Darbo temos aktualumą lemia tai,kad neformalusis darnaus vystymosi švietimas vieno rajono savivaldybės lygmeniu dar mažai tyrinėtas. Kadangi pokyčiai visose gyvenimo srityse reikalauja atitinkamų išsilavinimo pkyčių, švietimo sistemos institucijos turi siekti naujos tiek formaliojo, tiek neformaliojo ugdymo kokybės.Darbo tikslas – išanalizuoti neformalų ugdymą Mažeikių rajono švietimo institucijose darnaus vystymosi kontekste. Nagrinėjama tema nėra kol kas teoriškai pakankamai pagrįsta: nėra tinkamos tyrimo metodikos, kuri leistų nustatyti neformaliojo ugdymo kokybę ir jo tiekėjų kompetenciją. Darbe bandoma pagrįsti neformaliojo ugdymo uždavinius, stiprybes ir galimybes ekonominio sunkmečio sąlygomis. Galiausiai išryškinamos silpniausios neformaliojo ugdymo sritys ir pabrėžiama, kad daug dalykų būtina pakeisti tam, kad netolimoje ateityje neformalusis švietimas taptų pripažinta visos švietimo sistemos sritimi. / The relevance of the work is determined by the fact that non-formal and proportional development of education has not been explored enough on the level of municipality of only one district. Since the changes in all spheres require variations of appropriate background, education institutions must aspire after new training of both formal and non-formal quality. The goal of the work is to investigate the process of informal education and to reveal the factors that determine its quality and expansion. Unfortunately, the analyzed theme is not motivated enough in the abstract: there are not any appropriate methodology of providing the research that enable to estimate the quality of informal training and the competence of its providers as well. Moreover, according to the circumstances of this economical crisis, the problems, positive sides and potentialities of non-formal training are attempted to validate in brief in this research. Finally, the weak areas of non-formal training are clearly defined and it is emphasized that plenty of things should be changed in purpose to admit that informal education must become an established part of all education system in the nearest future.

Baigiamojo darbo aktualumą lemia tai, kad kiekvienam iš mūsų turi rūpėti kaip mūsų žmonės ir valstybė gyvens ateityje. Tai nusako darnaus vystymosi 3 lygiaverčiai komponentai (aplinkos apsauga, ekonominis bei socialinis vystymasis). Darnaus vystymosi principai bei darnaus vystymosi švietimo idėjos mokykloms visai naujas dalykas. Tyrimo tikslas – išanalizuoti, kaip darnaus vystymosi švietimo programa suprantama ir įgyvendinama Mažeikių rajono bendrojo lavinimo mokyklose. Darbe atskleisti strateginio planavimo principai, darnaus vystymosi koncepcijos esmė, darnaus švietimo vystymosi idėjos ir įvertinta Mažeikių rajono bendrojo lavinimo mokyklų įtraukimo į darnaus švietimo vystymosi strateginio planavimo procesą svarba. Mokyklų strateginiai planai buvo kuriami dažniausiai taip, kaip kam suprantama, neatsižvelgiant į kokybę ir tikrąją paskirtį. Paskutiniais metais buvo atkreiptas dėmesys į strateginio planavimo kokybę. Tyrimo rezultatai rodo, kad mokyklos palaipsniui įsijungia į darnaus vystymosi švietimo strateginio planavimo procesą. Mokyklose turi dirbti kompetetingi mokytojai, o mokiniai turi žinoti savo pareigas. Mokytojai mano, kad numatytos darnaus vystymosi švietimo nuostatos iki tikimosi laiko 2015 metų bus iš dalies įgyvendintos. Apibendrinant galima teigti, kad darnaus vystymosi švietimo principai ir konkretūs jų raiškos būdai dar nepakankamai veiksmingi ar tik pradedami taikyti Mažeikių rajono bendrojo lavinimo mokyklų ugdymo procese. / The relevance of this work is determined by the fact that every one of us must be concerned on how our people and state are going to act in the future. It is defined by three sustainable components of equal value (environmental protection, economical and social development). The concepts of sustainable development and educational ideas of sustainable development for schools are totally new for them. The goal of the research is to analyze how the program of sustainable development of education is understood and put in practice at comprehensive schools in Mažeikiai district. The concepts of strategy planning, the core of sustainable development of conception and the ideas of sustainable development of education are discussed in this work. The strategy planning at schools was mostly generated how it was individually understood ignoring its quality and the real purpose. The attention to the quality of strategy planning has recently been made. The results of the research indicate the fact that schools integrate gradually into the process of sustainable development of education of strategy planning. Qualified teachers should work at schools and students must know their obligations well. Teachers consider that the guidelines of sustainable development of education will partly have been realized by 2015. In summary, it is possible to maintain that sustainable development of educational principles and the concrete way of their expression are not effective enough or they are only being... [to full text]

Thesis (Ph. D.)--University of Hong Kong, 1998. / "1998"--Cover. Includes bibliographical references (leaves 395-414).

Thesis (Ph.D.)--University of Melbourne, Melbourne School of Land and Environment, 2009. / Typescript. Includes bibliographical references (p. 361-386)

Banco do Nordeste do Brasil / Este trabalho tem por objetivo analisar, comparativamente, a distribuiÃÃo hierÃrquica e espacial do Ãndice de PropensÃo ao Desenvolvimento SustentÃvel, dos estados da RegiÃo Nordeste do Brasil. Para tanto, empregamos os postulados teÃricos de Brito (2004) e Leal (2008) sobre qualidade de vida, contemplando um breve histÃrico sobre o seu surgimento e a difÃcil definiÃÃo do termo; os estudos de Van Bellen (2005), Moretto e Giacchini (2006), Veiga (2006), Malheiros et al (2008) e Oliveira (2009) sobre desenvolvimento sustentÃvel, seu surgimento, conceito e mensuraÃÃo. A fim de analisarmos o Ãndice de PropensÃo ao Desenvolvimento SustentÃvel, dos estados da RegiÃo Nordeste do Brasil, utilizamos as mesmas dimensÃes adotadas pelo IBGE para medirem este Ãndice, a saber, ambiental, social, econÃmica e institucional.A base de dados das variÃveis utilizadas foi IBGE, PNAD, MDS, BCB e MDIC. A escolha destas levou em conta 03(trÃs) critÃrios: fidedignidade dos dados, disponibilidade de dados em nÃvel de unidade federativa e coerÃncia com o tema. Foi realizado tambÃm o procedimento de padronizaÃÃo, tendo em vista os dados estarem em unidades distintas. Depois, os estados foram hierarquizados tanto em relaÃÃo ao IPDS, como em relaÃÃo aos Ãndices de cada dimensÃo. Desta forma, foi verificada a contribuiÃÃo de cada variÃvel para cada indicador, cada indicador para cada dimensÃo e de cada dimensÃo para o IPDS. Em seguida foram realizadas vÃrias interpretaÃÃes, inclusive identificando a(s) variÃvel(is) e indicador(es) que mais impactou(aram) no resultado. Nossa anÃlise permitiu-nos constatar que, dentre os estados da RegiÃo Nordeste, o estado de Sergipe apresentou maior propensÃo ao desenvolvimento sustentÃvel e o MaranhÃo foi o estado que apresentou menor propensÃo ao desenvolvimento sustentÃvel. Ficou evidenciado tambÃm que existe diferenÃa quanto aos intervalos de propensÃo ao desenvolvimento sustentÃvel entre os estados nordestinos. / This study aims to analyze comparatively the hierarchical and spatial distribution of the Propensity Score Sustainable Development, states in the Northeast of Brazil. To do so, we employ the theoretical postulates of Brito (2004) and Leal (2008) about quality of life, covering a brief history of its emergence and difficult definition of the term, the studies of Van Bellen (2005), Moretto and Giacchini (2006 ), Veiga (2006) Malheiros et al (2008) and Oliveira (2009) about sustainable development, its appearance, concept and measurement. In order to analyze the Propensity Index of Sustainable Development, of the states in the Northeast of Brazil, we used the same dimensions adopted by IBGE to measure this index, namely environmental, social, economic and institutional. The database of variables used was IBGE, PNAD, MDS, BCB and MDIC. The choice of these took into account 03 (three) criteria: data reliability, data availability and federative unit level consistent with the theme. The procedure was also performed to standardize in view of the data are in separate units. Then, the states were ranked in relation to both IPDS, as compared to the indices of each dimension. Thus, was verified, the contribution of each variable for each indicator, each indicator for each dimension and each dimension for IPDS. Then were realized several interpretations, including identifying (s) variable (s) and indicator (s) that most impacted (plow) in the result. Our analysis allowed us to observe that, among the states in the Northeast, the state of Sergipe showed greater propensity to sustainable development and MaranhÃo was the state that had lower propensity to sustainable development. It was also evident that there is difference in the propensity intervals sustainable development among the northeastern states. .

The central role of education for sustainable development (SD) has been emphasized since the 1990s. SD involves the three areas of environment, economy and society, with a focus on the relationships between environmental protection and human development. Education for sustainable development (ESD) takes a holistic view on the environmental, economic and social dimensions of SD and aims to empower students to engage in the democratic development of society in a more sustainable direction. Policy-level and research community discussions have addressed the ways in which ESD has been implemented internationally. This study focuses on upper secondary students, and investigates their views on sustainability and the ways they make decisions related to SD. The study aims to address the interdisciplinary and multidimensional content embraced in the concept of SD and the development of competences often associated with ESD. A survey investigating students’ (n=638) sustainability consciousness (SC) and their decision-making in a number of SD related contexts was conducted in 15 Swedish upper secondary schools. The results show that students attending schools with an ESD profile are characterized by stronger SC than students attending regular schools; however the difference is small and mostly related to the economic dimension of SD. Furthermore, students who prioritize environmental decisions in SD dilemmas show stronger SC than students giving priority to economic reasons. When environmental, economic and social dimensions are introduced separately, social aspects are given the highest priority by the students. In contrast, environmental aspects are up-graded when the dimensions are introduced in an integrated manner. However, different dimensions are prioritized in different contexts. The study provides empirical support for using multiple contexts and including both harmonious and conflict-based perspectives on SD in education. It also contributes knowledge to the discussion about the implementation of ESD in Sweden in terms of outcomes among students. / This study addresses the interdisciplinary and multidimensional content embraced in the concept of sustainable development (SD) and the development of competences often associated with education for sustainable development (ESD). A survey was conducted among 638 students from 15 upper secondary schools, investigating their sustainability consciousness (SC) and their decision-making in relation to a number of sustainability dilemmas. The results showed that students attending schools with an ESD profile were characterized by stronger SC than students attending regular schools; however the difference between the groups was small and mostly related to the economic dimension of SD. Students who prioritized environmental decisions in SD dilemmas showed stronger SC than students who prioritized economic reasons. The SD dimensions were given varying importance depending on the context and whether a harmony-based or a conflict-based perspective on environmental, economic and social dimensions was used. The study provides support for using multiple perspectives and including both harmonious- and conflict-based perspectives on SD in education. It also contributes knowledge of the implementation of ESD in Sweden in terms of the student sustainability consciousness in the two groups.

The master thesis focuses on the process of implementation of global strategies to the national policy of the Czech Republic. The thesis is a case study. Its subject is global strategy the 2030 Agenda for Sustainable Development and the Czech strategic framework Czech Republic 2030. The first part of the thesis presents current knowledge of the sustainable development and dealing with global strategies in this field in the Czech Republic. The theoretical background of the own research is a theory of politics network and a theory of global governance. The aim of the thesis is not only to describe and explain the process of implementation of the 2030 Agenda for Sustainable Development to the Czech national policy, but also to define roles of groups of actors and to evaluate the participatory approach which was newly chosen for the Czech Republic 2030. The second part of the thesis is focused on the own research which was based on the analysis of relevant documents and semi-structured interviews with eleven experts (representatives of the Public administration, private sector, trade union, academic community and NGOs). One of the main contributions of this thesis is a comparison of the process of creating the Czech strategic framework for sustainable development from 2010 and the new system that was...

This thesis investigates how transformative learning experiences are fostered within sustainable development-centered university programs, with a focus on the Swedish academic landscape. The study aims to contribute to the knowledge of effective educational strategies in sustainability education. The central research question is: How do sustainable development-centered university degree programs foster transformative learning? The theoretical framework integrates Jack Mezirow’s Transformative Learning Theory and Meyer and Land’s Threshold Concepts, providing a comprehensive understanding of how transformative learning can lead to profound shifts in students’ perspectives and behaviors. Methodologically, the study employs a qualitative multi-method approach, including a comparative analysis of syllabi from sustainable development-centered programs and thematic analysis of semi-structured interviews with educators and students. The empirical data reveals key themes such as critical reflection, interdisciplinary learning, ethical decision-making, and the role of disorienting dilemmas in fostering transformative learning. Key findings indicate that sustainable development-centered programs in Sweden effectively integrate transformative learning principles through diverse pedagogical approaches. These programs emphasize the importance of creating supportive learning environments, facilitating critical engagement with sustainability issues, and encouraging reflective practice. The study highlights that transformative learning is essential for developing agents of change to address complex sustainability challenges. The implications of this research are significant for higher education institutions aiming to enhance their sustainability curricula. The findings suggest that incorporating transformative learning frameworks into program design can significantly impact students’ ability to contribute to sustainable development. The study concludes with recommendations for future research, focusing on the need for ongoing support to maintain transformative changes in graduates’ perspectives and behaviors.

Master of Science / Landscape Architecture/Regional and Community Planning / Huston Gibson / We live on a planet where every three point six seconds, a life is taken from starvation or malnutrition (Millennium Development Goals, 2005). One epicenter of this tragedy is Kwara Tagi, Niger in Africa. Superficial fixes seem to leave the infrastructure of such a place in greater shambles than the original condition. The focus of this work addresses the question, “What is the potential for significantly reducing malnutrition in Kwara Tagi through sustainable intervention using Moringa trees in courtyard gardens in a manner accessible to all, without dependence on outside resources, while providing an outlet for new economic opportunity?” Rather than artificially attempting to sustain life, this work researches, articulates and suggests the potential found in a simple and strategic path of implementing Moringa trees in courtyards for the purpose of eradicating malnutrition and providing new economic opportunities. Requiring little initial funding and using resources that already exist and are not currently being utilized, this approach empowers the local people without creating any dependency on outside intervention. Furthermore, this plan would provide an economic boost to families, increase community capital, begin the reversal of desertification, work towards eradicating malnutrition, all while engaging youth in envisioning the possibilities surrounding them.

The aim of this study was to examine how UMEVA, a company responsible for taking care of the waste in Umeå municipalty, are communicating with their costumers and what their main message with their communication is. I wanted to analyse how UMEVA ́s goals regarding sustainable development and other environmental issues are reflected in their communication towards their costumers and how they are trying to create an environment awarness with their costumers. The theories used in this essay are substantially based or developed from strucuralism. To find discourses in the material I used the theories of Saussure and Barthes regarding semiotics to discribe words, signs and pictures. To further discover discourses in the communication I have applied Foucaults, Mouffe and Laclau ́s theories to see how words collaborate to create a meaning. To investigate how UMEVA are directing their communication I have used Stuart Halls theories regarding encoding and decoding. To find discourses I analysed the language and pictures that are used in the material using rethoric and discourse analysis, together with semiotic analysis. The material analysed are folders and a calender regarding recycling and re-using that are ment for UMEVA ́s costumers. I also analysed the information on UMEVA ́s website conserning their goals and policy ́s concerning the environment. The results from the analyses show that the presence of the environment discourse is constant through the material. UMEVA are not clear regarding how to achieve their environmental goals, they are however constant throughout the material that their intent is to make the costumers recycle and be more aware of the environment. To convince the costumers UMEVA are directing the information towards the costumers using different kinds of techniques, first of all by using the word ”you” constantly. Another persuation technique is that they are aiming for the costumers conscience, the ability to make a difference for the future, and last but not least, the economic aspect with the opportunity to save money. The question that remains is if this kind of communication is effective on those not already aware of their impact on the environment.  Keywords: communication, sustainable development, information, message