The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency…
The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD).
By means of a mixed-method approach underpinned by a concurrent triangulation design strategy, this research presents evidence from an online questionnaire survey and in-depth semi-structured interviews.
Insights are presented from case studies of a group of UK Higher Education Institute (HEIs) which have made significant progress in embedding ESD in the curricula.
Central to this study is an exploration of the ESD integration process of this group including a description of the approaches to integration, the challenges faced and overcome and the critical success factors. It examines the role of a guidance instrument in simplifying and accelerating the ESD curricular integration process. The results of the study show that there is a multitude of integration approaches applied varying in their emphasis.
The main challenge HEIs face is engaging staff that may question the relevance of the ESD concept, and that lack an understanding regarding its implications for their discipline. Critical success factors identified are institution-wide people support, high-level institutional support and funding. The QAA and HEA guidance has successfully supported HEIs in developing their ESD commitments.
The results of this research can support HEIs in developing their own approach to ESD, as they learn from similar UK HE providers, particularly with respect to overcoming barriers and enhancing critical success factors to ESD curricular integration.
The purpose of this paper is to explore Australian educators’ work with “other people’s children” (OPCs) (Delpit, 2006) from the informal education market of the 1840s to the mass…
The purpose of this paper is to explore Australian educators’ work with “other people’s children” (OPCs) (Delpit, 2006) from the informal education market of the 1840s to the mass education market in contemporary times.
The paper is structured as a narrative about the expansion of the educational state and the concomitant development of technologies of inclusion and exclusion. Snapshots of various educators’ work with “OPCs” are woven into the narrative.
Notwithstanding contemporary efforts to “confront educational disadvantage” and an ever increasing array of technologies with which to differentiate students, OPCs remain on the margins of Australian education.
This paper is a unique look at Australian educators’ work with “OPCs” over the past 175 years.