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Qablan, A. M., ALRuz, J., & Al-Omari, A. (2009). Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members’ Attitudes and Classroom Practices. International Journal of Environmental & Science Education, 4, 401-417.
http://www.ijese.com/IJESE_v4n4_Oablan.pdf

has been cited by the following article:

• TITLE: Barriers to the Implementation of Education for Sustainable Development in Namibia’s Higher Education Institutions

  AUTHORS: Alex Kanyimba, Miriam Hamunyela, Choshi D. Kasanda

  KEYWORDS: Education for Sustainable Development; Environmental Education; Namibian Higher Education Institution

  JOURNAL NAME: Creative Education, Vol.5 No.4, March 17, 2014

  ABSTRACT: One of the challenges of education for sustainable development in Namibian higher education institutions concerns the practice and linkage thereof to other initiatives in education and learning. This paper reports on research into barriers to the implementation of the interdisciplinary model of education for sustainable development in Namibian higher education institutions. The collected data were analysed by means of Microsoft Excel spread sheets and consistent observation of qualitative data. The results show the main barriers to be dispositional, situational and institutional. The members of management in Namibian higher education institutions must be convinced about the importance of education for sustainable development and urged to develop a policy that can be used as an extension for on-the-job training of lecturers. It is necessary to learn from other higher education institutions around the world how they implemented education for sustainable development in their respective institutions. Lecturers should be urged to use this experience to develop resources for implementing education for sustainable development in Namibian higher education institutions.