Technology and Vocational Education for Sustainable Development

1. Front Matter

   Pages I-XIII

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2. Introduction

   • Margarita Pavlova

   Pages 1-4

3. Technology Education as an Effective Way of Providing Vocational Education Within Secondary Schooling

   • Margarita Pavlova

   Pages 5-26

4. Conceptualising Values in Technology Education and Formulating Bases for Empowerment Strategies

   • Margarita Pavlova

   Pages 27-44

5. Sustainable Development and Education

   • Margarita Pavlova

   Pages 45-65

6. Technology Education and ESD

   • Margarita Pavlova

   Pages 67-86

7. Curriculum Development for ESD Through Technology and Vocational Education

   • Margarita Pavlova

   Pages 87-103

8. Teachers’ Capacity Building

   • Margarita Pavlova

   Pages 105-121

9. Modernisation of Russian Education

   • Margarita Pavlova

   Pages 125-147

10. Sustainable Development, the Russian Way

    • Margarita Pavlova

    Pages 149-173

11. Education for Sustainable Development in Russia

    • Margarita Pavlova

    Pages 175-192

12. Back Matter

    Pages 193-205

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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).

• Education for Sustainable Development
• curriculum development
• empowerment strategies
• moral values
• sustainable development
• technology and vocational education
• vocational education

• Griffith Institute for Educational Research, Griffith University, Mt Gravatt, Australia

  Margarita Pavlova

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