational training. The thesis of this chapter is that learning and the changing nature of knowledge will also be reflected in our understanding of sustainability and sustainable development, so the task of achieving both entails that education and training becomes more creative, relevant, continuous and, above all, adaptive.

Sustainable Development and Education

The important task of achieving sustainability and sustainable development in the near future is being slowly acknowledged by governments, in the workplace, by business and, not least, by professionals in various branches of higher education.