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Education for Sustainable Development at Notre Dame University – Louaize: Environmental Science Curriculum – a Pre-Phase to the Rucas Project on Education for Sustainable Development

100%
Khalaf-Kairouz L.
Discourse and Communication for Sustainable Education
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2012
|
vol. 3
|
issue 1
121-134
EN
The Faculty of Natural and Applied Sciences at Notre Dame University - Louaize, conscious to the need of experts in the emerging field of sustainability and to the role that an educational institution plays for the service of the community, introduced into the university curricula a major in environmental science. This paper will present the programme’s components, goals and implementation. The curriculum encompasses natural, social and managerial sciences, given the interdisciplinary nature of environmental science. Topical courses on water, soil and air pollution, environmental impact assessment and environmental ethics were designed, which integrate theory and practice. The graduates are prepared for managerial, communication and, most importantly, ethical competences to be able to implement best practices in environmental protection and play an active role in the community, especially the public, private, industrial and educational domains. At an inter-faculty level, the programme was successful in offering general education requirements courses on environment, sustainability and ethics, which helped in raising sustainability awareness among the students’ population and strengthened the inter-faculty community relationships. To the present, the main focus of the programme was on education and preparation of graduates for the job market. Research, community outreach and campus sustainability practices need to be further addressed. Therefore, primary efforts should be exerted to improve the outcomes at these domains, especially that the university now joined the international educational programme: RUCAS - Tempus project, which emphasises development and improvements at all the institution sectors.
2

Can Education for Sustainable Development Address Challenges in the Arab Region? Examining Business Students’ attitudes and Competences on Education for Sustainable Development: A Case Study

75%
Kanbar N.
Discourse and Communication for Sustainable Education
|
2012
|
vol. 3
|
issue 1
41-62
EN
The population growth together with the unsustainable consumption pattern is putting increasing stress on the planet’s natural resources. The increasing realisation that humans are harming the environment is taking the form of a global movement intended to change behaviour towards sustainability, now recognised as a framework that links humans to nature. Continuous exploitation of natural systems in the Arab region leads to environmental damages that negatively affect human well-being. This article presents a case study from the Reorient University Curricula to Address Sustainability (RUCAS) Tempus project funded by the European Commission. It highlights the results of an empirical study in the Faculty of Business Administration and Economics (FBAE) at Notre Dame University -Louaize (NDU) in Lebanon. The main objective is to assess the need for education for sustainable development (ESD) through an examination of students’ attitudes and competences with the aim of reorienting university curricula to address sustainability. A framework based on the pillars of learning set by UNESCO was developed to measure ESD attitudes and competences. The main findings reveal the need to reorient university courses to address sustainability issues. Attitudes questions suggest that relatively high numbers of students are not aware of their responsibilities for environmental problems, which imply the necessity for a revised curriculum where courses are restructured to inform students of their responsibility for their environment and the quality of life. The results show that the disciplinary competences are significantly lower than the five pillars of learning (general competences) which indicate that the FBAE needs to reorient its curricula to infuse ESD into its programmes through the development of effective pedagogical approaches, teaching methodologies as well as learning materials.
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