Pachamama—La Universidad del ‘Buen Vivir’: A First Nations …
857
cycle brings about concrete options for transformational education and project-based
learning. It connects existing best practices like the ‘tea campaign’, practiced in the
1980s and 1990s at the Free University of Berlin, Germany, within their project
seminars ‘Social Entrepreneurship in Economics’.
This approach might be interconnected and applied to Latin America, to the product of coffee and other suitable products. It has to be tested regarding potential
for prototyping and regarding scalability. It will be analyzed regarding possibilities to support Fair Trade in global economical cycles and to contribute to socioecological development of indigenous people, as well as Education for Sustainable
Development, the support of Human Rights of Threatened indigenous people especially within the Colombian peace process. Based on Higher Education production
projects, the global problem of poverty, segregation and land exodus like this, can
be fought.
A Fair Trade approach particularly offers innovative perspectives for a global fair
economical cycle. It carries a lot of transformational potential. Given the monopolist
market structures in Colombia and many other countries, Fair Trade as an educational
approach in Higher Education can support sustainability, material existence and the
development of value chains and circles in sustainability.
5 Designing Global Economical Circuits as Educational
Circuits
Putting eco-social solutions at the global level into action, Higher Education can
support sustainable economies. Due to its integrative and transformative nature, it is
also an instrument for implementing the 2030 agenda for sustainable development.
This approach supports the shift from Millennium Developmental Goals (MDGs)
to Sustainable Development Goals (SDGs), framed within international cooperation.
It connects piloting and implementing sustainable development within global system
innovation. It addresses SDG 2 sustainable land use, as well as connecting it to
sustainable agriculture. It connects to SDG 3 Healthy Lives, insofar sustainable living
is addressed. SDG 4 Education for Sustainable Development are placed in the center,
insofar students are interconnected with transnational initiatives in sustainable and
problem-, as well as solution based initiatives and learning arrangements. SDG 6 is
addressed, insofar agriculture and economical cycles will be related more towards
sustainability. SDG 8 addresses global economical cycles and SDG 12, the world of
sustainable production patterns and sustainable consumption.
As the global economical cycle as an educational cycle especially can and will be
relevant to sustainability education, connections to other universities and projects for
sustainable development will be of interest. Insofar SDG 17 is addressed, when dealing with the principle of sustainable supply in value chains of purchase and delivery.
Especially the glocal approach, the solidary transcontinental cooperation of different
857
cycle brings about concrete options for transformational education and project-based
learning. It connects existing best practices like the ‘tea campaign’, practiced in the
1980s and 1990s at the Free University of Berlin, Germany, within their project
seminars ‘Social Entrepreneurship in Economics’.
This approach might be interconnected and applied to Latin America, to the product of coffee and other suitable products. It has to be tested regarding potential
for prototyping and regarding scalability. It will be analyzed regarding possibilities to support Fair Trade in global economical cycles and to contribute to socioecological development of indigenous people, as well as Education for Sustainable
Development, the support of Human Rights of Threatened indigenous people especially within the Colombian peace process. Based on Higher Education production
projects, the global problem of poverty, segregation and land exodus like this, can
be fought.
A Fair Trade approach particularly offers innovative perspectives for a global fair
economical cycle. It carries a lot of transformational potential. Given the monopolist
market structures in Colombia and many other countries, Fair Trade as an educational
approach in Higher Education can support sustainability, material existence and the
development of value chains and circles in sustainability.
5 Designing Global Economical Circuits as Educational
Circuits
Putting eco-social solutions at the global level into action, Higher Education can
support sustainable economies. Due to its integrative and transformative nature, it is
also an instrument for implementing the 2030 agenda for sustainable development.
This approach supports the shift from Millennium Developmental Goals (MDGs)
to Sustainable Development Goals (SDGs), framed within international cooperation.
It connects piloting and implementing sustainable development within global system
innovation. It addresses SDG 2 sustainable land use, as well as connecting it to
sustainable agriculture. It connects to SDG 3 Healthy Lives, insofar sustainable living
is addressed. SDG 4 Education for Sustainable Development are placed in the center,
insofar students are interconnected with transnational initiatives in sustainable and
problem-, as well as solution based initiatives and learning arrangements. SDG 6 is
addressed, insofar agriculture and economical cycles will be related more towards
sustainability. SDG 8 addresses global economical cycles and SDG 12, the world of
sustainable production patterns and sustainable consumption.
As the global economical cycle as an educational cycle especially can and will be
relevant to sustainability education, connections to other universities and projects for
sustainable development will be of interest. Insofar SDG 17 is addressed, when dealing with the principle of sustainable supply in value chains of purchase and delivery.
Especially the glocal approach, the solidary transcontinental cooperation of different