Arushi Mathur, Author at Center for Research and Implementation of Sustainable Practices

Arushi Mathur

Arushi Mathur is currently working in the Education and Skills Development Department at IPE Global. She holds a Bachelor’s degree in Economics from Miranda House and a Master’s degree in Sustainable Development Practices from TERI School of Advanced Studies. Arushi has co-authored an abstract on the idea of a sustainability university toolkit for India which was presented at the International Conference on Sustainable Development 2021. A proceeding paper of the Conference titled ‘Technical and Vocational Education and Training: Examining changing conditions in India’ has been published in the Environmental Sciences Proceedings journal, of which she is the first author. She has also contributed to drafting the Youth Statement on behalf of TERI SAS for the Conference of Parties (COP26), particularly sharing insights on the aspect of education.

She has interned with a faculty from Azim Premji University and at the Centre for Environment Education. As a research intern at CEE, she conducted qualitative research on a pilot of the Eco-Schools Programme to capture its role in experiential learning and stakeholder perspectives for her dissertation. She is exploring concepts of behavioural economics and the knowledge economy and strives to transform the education system by encouraging ‘learning to learn’ sustainability perspectives.

Taken from unslpash.com and by Tamanna Rumee

Sustainability in Education: Enhancing quality and resilience

Sustainable Development / Arushi Mathur

The write-up outlines the idea of sustainability in the education sector, its importance, major challenges, potential disclosures, and leading examples for a way forward. Sustainability in this area envelops aspects of participation and capacity building of all stakeholders, monitoring student-teacher learning, instructional delivery, curriculum design reforms, socio-economic and environmental best practices by individuals and the educational institutions in a good governance framework to ensure effective results in lifelong learning. A thorough analysis of strengths and weaknesses of existing models, addressing major bottlenecks and ensuring an evidence-based holistic mechanism to measure quality education can enable progress towards Agenda 2030.

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