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Abstract— This paper attempts to explore and analyze ramifications of embedding experiential education for sustainable development components into informal learning context through global youth initiatives. Using Philippines, Indonesia, Fiji, Australia, New Zealand and Japan as case studies, the article examined challenges and opportunities in holistically integrating education for sustainability into the SSEAYP and SWY as an informal social learning setting. SSEAYP and SWY are youth programs of Japan for global young leaders promoting mutual understanding and regional cooperation. Utilizing Skype, semi-structured interviews of the main stakeholders of the program, triangulated with secondary sources provided the data for analysis of a qualitative, multiple case study. Results highlighted two identified themes reflecting the challenges and opportunities if ESD is to be incorporated into the youth program namely, stakeholder dynamics: stakeholder role and responsibility, diversity, social network building, investment and social capital; and complexities in understanding Sustainable Development: SD dimensions through discussion topics, language, concept and context, moving from awareness to action, sustainability reporting, standards, monitoring and evaluation mechanisms, and sustainable future from youths′ interest, commitment and vision. The stakeholder approach enabled former participating youths, youth leaders of respective governments and Japanese organizing entities to take actions towards the sustainability of their programs for youth development. SSEAYP and SWY as global youth initiatives present an opportunity to shape sustainability policies in the ASEAN – Asia Pacific region, embrace concepts entrenched in sustainable development, and have an enormous potential to extend frameworks and aspects of action competence leading to education for a sustainable future.
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