The purpose of the study was to improve the understanding of the present situation and the key problems regarding the conservation of designed landscapes of the recent past. Another aim was to investigate roles and initiatives undertaken by key stakeholders and recommend key areas for measures and action to enhance the conservation and protection of designed landscapes of the recent past. The emphasis of the research was on the United Kingdom but relevant findings and actions from an international context were included. A qualitative method was applied using the between-method triangulation research methodology, which combined two methods of investigation, namely data triangulation and theory triangulation. Theory triangulation allowed for an investigation of the wider context or ‘the general’ and a comparison of findings from published sources and records, including an examination of the existing inventories and the roles and initiatives of key stakeholders. The data triangulation used a case study survey, with questionnaires and interviews, to enable the collection and analysis of data from different categories of stakeholders from a site-specific perspective or ‘the particular’ context. The case study survey investigated eleven case study sites using questionnaires and interviews. A total of 146 respondents were contacted and 103 completed responses were received. The results revealed that several recommendations for actions to improve the conservation and protection of heritage of the recent past exist, and that general conservation principles and methodologies exist for the conservation of designed landscapes, but that a lack of recognition and awareness for the significance of designed landscapes of the recent past results in poor implementation of such principles, and the continuing destruction and disfigurement of significant sites. The findings of the study led in the conclusions to the preparation of recommendations for measures and actions by stakeholders, to improve the protection and conservation of landscapes of the recent past.

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: In the aftermath of the Second World War, the development challenges facing Third World countries - those that were independent, those emerging from colonialism and those still under colonialism - led to the proliferation of bilateral and multilateral development institutions. These institutions were intended to assist the developing countries in terms of the provision of both human (technical) skills and material resources as well as to formulate programmes that would promote co-operation for socio-economic development and transformation. If the enormous development problems facing Africa including poverty, hunger, disease can be alleviated, then multilateral institutions have a major role to play in its scientific and technological development as well as in helping to create the appropriate institutional mechanisms for regional and sub-regional co-operation in science and technology (S&T) in Africa. The United Nations system, including UN-affiliated institutions, has therefore come to represent the best hope of realising the dream of most developing countries in their quest for development, due to its institutional capacity to provide development assistance as well as influence the international development agenda which affects Africa. For example, among the institutions in this study, the World Bank Group remains the biggest donor organisation in terms of the funding of development projects and programmes. UNESCO has a leading role as the UN agency whose mandate relates directly to S&T development and peace. The ECA is the representative body of the UN in Africa and therefore able to influence the direction of development policy and programmes. Similarly, the need to develop also led African countries to establish their own regional and sub-regional institutions for co-operation to draw together both human and material resources. However, the development issues discussed and promoted in the developing world over the years have focused more on national income, terms of trade, market access and in recent times on structural adjustment and poverty reduction strategy programmes. But the most important aspect of the development process - the knowledge capability gap (in terms of S&T) - has been much neglected especially at the regional and sub-regional levels. Therefore, in using regional and sub-regional levels of analyses, the research project looks at the programmes supported by the following institutions: the United Nations Education, Scientific and Cultural Organisation (UNESCO), the World Bank, United Nations Economic Commission for Africa (ECA), Organisation of African Unity (OAU), the African Development Bank (AIDB), the Southern African Development Community (SADC) and the Economic Community of West African States (ECOWAS). Thus the study uses a theorydriven evaluation based on INEXSK (INfrastructure, EXperience and Skills, and Knowledge) approach broadly, to investigate the extent to which these multilateral institutions live up to their stated goals of improving the knowledge base for development in the African continent. An important aspect of the study also entails a historical review of science, technology and institutional co-operation in Africa. Furthermore, an important outcome of the study reveals the lack of functional regional and sub-regional organisational frameworks to promote rigorous scientific and technological research and development in the African continent, except for a few centres and programmes supported by some multilateral and bilateral institutions including NGOs. In spite of many years of structural adjustment the World Bank's lending for S&T has marginalised African countries; while the AIDB support for S&T and regional programmes is woefully inadequate. This is a momentous task it has to address if the NEP AD Initiative is to be successful in the years ahead. To guide future initiatives the study draws on the lessons and experiences of the European Union's and the Association of South East Asian Nations' (ASEAN) regional scientific and technology co-operation programmes. The study advocates a knowledge-based development paradigm, which is transnational in approach, and it makes specific recommendations for regional and sub-regional programmes and strategies to promote the socio-economic development and transformation of Africa. / AFRIKAANSE OPSOMMING: OPSOMMING Ná afloop van die Tweede Wêreldoorlog het Derde Wêreldlande - dié reeds onafhanklik, óf besig om kolonialisme af te skud, óf nog steeds onder 'n koloniale moondheid se bewind - sekere ontwikkelingstruikelblokke en -uitdagings in die gesig gestaar. Dit het gelei tot die totstandkoming van verskeie bilaterale en multilaterale ontwikkelingsinstellings. Die doel met sulke instellings se hulpverlening aan ontwikkelende lande was drieledig: om tegniese vaardighede aan te bied; om materiële hulpmiddele te verskaf; en om programme, wat samewerking vir sosio-ekonomiese ontwikkeling en transformasie sou bevorder, te formuleer. Indien die las van die geweldige ontwikkelingsprobleme in Afrika (insluitend armoede, hongersnood en siektes) verlig sou kon word, het multilaterale instellings 'n belangrike rol om te vervul: om te help met, enersyds, die wetenskaplike en tegnologiese ontwikkeling van die kontinent, en andersyds die ontwikkeling van toepaslike institusionele meganismes vir streek- en sub-streeksamewerking in wetenskap en tegnologie (W&T). As gevolg van die Verenigde Nasies se institusionele kapasiteit om ontwikkelingshulp te verskaf, asook om die internasionale ontwikkelingsagenda te beïnvloed, verteenwoordig dié stelsel die beste hoop van die meeste ontwikkelende lande om hulle ontwikkelingsdrome te verwesenlik. Van die instellings wat by die VN geaffillieer is, en wat in hierdie ondersoek geëvalueer word, is die Wêreldbankgroep, die grootste skenkerorganisasie vir die befondsing van ontwikkelingsprogramme en -projekte. So ook het UNESCO 'n leiersrol as die VN agentskap van wie die mandaat direk betrekking het op die ontwikkeling van W&T. Die EKA is die liggaam wat Afrika verteenwoordig by die VN, en beïnvloed daarom die koers van ontwikkelingsbeleid en -programme. Die noodsaak om die kontinent te ontwikkel het ook gelei daartoe dat Afrikalande hulle eie streek- en sub-streekliggame, wat menslike en materiële hulpbronne bymekaar bring, begin stig het. Die ontwikkelingskwessies wat oor die jare in die ontwikkelende wêreld bespreek en aangemoedig is, het egter meer en meer gefokus op nasionale inkomste, handelsvoorwaardes, toegang tot markte en, in die afgelope tyd, strukturele aanpassings en armoede verligtingstrategie programme. Die belangrikste deel van die ontwikkelingsproses - die vernouing van die kennisgaping in W&T - is gevolglik afgeskeep, veral op streek- en substreekvlak. Hierdie navorsingsprojek analiseer dus, op streek- en sub-streekvlak, ontwikkelingsprogramme wat deur die volgende instansies ondersteun word: die Verenigde Nasies se Opvoedkundige, Wetenskaplike en Kulturele Organisasie (UNESCO), die Wêreldbank, die Verenigde Nasies se Ekonomiese Kommissie vir Afrika (EKA), die Organisasie vir Afrika-eenheid (OAE), die Ontwikkelingsbank van Afrika, die Suider- Afrikaanse Ontwikkelingsgemeenskap en die Ekonomiese Gemeenskap van Wes-Afrikaanse State. Die navorsing gebruik 'n teorie-gedrewe evaluering gebaseer op 'n INEXSK ("INfrastructure, EXperience and Skills, and Knowlege") benadering, om te bepaal in watter mate hierdie multilaterale instellings hulle doelwitte, met betrekking tot die verbetering van die kennisbasis vir ontwikkeling van die Afrika-kontinent, bereik. 'n Historiese oorsig van die wetenskaplike, tegnologiese en institusionele samewerking in Afrika vorm 'n belangrike deel van die navorsingsverslag. Die navorsing dui ook op 'n gebrek aan funksionele organisatoriese raamwerke om op streek en sub-streekvlak streng wetenskaplike en tegnologiese navorsing en ontwikkeling aan te wakker en te bevorder. (Daar is darem 'n paar noemenswaardige uitsonderings van sentra en programme wat deur party van die bilaterale en multilaterale instellings ondersteun word.) Ten spyte van strukturele aanpassings wat oor baie jare plaasgevind het, het die Wêreldbank se lenings vir W&T Afrikalande gemarginaliseer; en die Ontwikkelingsbank van Afrika se ondersteuning vir W&T en streeksprogramme is heeltemal ontoereikend. Daar is 'n geweldige taak wat in die toekoms aangespreek moet word indien die NEPAD inisiatief hoop om suksesvol te wees. Die verslag gebruik die lesse en ervarings van die Europese Unie en die Vereniging van Suid- Asiatiese Lande se streeksamewerkingsprogramme vir wetenskap en tegnologie as rigtingwyser vir toekomstige inisiatiewe. Die verslag beveel 'n transnasionale kennisgebaseerde ontwikkelingsparadigma aan, en maak spesifieke aanbevelings vir streek en sub-streekprogramme en strategieë om die sosio-ekonomiese ontwikkeling en transformasie van Afrika te bevorder.

This diploma thesis presents the concept of lifelong learning as an ambitious political project born in the field of international organisations at the beginning of the 1970s which now reaches far beyond the borders of national states and education policy. The sphere of education still remains the responsibility of national governments, however, even here strong globalising tendencies have occurred since the 1990s, as a result of which the national policy is more and more being influenced by supranational institutions. Although the concept of lifelong learning now serves as a common framework, it has been interpreted differently during its evolution and a consensus on what it exactly means and how it should be put into practice still does not exist. Based on analysis of key documents, this thesis aims to compare the view of lifelong learning held by the international organisation UNESCO with that of OECD, as two distinctive perspectives on this issue. The comparison draws on Rubenson's model (2004), which examines lifelong learning through three key categories representing the main actors of social life - the state, the market and civil society. As this topic has not been widely explored in the Czech Republic, this thesis aims to present a complete overview, including a critical assessment of both...

Made available in DSpace on 2016-04-27T14:32:29Z (GMT). No. of bitstreams: 1 Monica Gardelli Franco.pdf: 1990617 bytes, checksum: 40a63eb79a51fe3b2d68f200241b5e96 (MD5) Previous issue date: 2009-05-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research started from the finding of lack of public policies that would provide for the appropriation of information and communication technologies to promote the literacy of young people and adult populations as inalienable rights of human beings. Considering the importance of the role of UNESCO regarding the proposal of strategies, and in monitoring and evaluation of public policies for education performance, this research had the objective of extracting guidelines from its official documents for the drafting, the consolidation and improvement of public policies that would require the integration of communication technologies and information on proposals for literacy of young people and adults. The experience that led to the research practices and that have opened the problem of the thesis was the MOVA-digital, held in São Paulo s Municipal Department of Education, between 2001-2002. The analysis was performed based on two documents - ICT to develop Literacy and ICT in Education Toolkit for Policy Makers, Planners and Practitioners. The analysis of the documents took as a principle the ownership of technology as a human right and made reference to concepts disponível theoretical principles that argue for the appropriation of technologies and human development - concept represented by Álvaro Vieira Pinto, Manuel Castells and Nicolau Sevcenko; by the concept of literacy as a transformative and emancipatory practice - designed by Paulo Freire; and by development as a form of freedom - advocated by Amartya Sen and Jeffrey Sachs. The results indicate that the guidelines that subsidize the development of public policies presented by UNESCO consider aspects related to ensuring access and distribution, the regulation of rights, promotion of conditions of technology ownership, the replicability and sustainability of programs, as well as evaluation and monitoring, provisioning of resources for implementation, team building and professionals showing alternatives on possible solutions to this challenge to humanity. They have, however, revealed some important gaps in relation to actions for the proactive use of technology in favor of a movement of change and awareness for intervention in economic, political and human realities. It was concluded that public policies that require the integration of technology in promoting literacy and facing conditions of illiteracy should be central in the propositions of a high-level of education plan for a nation where the guarantee of freedom, autonomy and the exercise full citizenship for all could achieve its social, cultural, economic and human wants / A presente pesquisa partiu da constatação da inexistência de políticas públicas que prevejam a apropriação das tecnologias da informação e comunicação para a promoção da alfabetização da população jovem e adulta como direito inalienável do ser humano. Considerando a relevância do papel da UNESCO no que se refere à proposição de estratégias, no monitoramento e avaliação do desempenho de políticas públicas para educação, essa investigação teve por objetivo extrair de seus documentos oficiais diretrizes à elaboração, à consolidação e aperfeiçoamento de políticas públicas que pressuponham a integração das tecnologias da comunicação e informação em propostas de alfabetização da população jovem e adulta. A experiência que deu origem às práticas da pesquisa e que abriram a problemática da tese foi o MOVA-digital, realizado na Secretaria Municipal de Educação a cidade de São Paulo, entre 2001-2002. A análise foi realizada sobre dois documentos ICT to develop Literacy e ICT in Education Toolkit for Policy Makers, Planners and Practitioners. A análise dos documentos tomou como princípio a apropriação das tecnologias como um direito humano e teve como referência conceitos elaborados a partir de fundamentos teóricos que argumentam pela apropriação das tecnologias como desenvolvimento humano conceito representado por Álvaro Vieira Pinto, Manuel Castells e Nicolau Sevcenko; pela concepção de alfabetização como prática transformadora e emancipadora concebida Paulo Freire; e pelo desenvolvimento como liberdade defendido por Amartya Sen e Jeffrey Sachs. Os resultados indicam que as diretrizes que subsidiam a elaboração das políticas públicas apresentados pela UNESCO consideram aspectos relevantes relacionados à garantia de distribuição e acesso, à regulamentação dos direitos, de promoção de condições de apropriação das tecnologias, à replicabilidade e sustentabilidade de programas assim como avaliação e monitoramento, previsão de recursos para implementação, formação de equipe e profissionais jogando luz sobre possíveis soluções para esse grande desafio para a humanidade. Apresentam, no entanto algumas lacunas importantes com relação a ações proativas para o uso das tecnologias em favor de um movimento de mudança e de conscientização para intervenção na realidade econômica, política e humana. Concluiu-se que uma política pública que pressuponha a integração das tecnologias na promoção da alfabetização e no enfrentamento das condições de analfabetismo merece estar no bojo das proposições do plano máximo de educação de uma nação no qual a garantia da liberdade, da autonomia e do exercício pleno da cidadania de todos possa realizar o desenvolvimento social, cultural, econômico e humano desejado

År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna. / In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.

En 1993, l’église du monastère Humor et six autres églises du nord de la Moldavie (Roumanie) ont été classifiés comme patrimoine de l'UNESCO, en particulier en raison de leurs caractéristiques iconographiques et architecturales uniques. Construit au seizième siècle, le monastère Humor est devenu un riche centre religieux et culturel sous le patronage du prince Petru Rares de Moldavie. Ce centre a encouragé les innovations architecturales ecclésiales, ainsi qu’un programme très prolifique de fresques, extérieures et intérieures, exprimant une créativité au-delà du canon de la peinture de l'époque. La présente thèse est concentrée sur ces innovations architecturales et iconographiques, comprises à la lumière du contexte historique de ce moment unique dans l'histoire de la Moldavie, dans le siècle qui suivit la chute de Constantinople (1453). Tandis que la première partie de la thèse est concentrée sur ces circonstances historiques, et plus précisément sur l'impact du patronage du Prince Rares, la deuxième partie de la recherche est concentrée sur l'analyse des sources littéraires et de la théologie d’une série unique de fresques, placé dans la gropnita (chambre funéraire) de l’église monastique d’Humor, évoquant la vie de la Mère de Dieu. La série est un exemple extraordinaire d’interaction des textes, le Protévangile de Jacques et le Synaxarion, avec l'iconographie. Une attention particulière à l'iconographie du monastère Humor démontre le besoin de la corrélation entre texte et icône d'une part, ainsi que la nécessité d’une corrélation entre les études théologiques, l'art et l’histoire d’autre part. Un autre avantage de la recherche est de contribuer à une appréciation plus riche des trésors culturels et religieux des communautés chrétiennes de l'Europe de l'Est aux points de vue religieux et culturel, en réponse à leur reconnaissance comme patrimoine de l’UNESCO. / In 1993, the church of Humor Monastery and six other churches from northern Moldavia (Romania) were classified as UNESCO Patrimony, due to their unique iconographical and architectural features. Built in the sixteenth-century, Humor Monastery became a rich and vital cultural religious center under the patronage of Prince Petru Rares of Moldavia. This center encouraged ecclesial architectural innovations, as well as an extraordinarily prolific program of frescoes, both internally and externally, expressing creativity beyond the canon of painting of the time. This dissertation focuses on understanding these architectural and iconographical innovations, in the light of the historical context that gave rise to this unique moment in Moldavian history, in the century following the Fall of Constantinople (1453). While the first part of the dissertation focuses on these historical circumstances, and more precisely on the impact of the patronage of Prince Rares, the second part of the research concentrates on the literary sources and the theology of a unique fresco series depicting the “Life of the Mother of God,” which has been painted on the walls of the gropnita (burial chamber) of Humor monastic church. The fresco series is an extraordinary example of the interaction between texts, the apocryphon Protogospel of James and the Synaxarion, and the iconographic narration of the “Life of the Mother of God.” Careful attention to the iconography of the Humor monastic church demonstrates the need for the correlation between text and icon, as well as the need for a correlation between theological studies, art and history. This methodological perspective will foster a richer appreciation of the abundant cultural and religious treasures of the Christian communities of Eastern Europe, both from a cultural as well as a specifically theological perspective as a further response to their prestigious recognition of being included in the UNESCO’s Patrimony in the closing decade of the twentieth - century.

聯合國教科文組織於1992年發起世界記憶計畫，目的是為了保護世界瀕臨危機的文獻遺產。世界記憶是一個長期的計畫，主旨在於改變國家、政府、社區及個人能重視、保護進而利用圖書館、檔案館及博物館典藏之文獻遺產。目前世界記憶名錄中，共有245項文獻遺產被登錄。名錄中的文獻遺產項目涵蓋了各種類型的文獻和藏品，包含了古籍、石碑、錄音檔案…等。 　　臺灣曾於2010年以中央研究院典藏之甲骨文申請世界記憶的經驗。本論文將以此議題為基礎，探討世界記憶之申請流程、標準及其他有資格申請名錄的文獻遺產。同時藉由深度訪談，瞭解國內典藏單位人員對於世界記憶之看法，以及眾多館藏中是否有具有申請資格的藏品。參酌上述訪談資料，提出相關建議，以供我國典藏單位未來欲申請世界記憶名錄之參考。 　　根據研究結果，本論文提出以下幾點建議：（一）建立社會對文獻遺產的認同感；（二）整合與推廣文獻遺產資源；（三）循序漸進申請世界記憶。 / UNESCO established the Memory of the World Programme in 1992. The purpose is to protect documentary heritage of the world which is in great danger. Memory of the World is a long-term plan, the main objective is to make nations, governments, communities and individuals treasure, safeguard and access the documentary heritage of libraries, archives and museums. There are 245 items of documentary heritage that registered in the list of Memory of the World at present. These items cover all types of literature and collections, including the rare book , inscription, audio files...etc. 　　In 2010,Taiwan has had the experience of the application of the Memory of the World. According to this issue, this paper aims to explore the application process, criteria of the Memory of World and investigate the documentary heritage that are eligible to apply for the register of Memory of the World. Furthermore, the study uses the in-depth interview to understand the repositories' staffs' opinions about the Memory of the World and to select the eligible documentary heritage in numerous collections. Synthesize the above interview data that propose the conclusions and suggestions in order to provide reference for the repositories that will apply for the Memory of the World List in the future. 　　Based on the research conclusion, these are three suggestions as follows: (1) To establish the social identity of the documentary heritage; (2) To integrate and popularize the documentary heritage resources; (3) To apply for the register of Memory of the World step by step.

<p>År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna.</p> / <p>In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.</p>

Freshwater resources play an important role in the integrity of natural ecosystems as well as livelihoods of communities. However, South Africa has limited freshwater resources and many of this country’s inland water streams are polluted as a result of human activities. Various legislations such as the National Water Act (Act No. 36 of 1998) were promulgated in order to address the issue of sustainable management of these resources. In this study, the Driver-Pressure-State-Impact-Response (DPSIR) model was applied to determine water quality challenges and threats in and around the Mapungubwe National Park and Heritage Site (MNPHS). This study area was declared as a heritage site by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is also a national park. Several research objectives were formulated and various methodologies were used to address the research aim. In determining land uses around the study area, site visits, visual inspections, literature reviews as well as the analysis of the national land use data were undertaken. Various land uses that have potential to negatively impact water quality were identified. In order to determine the status of water quality in the study area, water samples were analysed in-situ and in the laboratory. The results obtained showed that water quality was generally compliant with a few exceptions. For example, the concentrations of nitrates, microbes, and few metals such as mercury and beryllium were not complying with water quality guidelines and standards. Finally, in formulating the DPSIR framework for the MNPHS, a participatory approach was used where stakeholders were interviewed by means of a questionnaire. One of the most salient finding of the DPSIR modelling in this study was institutional weaknesses associated with the poor implementation of existing water related laws and regulations. The study also highlighted a few recommendations for further action and research. / Environmental Sciences / M.Sc. (Environmental Management)

La recherche menée dans le cadre de cette thèse a pour objet d'analyser et de comprendre les dynamiques émanant de la relation patrimoine religieux / espaces de montagne protégés (patrimoine naturel) en réinterrogeant la persistante rupture nature-culture et les significations du sacré dans le contexte patrimonial. Il s'agit aussi d'appréhender la nature et la signification des « lieux et bâtiments religieux », ainsi que leur rôle dans les processus de patrimonialisation et de réappropriation des espaces de montagne par les différents acteurs du territoire. Cette thèse de géographie s'inscrit dans la réflexion actuelle de redéfinition des missions des Parcs naturels et dans le mouvement de promotion de la notion de « paysage culturel » par les instances internationales (e.g. UNESCO). Le site du monastère de la Grande-Chartreuse (Parc naturel régional de la Chartreuse), la vallée de la Qadisha et la forêt des Cèdres de Dieu (Nord-Liban) sont apparus comme des terrains riches permettant de mener à bien cette recherche doctorale qui mêle géographie culturelle et espaces montagnards. L'approche qualitative a été privilégiée pour répondre à cette problématique. Cette recherche s'appuie ainsi sur la chronosystémique, l'analyse de la littérature viatique et de données collectées (rapports officiels, législations, cartographie, relevés de terrains, interviews etc.). / The aim of this research is to analyse and understand relationships between religious heritage and mountain protected areas (natural heritage). This research highlights the persistent boundaries between natural and cultural heritage and the meaning of the sacred in the heritage process.The meaning of “religious spaces, places and edifices” and the relationships between heritage / society / mountain areas and granting of heritage status have been studied. Recently, Natural Parks develop new missions and are interested by the “cultural landscape” concept developed by international authorise (e.g. UNESCO). What are the meaning and the significance of cultural and religious heritage in mountain protected areas? The studied areas are the Grande-Chartreuse monastery (French Alps), the Qadisha valley and the Forest of cedars of God (Northern Lebanon). Qualitative methodology has been chosen for this research, such as chronosystemic approach, textual analysis (tourist documents and travel books) and analysis of collected data (legislations, interviews, government reports, fieldwork, maps, etc.).