© 2015
BogolyubovV.М., Doctor of Pedagogical Science
NationalUniversity of Life and Environmental Sciences of Ukraine
THE SYSTEMOF SUSTAINABLE DEVELOPMENTAS A THEORETICAL BASIS
FOR TRAINING OF THE FUTUREECOLOGISTS
Reviewer – Doctor of Agricultural Sciences, ProfessorP. V. Pysarenko
The article analyzes the main principles of sustainable development in the context of future environmentalists. In order to form professional competence of Master ecologist attention is focused on implementing a meaningful learning process competencies. These competencies are based on competency-active approach and taking into account the requirements of industry standards. For each discipline program for professional training we highlighted key and professional competence in the context of solving the problems of transition to sustainable development and the principles of well-adjusted use of natural resources.
Keywords: professionaltraining of ecologists, education, principles and strategyof sustainable development.
Statement of the problem. «Agenda for the XXI century» demonstrated the need to develop a strategy of transition to sustainable development of society. [13] Despite this, the sustainable development is still perceived by the general public as a kind of «utopia». This is due to the lack of clear, science-based criterion limits [4].
In this regard it is important to pay special attention to the substantiation of criteria and indicators for sustainable development and the development of quality standards of the population.
Analysis of recent research and publications. In the center of sustainable development – the preservation of the human species and the progressive development of his personality. It is recognized that social problems can be met under conditions of sufficient level of economic development where basic needs are met in housing, food, water, clothing, contact with nature and more.
A number of scientists reasonably believe that the role of the economic component of sustainable development is extremely important in shaping the transition paths to sustainable development. The role of the social component in shaping the strategy of transition to sustainable development of society is no less significant. The economic component is critical only for countries with very low levels of economic development. The governments in these countries need to focus on the sustainable use of natural resources.
In modern conditions the strengthening of technological burden increases very rare «...the possibility of introducing resource saving and ecologically safe technologies» and provides «...improving the overall environmental literacy of people...» [5]. Some scientists believe that «...the sustainability of economic development is the ability of the economy systems to keep stable balanced growth...» [14]. Such interpretation contradicts the very idea of sustainable development, which involves the replacement of sustainable economic growth of quantitative to qualitative social and economic development [10].
Based on current interpretations, «...the sustainable development of rural areas can be described as even growth of positive social indicators...in full accordance with economic and environmental development...» [1]. The analysis of specific formation of a new ecological knowledge on research of many scientists allowed to develop new educational content for future environmental education of future ecologists in agricultural universities [6,8,9,11]. In order to form professional competence of Master ecologist the attention is focused on implementing in the teaching process subject competencies developed on the basis of competency-active approach and taking into account the requirements of Ukraine education standards, as well as features of the key and professional competencies in each discipline in the context of balanced use of nature resources.
Based on the basic principles to ensure transition to sustainable development of society the following requirements for professional competence of future specialists can be formulated:
- be able to assess the impact of anthropogenic factors on the system «society-nature»;
- know the methods of mathematical modeling for reasoning ways of harmonizing social, economic and ecological subsystems;
- be able to calculate basic indicators of sustainable development;
- be able to communicate with local communities on social-economic and environmental problems;
- be able to explain to the public the main principles of sustainable development;
- be able to provide situational changes in the system «society–nature».
The aim of the study identified disclosure of the main principles of society transition to sustainable development in the context of future ecologists’ professional training.
The main objective of the article is detailed subject competencies in the program of training of future ecologists’ requirements, taking into account the UNECE Strategy of Education for Sustainable Development.
Results of the research. The development of sustainable development strategy is recommended to be based on general scientific laws and methodology of economic, social, natural and environmental sciences [2]. Based on the assessment of the impact of natural and anthropogenic factors the patterns of the system «society–nature» should be detected, methodology and methods of assessment of the status should be developed and improved, the trends of the system development should be formed. The system «society–nature» is a combination of social, economic, technological and natural subsystems interconnected among themselves by multi-connections and interactions.
Considering causal links,generalaim ofsustainable development strategyis to preservehumanity andgeneralobjective– preservation ofthe conditions under whichhumanity can exist and develop, that is preservingbiosphereand local ecosystems[2].
Studying the processes of socio-economic and environmental components of the system «society–nature» is carried out by various methods. Initial information is obtained by direct sociological, economic and environmental studies [3,12]. Secondary information is obtained by treatment of national and regional statistical databases using GIS technologies.
When evaluating and forecasting changes of social, economic and ecological subsystems people use the methods of analogies, generalization and empirical modeling. Data, obtained in the study process of social, economic and ecological systems, allow to characterize their condition and their development trends. Based on the obtained results we can plan scientifically based measures to create conditions for harmonious (balanced) development of those subsystems [3,7].
Stepstudyofthe listand content of indicators thatdescribe the state ofsocial, economicand environmentalcomponents of the system«society–nature»is extremely important.It is alsoimportant to be able to determine theestimatedintegratedsustainable developmentindicatorsat the level oflocalities,regions and countries.
The main objective ofthe sustainable development strategyis to ensureconditions ofsocial, economicand environmentalcomponents of the system«society–nature». The objectivesof formingpathwaysto sustainable developmentwe can include:
– study of development ofthe socio-economic and ecological subsystems;
development of concepts andstrategies for sustainabledevelopment of territoriesand countries;
assessment ofsocio-economic and environmental subsystems condition;
study of the roleof informationfactorin the transitionto sustainabledevelopment;
developmentof localenvironmental action plans;
justification of management decisionsto transformthe socio-economic and ecological subsystems;
zoningareas andregions in termsofsocialsubsystems.
A necessary condition for transition to sustainable development of society is to respect the five core principles of sustainable development:
principle of sustainable consumption and production co-ordinates the living conditions of those who use excessive means (monetary and material) with environmental features of the planet. It is necessary to satisfy the basic needs of all people and give everyone an opportunity to realize their desire for a more prosperous life. Without this sustainable and lasting development is simply impossible;
principle ofthe economyecologization transforms external environmental and social factors associated with the depletion of natural resources and environmental pollution to the internal costs of production;
principle of eco-resource capacity of the biosphere argues that the restrictions, that exist in the exploitation of natural resources,are relative but quite real. They are connected with the limited ability of the biosphere to heal itself.
principle of entropic steam of resources. The entropy resources steam of matter/energy is more fundamental than the cycle of exchange values. Economic activity is fundamentally dependent on the availability of two types of input sources of lowentropy matter/energy. The first related to the modern transformation of solar energy stream, and the second – to the minerals of the Earth. The first are renewable and inexhaustible resources, the second –are not renewable and exhaustive;
principle of co-evolution. Co-evolutionary development of society and nature is symmetrical evolution of human systems (values, knowledge, culture, technology and artifacts) and natural systems with their constant interaction and mutual influence.
Conclusion. Considering the main principles of sustainable development the requirements to the key competences of experts in education for sustainable development are:
• knowledge of methods for evaluating the impact of natural and anthropogenic factors on the system «society–nature» and skills of formation and processing of statistical databases (economic, social, natural resources etc.) using modern information technologies;
• knowledge of techniques and the ability to calculate basic indicators for sustainable development and the ability to communicate with representatives of the local communities on prioritizing of existing social, economic and environmental issues and skills to develop programs of local environmental actions in the context of transition to sustainable development of society;
• adaptability in conditions of social, economic and environmental changes, the ability to anticipate and actively learn situational changes in the «society–nature» system via purposeful transformation of social, economic and environmental subsystems.
BIBLIOGRAPHY
1.Баутин В.М. Устойчивое развитие сельских территорий: сущность, термины и понятия /
В. М. Баутин, В. В. Козлов // Агрожурнал Московскогогосударственного агроинженерного универ-ситета. – 2006. – №4 [Электронный ресурс]. – Режим доступа : index. php/-4/46-2008-03-20-13-001/106lr.html.
2.Стратегія сталого розвитку : підручник / [Боголюбов В.М., Клименко М.О., Мельник Л.Г., Прилипко В.А., Клименко Л.В.] ; за ред. В.М.Боголюбова. – Херсон : Грінь Д.С., 2012. – 444 с.
3.Боголюбов В.М. Науково-методичний посібник з використання математико-статистичних методів при підготовці курсових і дипломних робіт студентами напряму 6.040106 «Екологія, охорона навколишнього середовища та збалансоване природокористування» / В.М. Боголюбов, В.А.Гайченко, О. В. Колесніченко. – К. : ЦП «КОМПРИНТ», 2015. – 101 с.
4.Вовк В. І. Курс «Екологічна економіка» (EcologicalEconomics), прочитаний у НаУКМА /
В. І. Вовк. – Українська асоціація «Римського клубу» [Електронний ресурс]. – Режим доступу:
5.Гоголь Т.В. Економічний механізм сталого розвитку сільських територій : всеукр. науково-виробничий журнал / Т.В.Гоголь // Сталий розвиток економіки. – С. 15–19 [Електронний ресурс]. – Режим доступу : portal/soc_gum/sre /20101/15.pdf.
6.Дорогунцов С.Сталий розвиток – цивілізаційний діалог природи і культури / С. Дорогунцов, О. Ральчук // Вісник НАНУ. – 2001. – №10. – С. 17.
7.Моделювання і прогнозування стану довкілля: підручник / [Лаврик В. І., Боголюбов В. М., Полетаєва Л. М., Юрасов С. М., Ільїна В. Г.] ; за ред. В. І. Лаврика. – К. : ВЦ «Aкадемія», 2010. – 400 с.
8.Киселев Н. Н. Экологическая компонента в образовании XXI века : монография /
Н. Н. Киселев// Наука и образование: современные трансформации. – Ин-т философии им.
Г.С. Сковороды НАН Украины. – К. : ЦАРАПАН, 2008. – 305 с.
9.Компетнтнісний підхід у сучасній освіті: світовий досвід та українські перспективи: бібліотека з освітньої політики : кол. монографія / [Бібік Н. М., Ващенко Л. С., Локшина О. І. та ін.] ; за ред. О. В. Овчарук. – К.І.С., 2004. – 112 с.
10.Краткая история охраны природы за последние 30 лет[Электронный ресурс]. – Режим доступа :
11.Програма дій «Порядок денний на 21 століття» / [пер. з англ. ВГО «Україна. Порядок денний на 21 століття»]. – К. : Інтелсфера, 2000. – 360 с.
12.Рідей Н. М.Європейський простір вищої освіти в новому десятилітті: передумови і напрямки розвитку в Україні / Н. М. Рідей, Ю. В. Рибалко, Т. Ф. Хітренко // тематичний випуск «Вища освіта України у контексті інтеграції до європейського освітнього простору». – К., 2010. – С. 440–453.
13.Сидоренко Е.В.Методы математической обработки в психологии / Е.В.Сидоренко. – СПб. : ООО «Речь», 2007. – Глава 4. – 350 с. [Электронный ресурс]. – Режим доступа :
14.Шубравська О. Сталий економічний розвиток: поняття і напрями досліджень /
О. Шубравська // Економіка України. – 2005. – №1. – С. 36–42.
1