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Integration of Education For Sustainable Developmentand Influence of Organisational Culture: Case Study of Environmental Education Association of Southern Africa (EEASA)
Keywords : Assessment and Evaluation, Cultural Diversity, Curriculum, Policy, Research Methods
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Abstract
This article examines the potential for integrating Education for Sustainable development into the existing culture of the Environmental Education Association of Southern Africa (EEASA). It also studies the ease with which members identify themselves with the philosophy of Education For Sustainable Development in an organisation embedded with environmental attitudes and environmentally oriented objectives. The wasy in which organisational identityand values shape the association's attitudes were investigated. It achieved this by looking at the historical factors of the organisation and its constrained adaptation to international change such as the adoption of the post 2015 sustainable development goals (SDG 4 on education and target 4.7). For this purpose, interviews were conducted, questionnaires were administered and documentary evidence was collected. In the findings it was noted that the dramatic changes on the Sustainable development agenda challenged EEASA's culture and members to see it necessary to consider significant reform, to adapt or accept the concequences of ination or risk of being irrelevant. The study found that the Association's historical oriented legacy is not fully accomodative to international organisational cultural change and this undermines the Association's effort to integrate Education For Sustainable Development practices and to market itself to both internal and external audiences. Members were reluctant to change or brand the association's name to inclusively accomodate new changes and be relevant to today's world. This was caused by members's interests to maintain the association's identity. Key words: Education For Sustainable Development, Organisational Culture, Identity, Co-branding, Marketing.