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      Can we meet the sustainability challenges? The role of education and lifelong learning

      Author(s): 1 , 2 , 3
      Publication date (Electronic):
      Journal: European Journal of Education
      Publisher: Wiley

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          Abstract

          Education and lifelong learning are increasingly being mobilised to address the global environmental crisis and accompanying sustainability challenges. This article discusses the many roles of education about and for sustainable development, drawing on evidence and arguments put forward in the 2016 Global Education Monitoring Report, Education for People and Planet. It highlights specific viewpoints, values and ways of thinking that best characterize effective learning for sustainability. It also emphasises the importance of a ‘whole school’ or ‘whole institutional’ approach to education for sustainability.

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          The Anthropocene is functionally and stratigraphically distinct from the Holocene.

          Colin N Waters, Jan Zalasiewicz, Colin Summerhayes … (2016)
          Human activity is leaving a pervasive and persistent signature on Earth. Vigorous debate continues about whether this warrants recognition as a new geologic time unit known as the Anthropocene. We review anthropogenic markers of functional changes in the Earth system through the stratigraphic record. The appearance of manufactured materials in sediments, including aluminum, plastics, and concrete, coincides with global spikes in fallout radionuclides and particulates from fossil fuel combustion. Carbon, nitrogen, and phosphorus cycles have been substantially modified over the past century. Rates of sea-level rise and the extent of human perturbation of the climate system exceed Late Holocene changes. Biotic changes include species invasions worldwide and accelerating rates of extinction. These combined signals render the Anthropocene stratigraphically distinct from the Holocene and earlier epochs.
          Article 0 comments Cited 285 times – based on 0 reviews     Review now
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            Green space as a buffer between stressful life events and health.

            Agnes E Van den Berg, Jolanda Maas, Robert A. Verheij … (2010)
            This study investigates whether the presence of green space can attenuate negative health impacts of stressful life events. Individual-level data on health and socio-demographic characteristics were drawn from a representative two-stage sample of 4529 Dutch respondents to the second Dutch National Survey of General Practice (DNSGP-2), conducted in 2000-2002. Health measures included: (1) the number of health complaints in the last 14 days; (2) perceived mental health (measured by the GHQ-12); and (3) a single item measure of perceived general health ranging from 'excellent' to 'poor'. Percentages of green space in a 1-km and 3-km radius around the home were derived from the 2001 National Land cover Classification database (LGN4). Data were analysed using multilevel regression analysis, with GP practices as the group-level units. All analyses were controlled for age, gender, income, education level, and level of urbanity. The results show that the relationships of stressful life events with number of health complaints and perceived general health were significantly moderated by amount of green space in a 3-km radius. Respondents with a high amount of green space in a 3-km radius were less affected by experiencing a stressful life event than respondents with a low amount of green space in this radius. The same pattern was observed for perceived mental health, although it was marginally significant. The moderating effects of green space were found only for green space within 3 km, and not for green space within 1 km of residents' homes, presumably because the 3-km indicator is more affected by the presence of larger areas of green space, that are supposed to sustain deeper forms of restoration. These results support the notion that green space can provide a buffer against the negative health impact of stressful life events. Copyright 2010 Elsevier Ltd. All rights reserved.
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              Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation

              Eric A. Hanushek, Ludger Woessmann (2012)
              Article 0 comments Cited 131 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Title: European Journal of Education
                Abbreviated Title: Euro J of Education
                Publisher: Wiley
                ISSN (Print): 0141-8211
                ISSN (Electronic): 1465-3435
                Publication date Created: December 2017
                Publication date (Electronic): October 10 2017
                Publication date (Print): December 2017
                Volume: 52
                Issue: 4
                Pages: 404-413
                Affiliations
                [1 ] Department of Education and Competence Studies Wageningen University Wageningen The Netherlands
                [2 ] Department of Pedagogical Curricular and Professional Studies University of Gothenburg Gothenburg Sweden
                [3 ] Department of Educational Policy and Leadership, School of Education University at Albany‐SUNY, 1400 Washington Avenue Albany New York
                Article
                DOI: 10.1111/ejed.12250
                SO-VID: 5752f445-dc96-409b-81de-23862571caaf
                Copyright © © 2017
                License:

                http://onlinelibrary.wiley.com/termsAndConditions#vor

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