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Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy / Alyson Jenkins

DOI (Published version): 10.23889/Suthesis.48775

Abstract

Education for Sustainable Development and Global Citizenship (ESDGC) is an educational response to the Welsh Government’s commitment to sustainable development. This thesis provides a detailed case study of the implementation of a strategy for ESDGC in the Adult and Community Learning (ACL) sector i...

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Published: 2018
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa48775
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first_indexed 2019-02-11T11:58:07Z
last_indexed 2019-10-21T16:53:52Z
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spelling 2019-02-11T14:53:53.2484377 v2 48775 2019-02-08 Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy 2019-02-08 Education for Sustainable Development and Global Citizenship (ESDGC) is an educational response to the Welsh Government’s commitment to sustainable development. This thesis provides a detailed case study of the implementation of a strategy for ESDGC in the Adult and Community Learning (ACL) sector in Wales. An international, UK and local Welsh policy background influenced the development and implementation of ESDGC. An examination of this policy background contextualises detailed qualitative research undertaken with those involved with developing the ESDGC strategy, as well as tutors and managers in ACL across Wales responsible for its implementation. A variety of research methods, including interviews, questionnaires and focus groups were employed, in an integrated fashion, to examine the policy process and the perceptions of the different groups of research respondents, as well as factors that influenced the implementation of the strategy. The findings demonstrate a range of features contributing to an inconsistent and ad hoc implementation, including difficulties posed by the ACL infrastructure; a marginalisation of the sector; and a policy-practice gap characterised by a lack of investment. ESDGC was not linked to wider government priorities, such as community development. Accordingly, synergies between ACL and ESDGC theory and practice were not fully realised. The research uncovered certain key deficiencies in articulating and communicating a sense of purpose and revealed varying degrees of conceptual confusion amongst respondent groups. Clarifying the conceptual basis of ESDGC - and education for global citizenship per se - is shown to be of vital importance. This, alongside a discussion of ACL learning theories, provides a rationale for a new approach to ESDGC through its re-conceptualisation. Threads from the findings and the theoretical literature are drawn together, and recommendations are made for policy and research with the aim of creating relevance so that policy may be translated into practice in the future. E-Thesis Education for Sustainable Development, Education for Global Citizenship, Adult Education, Community Learning, Policy, Pedagogy 31 12 2018 2018-12-31 10.23889/Suthesis.48775 A selection of third party content is redacted or is partially redacted from this thesis. COLLEGE NANME COLLEGE CODE Swansea University Doctoral Ph.D 2019-02-11T14:53:53.2484377 2019-02-08T14:14:08.3149602 Faculty of Science and Engineering School of Biosciences, Geography and Physics - Geography Alyson Jenkins 1 0048775-08022019141509.pdf Jenkins_Alyson_PhD_Final_Thesis_Redacted.pdf 2019-02-08T14:15:09.5530000 Output 2651072 application/pdf Redacted version - open access true 2019-02-07T00:00:00.0000000 true
title Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
spellingShingle Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
,
title_short Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
title_full Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
title_fullStr Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
title_full_unstemmed Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
title_sort Education for Sustainable Development and Global Citizenship Adult and Community Learning in Wales – from Policy to Pedagogy
author ,
author2 Alyson Jenkins
format E-Thesis
publishDate 2018
institution Swansea University
doi_str_mv 10.23889/Suthesis.48775
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Biosciences, Geography and Physics - Geography{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Biosciences, Geography and Physics - Geography
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description Education for Sustainable Development and Global Citizenship (ESDGC) is an educational response to the Welsh Government’s commitment to sustainable development. This thesis provides a detailed case study of the implementation of a strategy for ESDGC in the Adult and Community Learning (ACL) sector in Wales. An international, UK and local Welsh policy background influenced the development and implementation of ESDGC. An examination of this policy background contextualises detailed qualitative research undertaken with those involved with developing the ESDGC strategy, as well as tutors and managers in ACL across Wales responsible for its implementation. A variety of research methods, including interviews, questionnaires and focus groups were employed, in an integrated fashion, to examine the policy process and the perceptions of the different groups of research respondents, as well as factors that influenced the implementation of the strategy. The findings demonstrate a range of features contributing to an inconsistent and ad hoc implementation, including difficulties posed by the ACL infrastructure; a marginalisation of the sector; and a policy-practice gap characterised by a lack of investment. ESDGC was not linked to wider government priorities, such as community development. Accordingly, synergies between ACL and ESDGC theory and practice were not fully realised. The research uncovered certain key deficiencies in articulating and communicating a sense of purpose and revealed varying degrees of conceptual confusion amongst respondent groups. Clarifying the conceptual basis of ESDGC - and education for global citizenship per se - is shown to be of vital importance. This, alongside a discussion of ACL learning theories, provides a rationale for a new approach to ESDGC through its re-conceptualisation. Threads from the findings and the theoretical literature are drawn together, and recommendations are made for policy and research with the aim of creating relevance so that policy may be translated into practice in the future.
published_date 2018-12-31T03:59:25Z
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score 11.016235

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