By Peter Willis, Stephen Mckenzie, Roger Harris
Rethinking a Sustainable Society Alan Mayne the realm has already handed the halfway aspect for attaining through 2015 the 8 Millennium improvement targets for a “more peaceable, filthy rich and simply international” that have been set through the United countries within the wake of its inspirational Millennium Dec- 1 laration in 2000. those targets diversity from struggling with poverty, starvation, and ailment, to empowering girls, and making sure environmental sustainability. notwithstanding Ban Ki-Moon, the United international locations Secretary-General, conceded in 2007 that growth so far has been combined. in the course of 2008 the top of the United international locations international nutrition P- gramme suggested that a result of surge in global commodity costs this system had insuf?cient cash to stave off international malnutrition, and the realm well-being Or- nization warned of an international challenge in water and sanitation. miserable information bills collect approximately possibilities neglected to accomplish a fairer international order and ecolo- calsustainability:themanipulationofelectionresultsinAfrica,humanrightsabuses in China, 4000 americans lifeless and one other kingdom torn aside by means of a mindless and persistent struggle in Iraq, and weasel phrases via the world’s political management within the lead-up to negotiations for a weather swap deal in 2009 that's alleged to stabilize international carbon dioxide emissions. it's transparent that the parameters of the debates that force revolutionary coverage switch urgently require repositioning and energizing. As is proven via the individuals to Rethinking paintings and studying, specialists within the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess.
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Additional info for Rethinking Work and Learning: Adult and Vocational Education for Social Sustainability (Technical and Vocational Education and Training: Issues, Concerns and Prospects)
The wide view of resources and abilities in the concept of sustainable livelihoods raises questions about the traditional “person–job” relationship that forms the foundation of many approaches to VET. While education, particularly VET, has important roles in developing the social, human, and physical capital needed for a sustainable livelihood, it is perhaps a very different form of VET that is required (see Lawrence and Tate, 1997). This makes it imperative to ensure that young people receive the best education possible to prepare them for a life of productive employment—and to have the entrepreneurial skills not only to develop work opportunities for themselves and others but also the commitment and initiative to contribute to the social, economic, and environmental well-being of their communities.
Central to the development of knowledge, skills, and attitudes for social sustainability, she argues, are the abilities r r r r r r to work by oneself and with others in teams, with integrity and honor, with honesty, punctuality, and responsibility; to adapt to varying situations; to know and understand problems and issues; to work out solutions creatively; to resolve conflicts peacefully; to have a good grasp of the reality of the world, of oneself, and of others; to possess some general knowledge with specialization in some field or area of work; and to continue learning and pursue lifelong education in a learning society.
I was surprised, enchanted, and disappointed. Although not admitting it consciously to myself, I had hoped to learn how to replicate something of Maxine’s pedagogic technique in my own work. My expectations were not directly met since Maxine’s pedagogy is not a formal structured technique but more a kind of embodied and infectious dialogic life stance. My learning agenda shifted in the course of the program and under its influence and I later realized that I had dismissed ideas of copying her technique in the interest of being part of her dialogic project.