Thesis (MTech (Tourism Management))--Cape Peninsula University of Technology, 2011. / The revenue generated by tourism can be directed to the social and cultural well being of communities. This aspect is considered as an important social dimension of sustainable tourism. Management should develop a prescient, well-founded, and creative view of future opportunities that will spur pre-emptive competence-building, provide focus into their efforts, ensure consistency in investment programmes, and serve as a guide for decisions concerning strategic alliances and acquisitions. It is necessary to acknowledge the impact of tourism on the socio-economic development of communities. The creation of employment, transfer of skills, contribution to venue infrastructure, local arts and cultural development, as well as the process of product ownership to show their willingness to do so, may add to a great deal of community pride. Over a period of time, the ABSA Klein Karoo Nasionale Kunstefees (KKNK) has developed into a major arts festival in South Africa. Since its inception in 1994, and with an initial investment of R750 000.00, the festival turn-over grew to an estimated R65 million in 2006. As the festival operates as a Section 21 Company (an organisation not for gain), funding depends entirely on grants, donations, contributions and corporate sponsorships. Arts festivals can be grouped within the current corporate and social funding framework of ABSA Bank. Despite the type and rate of growth, local communities and consumers have reached different stages in the adoption of the festival.

The Environment Agency are responsible for the regulation of radioactive substances in England, which is a highly controversial area to regulate due to the public perception regarding the associated environmental and health impacts. This is further complicated by the Environment Agency’s primary aim of contributing towards sustainable development, which is another controversial and contested concept. The principles of good regulation require a proportionate approach, which can be considered a key component of sustainable development also. However, published literature asserts that the regulation of radioactive discharges is disproportionate, which lacks verifiable data on the regulatory compliance costs and impacts imposed. This also implies that the regulation may not contribute towards sustainable development, which is compounded by the ambiguity of this requirement in the regulatory framework. This thesis therefore seeks to evaluate whether the Environment Agency is achieving its primary aim of contributing towards sustainable development in its regulation of radioactive discharges. To this end, this study sought to identify the interpretation of sustainable development that the law, policy and guidance for the regulation of radioactive discharges requires the Environment Agency to adhere to, and then collect data to assess whether this is being implemented. To achieve this, the law, policy and guidance for the regulation of radioactive discharges has been mapped on to an enhanced sliding-scale of sustainable development interpretations. This has revealed that the regulatory framework drives the Environment Agency to adhere to the newly developed interpretation of stronger sustainability, which requires a proportionate approach to be applied within the limitations of the environment. The regulation applied to Sellafield’s radioactive discharges has then been assessed against this stronger sustainability paradigm. The data collected confirms discharges are within environmental limits and that the regulation has resulted in direct compliance costs of £120 million between 2002 and 2009 without yielding any benefit to the environment in terms of a reduction in collective dose. The measured costs and benefits have been supplemented by a qualitative analysis of impacts that cannot be quantified, and these reinforce the contention that the regulatory approach at Sellafield is disproportionate and therefore inconsistent with stronger sustainability. A likely cause of the disproportionate regulatory approach is attributed to stakeholder and political pressures. Improvements have been proposed to address the disproportionate approach, which have already influenced the removal of some discharge limitations.

Sustainable development and education for sustainable development are something that characterizes our society today. Every day we are fed from different media about the future of our world and that we should think sustainably in everything we do. In the curriculum of the compulsory school it is mentioned in several places that the school should work on sustainable development (Skolverket 2019). Today´s teachers have a greater responsibility to teach students to become democratic citizens who are thinking and acting for sustainable development. Students should think sustainably in everything they do. Everything from sharpening a pen just enough to not throwing away food.The purpose of the study was to illustrate the teachers' perceptions of learning for sustainable development and to see how it is implemented in teaching that is education for sustainable development. Based on the purpose of the study, a qualitative study was conducted. Seven teachers, from a school in a mid-Swedish town, that works expcitly with education for sustainable development.The results indicate the importance of cross-disciplinary work with a certain complexity, where professional development and teachers working teams are important parts of the teaching and learning strategy. It also appears that school cultivation and other practicalities are of great importance to education for sustainable development along with the students' impact on the environment in the classroom and their sustainability thinking in everything they do during the school day.

Education for Sustainable Development (ESD) provides a framework for reorienting education towards sustainability. The ESD framework is criticized for reproducing rather than transforming unsustainable systems, thus a critical analysis of the framework is crucial to understand its role in reorienting education towards sustainability. To this end, we contribute to an understanding of the role of ESD through the lens of experts who are reorienting education towards sustainability. These experts use various approaches at regional, national, and/or international levels. Based on thirteen semi-structured interviews, we find two strands in the understanding of ESD. The first strand reflects the importance of the framework in reorienting education, and the second strand reflects on ESD as part of a larger movement. Furthermore, we flag a critical need for a democratic process of reorienting education towards sustainability, to progress transformative change through ESD. Lastly, our findings suggest a need to consider the individual experience of those involved in bringing ESD into practice.

The EU Sustainable Development Goals have long been a resemblance of the urgent call forclimate action and sustainable development. With increasing attention for climate change anda subsequent call for action from states, consumers’ preferences have now also changedtowards opting for sustainable goods and services. The fact that sustainability has becomeincreasingly important to consumers has not gone unnoticed by manufacturers and sellers ofgoods and services. Consequently, trade marks are increasingly used to label goods asenvironmentally sound and to create a sustainable image. With trade marks, certification marksand geographical indications being a valuable source of information, capable ofcommunicating this green reputation, there is also a significant risk of consumer deceptionthrough greenwashing. Nevertheless, trade mark law is used as a means of fosteringsustainable development. Consequently, trade mark law is concerned with sustainability. Thisbegs the question to what degree EU trade mark law is tailored to achieve the EU SustainableDevelopment Goals. To answer this question, a thorough assessment is made of the currentlegal framework of EU trade mark law. Multiple aspects of this system are discussed with afocus on descriptive and deceptive marks, as well as the right to repair, certification marks andgeographical indications. The assessment comprises of a look into the influence on sustainabledevelopment, together with the discerning of shortcomings in the way the respective aspectsof EU trade mark law can add to the achievability of the EU Sustainable Development Goals.After the individual assessments it is argued that there are multiple points of improvement.Further, solutions are introduced to remedy these points of improvement. In specific, aguideline including a non-exhaustive list of terms that should be avoided when registering atrade mark, CJEU recognition of sustainability as a characteristic through which the public canbe deceived and the introduction of sustainable production standards for EU certificationmarks and GIs, possibly through governmentally issued certification marks and GIs, are the keyimprovements of the EU trade mark regulatory system to improve the achievability of the SDGs.It is concluded that EU trade mark law is to a great extent tailored to achieve the EU SustainableDevelopment Goals, but that with the help of the suggested remedies, EU trade mark law canbecome a true catalyst of sustainable development.

In 2015, the 2030 Agenda for Sustainable Development was adopted by state nations across the globe to eradicate poverty in all its forms, combat inequality, preserve the planet, create sustainable economic growth and foster social inclusion (United Nations [UN], 2015:5). Social work is committed to contributing to sustainable development by responding to social and economic injustices (Global Agenda for Social Work and Social Development, 2012). The goal of this research study was to explore and describe the role of social workers in promoting environmental justice for sustainable communities from a non-government perspective in Tshwane. The researcher adopted a qualitative research approach and an instrumental case study design. The sample of eight participants was purposively selected from non-governmental organisations in Tshwane and data was collected through semi-structured one-on-one interviews. The findings of the study indicate that participants had some understanding of environmental justice and that both people and the natural environment should be equally protected and advocated in social work interventions. Although some current interventions reflect an environmental focus, participants were not consciously aware of their role in environmental justice and sustainable development. The study concluded that social workers understand the challenges that are respectively posed by the social and natural environment but not necessarily how they are intertwined and related to environmental injustices and green social work. Recommendations include education and awareness-raising of social workers on environmental justice and adopting green social work as a practice model. / Mini Dissertation (MSW (Social Development and Policy))--University of Pretoria, 2020. / Social Work and Criminology / MSW (Social Development and Policy) / Unrestricted

Yes / The 17 Sustainable Development Goals (SDGs) bring together environmental, social and economic concerns. They therefore have the potential to move society away from the dominant model of prosperity as purely economic toward a more holistic and ‘sustainable’ prosperity. But, the success of such a transformative agenda rests on its implementation. At the heart of planned implementation of the SDGs is a set of 230 indicators. Indicators have been strongly critiqued in a range of literatures. However, in the context of the SDGs, indicators have been described as ‘essential’ with little critical assessment of their role in implementation. Therefore, this chapter aims to provide this critical voice. To do this, the chapter reviews critiques of indicators from sustainability science, anthropology and sociology and provides illustrative cases of indicators implementation. From this review we are able to draw lessons for the use of indicators in SDG implementation. Specifically, the chapter argues that indicators are reductionist and struggle with contested concepts. Nevertheless, by making the operationalisation of concepts visible and enabling quantified analysis, indicators can have a useful role in SDG implementation. However, this requires that indicator critiques are taken seriously and inform indicator use. / ESRC Research Centre for the Understanding of Sustainable Prosperity, Grant Number ES/M010163/1

Bibliography / Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the frames of mind of teachers regarding the term sustainable development and the way it impacts on their educational practices. In the study, the researcher investigated the frames of mind of six Grade nine teachers teaching the Social Sciences and Natural Sciences learning areas at three different high schools in the Stellenbosch vicinity. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of “sustainable development as a frame of mind” critically. This was done firstly, by emphasizing the controversial nature of the term sustainable development, secondly, to present more clarity on the term frame of mind, and lastly, to integrate the two concepts by discussing the potential and development of “sustainable development as a frame of mind”, as well as the implications this has for education. Against the background of frames of mind and sustainable development, I critically analysed the South African curriculum statements of the Social Sciences and Natural Sciences learning areas for Grade nine, in order to determine which frames of mind regarding the phenomenon under investigation are most dominant within the statements. Teachers are confronted with these statements on a regular basis and the assumption is that frames of mind prevalent in the statements might have an impact on their frames of mind. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their frames of mind, but also to understand these. Therefore, it was important to determine the possible influences (experiences, role players, reading materials, etc.) that played a role (or are still playing) in the shaping of their frames of mind as these factors might serve as important points of departure in offering suggestions and recommendations for in-service teachers as well as for pre-service teachers. This study served as a confirmation of the controversy regarding the term sustainable development and the effect it has on teachers and the education system itself. The study also shows that the possibility of “sustainable development as a frame of mind” is locked up in the complexity of this idea. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om ’n genuanseerde perspektief te bied van onderwysers se denkraamwerke aangaande die term volhoubare ontwikkeling en die invloed wat dit op hul opvoedkundige praktyke het. Tydens die studie is die denkraamwerke van ses graad 9-onderwysers aan drie verskillende hoërskole in die Stellenbosch-omgewing aangaande volhoubare ontwikkeling binne die Sosiale Wetenskappe en Natuurwetenskappe ondersoek. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) ’n teoreties-filosofiese komponent en (b) ’n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van “volhoubare ontwikkeling as ’n denkraamwerk” te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die omstredenheid ten opsigte van die term te beklemtoon, tweedens meer duidelikheid omtrent die term denkraamwerk te verkry en laastens om die twee begrippe te integreer deur die moontlikheid en ontwikkeling van “volhoubare ontwikkeling as ’n denkraamwerk” sowel as die implikasies wat dit vir die onderwys inhou, te bespreek. Wat betref denkraamwerke en volhoubare ontwikkeling, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerareas Sosiale Wetenskappe en Natuurwetenskappe vir graad nege krities te analiseer om te bepaal watter denkraamwerke aangaande die verskynsel hierdie verklarings oorwegend onderlê. Onderwysers word op ’n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat denkraamwerke wat daarin voorkom, ’n impak op hul denkraamwerke as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hul denkraamwerke te bepaal nie, maar ook om dit te verstaan. Dit was dus belangrik om die moontlike invloede (ervarings, rolspelers, leesstof, ens.) iii wat ’n rol in die vorming van hul denkraamwerke gespeel het (of steeds speel), te bepaal aangesien hierdie faktore as belangrike vertrekpunte dien tydens die ontwikkeling van voorstelle en aanbevelings vir onderwysers-in-diens sowel as onderwysers-in-opleiding. Die studie dien as ’n bevestiging van die omstredenheid ten opsigte van die term volhoubare ontwikkeling en die uitwerking wat dit op onderwysers en die onderwysstelsel self het. Die studie toon ook dat die moontlikheid van “volhoubare ontwikkeling as ’n denkraamwerk” in die kompleksiteit van hierdie gedagte opgesluit lê.

The United Nations Sustainable Development Goals (SDGs) are a well-known and comprehensive framework for sustainable development. However due to the overlapping and interrelated nature of the goals, action towards one goal can positively or negatively contribute to another.Social innovation hubs including Impact Hub and Centre for Social Innovation use the SDGs to support social entrepreneurs to have a positive impact. Document analysis and interviews with 15 practitioners from these hubs informed the research on how the organizations perceive and contribute to sustainability, how they integrate the SDGs, and the challenges and benefits with using the SDGs. Based on that, this research has developed five recommendations for social innovation hubs to: 1) Define Sustainability; 2) Enhance Visioning; 3) Design co-creative programs; 4) Define Impact;and 5) Communicate Impact. While other elements of the Framework for Strategic Sustainable Development (FSSD) could be used to complement the SDGs, the Sustainability Principles (SPs) of the FSSD are recommended as a definition for sustainability.

Magistro darbo „Šalies subalansuotos plėtros vertinimas“ tikslas – įvertinti Lietuvos plėtros subalansuotumą bei padarytą pažangą šioje srityje 1999–2003 m., taikant skirtingus vertinimo metodus bei remiantis gautais rezultatais atskleisti taikytų metodų tinkamumą šalies plėtros subalansuotumui vertinti. Pirmojoje darbo dalyje atskleidžiama subalansuotos plėtros koncepcijos raida bei šiandieninė subalansuotos plėtros įgyvendinimo situacija Lietuvoje. Antroje dalyje pateikiama subalansuotos plėtros rodiklių samprata, analizuojami skirtingų tarptautinių organizacijų naudojami bei Lietuvos Nacionalinėje darnaus vystymosi strategijoje pateiktas rodiklių rinkiniai bei jiems taikomi atrankos kriterijai. Nagrinėjami agreguoti rodikliai, naudojami subalansuotai plėtrai vertinti, bei rodiklių sisteminimo modeliai, išryškinamos jų stipriosios ir silpnosios savybės bei praktinis taikymo tinkamumas. Trečioje dalyje analizuojamas pasirinktas rodiklių rinkinys, Lietuvos plėtros subalansuotumui bei daromai pažangai šioje srityje vertinti. Taikant Gyvenimo kokybės indekso, Subalansuotumo barometro ir Subalansuotumo kompaso metodus, įvertinta Lietuvos plėtros subalansuotumo būklė 1999–2003 metų laikotarpiu, atlikta rezultatų prognozė 2005 metams. Tyrimo rezultate patvirtinama, kad visi taikyti metodai, subalansuotai plėtrai vertinti, yra tobulintini, gauti rezultatai yra subjektyvūs ir ginčytini, todėl tinkamiausio vertinimo būdo paieškos turi būti tęsiamos. / A purpose of this Master thesis „The valuation of country’s sustainable development“ is to evaluate a sustainable development of Lithuania and it‘s progress in 1999–2003rd, using different evaluation methods; moreover to reveal a usability of these methods using the obtained results for estimation of the sustainable development of the country.An evolution of sustainable development and Lithuania’s present–day situation of sustainable development realization are presented in the first part of this work. A conception of sustainable development indicators, analysed sets of indicators which are used in different international organizations and produced in Lithuania’s national strategy of sustainable development and also criteria of selection applied to these indicators are presented in the second part of this work. The aggregate indices which are used for estimation of sustainable development, and frameworks of indicators systematisation are investigate; their strengths and weaknesses are presented as well as practical usability of an application. Selected set of indicators is analysed (which is used for estimation of Lithuania’s sustainable development and for a progress which is done in this sphere) in the third part of this work. It is also appraised a condition of Lithuania’s sustainable development in 1999–2003rd, in a process of Quality of life index, Barometer of sustainability and Compass of sustainability methods usage is presented; a prognosis of results for 200... [to full text]