Titlebook: Reorienting Educational Efforts for Sustainable Development; Experiences from Sou Rajeswari Namagiri Gorana,Preeti Rawat Kanaujia Book 2017

純樸

LAP

The Decade of Education for Sustainable Development in South Asia,vement of NGOs and other key institutions; and capacity building and development of resources for ESD. While providing a generic account of the region, the chapter seeks to capture the uniqueness which the countries of the region bring into their DESD plans and activities.

的是兄弟

Education for Sustainable Development for a Peaceful and Sustainable Sri Lanka,essed on 6 April, 2011). Education, thus, is the most important intervention for achieving peace, harmony and social cohesion as an integrated approach to addressing societal problems confronting the country and create conditions for sustainable development.

漂浮

Mettle

大約冬季

撫育

Education for Sustainable Development (ESD) Initiatives and Programmes in Bangladesh,learning available in a developing country like Bangladesh. Challenges such as those associated with the environment, population, development and climate change constitute the context for recognizing the centrality of education in development. In particular, environmental education and education for

FEMUR

Gross National Happiness, Values Education and Schooling for Sustainability in Bhutan,piness (GNH) values in textbooks would be an anachronism. To integrate GNH values education in schools it is important to understand the value of values education. Values education is focused on the emergence of a set of beliefs and attitudes as a person’s character and personality unfold, so that h

核心

,Environmental Education in India – The Shifting Paradigm,n Environment” in Stockholm (1972), that it is difficult to define its boundaries. “Environmental issues will remain a serious concern in India”… “For the future growth to be rapid and sustainable, it needs to be as resource-efficient and environmentally benign as possible” states India’s Vision 202

人工制品

Developing Textbooks in India: Some Experiences of Introducing the ESD Perspective,l and non-formal institutions towards achieving the vision of education for sustainability. The chapter traces the chronology of the developments in the area of educational policy at the national level, with special reference to the quality and transformative role of education and its translation in