Ghazali, K. Education for Sustainable Development in Networked & Global Learning Systems

Sustainable development has an eye for global concerns, resolution of conflict in society, production of an educated population, and so on. Academic and practitioner interest in collaboration lies in the approach towards group work using empathy and honest open communication.  Paideaia and RPL, role modeling, goal setting, self-regulation, situation awareness and monitoring, strategy, focus specific tasks, and embedded learning are naturally occurring outcomes of daily practice.  Instinct is developed and maintained as a transferable skill (e.g. deconstructing prior experience to use knowledge as a base for understanding and identifying problems).  Trust is a crucial element in relationship-building for holisitic development and professional practice.  Identity building processes emerge as a result of role assignment and function, however part of an individuals identity is defined by group performance and achievements.  Role modeling establishes professionalism and pride in successes and function.  Available technology and tools encourage and sustain learning systems.


Four major targets at UNESCO Education for Sustainable Development are:

1. improving quality basic education;
2. reorienting educational programmes;
3. developing public understanding and awareness; and
4. providing training.

Method:
Planning the outline of a community strategy is one that considers a long-term future, and includes all aspects of the environment and unplanned contingencies.  Holistic aspects of learning emphasise the need for empathic behaviour, acceptance of diversity and a willingness to engage in respectful professional distances.  Professional standards are established and adhered to according to best practice guidelines, however speed and accuracy levels are determined by individual practice.  The term literacy includes much more than the ability to read information.  Literacy defines and interprets the metaphysical and is a necessary function in sustaining an educated society.  Individual skill sets and cognitive functioning is thus significant when building communities.  Communication and discourse are vital aspects of interactive collaboration.  Learning trajectories provide a framework for individual structure and objectives.  Social forums and the links made within the community should be regarded as an outcome of unity and collaboration, and not the focus of collective activity.


Paradigm shifts in curriculum and assessment have divulged a pressing need for change and transformation in formal education settings.  Cummulative knowledge has been used by governments to feed national learning cycles.  Somehow curricula needs to find a way for students to express creativity within the sphere of group work in online and f2f communities.


A comprehensive understanding of the ontological and epistemelogical beginning of a problem, compiled with multiple perspectives and alternative solutions leads to a compromise of acceptable contributions from individuals.  Members feel valued even if feedback is negative.  Constructive criticism regulates self-evaluative criteria and in general leads to improved performance.


Universities and vocational institutions are identifying their niche in their approach to teaching education.  Training programs improve performance and methodology of praxis in an evolving loop that sustains and maintains the core knowledge base.  Leadership management is significant in developing trust that is critical to group behaviour and purpose.


Dysfunction:
Senior practitioners may not be current if links to the knowledge base (core of the disicipline) are not maintained.  Sustainability lies in new knowledge that generates ethical practice of wisdom.  Epistemelogical and ontological belief (e.g. the philosophy of individuality) can prevent clarity of function within a global network.


The Earth Charter  sets out fundamental principles:

• To preserve humankind integrity, unity and diversity must be reconciled;
• Recognising others as the foundation of all relationships and all peace;
• Acceptance that the preservation of the common good is indispensable to the exercise of freedom;
• Innovation is not an aim in itself.

Content and responsiveness to education relies on contextual significance to learning (e.g. how much personal meaning an individual can make out of the information provided).  Critical analysis of the situation has produced information that indicates cultural identity correlates significantly with urban concerns (e.g. we are shaped by our environment).


Professional communities of practice organise the delivery of information that have clearly defined standards and objectives (e.g. UNESCO).  Interaction between group and environment is made possible through the use of tools (e.g. technology and language) that promote these objectives.  Knowledge becomes widespread, and re-interpreted according to culture suiting community preference and translated to fit local environments.  Re-conceptualisation of theory feeds praxis.  Individual contribution is the development of established practice.  Best practice design emerges from failure.  Subsequent attempts are regulated by competition.  Intrinsic motivation to succeed defines and sustains effort.