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Record Nr. |
UNINA9910631090503321 |
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Titolo |
Management and leadership for a sustainable Africa . Volume 3 : educating for sustainability outcomes. / / edited by Kemi Ogunyemi, Oreva Atanya, Vanessa Burgal |
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Pubbl/distr/stampa |
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Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
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©2022 |
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ISBN |
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Descrizione fisica |
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1 online resource (236 pages) |
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Collana |
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Palgrave Studies in African Leadership |
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Disciplina |
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Soggetti |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Intro -- Foreword -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- List of Figures -- List of Tables -- 1 Educating Leaders in Responsibility for Sustainability Outcomes: What Do We Mean -- Introduction -- Sustainable Trends and Agendas -- An African Conception of Leadership and Responsibility -- Educating Leaders -- References -- 2 Education for Sustainable Development (ESD) in Egypt: An Interpretivist Analysis of Teaching and Pedagogy in Higher Education Institutions (HEIs) -- Introduction -- Literature Review -- Sustainability Conceptualization -- Education for Sustainable Development -- ESD and Higher Education -- The Context of ESD in Egypt -- Pedagogies of ESD -- Challenges and Opportunities of ESD -- Methodology -- Results and Discussion -- Conclusion and Implications -- Recommendations -- Directions for Future Research -- Appendix A: Curricular Level References -- Appendix B: Community Service Level References -- Appendix C: Institutional Level References -- References -- 3 Leading with Purpose for Education for Sustainable Development: Field Trips in Language Teacher Education -- Introduction -- United Nations and Sustainable Development -- Education for Sustainable Development -- ESD Leadership in Teacher Education Institutions (TEIs) -- Mauritius Institute of Education and ESD -- ESD Initiative in the English Department: Language-Oriented Field Trips -- Background Information |
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on the Research -- Data Collection -- Experiential Learning Theory -- Benefits and Challenges of Field Trips -- Field Trips in Teacher Education Institutions -- Research Findings -- Conclusions -- Recommendations and Directions for Future Research -- References -- 4 Introducing Ecopoetry in Teacher Education to Promote Sustainable Education at Lower Secondary Level in Mauritius -- Introduction. |
How Eco-Ethical Leadership is embedded in the Literature Didactic Module in a B.Ed Programme -- Use Ecocriticism and Literary Texts as Cross-Curricular Resources for the Teaching of the General Paper -- Introducing Trainee-Teachers to the Teaching of Ecopoetry at Lower Secondary Level -- How Literature Contributes to Sustainable Education at Lower Secondary Level -- What is Ecopoetry? -- Why Use Ecopoetry? -- Three Ways of Teaching of Ecopoetry to Promote Eco-Ethical Leadership in Trainee-Teachers -- Observations based on a Pilot Implementation -- Conclusion and Recommendations -- References -- 5 Raising Sustainability Awareness at the Grassroots -- Introduction -- Creating Awareness at the Grassroots Using Unilever's Examples -- Examining Change Management to Sustainability -- Creating a Purpose Driven Concept for Supporting Sustainability -- Awareness at the Grassroots: Communication Media -- Conclusion and Recommendations -- References -- 6 Importance of Communicating Sustainability to the Entire Value Chain -- Introduction -- Importance of Educating People on Sustainability -- How Lack of Awareness About Sustainability Has Impacted Our Continent Negatively -- Identifying Stakeholders in the Value Chain -- The Role of Government and Corporate Organizations -- The Role of Individuals, NGOs/CSOs and the Media -- Conclusion -- References -- 7 Best Practices in Communications to Support Circular Economy Adoption -- Introduction -- Communications Theory: Sustainability and Behaviour Change -- Government and Business to Consumer (G/B2C) -- Awareness-Understanding-Commitment Framework -- Framing, Discourse, and Story-Telling -- Commitment to Change Model -- Business to Business and Government (B2B/G) -- 3A Model -- Government Communication: Government to Business (G2B) -- A Comparative Analysis of Cities: Lagos and London. |
London, Lagos, and Other Cities -- London -- Lagos -- Best Practices -- Business Models -- Cities -- Waste -- Infrastructure -- People -- Stakeholders -- The Role of Communications -- Communications Best Practice -- Government/Business to Consumer (G/B2C) -- Communications Framework -- Media Model -- Business to Business/Government (B2B/G) -- Communications Framework -- Media Model -- Government to Business (G2B) -- Communications Framework -- Media Model -- Conclusions and Recommendations -- Appendix -- References -- 8 Training Executives and Policymakers on the Need to Integrate Sustainability into Decision Making -- Introduction -- Business Case for Sustainability -- Policy Framework for Sustainability -- Sustainability Standards -- Key Regulations Governing Sustainability in Some African Countries -- South Africa -- Kenya -- Nigeria -- Ghana -- Are Policymakers Doing Enough? -- Integrating Sustainability at Different Stages of Business Growth -- A Look at Wecyclers and Sahara Group -- WeCylcers -- Sahara Group -- Creating an Organizational Appetite for Sustainability -- Investec -- Stepping up to Sustainability Challenges -- IHS Towers -- Enhanced Governance and Accountability Measures -- Access Bank Plc -- Training for the Sustainability Ecosystem -- Policymakers -- GRI Guide for Policymakers -- Company Boards -- Senior Company Leaders -- Dangote Cement Plc -- Employees -- Oando Plc -- Case: Dangote Sustainability Champions Training Program -- Media -- Business |
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and Industry Associations -- Training to Support Company Policymakers -- Onboarding for New Directors -- Board Training on Material Sustainability Issues -- Executive Training Courses -- Certifications in Sustainability -- Setting Sustainability in Motion -- References. |
9 Ensuring Sustainability in Education Amidst the Twenty-First-Century Uncertainties: A Case Study on Educators' Readiness for Remote Teaching of Chemistry -- Introduction -- Ensuring Sustainable Educational Outcomes During and After a Global Pandemic in Mauritius -- The Need to Ensure Educational Continuity by Tackling the Emergent Technical and Adaptive Challenges in the Mauritian Educational Context -- Emergency Remote Teaching -- Emergency Remote Teaching in Secondary School Settings -- Aims of this Chapter and the Research Questions -- Theoretical Framework -- Methodology -- Results and Discussions -- The Predominance of Affective Factors in Problematising or in Enhancing Educators' Readiness for Remote Teaching -- Chemistry Educators' Comfort with Reconfigured Teaching -- Chemistry Educators' Willingness to Learn New Things -- Educators' Attitude to the Importance of Chemistry Remote Teaching Competencies -- Pedagogical Competencies, Time Management and Student Attention as Key Challenges to Overcome in Promoting Sustainable Educational Outcomes in Chemistry Education -- The Need to Develop Specific Pedagogical Competencies in Line with the Multiple Theoretical and Practical Demands of Chemistry Teaching to Ensure Sustainable Educational Outcomes -- Managing Time and Student Attention During Emergency Remote Teaching to Promote Sustainable Chemistry Educational Outcomes -- Conclusions -- Recommendations -- The Need for Centralised Data and Information Infrastructure and for Community Leadership to Ensure Educational Continuity -- Integration of Digital Learning Technologies of Science to Promote Sustainability in Chemistry Education -- Developing Professional Learning Networks for Educators to Promote Self and Peer-Directed Learning. |
Researching Educators' Readiness to Remote Teaching Based on Their Perception of the Institutional Support Provided to Promote Sustainable Chemistry Educational Outcomes -- References -- 10 Educating Africa for Sustainability-A Leadership Responsibility -- Introduction: The Concept of ESD -- ESD and ESD in Africa -- Formal ESD-In the Classroom -- Informal ESD-Beyond the Classroom -- Obstacle(s) to ESD in Africa -- Leadership for ESDA -- ESDA Recommendations for Responsible Leaders -- Public Sector Leaders -- Private Sector Leaders -- Communicating (Educating About) Sustainability (Outside the Classroom) -- Communicating (Educating About) Sustainability (in the Classroom) -- Communicating (Educating) Sustainably -- How to Achieve ESDA? -- Conclusion -- References -- Index. |
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