Search results

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Recommendation on Open Educational Resources (OER) was a milestone when it was uniformly adopted by its member states on November 25, 2019. The purpose of this conceptual paper is to provide an overview of the OER Recommendation in relation to some of the UN Sustainable Development Goals (SDGs). The paper focuses on SDG 4 on education, but also on other SDGs that are directly linked to the relevant SDGs for the overall implementation of the UNESCO OER Recommendation. These SDGs are: SDG 5 (gender equality), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduce inequalities within and between countries), SDG 16 (peace, justice and strong institutions), and SDG 17 (partnerships for the goals). All five areas of the OER recommendation are closely linked to the above SDGs. This paper also discusses how to advocate with stakeholders at all levels to implement and mainstream OER and the SDGs across all areas of the OER recommendation. In addition, this concept paper discusses accessibility for all (e.g. any type of impairment/disability, etc.) and addresses quality issues at OER and their implications.

This conceptual paper provides an overview of the UNESCO OER Recommendation and its relationship to some of the SDGs. The paper also addresses the role of stakeholders in implementing the OER Recommendation and the potential problems of its accessibility and quality. This paper has been designed as a literature review including mainly official reports from the organizations in the field, such as the UN UNESCO SDGs (UN, n.d; UNESCO, 2016) and the UNESCO OER Recommendation (UNESCO, 2019, 2021a). This conceptual paper is discursive in nature. It contains a discussion based on a literature review comparative studies, experiences, works, and reflections of the author, who has been working in this field since its beginnings in 2002. This contribution is also based on the experiences, works, and reflections of other authors on the OER movement.

The UNESCO OER Recommendation (UNESCO, 2019) clarifies that all five areas of the OER Recommendation for implementation are closely linked to the SDGs (UN, n.d; UNESCO, 2016), particularly SDG4, which targets to achieve education for all by 2030, and other SDGs, such as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER does not consist of a single goal but is linked to universal values, such as the common good, human rights (United Nations, 1948), equality, ethics, and social justice, this concept paper discusses how they are interconnected and how both the SDGs and the five domains of the UNESCO OER Recommendation (UNESCO, 2019) can be achieved. To date, however, there have been few studies on how they are interconnected. This paper proposes a model that highlights their relationships as two sides of the same coin, as they are interconnected and influence, facilitate, and reinforce each other.

The study presented in this concept paper may have limitations as it is mainly based on a review of the official relevant literature by UNESCOan OECD. A large-scale study relying on more comprehensive methods, such as focus groups, grounded theory, or even other qualitative and quantitative methods, could have validated the findings. However, since this is a first attempt, and there are few, if any studies in this area, it was decided to conduct the study in the form of a literature review and with a personal approach based on more than 20 years of research, experience, and consultation in the area of open education, OER, human rights (United Nations, 1948), social justice, ethics, and the common good.

The practical impact of the findings of this conceptual paper is that by breaking down the broad SDG goals to a practical level, it shows how the SDGs can be part of daily life and seamless daily education and learning throughout the lifespan of the learners.

The higher values of the SDGs relate to human rights United Nations (1948), social justice, and equity. Several of the SDGs, including SDG 4 and others addressed in the UNESCO OER Recommendation, such as the following: SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reduce inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals) can be achieved through open education (Inamorato Dos Santos et al., 2016), Achieving these SDGs and implementing the OER Recommendation will benefit both individuals and the planet. Education for all will also help solv climate problems.

The OER Recommendation (UNESCO, 2019) clarifies that all five areas of its implementation are closely linked to the SDGs, particularly SDG4, which targets education for all by 2030 (OECD, 2009; UNESCO, 2016), as well as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER is not a stand-alone goal but is related to overarching values, such as human rights (United Nations (1948), equity, and social justice, this conceptual paper explores how these are interconnected and how both the SDGs and the five goals can be achieved. The proposed model is new and clearly needed in research on this topic.

The main aim of this paper is to determine how well the UNESCO 2011 Recommendation on Historic Urban Landscape (hereafter, the HUL approach) is understood by the academic community today. It will review relevant research, highlight shortcomings regarding the HUL concept and approach and explore how well the six proposed steps are being considered when implementing the HUL approach.

This paper presents and discusses the results of a systematic review of 140 peer-reviewed publications, published in international academic journals between 2008 and 2019 and available in databases such as WoS and Scopus, such as journal articles, book chapters and books. More specifically, this research takes the six-step process as its theoretical framework in order to understand if the six steps are being followed in the case studies where the HUL approach has been implemented. Following this, it assesses gaps in the HUL concept and approach. The paper explores the HUL implementation management process, investigating what is being done, how it is being done and who is involved.

The concept ‘Historic Urban Landscape’ has been used in research since 2008. However, the first case studies implementing the HUL approach were not published until 2013. While there is an abundance of theoretical research in relation to the HUL concept and approach from different perspectives and to varying degrees of depth, the case studies which practically demonstrate the HUL approach and its six steps are scarce. This paper will also show how feasible the steps are and which are used the most.

This research demonstrates if the HUL approach is being understood in the academic field and if the implementation of the six steps is being reflected in the literature. This approach will reveal how these steps are being implemented and if this is having an effect on the heritage planning process.

The research is based on the analysis of recent experiences of participative processes in the reuse and maintenance of contexts considered as “urban waste,” focusing on their role in smart sustainable development processes. The recognition of discarded urban spaces/buildings as regeneration opportunities opens up new perspectives on the communities’ commitments and responsibilities, in new governance models. These experiences, better known as “commons,” highlight the active role of communities in establishing new unconventional forms of value creation and production based on circular processes and interdependences between city and communities. Circularization and synergies are the fundamental precondition for smart sustainable development. Assuming the Historic Urban Landscape (HUL) approach as general framework, the phenomenon of commons represents an opportunity to make it operational through an integrated methodology based on the recovery of the environment built according to an inclusive and hybrid approach, configured by culture and shared with local communities. In this perspective, this contribution proposes an evaluation framework not only to monitor the results and impacts produced by these experiences, but also to stimulate and improve awareness, self-learning and self-evaluation processes of the actors involved in regeneration processes toward a smart sustainable development.

This paper is an editorial to JCHMSD's Volume 2 Issue 1. Its purpose is to introduce the selection of papers in the issue.

The paper discusses the increased focus of national and local authorities, as well as multilateral agencies, on historic cities in a search for a more sustainable process of urban development that integrates environmental, social and cultural concerns into the planning, design and implementation of urban management programmes and projects. The recent adoption of a new policy instrument by UNESCO, the 2011 Recommendation on the Historic Urban Landscape, is providing a set of general principles in support of sustainable urban heritage management and the paper further explains the first results of a field testing of the embedded Historic Urban Landscape approach in two different geo‐cultural regions of the world (i.e. Central Asia and East Africa). It points to fields of further research, which are linked to the papers selected for this issue.

The Historic Urban Landscape approach, as promoted in the new UNESCO Recommendation on the subject, facilitates a structuring and priority setting of the manifold needs and wishes in the broader urban development and heritage management process, thereby creating clarity and understanding in an often very complex process with competing demands.

The new UNESCO Recommendation was adopted on 10 November 2011 and this research paper is the first to expound on an implementation of the approach embedded therein, explaining its merits and potential.

This paper revisits the concept of compatibility between old and new architecture to clarify its meaning.

Document analysis is employed to critically review relevant literature, including Charters and UNESCO Recommendations.

Visual and/or tangible indicators such as forms and materials are often suggested in the literature to determine compatibility and to inform decision makers whether new architectural projects should reproduce, or reinterpret, or rather contrast with, historic buildings in situ. As a consequence, compatible design becomes confined to a visual, object-based, worldview. Yet, architecture transcends the sense of vision.

Examples of architectural projects are given to explain each design option, but are not thoroughly described. Still, this paper provides a useful reference for future dialogue and research that aim at reducing the conservation vs development struggle in historic places, whether urban areas or entire cities, such as World Heritage Cities.

The lessons learned may stimulate reflection on the effectiveness of design criteria and other tools in guiding decision makers in their search for, and assessment of, compatibility.

This paper reveals that compatibility is an evolving concept, associated with human, man-made and natural indicators. Design options are not simply aesthetic categories. The author proposes that the selection of a design option for new architecture should follow the process that guides the selection of a conservation treatment for old architecture.

Representatives of the following thirteen countries participated:

In last year, the innovations in shipbuilding and logistics have opened the walled towns of Mediterranean port cities to cruise tourism and other culture-led regeneration strategies. Thus, walled towns in Mediterranean port cities have a particular development potential which questions about the opportunities and risks connected to any comprehensive regeneration strategy with a cultural and tourist purpose, especially for fortified systems whose continuity has been undermined. The paper aims to provide some guidelines for policy-makers and planners in port cities which have decided or are deciding to develop a comprehensive strategy and a knowledge framework for the walled town similar to those already adopted for fortified sites in the World Heritage List.

The paper investigates on the opportunities and risks connected to any comprehensive regeneration strategy with a cultural and tourist purpose for the walled towns through a comparative analysis of four Mediterranean seaport cities, selected as case studies. Cities which have developed an integrated strategy to inscribe their walled towns to the UNESCO’s World Heritage List.

On the base of the case studies’ analysis, the paper proposes a critical reflection upon the management strategies for the UNESCO’s walled towns and supports a better understating of context factors as a way to strengthen the HUL approach when applied to Mediterranean seaport cities.

The paper sheds light on the application of the historic urban landscape approach to the walled towns of Mediterranean seaport cities. The paper is original because it provides: guidelines for policy-makers and planners in walled towns of Mediterranean seaport cities which have decided or are deciding to develop a comprehensive regeneration strategy for the city centre in line with those adopted in UNESCO’s fortified sites; a critical reflection upon the context factors which can strengthen the HUL approach when applied to Mediterranean seaport cities; criteria to update the HUL approach by UNESCO in analysing the conservation state, the managerial aspects, the participation and social aspects of walled towns.

This study examines the public participation in the implementation of the Historic Urban Landscape (HUL), a United Nations Educational, Scientific and Cultural Organization (UNESCO) approach for urban development. HUL has six Critical Steps and four Tools Categories relating to community engagement, knowledge and planning, regulatory system and financial instruments. The HUL public participation component has materialized variably across the adopting cities, challenged by the local implementation capacity. In response, we have singled out two research questions revolving around the participants’ characteristics and participation methods.

This study instrumentalizes case studies as a research methodology and thematic literature as a theoretical context. The HUL projects for Ballarat, Australia and Cuenca, Ecuador have been selected as sources of published information because they exhibit comparative differences in completing community engagement. We have compared the community engagement accounts of the two cities.

The Ballarat and Cuenca HUL project accounts point out to commonalities and variances in responding to the HUL public participation mandate. The findings for the participants’ characteristics involve project setting, participants categories and participants empowerment; the findings for the participation methods involve initial preparation, domestic and international expertise and public conversation.

The results of the study help define public participation practices in HUL project implementations. The results present an opportunity for city officials, HUL project planners and field administrators for making informed decisions particularly in relation to the two public participation domains, the participants’ characteristics and the engagement methods.

The heritage and tourist attractiveness of Heritage Cities have aroused interest in establishing mechanisms to enhance their value based on the development of sustainability policies. The socioeconomic and socioenvironmental valuation of these heritage sites has become a necessary tool for decision-making.

Following the recommendations of International Council on Monuments and Sites – ICOMOS, this paper proposes a series of indicators and an exploratory model to define the factors that contribute to their valuation. Following the partial least squares structural equation modelling methodology, information was obtained from 363 intramural residents in the three Heritage Cities that currently have management plans in Spain.

The results show the importance of specifying indicators of sustainable mobility and socioeconomic and socioenvironmental sustainability for an adequate valorisation of heritage sites.

To this end, it is necessary to follow the guidelines of international bodies such as ICOMOS in relation to the management plans.

The way in which the international teacher organizations evolved suggests both the advantages and the difficulties of maintaining a coherent and purposeful international organization for education advocacy (the abbreviations and acronyms for all the organizations are spelled out for reference in Appendix A to this chapter; the complex succession of organizations is traced in a table, presented as Appendix B to this chapter). The international teacher organizations began at the outset of the 20th century in Europe.¹ The first of these, founded in 1905 and centering on the concerns of primary school teachers, was the International Bureau of Federations of Teachers (IBFT; it became the International Federation of Teachers’ Associations [IFTA] in 1926). The second, founded in 1912, was the International Foundation of Secondary Teachers (known by its French acronym, FIPESO, the Fédération internationale des professeurs de l’enseignement secondaire officielle).