|Published online: December 14, 2015||$US5.00|
Effective implementation of education for sustainable development faces many challenges such as curriculum overload, limited staff awareness and expertise, and a lack of human and financial resources, particularly in developing countries like Vietnam. This paper examines the compensatory contribution of non-formal ESD conducted by diverse stakeholders in a Vietnamese teacher training institution, Danang University of Education. Results from student focus-group discussions suggest that non-formal education provides student teachers with opportunities for improving their knowledge of sustainability through interactive learning. Analysis of the role of non-formal educators, including NGOs, the Youth Union, environmental clubs, and foreign educational institutions, indicates that despite possessing sustainability expertise, NGOs have an unequal position compared to foreign educational institutions and the Youth Union, and that collaboration between stakeholders is weak. The authors thus propose a framework to strengthen connections between Danang University of Education and other stakeholders that can provide a model for utilizing outside funding and human resources to promote ESD in teacher training across developing countries.
|Keywords:||Education for Sustainable Development, Non-formal Education, Danang University of Education, Collaboration|
The International Journal of Sustainability Education, Volume 11, Issue 4, December 2015, pp.1-20. Article: Print (Spiral Bound). Published online: December 14, 2015 (Article: Electronic (PDF File; 848.147KB)).
Doctoral Candidate, Environmental Education Laboratory, Graduate School of Global Environmental Studies, Kyoto University, Kyoto City, Japan
Associate Professor, Environmental Education Laboratory, Graduate School of Global Environmental Studies, Kyoto University, Kyoto City, Japan