The purpose of this study was to explore the impressions of faculty in Bahir Dar University (BDU) about the institutional accomplishments of United Nations Decade of Education for Sustainable Development (2005-2014). For the purpose, a descriptive survey design was employed. Data was collected using a Sustainability Assessment Questionnaire (SAQ) for Colleges and Universities (U L S F, 2009.) after making proper level adaptations. Findings show that though the achievements in sustainability since now are at relevant level of start, the current level of impressions of the faculty of Bahir Dar University towards the accomplishments of UN Decade of Education for Sustainable Development varies across the Dimensions i.e. Curriculum, Research and Scholarship; Operations; Faculty and Staff Development and Rewards; Outreach and Service; Student Opportunities; and Administration, Mission and Planning. Therefore, the practical implications of the findings suggest to increase the depth and breadth of sustainability-related efforts in BDU by giving equal level of attention across the seven critical dimensions of higher education roles and to be further reinforced by organizing responsible offices at the university level, by prioritizing activities through planned measures, and by allocating sufficient budget, if BDU is to continue its commitment for the success of UNDESD.
The United Nations General Assembly (UNGA) declared the Decade of Education for Sustainable Development (DESD). Marked by the years 2005 to 2014, the DESD encompasses a global vision where everyone has the opportunity to benefit from education and learning that motivates societal change towards a sustainable future (UNESCO, 2005b). In particular, Chapter 36 of Agenda 21 acknowledges the four major thrusts of education on which to focus ESD activities during the Decade: improving access to quality basic education; reorienting existing education programmes; developing public understanding and awareness; and providing training.
Table of Contents
1. Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Delimitation of the Study
1.6 Limitation of the Study
1.7 Operational Definitions
2. Review of Related Literature
2.1 Sustainable Development
2.2 Education for Sustainable Development
2.3. UNDESD in Higher Education
3. Research Methodology and Design
3.1. Research Methodology
3.2. Research Design
3.3. Target population, Sample Size and Sampling Techniques
3.4. Data Collection Instruments
3.5. Data Analysis
4. Analysis and Interpretation of Data
4.1. The Current Level of Impression of the Faculty of BDU towards the Accomplishments of UNDESD acrossthe Dimensions
4.2 Visibility of Concern for and Commitment to Sustainability on Campus
4.3 Perceived Barriers in Mainstreaming Sustainability in BDU
5. Summary of Findings and Recommendations
5.1. Summary of Findings
5.2 Implications for Practice
Research Objectives and Thematic Focus
This study explores the impressions of faculty members at Bahir Dar University regarding the institution's accomplishments during the United Nations Decade of Education for Sustainable Development (2005-2014). It aims to identify the level of attention given to sustainability across seven critical dimensions of higher education and to uncover perceived barriers to these efforts.
- Institutional progress in implementing sustainability initiatives.
- Integration of sustainability into curricula and research activities.
- Operational practices and campus commitment to environmental goals.
- Faculty and student opportunities for engagement in sustainability.
- Organizational barriers and recommendations for future advancement.
Excerpt from the Book
1.1 Background of the Study
The United Nations General Assembly (UNGA) declared the Decade of Education for Sustainable Development (DESD) during its 57th Session on 20 December 2002 (Ketlhoiwe, 2010). Marked by the years 2005 to 2014, the DESD encompasses a global vision where everyone has the opportunity to benefit from education and learning that motivates societal change towards a sustainable future (UNESCO, 2005b). In particular, Chapter 36 of Agenda 21 acknowledges the four major thrusts of education on which to focus ESD activities during the Decade: improving access to quality basic education; reorienting existing education programmes; developing public understanding and awareness; and providing training.
The overall goal of the Decade of Education for Sustainable Development (DESD) is to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. This educational effort will encourage changes in behavior that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations” (UNESCO 2005).
For the realization of these goals, governments are encouraged to incorporate ESD within education systems, strategies and development plans. UNESCO (2005) describes ESD as striving to promote sustainable development through four thrusts. These thrusts include: Promoting and improving quality education to share knowledge, skills and values throughout a lifetime of learning in such a way that it supports citizens to lead sustainable livelihoods; Re-orienting education programs from pre-school to universities. Emphasis lies on re-orienting curricula, as opposed to developing new curricula, to encourage content and pedagogy that support sustainable development with clear focus on developing the knowledge, skills, values and perspectives associated with change for a sustainable future; Building public understanding and awareness through community education, including informal education through media; and Providing practical training to businesses, institutions and civil society to build the capacity to carry out sustainable practices at the local, provincial and national levels.
Chapter Summaries
1. Introduction: Outlines the background of the UN Decade of Education for Sustainable Development and defines the scope, significance, and research questions of the study.
2. Review of Related Literature: Examines concepts of sustainable development and education, focusing on international declarations and the roles of higher education institutions.
3. Research Methodology and Design: Details the descriptive survey design, sampling techniques, and data collection instruments utilized to assess faculty impressions.
4. Analysis and Interpretation of Data: Presents and discusses the survey findings regarding curriculum, research, operational practices, and institutional barriers.
5. Summary of Findings and Recommendations: Synthesizes the core research findings and provides practical implications for enhancing sustainability at Bahir Dar University.
Keywords
Implementation, United Nations, Decade, Education, Sustainable Development, Bahir Dar University, Faculty, Impressions, Curriculum, Research, Operations, Sustainability, Higher Education, Environment, Assessment
Frequently Asked Questions
What is the core focus of this research?
The study investigates the institutional accomplishments of Bahir Dar University concerning the UN Decade of Education for Sustainable Development (2005-2014) from the perspective of its faculty.
What are the primary thematic fields covered?
The research examines seven critical dimensions: curriculum, research and scholarship, operations, faculty and staff development, outreach and service, student opportunities, and administration/planning.
What is the main research objective?
The objective is to explore faculty impressions regarding these accomplishments, identify the degree of attention given to sustainability, and highlight existing problems or barriers.
Which methodology was employed for this study?
A descriptive survey design was used, involving a quantitative approach and the adaptation of the Sustainability Assessment Questionnaire (SAQ).
What content is addressed in the main analysis?
The analysis covers the current level of faculty impressions, the visibility of campus sustainability commitments, and the specific barriers encountered in mainstreaming these initiatives.
Which key terms characterize this research?
The research is defined by terms such as Sustainable Development, Faculty Impressions, Higher Education, and Institutional Implementation.
How are sustainability topics currently integrated at Bahir Dar University?
The study finds that sustainability topics are woven into various courses at different levels, though there is a lack of cohesive, university-wide organizational structures for sustainability.
What are the major barriers to mainstreaming sustainability identified by the faculty?
Faculty members reported limited institutional drive, lack of specific sustainability plans, overcrowded curricula, and insufficient budget as primary obstacles.
What does the study suggest for future improvements?
The study recommends giving equal attention to all seven critical dimensions, establishing a dedicated sustainability office at the university level, and prioritizing activities through structured planning.
What is the conclusion regarding institutional commitment?
While the university has made an encouraging start, the study concludes that further reinforcement and budgetary support are necessary to sustain the commitment to UNDESD goals.
- Arbeit zitieren
- Jerusalem Yibeltal Yizengaw (Autor:in), Asnake Tarekegn Nigussie (Autor:in), 2020, The Implementation of United Nations Decade of Education for Sustainable Development (2005-2014) in Bahir Dar University. Faculty Impressions, München, GRIN Verlag, https://www.grin.com/document/583638
