Special Issue "Education and Skills for the Green Economy"
A special issue of Sustainability (ISSN 2071-1050).
Deadline for manuscript submissions: closed (28 February 2014)
Prof. Dr. Stephen Martin
Faculty of Environment and Technology, University of the West of England, Frenchay Campus, Coldharbour Lane, Bristol, BS16 1QY, UK
Interests: technical and vocational skills and the green economy; graduate skills and the green economy; continuing professional development and sustainability
Dr. Andrew McCoshan
Independent Researcher and Consultant
The idea of the green economy has gained prominence mainly because it provides a response to the multiple crises that the world has experienced in recent years, in particular to the climate, food and economic crises. And it offers an alternative prospect of growth while protecting the earth’s eco-systems and, in turn, contributing to poverty alleviation.
In June 2012, the United Nations convened an international conference on sustainable development in Rio, Brazil .Its main themes were: a green economy in the context of sustainable development and poverty eradication and the institutional frameworks for sustainable development. The draft vision for the conference stated clearly and optimistically that” a green economy in the context of sustainable development and poverty eradication should lead inter alia to meeting key global priorities such as food security, more effective water management and access to modern energy supply systems. And lead to improved resilience, public health and sustained, inclusive and equitable growth that generates employment, including for youth.”
In many regions of the world there is a growing and tangible policy focus on economic growth based on building a substantial ‘green economy’. Indeed, the UK and many member states of the European Union are currently highlighting the potential impact of an emerging global ‘green economy’ on the world of work. Efforts to tackle climate change could, for example, result in the creation of millions of new jobs in the coming decades.
There is little doubt that a changing climate will bring fundamental changes to economies and societies and skills will be needed to build adaptive capacity and take adaptive action. Developing this adaptive capacity across society will require research on what skills will be needed in the long term, and will demand a response by schools, colleges, universities and professional associations as well as governments. This special issue will critically assess how the educational and training policy discourse is developing to reflect the opportunities of the green economy and how education and training practice is changing to meet the demands of the emerging green economy in regions of the world.
Prof. Dr Stephen Martin
Dr. Andrew McCoshan
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed Open Access monthly journal published by MDPI.
- The Green Economy
- Education for Sustainable development and the Green Economy
- education and training policy and the Green Economy
Article: A Peaking and Tailing Approach to Education and Curriculum Renewal for Sustainable Development
Sustainability 2014, 6(7), 4181-4199; doi:10.3390/su6074181
Received: 24 March 2014; in revised form: 20 June 2014 / Accepted: 20 June 2014 / Published: 2 July 2014| PDF Full-text (991 KB) | HTML Full-text | XML Full-text
Article: Attitudes toward Sustainability and Green Economy Issues Related to Some Students Learning Their Characteristics: A Preliminary Study
Sustainability 2014, 6(6), 3484-3503; doi:10.3390/su6063484
Received: 21 February 2014; in revised form: 4 April 2014 / Accepted: 7 May 2014 / Published: 28 May 2014| PDF Full-text (285 KB) | HTML Full-text | XML Full-text
Sustainability 2014, 6(5), 2974-2992; doi:10.3390/su6052974
Received: 31 January 2014; in revised form: 6 May 2014 / Accepted: 9 May 2014 / Published: 15 May 2014| PDF Full-text (881 KB) | HTML Full-text | XML Full-text
Article: Laying the Foundation for Transdisciplinary Faculty Collaborations: Actions for a Sustainable Future
Sustainability 2014, 6(5), 2893-2928; doi:10.3390/su6052893
Received: 26 January 2014; in revised form: 30 April 2014 / Accepted: 7 May 2014 / Published: 14 May 2014| PDF Full-text (557 KB) | HTML Full-text | XML Full-text
Article: Lessons Learned from Developing a New Distance-Learning Masters Course in the Green Economy
Sustainability 2014, 6(4), 2118-2132; doi:10.3390/su6042118
Received: 5 February 2014; in revised form: 8 April 2014 / Accepted: 9 April 2014 / Published: 15 April 2014| PDF Full-text (553 KB) | HTML Full-text | XML Full-text
Article: Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students
Sustainability 2013, 5(12), 5135-5152; doi:10.3390/su5125135
Received: 18 October 2013; in revised form: 13 November 2013 / Accepted: 20 November 2013 / Published: 2 December 2013| PDF Full-text (731 KB) | HTML Full-text | XML Full-text
Last update: 23 December 2013