This work analyses the relationships between technology education (TE) and technical, vocational education and training (TVET) at the secondary school level in terms of empowering students for addressing issues of sustainable development in a responsible manner. It considers the contribution of TE and TVET in terms of education for sustainable development and lifelong learning. In this context ESD is conceptualised through moral, aesthetic and practical perspectives. Issues such as advancing girls through the use of particular projects, creating equal educational opportunities via use of ICT and enhancing employability and social responsibility are examined throughout the book. A number of practical strategies are proposed for meeting young peoples' needs and to help in developing their social responsibility. A case study of Russia analysed the 'Russian' approach to sustainable development and education for sustainable development, illustrating processes relevant to TE and TVET.

Klappentext

The ways education for sustainable development can be addressed in teaching and learning are among the most urgent challenges for modern educational theory and practice. This book explores the unique contribution technology and vocational education can provide to meet these urgent needs.

Part 1 examines various concepts from different areas of knowledge that are used to develop a comprehensive understanding of the ways sustainable development, education for sustainable development and empowerment are related and can be conceptualised. Practical strategies are suggested and a model for pre-service teacher training programs is developed. Part 2 explores how general issues are reflected in local norms, values and behaviours within the Russian context. The case study illustrates the importance of understanding the political and sociocultural context of a country in order to develop empowerment strategies that work for that particular society as they reflect specific local histories, values and traditions.

Zusammenfassung
Empowerment is the overarching idea used in this book. The term has a variety of meanings in different sociocultural and political contexts, including self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one's values, capable of fighting for one's rights, independence, own decision making, being free, awakening, and capability (The World Bank, 2002, p. 10). However, the World Bank report observed that most definitions focus on issues of gaining power and control over decisions and resources that determine the quality of one's life (p. 10). This interpretation of empowerment provides a useful starting point for the development of the series of interconnected arguments explored here. Establishment of the basis for understanding, identifying and developing strategies through education necessary for individuals to be able to make choices that inf- ence the quality of their lives is the main aim of this book. There are a number of assumptions and boundaries that frame this analysis. First, the book focuses on agents; however, empowerment is often conceptualised in terms of relationships between agency and structure (e. g. , Alsop, Bertelsen, & H- land, 2006). Agency could be defined as an actor's or group's ability to make purposeful choices that is, the actor is able to envisage and purposively choose options (p. 11).

Inhalt
Technology Education as an Effective Way of Providing Vocational Education Within Secondary Schooling.- Conceptualising Values in Technology Education and Formulating Bases for Empowerment Strategies.- Sustainable Development and Education.- Technology Education and ESD.- Curriculum Development for ESD Through Technology and Vocational Education.- Teachers' Capacity Building.- Modernisation of Russian Education.- Sustainable Development, the Russian Way.- Education for Sustainable Development in Russia.