Addressing the Higher Education for Sustainable Development Agenda at the College of Open and Distance Learning, St. Mary's University, Ethiopia: Opportunities and Challenges

Autor/in	Tamrat, Wondwosen
Titel	Addressing the Higher Education for Sustainable Development Agenda at the College of Open and Distance Learning, St. Mary's University, Ethiopia: Opportunities and Challenges
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 1, S.177-195 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-08-2020-0316
Schlagwörter	Foreign Countries; Distance Education; Sustainable Development; Open Education; College Role; Conservation (Environment); Public Policy; School Policy; Student Participation; Sustainability; Role of Education; Ethiopia; Africa + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Nachhaltige Entwicklung; Offene Erziehung; Offener Unterricht; Conservation; Environment; Konservierung; Bewahung; Umwelt; Öffentliche Ordnung; Schulpolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Nachhaltigkeit; Bildungsauftrag; Äthiopien; Afrika
Abstract	Purpose: This study aims to assess the extent to which sustainable development practices are prevalent at the College of Open and Distance Learning (CODL), St. Mary's University, Ethiopia. The assessment focused on identifying the college's inclusion of the sustainable development agenda in its policy statements, various functions and practices. Design/methodology/approach: The study adopted a mixed-method approach and used a case study in its design. Data were generated from a standard survey questionnaire, adopted from the unit-based sustainability assessment tool (Togo and Lotz-Sisitka, 2009), a semi-structured interview and documentary evidence. Findings: The findings revealed that CODL has limited involvement in sustainability issues despite relevant policy directions set at national and institutional levels. Current engagement patterns are limited to teaching, course provision and a few areas of operations and management while a serious gap has been noted as regard the two core functional areas of research and community service which happen to be neglected. Research limitations/implications: This study was based on a single CODL, albeit an institution with a long history of offering distance education in Ethiopia. Despite its contribution to an understanding of how sustainability issues are addressed in the context of Africa in general and Ethiopia in particular, the generalizability of the findings to other similar institutions is limited. Originality/value: There is very little research in Africa as regard the involvement of higher education institutions in promoting the issues of sustainability in general and distance education providers in particular. In addition to addressing this gap, the study suggests the need for distance education institutions to improve their mapping strategies and respond to the greater concerns of sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01