Sustainability education is a comparatively new component of early childhood care and education. It has emerged in response to growing concerns about the state of humanity and the planet on which we depend, and in recognition of the early years as foundational in the establishment of dispositions related to ways of knowing, being, doing, and relating. Such dispositions can reflect key aspects of caring, learning, and acting in accordance to values that are life-enhancing for people and planet. UNESCO definitions of sustainability education recognize the interconnectedness of social, cultural, ecological, and economic justice as key dimensions in generating a world that sustains both human and more-than-human diversity. Sustainability education within the field of early childhood education similarly reflects the consideration that young children and their families are agentic and can act in ways that reflect a commitment to social justice and to protect planetary biodiversity at their local levels, as well as advocate for political changes in service of local and global well-being, such as policies to reduce greenhouse gas emissions. UNESCO, as the lead United Nations agency for education, science, and culture, has been mandated to lead education for sustainability since the World Summit on Sustainable Development (WSSD) in Johannesburg in 2002. Within UNESCO discourse, the terminology used is \u201cEducation for Sustainable Development\u201d in recognition of the tensions that exist between the \u201cdeveloped\u201d and \u201cdeveloping\u201d nations in that the former are over-utilizing the resources of the earth in an unsustainable manner, while many in the majority world struggle to live in ways that maintain their well-being. The current United Nations Sustainable Development Goals outline a program intended to address seventeen key areas, which include poverty, hunger, health and well-being, education, gender equality, life on land and in the water, climate action, and sustainable cities and communities. Goal 4.7 recognizes they key role that education plays in furthering the entire SDG agenda: \u201cTarget 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture\u2019s contribution to sustainable development\u201d (UNESCO 2017, p. 7, cited under UNESCO Guiding Documents). This signals that all educators, from the early years and beyond, should incorporate such key focuses within the programs they offer. Beginning with some key UNESCO documents, the sections below cover some key texts and articles that provide guidance for sustainability education in early childhood settings.<\/p>","DOI":"10.1093\/obo\/9780199756810-0275","type":"reference-entry","created":{"date-parts":[[2021,5,25]],"date-time":"2021-05-25T07:37:56Z","timestamp":1621928276000},"source":"Crossref","is-referenced-by-count":0,"title":["Sustainability Education in Early Childhood Education"],"prefix":"10.1093","member":"286","published-online":{"date-parts":[[2021,5,26]]},"container-title":["Education"],"original-title":["Sustainability Education in Early Childhood Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:40:48Z","timestamp":1632426048000},"score":7.256607,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0275.xml"}},"issued":{"date-parts":[[2021,5,26]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0275","published":{"date-parts":[[2021,5,26]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T09:47:26Z","timestamp":1714729646624},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Open education expands access to learning resources, tools, and research through collaboration and connection in a flexible learning framework that removes technical, legal, and financial barriers so that learners can share and adapt content to build upon existing knowledge. The foundation of \u201copen education\u201d first emerged in England when the Oxford Extension Movement was established in 1878 to provide education to the general masses. Following the success of these extension centers, the US Congress passed the Smith-Lever Act in 1914 to create a system of cooperative extension services connected to land grant universities. These extension cooperatives provided courses in agriculture, administrative policy, economics, and other subjects at little or no cost. Participants were given flexibility to direct their own learning by accessing instructional materials as they needed. In the late 1960s, theories regarding the value of this self-directed learning began to transform traditional classroom practice and again, interest in open learning gained popularity. By 1969, Prime Minister Harold Wilson garnered support to establish the British Open University, which globalized education through television and radio instruction. During the 1970s, even though open learning practices were favored in K-12 schools, ongoing criticism redirected educators back to standardized teaching methods. In the 1980s, the invention of the Wide World Web (1989) led to the creation of applications and networks that could deliver web-based education. The development of online \u201csocial\u201d networks fostered the expansion of collaborative projects such as Wikipedia (2001) and the Budapest Open Access Initiative (2001), which broadened the educational landscape to support barrier-free learning. The emergence of online participatory platforms enabled several leading academic institutions who had been using web-based applications to curate and share their learning materials. The Massachusetts Institute of Technology (MIT) created the MIT Open Courseware Project (2002), which led to the creation of massive open online courses (MOOCs). As educators worked together on the development of open educational content, the Cape Town Open Education Declaration (2009) was written as a statement to promote the use of open resources and open teaching practices in education. This declaration catalyzed further emphasis of Open Educational Resources (OERs), which included freely adaptable textbooks, journals, and open data projects. To share these resources, instructional repositories such as MERLOT and the OER Commons evolved. Open repositories enable educators to find instructional materials they can adopt, adapt, and create without financial or legal constraints. In some cases, OER projects focus on a disciplinary area such as digital humanities, open science, and open courses. To protect the rights of content creators, Creative Commons licenses assist with the attribution of these resources. The expansion of the open education movement has also prompted new explorations into open educational practices (OEP) to include mobile learning, personalized learning, and other open pedagogies. In 2012, the World OER Congress published the UNESCO OER Declaration, which states that \u201ceveryone has the right to education.\u201d This statement reflects the foundation of open education.<\/p>","DOI":"10.1093\/obo\/9780199756810-0284","type":"reference-entry","created":{"date-parts":[[2021,8,24]],"date-time":"2021-08-24T07:20:10Z","timestamp":1629789610000},"source":"Crossref","is-referenced-by-count":0,"title":["Open Education"],"prefix":"10.1093","member":"286","published-online":{"date-parts":[[2021,8,25]]},"container-title":["Education"],"original-title":["Open Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:44:01Z","timestamp":1632426241000},"score":7.2090864,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0284.xml"}},"issued":{"date-parts":[[2021,8,25]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0284","published":{"date-parts":[[2021,8,25]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T09:47:05Z","timestamp":1714729625571},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
The financing of higher (or tertiary) education deals with issues of resourcing (i.e., funding) higher education institutions, their students, and their (academic and nonacademic) staff. The study of higher education finance covers the sources of funding for higher education (including the balance between public and private funds) as well as the uses of those funds (for education, research, student support, infrastructure, staffing, campus development, etc.). The management of funds is essentially a study of choice\u2014about using scarce resources to achieve often-conflicting goals\u2014which implies that it also extends to issues of priority setting, effectiveness, and efficiency. In many ways, these are questions of a political-economic nature. With higher education being such a large part of the public sector, the study of higher education finance, on the one hand, may be seen as part of public finance, while on the other hand, as a subfield of the economics of education. In times of shrinking public budgets, there is increasing scrutiny on how public resources for higher education are allocated and used. At the national (country, state) level, reforms in educational financing are frequently debated in policy circles, with the goal of identifying the funding mechanism that produces the best outcomes in terms of guaranteeing access for students, high-quality education, and high-quality research, as well as connecting this education and research to the needs of society. At the level of the higher education institution (i.e., university, college, or specialized institution), debates will often focus on the internal budgeting system and how the institution can make sure it runs its operations in a financially sound way in the short term, with sufficient incentives for efficiency and revenue generation, as well as incentives for innovation on the mid- to long term. All of this illustrates the many trade-offs and dilemmas that appear in the study of higher education finance. It also shows that the topic of higher education finance touches on many other research fields in higher education, including, for example, governance, privatization, and student financial aid. And given the political-economic nature of these issues, many conceptual approaches used for the study of higher education finance are imported from economics, political science, public administration, public policy, or organizational studies. Because the field of higher education finance is constantly evolving, the topics that are at the forefront of scholarly research are to be found primarily in academic journals. The themes covered in the study of higher education finance deal with some of the above-mentioned major trade-offs and dilemmas. After first presenting some of the general-overview works in higher education finance, this article will cover some of these themes touching on the most-important policy debates in higher education finance.<\/p>","DOI":"10.1093\/obo\/9780199756810-0260","type":"reference-entry","created":{"date-parts":[[2020,11,24]],"date-time":"2020-11-24T05:35:30Z","timestamp":1606196130000},"source":"Crossref","is-referenced-by-count":0,"title":["Higher Education Finance"],"prefix":"10.1093","author":[{"given":"Ben","family":"Jongbloed","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2020,11,24]]},"container-title":["Education"],"original-title":["Higher Education Finance"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:38:27Z","timestamp":1632425907000},"score":7.046311,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0260.xml"}},"issued":{"date-parts":[[2020,11,24]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0260","published":{"date-parts":[[2020,11,24]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T09:47:02Z","timestamp":1714729622120},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
\u2018Future-focused education\u2019 is not an easily definable or coherent body of knowledge. It is best described as an emerging cluster of ideas, beliefs, theories, and practices drawn from many sources, within and outside education, that are mobilized in different ways to support different purposes. The unifying idea, if there is one, is the contention that major change is needed in education if it is to meet future needs. However, there is little consensus on what these needs are or how they are best met. Educationists started to talk about future-focused education thirty or forty years ago, but although we use many new words, our education systems have not changed very much. In today\u2019s context, future-focused education work has several very different strands. In one influential strand, education\u2019s links to work and the economy are foregrounded. This work emphasizes the skills people need to participate\u2014and drive economic growth\u2014in today\u2019s knowledge-based, networked economies, and argues that education\u2019s purpose is to develop them. These skills are many and varied. In some work they are called the \u201c4Cs\u201d: creativity, critical thinking, collaboration and communication. But references to a range of other \u2018soft\u2019 skills\u2014 for example, innovation, agility, entrepreneurship, digital literacy, and design thinking\u2014are common. Learning is also emphasized: Education\u2019s primary purpose is to foster \u2018learning skills\u2019 and the \u2018disposition\u2019 for independent, lifelong learning. Other strands of future-focused education work are strongly critical of the focus on work skills and learning. For some educationists, this focus is linked with, and driven by, the demands of global capitalism, not by educational considerations. Others say that it is based on impoverished views of both education and the future. Educational futurists argue that major change is needed to build the higher-order, more \u2018evolved\u2019 forms of thinking everyone needs to function well in a world characterized by uncertainty and complexity. In other strands, educationists explore how changes in the meaning and use of knowledge, increased cultural diversity, and the sustainability movement strongly challenge prevailing notions of curriculum. Others have worked on reorienting traditional curriculum content to be not an end in itself but a context for building \u201clearning power\u201d and the \u201cC-skills\u201d of creativity, critical thinking, collaboration, innovation, and so on. In policy contexts, future-focused education is rhetorically linked to many other concepts, including personalization, inclusion, school-community partnerships, sustainability, citizenship, enterprise, digital literacies, computational thinking, innovative learning environments, and competencies. For space reasons, not all of these concepts are covered here.<\/p>","DOI":"10.1093\/obo\/9780199756810-0258","type":"reference-entry","created":{"date-parts":[[2020,10,28]],"date-time":"2020-10-28T05:57:11Z","timestamp":1603864631000},"source":"Crossref","is-referenced-by-count":1,"title":["Future-Focused Education"],"prefix":"10.1093","author":[{"given":"Jane","family":"Gilbert","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2020,10,28]]},"container-title":["Education"],"original-title":["Future-Focused Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:37:02Z","timestamp":1632425822000},"score":7.0383596,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0258.xml"}},"issued":{"date-parts":[[2020,10,28]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0258","published":{"date-parts":[[2020,10,28]]}},{"indexed":{"date-parts":[[2026,1,5]],"date-time":"2026-01-05T07:32:59Z","timestamp":1767598379389},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Citizenship education can be defined as educational theory and practice concerned with promoting a desired kind of citizenship in a given society. Citizenship is a contested concept that refers to membership in a political community. This membership has different dimensions that can be characterized as status, identity, and participation. Each dimension presents different challenges to citizenship education, and thus creates different understandings of what citizenship education is all about. The first relates to the formal status that differentiates between members and nonmembers and defines the rights and responsibilities that the members have toward the community. Education in this respect is about knowledge and skills that citizens need to learn in order to be able to understand their status and to use the rights and fulfill the responsibilities attached to it. One particular form of citizenship education involves the civics courses offered to immigrants, especially if they are applying for formal citizenship status. The second dimension, identity, refers to feelings of belonging and togetherness among the members of the community. Education in this area aims at supporting these feelings as well as loyalty and solidarity toward the community. Historically, citizenship education has intertwined with national education. The third dimension, participation, is, on one hand, about civic virtues\u2014what are the desired behaviors and attitudes of good citizens\u2014and, on the other hand, about agency\u2014what amount of critical reflection, engagement, and independent action is expected. This is probably the most obvious area of citizenship education: to support the development of abilities and attitudes so that citizens are able and willing to participate in the society in a desired manner. However, different political ideologies contain different perceptions of what a good citizen is like, and embody different perceptions of the implementation of citizenship education in practice. Citizenship education is tightly connected to different ideals of citizenship, and more generally of human nature and good life. Thus, citizenship education is loaded with normative conceptions and differing educational ambitions. Moreover, the term \u201ccitizenship education\u201d involves various country-specific features that are related to national educational, political, social, and cultural systems. In many countries, such as the UK, the US, Spain, France, etc., the term and its variants refer to a subject that is taught in schools. However, in the big picture, citizenship education is not reduced only to school education. It can take place in the contexts of formal, nonformal, and informal education. Formal education refers first and foremost to schools, where citizenship education is implemented primarily in accordance with the curriculum. Nonformal citizenship education takes place in the framework of out-of-school youth work, liberal adult education, and other contexts of activities based on voluntary participation. Informal citizenship education happens in the everyday life within the family and outside of home in mutual coexistence, interaction, and peer learning. In these different educational contexts, citizenship education is understood and practiced in very versatile forms. In this bibliography, we will only use literature in the English language, which somewhat limits the variation in the use of the term \u201ccitizenship education.\u201d We are aware that the limitation to English-language literature excludes many significant publications on the subject that are not available in English. However, we think this is justified in a bibliography intended for the international community of scholars. We are also aware of the multitude of related concepts, such as civic, political, and democratic education, which are partly synonymous with citizenship education and partly act as specifying determinants. In our reflection on how to use the term \u201ccitizenship education,\u201d we have concluded to use it as a wide concept that refers to a particular but functionally complex field of education. Thus, this bibliography presents literature addressing various related concepts, all referring to this wide field and function of education that takes place within and beyond schools and concerns all ages: education of the members of political communities based on different political orders\u2014i.e., education of the citizens.<\/p>","DOI":"10.1093\/obo\/9780199756810-0298","type":"reference-entry","created":{"date-parts":[[2023,2,20]],"date-time":"2023-02-20T06:23:25Z","timestamp":1676874205000},"source":"Crossref","is-referenced-by-count":1,"title":["Citizenship Education"],"prefix":"10.1093","author":[{"given":"Juha","family":"H\u00e4m\u00e4l\u00e4inen","sequence":"first","affiliation":[]},{"given":"Elina","family":"Nivala","sequence":"additional","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2023,2,21]]},"container-title":["Education"],"original-title":["Citizenship Education"],"language":"en","deposited":{"date-parts":[[2023,2,20]],"date-time":"2023-02-20T06:23:25Z","timestamp":1676874205000},"score":7.035247,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/display\/document\/obo-9780199756810\/obo-9780199756810-0298.xml"}},"issued":{"date-parts":[[2023,2,21]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0298","published":{"date-parts":[[2023,2,21]]}},{"indexed":{"date-parts":[[2026,1,14]],"date-time":"2026-01-14T14:59:49Z","timestamp":1768402789503,"version":"3.49.0"},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Education for Sustainable Development (ESD) is a concept referring to all teaching, learning and capacity building that seeks to develop a citizenry that can live more sustainably on the Earth. It focuses on learning processes and learning environments that can foster the qualities and competencies people need to contribute to more sustainable forms of being. Typically these qualities and related competencies include being caring, mindful, respectful, compassionate, and critical in the way we relate to each other to people elsewhere and future generations, but also to other species; systems thinking; dealing with uncertainty and (eco)anxiety; moral reasoning; anticipatory thinking; and the ability to make change. Within the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, ESD became a component of one of the seventeen Sustainable Development Goals (SDGs): SDG 4 \u2018Quality Education.\u2019 Newly emerging strands in the context of ESD, also seeking to transcend ESD, include a critical transgressive strand emphasizing the important of not just developing agency and competence that citizens need to learn to live equitably and meaningfully within planetary boundaries, but also helping learners in critiquing and changing or even disrupting structures and systems that normalize unsustainability. Another emerging strand is a posthuman, relational strand that emphasizes the importance of decentering the human and becoming aware of our inevitable entanglement with nature and other species. While receiving much attention in international governance and policy contexts, enactment of ESD in practice lags behind, in part due to different priorities in education at the country level and a lack of understanding of its meaning and its potential significance in reforming education and learning in times of global sustainability challenges. At the same time some scholars critique ESD for being overly instrumental, anthropocentric, and having colonizing tendencies that ignore Indigenous and local perspectives on both education and sustainability.<\/p>","DOI":"10.1093\/obo\/9780199756810-0280","type":"reference-entry","created":{"date-parts":[[2021,5,25]],"date-time":"2021-05-25T07:38:20Z","timestamp":1621928300000},"source":"Crossref","is-referenced-by-count":3,"title":["Education for Sustainable Development"],"prefix":"10.1093","member":"286","published-online":{"date-parts":[[2021,5,26]]},"container-title":["Education"],"original-title":["Education for Sustainable Development"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:40:57Z","timestamp":1632426057000},"score":7.034771,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0280.xml"}},"issued":{"date-parts":[[2021,5,26]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0280","published":{"date-parts":[[2021,5,26]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T10:22:00Z","timestamp":1714731720467},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Online education is considered the latest generation in the practice of distance education. As described by professionals in the field, distance education is a form of teaching and learning characterized by the physical separation of student from teacher and from other students. In distance education, teaching and learning is always mediated by technology. The goal of technology has always been to decrease the distance between learners and teachers and to make education accessible. In online education, distance education teaching and learning is mediated by Internet technology. In its earliest days, distance education was accomplished using the postal system. This paper-based distance education model gave rise to the term \u201ccorrespondence school.\u201d This was used to describe vocational and technical schools using distance education as their primary means of instruction. Higher education institutions using this mode of instruction were designated \u201copen universities.\u201d As technology changed over the years, so did the means of instruction in distance education. Newer technologies were employed to bridge the physical distance. Increased use of television, radio, audio and video cassettes and video conferencing for instruction were some of the major technological shifts that changed the way education at a distance was mediated. Instead of completely paper-based instructional materials and communication modes, students could physically see and hear their teachers. In video conferencing, there was also the opportunity for synchronous communication with instructors. More recently, in the late 20th and early 21st centuries, Internet technology has also radically shifted the way distance education is carried out. Like previous electronic technologies, Internet technology affords opportunities to produce instructional materials in a variety of multimedia formats. Unlike previous electronic technologies, Internet technology allows this development to occur at significantly reduced costs, making the production of multimedia instructional materials more prevalent in distance education. It also promotes the sharing of these materials at much faster speeds. In addition, Internet technology has had a wide-ranging impact on the communication patterns that defined distance education. One of the well-documented limitations of distance education was the difficulty in supporting synchronous communication between teachers and students and among students themselves. Internet technology has removed this limitation by affording easy and affordable access to synchronous communication tools. Internet technology has not only changed the content delivery and communication models in distance education, it has also changed the way instruction is viewed and designed. Although online education is recognized as the latest generation of distance education, it remain true that distance education represents the larger field of theoretical study, With a deep foundation of research literature, distance education encompasses not only online education, but also every other form of mediated instruction.<\/p>","DOI":"10.1093\/obo\/9780199756810-0187","type":"reference-entry","created":{"date-parts":[[2017,7,27]],"date-time":"2017-07-27T05:36:49Z","timestamp":1501133809000},"source":"Crossref","is-referenced-by-count":0,"title":["Online Education"],"prefix":"10.1093","author":[{"given":"Kathy-ann","family":"Daniel-Gittens","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2017,7,26]]},"container-title":["Education"],"original-title":["Online Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:25:42Z","timestamp":1632425142000},"score":7.028066,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0187.xml"}},"issued":{"date-parts":[[2017,7,26]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0187","published":{"date-parts":[[2017,7,26]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T09:47:36Z","timestamp":1714729656794},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Early Childhood Education for Sustainability (ECEfS) explores sustainability and its educational responses in Early Childhood Education (ECE). While climate change is at the forefront, broader planetary concerns are also addressed, including biodiversity, food and water security, pandemics, plastic pollution, and growing gaps between rich and poor within and between nations and generations. Sustainability\u2014also known as Sustainable Development (SD)\u2014is often referred to as meeting the needs of current generations without compromising those of future generations. Led by the United Nations (UN) and UNESCO, policy drivers for ECEfS are largely international, with the current focus on the Sustainable Development Goals (SDGs). A contentious concept nevertheless, sustainability at its best is regarded by many as paying attention to all aspects of development\u2014environmental, social, political, and economic. Recently, sustainability concerns have been encapsulated in the term \u201cthe Anthropocene,\u201d defined as an epoch from the Industrial Revolution onwards when the impact of humans has become so significant as to dramatically reshape Earth\u2019s ecological systems. There have been increasingly urgent calls for education to play a key role in addressing sustainability concerns. For example, in 1978, the UN called for environmentally-educated teachers to become a key priority because of their potential role in educating societies towards sustainability. Environmental Education (EE) emerged as a response, evolving in the 21st century into what is now known as EfS. An essential characteristic of EfS is that it is transformative, aimed at challenging the status quo. Learning attributes include critical thinking, leading and building community, and action-taking aimed at personal and social transformation. While ECE has been a slow starter in EfS, it is catching up in daycare, kindergarten, and preschools, with corresponding policy and research shifts. This article outlines research across seven themes. The first, Theme 1: What is Early Childhood Education for Sustainability (ECEfS) and Why It Matters?, offers explanations of its importance. The second, Theme 2: Antecedents and Historical Threads Underpinning ECEfS, identifies foundations to ECEfS, especially outdoor and nature play curriculum and learning, as well as children\u2019s rights. The third, (Theme 3: (Re)framing ECE Theories and Curricula through EfS discusses ways of viewing ECEfS curriculum and theories and outlines arguments for moving beyond nature learning. Theme 4: What ECEfS Looks Like in Practice, identifies contemporary ECEfS characteristics and how some international ECE curriculum policies are responding to ECEfS and helping to drive pedagogical change. Theme 5: Beyond Children\u2019s Rights in the Anthropocene, identifes research that challenges humancentric and childcentric worldviews. The sixth theme, Theme 6: Growing a Diverse International Field, considers how ECEfS is expanding internationally through the encouragement of diverse researcher and practitioner networks and the promotion of multiple perspectives on key topics that fall under the broad umbrella of ECEfS. The final theme, Theme 7: Trends in ECEfS, outlines the ongoing evolution of ECEfS as newer theoretical frames and diverse sociocultural influences impact the field.<\/p>","DOI":"10.1093\/obo\/9780199756810-0292","type":"reference-entry","created":{"date-parts":[[2022,5,25]],"date-time":"2022-05-25T08:08:58Z","timestamp":1653466138000},"source":"Crossref","is-referenced-by-count":0,"title":["Sustainability in Early Childhood Education"],"prefix":"10.1093","member":"286","published-online":{"date-parts":[[2022,5,26]]},"container-title":["Education"],"original-title":["Sustainability in Early Childhood Education"],"language":"en","deposited":{"date-parts":[[2022,5,25]],"date-time":"2022-05-25T08:08:58Z","timestamp":1653466138000},"score":7.0061083,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0292.xml"}},"issued":{"date-parts":[[2022,5,26]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0292","published":{"date-parts":[[2022,5,26]]}},{"indexed":{"date-parts":[[2022,3,29]],"date-time":"2022-03-29T00:38:14Z","timestamp":1648514294991},"description":"Participation, secondary education, tertiary education, enrolment, education","reference-count":0,"publisher":"Organisation for Economic Co-Operation and Development (OECD)","content-domain":{"domain":[],"crossmark-restriction":false},"DOI":"10.1787\/068400866631","type":"component","created":{"date-parts":[[2008,9,30]],"date-time":"2008-09-30T12:58:30Z","timestamp":1222779510000},"source":"Crossref","is-referenced-by-count":0,"title":["Indicator C2: Who participates in education?"],"prefix":"10.1787","member":"1963","deposited":{"date-parts":[[2021,9,3]],"date-time":"2021-09-03T22:01:12Z","timestamp":1630706472000},"score":6.9977794,"resource":{"primary":{"URL":"https:\/\/statlinks.oecdcode.org\/962007051P1G18.XLS"}},"issued":{"date-parts":[[null]]},"references-count":0,"URL":"https:\/\/doi.org\/10.1787\/068400866631"},{"indexed":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T08:03:46Z","timestamp":1758269026213},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
In recent years, one of the most popular innovations that has accompanied the rapid changes in portable computers, Internet speed and personal digital assistants (PDAs) is augmented reality (AR). At the present, major investments concerning AR are being made, and it is predicted that there will be even further investment in the automotive, media\/telecom, healthcare services, consumption and retail, industrial products, power tools, energy and mining, financial services, accommodation, and travel sectors within the next five years. AR is used in different sectors for various purposes such as service, manufacture, sales and marketing, design, operations, education, and quality and guidance. Researchers and educational technologists in particular have conducted different studies on the use of AR in educational environments. In studies implemented with participants who are receiving both K-12 and higher education, the integration of AR into the learning and teaching process has been investigated. The main object of interest is whether the use of AR as a new technology in educational environments will improve the current environments. Examining the literature concerning the use of AR in education, the majority of findings show that AR affects the learning process positively. In the findings, it is generally stressed that AR makes the learning process more interesting and efficient, provides the opportunity for interaction, increases the motivation toward and interest in the lesson, and affects attitudes toward learning positively. Even though the use of AR in educational environments has positive aspects, the study of AR is just beginning. Indeed, despite many advantages, it also has a number of disadvantages that need to be taken into consideration. Thus, there is an increasing number of experimental studies implemented in different disciplines and using different variables. In this study, an in-depth review was performed by addressing different aspects of the use of AR in educational environments.<\/p>","DOI":"10.1093\/obo\/9780199756810-0216","type":"reference-entry","created":{"date-parts":[[2019,5,30]],"date-time":"2019-05-30T09:29:12Z","timestamp":1559208552000},"source":"Crossref","is-referenced-by-count":3,"title":["Augmented Reality in Education"],"prefix":"10.1093","author":[{"given":"\u00c7elebi","family":"Uluyol","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2019,5,29]]},"container-title":["Education"],"original-title":["Augmented Reality in Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:21:43Z","timestamp":1632424903000},"score":6.997703,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0216.xml"}},"issued":{"date-parts":[[2019,5,29]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0216","published":{"date-parts":[[2019,5,29]]}},{"indexed":{"date-parts":[[2024,7,2]],"date-time":"2024-07-02T09:09:29Z","timestamp":1719911369794},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Since its introduction in the early 2000s, podcasting has become a popular alternative to traditional radio, with a do-it-yourself emphasis and a democratization of producing audio without a need for advertisers or a broadcaster\u2019s backing. Podcasting has also been a promising learning tool for educators and students. With the popularity of the platform, many have jumped on board to create and utilize podcasts for pedagogical purposes, both in the classroom and for the public. Podcasting for pedagogical purposes has coincided with developments in educational theory such as flipped classrooms, active learning, and digital humanities. While there have been debates about the effectiveness of using podcasts for educational purposes, the majority of the literature on podcasting demonstrates that there are benefits for students learning through podcasts and digital audio recordings. Whether it\u2019s the positives and the negatives of the format, or even just how to create a podcast, literature on podcasting has grown exponentially as more people and scholars think about how to use the medium for learning purposes. One significant hurdle in terms of a creating a podcasting bibliography is that the technology involved has changed over the years since its introduction to academia. While some of the methodology may not be as up-to-date in the older texts, they still have critical information that is relevant to incorporating podcasting into a classroom setting.<\/p>","DOI":"10.1093\/obo\/9780199756810-0231","type":"reference-entry","created":{"date-parts":[[2020,1,14]],"date-time":"2020-01-14T06:48:19Z","timestamp":1578984499000},"source":"Crossref","is-referenced-by-count":1,"title":["Podcasts in Education"],"prefix":"10.1093","author":[{"given":"Anne","family":"Ladyem McDivitt","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2020,1,15]]},"container-title":["Education"],"original-title":["Podcasts in Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:29:35Z","timestamp":1632425375000},"score":6.988216,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0231.xml"}},"issued":{"date-parts":[[2020,1,15]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0231","published":{"date-parts":[[2020,1,15]]}},{"indexed":{"date-parts":[[2025,4,15]],"date-time":"2025-04-15T04:02:45Z","timestamp":1744689765854,"version":"3.40.4"},"edition-number":"1","reference-count":0,"publisher":"Nick Hern Books","isbn-type":[{"type":"electronic","value":"9781784604851"},{"type":"print","value":"9781848427266"}],"content-domain":{"domain":[],"crossmark-restriction":false},"published-print":{"date-parts":[[2017]]},"DOI":"10.5040\/9781784604851","type":"book","created":{"date-parts":[[2025,4,9]],"date-time":"2025-04-09T16:32:01Z","timestamp":1744216321000},"source":"Crossref","is-referenced-by-count":0,"title":["Education, Education, Education"],"prefix":"10.5040","member":"2984","deposited":{"date-parts":[[2025,4,14]],"date-time":"2025-04-14T10:03:34Z","timestamp":1744625014000},"score":6.9862375,"resource":{"primary":{"URL":"https:\/\/www.dramaonlinelibrary.com\/playtext?docid=do-9781784604851"}},"issued":{"date-parts":[[2017]]},"ISBN":["9781784604851","9781848427266"],"references-count":0,"URL":"https:\/\/doi.org\/10.5040\/9781784604851","published":{"date-parts":[[2017]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T10:21:15Z","timestamp":1714731675037},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
The sociology of education refers to how individuals\u2019 experiences shape the way they interact with schooling. More specifically, the sociology of education examines the ways in which individuals\u2019 experiences affect their educational achievement and outcomes. Scholars and professionals who are interested in the interaction of education and society typically participate in this field. This field also includes education policy issues that arise from the social context of schools. The citations included in this bibliography guide users to works that primarily pertain to the structure of schooling. Certain citations have been included because of their significance to the discipline, in particular, and their influence on the overall field of education, in general.<\/p>","DOI":"10.1093\/obo\/9780199756810-0065","type":"reference-entry","created":{"date-parts":[[2012,2,14]],"date-time":"2012-02-14T18:21:29Z","timestamp":1329243689000},"source":"Crossref","is-referenced-by-count":0,"title":["Sociology of Education"],"prefix":"10.1093","author":[{"given":"Sheneka M.","family":"Williams","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2011,12,15]]},"container-title":["Education"],"original-title":["Sociology of Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:24:42Z","timestamp":1632425082000},"score":6.9861712,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0065.xml"}},"issued":{"date-parts":[[2011,12,15]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0065","published":{"date-parts":[[2011,12,15]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T09:46:27Z","timestamp":1714729587986},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
The study of productivity in higher education, and its contribution to local and global economies, has become an increasingly important area of focus for scholars, as well as for those who fund and administer higher education institutions. The reason for greater attention in part comes from the increasing scale of postsecondary education in most countries. Both developed and developing countries have grown their provision of higher education in the last seventy years, and along with this, there has been an increase in per capita enrolment. This growth accelerated during the 1990s and 2000s when the proportion of the worldwide population entering higher education more than doubled. Across all countries one in three young people are now enrolled, requiring the establishment of many more universities, colleges, and other higher education institutions. Universities and colleges now demand a greater proportion of public and private resources and form a larger part of the economic life of most countries. Higher education contributes to growth and economic efficacy and, hence, the overall productivity of an economy. While few scholars dispute the productivity-augmenting power of education, and often research looks at the role of higher education alongside that of primary and secondary education, there remains much debate over the size of the contribution it makes to economic growth, economic efficiency, and, hence, to raising productivity overall. Significant questions remain as to the correlation between higher education system performance and economic growth and whether or not relationships are causal. The most prominent theory linking higher education to economic productivity has been its function in contributing to the development of human capital through the production of skilled graduates. At the same time, the capacity for universities and colleges to contribute to greater economic efficiency depends on their own productivity in educating students and undertaking research. Given the scale of higher education worldwide, how efficient and effective universities and colleges are at educating students is an important productivity question. Research by economists, management scholars, and those who study public administration provides an important entry point for readers who want to access the breadth of research examining productivity and higher education.<\/p>","DOI":"10.1093\/obo\/9780199756810-0227","type":"reference-entry","created":{"date-parts":[[2019,9,25]],"date-time":"2019-09-25T07:50:32Z","timestamp":1569397832000},"source":"Crossref","is-referenced-by-count":0,"title":["Productivity and Higher Education"],"prefix":"10.1093","author":[{"given":"Gwilym","family":"Croucher","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2019,9,25]]},"container-title":["Education"],"original-title":["Productivity and Higher Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:31:30Z","timestamp":1632425490000},"score":6.9833446,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0227.xml"}},"issued":{"date-parts":[[2019,9,25]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0227","published":{"date-parts":[[2019,9,25]]}},{"indexed":{"date-parts":[[2026,4,1]],"date-time":"2026-04-01T12:04:07Z","timestamp":1775045047294,"version":"3.50.1"},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Intersectionality theories, intersectionally informed methodologies, and intersectional praxis seek to explain, critique, and transform relationships of oppression and privilege among individuals, groups, and institutions. These shifting power relationships are co-constructed through identity categories and justified by symbolic representations. Given the plurality of intersectional theories, no one definition can encompass the diverse strands of scholarship that make up this arena. However, Winker and Degele 2011 proposes a useful multilevel analytical approach that traces how intersectional privilege and oppression are created, maintained, and contested (see also Analytical Frameworks). The researchers\u2019 framework is key to understanding the organization of this article around three concepts: identity constructions (how difference is made and unmade between the self and others), symbolic representations (norms, ideologies, images), and social structures (class, gender, race, and body), with their accompanying power relations (classisms, heteronormativisms, racisms, and bodyisms) (see also Winker and Degele 2011). Work using intersectionality theories in the field of education may be focused on microlevel phenomena, such as individual identity development and interpersonal relationships; meso-level phenomena, in the case of school policies and practices that respond to intersectional identities; or macro-level phenomena, like educational funding schemes that produce intersectional privilege or oppression for particular groups. Scholarly work in the field of education that predates the use of the term \u201cintersectionality\u201d speaks of human relations, interactions, integration, and bridging perspectives (see also Intersectionality\u2019s Early Expressions in Education). Scholars and educators in the cross-disciplinary field of intersectionality and education draw on research about individual and group experiences within schools and universities, as well as the scholarship, activism, and policy work of black feminist theorists and sociologists (see also Intersectionality\u2019s Development in Feminist Theory and Praxis). Intersectional research in education has kept a dual focus on theory and practice, though the latter tends to have primacy given the discipline\u2019s applied nature (see also K\u201312 Education, Teacher Education, Higher Education, Comparative and International Education, Educational Policy).<\/p>","DOI":"10.1093\/obo\/9780199756810-0188","type":"reference-entry","created":{"date-parts":[[2017,7,27]],"date-time":"2017-07-27T05:36:49Z","timestamp":1501133809000},"source":"Crossref","is-referenced-by-count":3,"title":["Intersectionality and Education"],"prefix":"10.1093","author":[{"given":"Carl","family":"Grant","sequence":"first","affiliation":[]},{"given":"Elisabeth","family":"Zwier","sequence":"additional","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2017,7,26]]},"container-title":["Education"],"original-title":["Intersectionality and Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:28:03Z","timestamp":1632425283000},"score":6.9833446,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0188.xml"}},"issued":{"date-parts":[[2017,7,26]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0188","published":{"date-parts":[[2017,7,26]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T09:47:38Z","timestamp":1714729658702},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Permanent school exclusion rates are increasing for all genders, with much of the dominant discourse being framed around a widening concern about white working-class boys increasingly likely to disengage from formal education systems. Boys are more likely to receive formal fixed or permanent exclusions, but girls too are arguably at a disproportionate risk of being excluded via other means, such as school moves. Alternative education is for pupils under the school leaving age who because of exclusion, illness, or other reasons would not otherwise receive mainstream education. As such more males, then females tend to occupy alternative education provision. There is a great deal of literature about alternative education provision, much of which is international in its scope. This literature represents consistent findings across different countries and time when evaluating particular programs and exploring young people\u2019s perceptions of such provisions, but the literature is much narrower in scope when analyzing the specificities of gender and alternative education. This bibliography is structured to present seminal studies, reports, and other key sources that serve to highlight the definitional issues with alternative education, while also identifying who alternative education tends to serve (with a focus on gender) and how such provision has been evaluated. Gender does to some extent shape the alternative education landscape, being dominated by boys. As such this bibliography serves to fill the dearth of knowledge with regards to the increasing need to highlight the differences in defining alternative education, in terms of who it is for and for what purpose, as well as to investigate how such varying provision is monitored in relation to gender.<\/p>","DOI":"10.1093\/obo\/9780199756810-0296","type":"reference-entry","created":{"date-parts":[[2023,1,11]],"date-time":"2023-01-11T02:48:30Z","timestamp":1673405310000},"source":"Crossref","is-referenced-by-count":0,"title":["Gender and Alternative Education"],"prefix":"10.1093","author":[{"given":"Lisa","family":"Russell","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2023,1,12]]},"container-title":["Education"],"original-title":["Gender and Alternative Education"],"language":"en","deposited":{"date-parts":[[2023,1,11]],"date-time":"2023-01-11T02:48:30Z","timestamp":1673405310000},"score":6.9805193,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0296.xml"}},"issued":{"date-parts":[[2023,1,12]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0296","published":{"date-parts":[[2023,1,12]]}},{"indexed":{"date-parts":[[2024,7,27]],"date-time":"2024-07-27T05:12:08Z","timestamp":1722057128142},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Since sustainable development has emerged as a normative guiding idea at the global level, it has been perceived as a \u201cmoving target\u201d that requires deliberation and social learning processes. Consequently, the notion of learning for sustainability figures prominently in both academia and policy, and learning and education are increasingly considered important features in this regard. Education for sustainable development was first introduced in 1992 at the United Nations Conference on Sustainable Development and has since developed into a well-established educational field. Additional momentum has been gained through the UN Decade of Education for Sustainable Development (2005\u20132014). This is even more so with the ongoing follow-up program \u201cESD for 2030\u201d in which a direct link to the Sustainable Development Goals (SDGs) has been made. While the implementation of this vision is supported in all educational sectors, it is higher education that has a key role to play in the overall process of striving for sustainable development. Universities generate and transfer relevant knowledge, as well as enable future change agents to contribute to a sustainable future. In addition, they act in their own organizational practice as a role model and contribute through societal outreach and service. This bibliography contains a selection of papers and volumes on themes discussed in the area of sustainability in higher education. It covers the Historical Context, various areas of universities activities and different disciplinary and regional approaches. Emphasis is given on educational activities and thus the research and practice of teaching and learning on the micro- level (courses) and the macro-level (programs).<\/p>","DOI":"10.1093\/obo\/9780199756810-0277","type":"reference-entry","created":{"date-parts":[[2021,4,18]],"date-time":"2021-04-18T14:43:56Z","timestamp":1618757036000},"source":"Crossref","is-referenced-by-count":1,"title":["Sustainability in Higher Education"],"prefix":"10.1093","author":[{"given":"Matthias","family":"Barth","sequence":"first","affiliation":[]}],"member":"286","published-online":{"date-parts":[[2021,4,21]]},"container-title":["Education"],"original-title":["Sustainability in Higher Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:41:44Z","timestamp":1632426104000},"score":6.9716578,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0277.xml"}},"issued":{"date-parts":[[2021,4,21]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0277","published":{"date-parts":[[2021,4,21]]}},{"indexed":{"date-parts":[[2024,5,3]],"date-time":"2024-05-03T10:21:15Z","timestamp":1714731675980},"reference-count":0,"publisher":"Oxford University Press","isbn-type":[{"value":"9780199756810","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"abstract":"
Vocational\/career and technical education has historically been known as \u201ceducation for work.\u201d It has focused on providing learners with the skills and knowledge needed to successfully transition to the workplace. The present vocational-technical education system in the United States is broad and complex, spanning many grade levels, subject areas, and educational institutions. In the late 20th and early 21st centuries the system also has evolved from being initially focused on entry-level job preparation to include adult retraining programs, college preparatory coursework, postsecondary options and programs, and many other options. This complexity is confounded by the broader educational system in the United States, which leaves decisions regarding vocational and career and technical education programming largely to each of the states. Despite these challenges, vocational and career and technical education continues to be a key component of the overall education system in the United States. In addition, with the rapidly changing context of work and the need for a skilled, adaptable workforce, the US vocational and technical education system will continue to hold a vital role in the US economy. Vocational education, referred to in many other countries as technical vocational education and training (TVET), also plays a significant role in educational systems across the globe. In many countries TVET has a more centralized focus than in the United States and does not have to contend with the different state structures found in the United States. In developed countries such as Australia, Germany, Great Britain, and South Korea, TVET is a key to economic prosperity, while in developing countries TVET is seen as a key to economic self-sufficiency.<\/p>","DOI":"10.1093\/obo\/9780199756810-0068","type":"reference-entry","created":{"date-parts":[[2012,2,14]],"date-time":"2012-02-14T18:21:29Z","timestamp":1329243689000},"source":"Crossref","is-referenced-by-count":0,"title":["Vocational\/Career and Technical Education"],"prefix":"10.1093","member":"286","published-online":{"date-parts":[[2011,12,15]]},"container-title":["Education"],"original-title":["Vocational\/Career and Technical Education"],"language":"en","deposited":{"date-parts":[[2021,9,23]],"date-time":"2021-09-23T19:40:51Z","timestamp":1632426051000},"score":6.970905,"resource":{"primary":{"URL":"https:\/\/oxfordbibliographies.com\/view\/document\/obo-9780199756810\/obo-9780199756810-0068.xml"}},"issued":{"date-parts":[[2011,12,15]]},"ISBN":["9780199756810"],"references-count":0,"URL":"https:\/\/doi.org\/10.1093\/obo\/9780199756810-0068","published":{"date-parts":[[2011,12,15]]}}],"items-per-page":20,"query":{"start-index":0,"search-terms":"Education"}}}