Talk:Sustainable Development Goal 4: Quality Education

From EcoliseWiki

Key strategies:

  • Various forms of innovation in school-age education
  • Adult education: reskilling, lifelong learning
  • Ecovillages, permaculture projects etc. as learning resources
  • Ongoing events and processes for informal and shared learning

--Gil Penha-Lopes (talk) 15:32, 7 July 2018 (UTC)

check referencing the same as other pages to avoid having different numbers?

Add the Designing (Education) component of all networks

Linked to indicators Permaculture is known to have inspired and provided a frame for special schools to deal successfully with youngsters that are considered to face mental, spiritual and other behavior disorders 9

Interesting: “Despite growing recognition that ecovillages provide opportunities to learn how to live more sustainably (Dawson, 2008; Lockyer & Veteto, 2013; Litfin, 2014), the processes of ecovillage learning have remained unexplored by academics.” 5 “As Cato posits, ‘In terms of sustainability learning… we are all apprentices, we are all learning together and learning to live sustainably is going to be a project of several generations at least (2014, p. 18)’ – a learning that can be supported, transformed, and reproduced within inter-generational communities of practice” 5.

“The educational proposal presented in this paper keeps a tight coherence with the great pillars that the Derlors Report points as essential basis of a quality education: Learning to Be, Learning to Do, Learning to Live together, and Learning to Know [60 ]. The four dimensions that in this paper have been called ontological (being well), functional (living well), operational (doing well), and ecological (caring well), provide in their operational implementation a wide response to the mentioned pillars. Furthermore, it can be said that they reinforce the pillars in the aspects related to living well and caring well, which are essential in the framework of sustainability.” 10

Others Interaction with other societal groups does happen although sometimes some initiatives are seen to be kept at the periphery of mainstream and decision making groups. This is mainly due to the insularity and self-reliance of some of the initiatives. 2

Interesting references to cite: (Axon, 2016) (Lang, 2016) (Barrineau, 2011)

Reconnecting skills for sustainable communities with everyday life 1 Meaningful education and learning and research 1 New education visions (page 19 in 11

NextGen – youth network


1. Franklin, A., Newton, J., Middleton, J. & Marsden, T. Reconnecting skills for sustainable communities with everyday life. Environ. Plan. A 43, 347–362 (2011).

2. Ingram, J., Maye, D., Kirwan, J., Curry, N. & Kubinakova, K. Learning in the Permaculture Community of Practice in England: An Analysis of the Relationship between Core Practices and Boundary Processes. J. Agric. Educ. Ext. 20, 275–290 (2014).

3. Axon, S. ” The Good Life”: Engaging the public with community-based carbon reduction strategies. Environ. Sci. Policy 66, 82–92 (2016).

4. Axon, S. Sustaining public engagement with addressing climate change and the role of social solutions. Int. J. Sustain. Soc. 8, 185–205 (2016).

5. Lisa Mychajluk. Learning to live and work together in an ecovillage community of practice. Eur. J. Res. Educ. Learn. Adults Vol 8 Iss 2 Pp 179-194 2017 179 (2017). doi:10.3384/rela.2000-7426.rela9092

6. Peters, M. A. & Wals, A. E. J. Transgressive learning in times of global systemic dysfunction: interview with Arjen Wals. Open Rev. Educ. Res. 3, 179–189 (2016).

7. Molderez, I. & Fonseca, E. The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education. J. Clean. Prod. 172, 4397–4410 (2018). 8. Buchanan, A. & Bastian, M. Activating the archive: rethinking the role of traditional archives for local activist projects. Arch. Sci. (2015).

9. Trauth, J. Lighthouse Community School: A Case Study of a School for Behaviorally Challenged Youth. J. Ther. Hortic. 27, 61–65 (2017).

10. Quiroz-Niño, C. & Murga-Menoyo, M. Á. Social and Solidarity Economy, Sustainable Development Goals, and Community Development: The Mission of Adult Education & Training. Sustain. 2071-1050 9, 1 (2017).

11. Hopkins, R. ‘Kinsale 2021’ An Energy Descent Action Plan – Version.1. 2005. (Kinsale Further Education College, 2005).