Education for Sustainable Development in Newcastle Community - Case Study Example

Building a Sustainable Community in Newcastle xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Education For Sustainable Development in Newcastle Community xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Institution xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecturer Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Date of Submission Building a Sustainable Community in Newcastle Community development involves the process of creating sustainable and active communities which are based on mutual respect and social justice (Stevenson 2002). It changes the power structures that eliminate the barriers that prevent community members from being involved in the issues that affect their lives negatively (Hamilton 2003). Transformation of Newcastle can be contributed to by community development through various ways which include: - enabling the local community to be involved in local governance, promoting community cohesion and social inclusion, strategic decision making within the statutory sector which is connected with grass roots activity and contributions to local regeneration by local community is supported ((Schuitz 2008)). Newcastle vision for 2021 is that the city will be sustainable and vibrant with a diverse, health and growing population (Mackay 1999). It has several goals to be achieved by 2021(Megan 2007). There is vision meant to strengthen Newcastle’s economy which works towards achievement of physical environment and economy which attracts people and investment to the city, establishment of Newcastle as a nationally and internationally location known for commercial innovation, building on current growth in tourism, cultural industries and retail in order to consolidate the position of Newcastle as a centre for leisure and culture which helps in creation of new job opportunities in these sectors and creation of excellent infrastructure that range from housing offer to public transport in order to support economic growth(Keller 2003). The main goals for strengthening the economy is to improve employability, boost the knowledge and skills levels of its workforce in order to meet the Newcastle’s skills demands, strengthening of the business sector, development of excellence in creative products and services and change of the economy structure(Putnam 2000). Second vision for Newcastle is to improve the wellbeing, independence and health (Phillips 2006). This is for everyone ranging from social class, intellectual and physical ability, ethnicity and sexual identity for enjoyment of a quality long life with better life expectancy at birth for all. The goals Newcastle partnership has agreed for the improvement of health and wellbeing are: - every adult is assured of making a positive contribution, have a good quality life, economic wellbeing, free from any kind of harassment or discrimination, maintenance of personal dignity, exercise control and choice, and, levels of community involvement and participation in delivery and development of cultural services is increased. The third vision is to manage the environmental impact in Newcastle city. This will be building and supporting clean and safe communities and neighbourhoods during the management of sustainable and effective environment which creates an attractive city for people. The goals for achievement of this vision are: - the negative effects on global environment by the city to be limited and realisation of positive opportunities associated with climate change. Fourthly, we have Newcastle’s vision that young people and children should be healthy, safe, achieve and enjoy, have a positive contribution, and, achievement of economic improvement. Lastly, there is the vision for ensuring inclusive, safe, empowered and cohesive communities in Newcastle city. It should become a city where everybody have an equal chance to be involved fully and freely in the services and opportunities available, be in a community where all kinds of people live together happily and safely with a shared sense of belonging. Education for building Sustainable Development A sustainable community ensures that all the available facilities and services are accessible to all (Day 2006). According to Malthus, education is very important for people to discover their potentials and apply them. For those that are not in a position to afford the cost of education, they are to be assisted by the government or Non-governmental organizations that deal with sponsorship. However, Godwin’s believe was that the governments never provided good education as they were biased and their system was only aimed at developing arrogance in individuals and hence retaining their doctrines as the only true doctrine. Most organizations have turned to team working as the most effective means of achieving organizational goals, visions and mission (Wheeler 2004). For instance, the parent’s cater for the school fee while the local government identifies and finds means to support the needy students. The students require motivation so as to increase the transition rate and reduce the defaulter rate. Faith based organizations and mentors come in to provide counseling and motivation for these students. The main goal is to increase the retention or transition rate from year seven to year eleven. In addition, there is urgent need to increase the rate of adult enrollment in relevant courses that will enhance community development (The Australia Institute and Newcastle City Council 2000). Currently, the ennoblement of adult in education can be considered to be low and indicated by this table. The enrollment has however been on the increase and this indicated that with increased efforts, the enrollment would even be higher. To ensure sustainable communities, inclusion of all individuals regardless of their cognitive or physical ability is very necessary (Delanty 2003). This means that the schools and the school environment should support both the young and the old to accomplish their ambitions (Urry 2000). Age or disability should not disadvantage one from participating in community development programs. Globally, the old are main victims of social exclusion a factor that not only increases dependency level in a country but also makes them feel unimportant in the society. In the current changing environment, education is a necessity when aiming at developing a society that is sustainable and ensuring individual health. The classes and school environment should be built in such a way that it is accessible and supportive to all individuals. Accessible environment reduces chances of embarrassment and accidents hence giving a chance to all people to develop their capabilities as well as discover their talents or potentials. The courses provided should be in a position to address community needs such as the need for experts in health service delivery, educators, counselors and law enforcers among others. Globalization has affected Newcastle as she tries to keep her services up the international standards especially with the demand for relevant skills that require continuous training. One main issue is the international market for her students and non-citizen students that come to pursue their education there. Since these people bring a lot of income that is directed towards development in the area such as infrastructural development, she has to ensure that international standards of providing education and other services are maintained (Bounds 2004). Such services also provide job opportunities as well as business opportunities for the community. The main causes of inequalities in the education sector in Newcastle include disabilities and economic status of a family. To ensure no one is disadvantage due to any of the above, the government, non-governmental organizations as well as community members have a responsibility of identifying the existing challenges and come up with a viable solution. Education is aimed at making every member of the society a resourceful person by developing the capacity in them as well as fostering responsibility in them which is important for sustainable development. The main challenge in education however is developing appropriate teaching approaches which will fit all individuals at all levels. Since no institution that is self sufficient, collaboration of all stakeholders in ensuring success is very vital in any community. This not only improves the transition rate but also. STAKEHOLDERS For the Newcastle’s visions and goals to be achieved, it considers promotion of team work with different stakeholders from the public, private, community and voluntary sectors which are part of Newcastle’s partnership. For instance, there was a need for dictionary of symbols to be used in special needs whereby a team consisting of members from learning Disability Services, community pediatric, and schools heads and deputies came together and found a solution. Stake holder’s representatives from the local authority, professionals in IT and ICT, authority network specialists and finance directors were included for the success of the project. The key to success of the education sector is to involve a diverse range of stakeholders such as Newcastle citizens, statutory organizations, voluntary organizations and research institutions (Kenyon 2000). Partnerships with the community especially the parents should be promoted for the improvement of the children education bearing in mind that the key stakeholders in education are schools, children and families (Ife 2006). Children do not participate in the decision making due to their age. The federal government has contributed through implementing policy and financing changes in higher education sector whose impact was on the operations and functioning of the universities. The school building programmed in Newcastle by the local government has positive impacts in raising standards of attainment (Brackertz 2005). Government initiative indicators such as comprehensive performance assessment, civil renewal and Local Area Agreements are used in monitoring and evaluation of the education performance in Newcastle. In Newcastle city there is much to do in the education sector whereby, working with all stakeholders especiary parents, children and their carers will really improve the education outcomes (Susskind 1987). 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The Australia Institute and Newcastle City Council, 2000, Indicators of a Sustainable Community the Australia Inst, Sydney. Read More