Browsing by Subject "Education for sustainable development"

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Sustainability assessment and education for sustainability in the Russian Federation on the example of Tambov region
(2021) Bezgin, Anna; Doluschitz, Reiner
Over the past few decades economic growth has come at the expenses of the environments and the topic of sustainable development is becoming more important. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. The main aim of this dissertation was to investigate the available methodologies of sustainability assessment and to test which of them could be suitable for Russian conditions. Russia is an interesting subject for research as, it has its own history of sustainability science, but quite often the commitment to sustainable development is only in rhetoric and there are some problems with the interpretation of the concept of sustainable development. For example, in Russian official documents the term sustainability is used as a synonym for stable economic growth. The focus of the research was a creation of an indicator system for a regional sustainability assessment on the example of Tambov region of the Russian Federation. At the first stage of the research a regional assessment was performed with the help of the United Nations set of sustainable development indicators, SWOT analysis was performed to identify the main strengths and problems in the region. Also, the availability of statistical data and relevancy for the research region of the indicators was checked. During the next stage of the research a composite indicator was created using different techniques for normalization of indicator and weighting. Then robustness and sensitivity analysis of created indicators was performed, the results were visualised, and composite indicators were decomposed to explain the drivers of the aggregated results. The result of this work has shown that composite indicators together with regional assessment on the base of sustainability indicators are the tools that could support policymakers in sustainability decision-making. There are some problems with the availability of the statistical data in Russia, and there is no monitoring mechanism at the federal district level and lack of coordination with work of statistical agencies. This research is confirming a necessity of further research, and a need to develop a monitoring and assessment system in Russian Federation. The second part of the research was devoted to education for sustainable development. UNESCO is stressing that the approach of Education for Sustainable Development empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability, and a just society for present and future generations, and therefore education is playing a crucial role in reaching sustainability (UNESCO, 2017). The aim of this research was to see how the sustainability topics are integrated into the curriculum of the agricultural universities, to define the sources of integration and research possible problems and formulate the recommendations for strengthening the integration. To research the education for sustainable development in Russia first a literature review was conducted, followed by 16 semi-structured interviews with the representatives of 8 universities. The research confirmed the fact that sustainability is present as a topic in the official documents, for example educational standard, but this mention remains only rhetorical and does not provide the background for the establishment of a framework for integration of sustainability concept. As a result, the integration into education is mostly driven by the personal initiative of the teaching staff. There is a clear demand for an integration framework of sustainability topics in the federal state educational standard. The main problems are uncoordination and competition between departments and ministries, overload of teachers, lack of best-practices, absence of system in the education and limited financing. These problems could be mitigated with creation of interdepartmental centres, creation of interdisciplinary working groups, creation of a systematic concept of education for sustainability and involvement of different stakeholders into educational projects, but the success of these measures depends on the general approach and if the importance of sustainability will be present only in official documents, then there will be no shift in integration, and everything will depend only on individual initiative of teachers.