Creating 21st Century Global Citizens. A design-led systems approach to transformative secondary education for sustainability

Purpose The purpose of this paper is to provide insight into the current contributions of private schools to education provision in Tanzania, and to consider the feasibility of a school voucher program to contribute to the expansion of the secondary school system, compared to the alternative expansion of public secondary education. Design/methodology/approach The study offers an analysis of current educational circumstances and educational goals in Tanzania, and projects differential costs and outcomes associated with various options for expanding secondary education. Data come from two sources: a census of the private schooling market in the Morogoro Urban district, conducted as part of the World Bank’s Systems Approach for Better Education Results initiative; and Tanzania’s National Panel Survey 2010–2011. Findings For those students unable to cover the full cost of secondary education, findings suggest that a targeted private school voucher would be an efficient and equitable policy mechanism for secondary school expansion. Such an approach would ease the financial burden on government for constructing all new schools, yet assure access for the most vulnerable. Originality/value The implementation of school voucher programs is increasing in low-income countries. It is important for policy makers to carefully consider the appropriateness of this type of policy intervention for their particular educational contexts. This paper models an approach by which researchers and policymakers can assess the educational circumstances of a particular location, and determine the potential effectiveness of a private school voucher policy.

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Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

Education Sciences ◽

10.3390/educsci11090475 ◽

2021 ◽

Vol 11 (9) ◽

pp. 475

Author(s):

María Diez Ojeda ◽

Miguel Ángel Queiruga-Dios ◽

Noelia Velasco-Pérez ◽

Emilia López-Iñesta ◽

José Benito Vázquez-Dorrío

Keyword(s):

Secondary Education ◽

21St Century ◽

Real World ◽

21St Century Skills ◽

Educational Practice ◽

Pilot Test ◽

Industrial Chemistry ◽

Education Systems ◽

The Real ◽

The Subject

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

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TOWARDS THE DEVELOPMENT OF THE 21ST CENTURY SKILLS TODAY FOR THE GLOBAL CITIZENS OF TOMORROW: THE BRIGHTS PROJECT

EDULEARN18 Proceedings ◽

10.21125/edulearn.2018.1903 ◽

2018 ◽

Author(s):

Maria Aspioti ◽

Aspasia Theodosiou ◽

Achilles Kameas

Keyword(s):

21St Century ◽

21St Century Skills ◽

Global Citizens

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Critical Instruction, Student Achievement, and the Nurturing of Global Citizens

Business Law and Ethics ◽

10.4018/978-1-4666-8195-8.ch064 ◽

2015 ◽

pp. 1308-1330

Author(s):

Howard Menand

Keyword(s):

Qualitative Research ◽

Instructional Practices ◽

21St Century ◽

Research Question ◽

Historical Background ◽

Classroom Observations ◽

Global Level ◽

Global Citizens ◽

The Impact ◽

Classroom Level

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today's classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

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Addressing food insecurity in Australia through education for sustainability

Health Promotion International ◽

10.1093/heapro/daz119 ◽

2020 ◽

Vol 35 (6) ◽

pp. 1601-1611

Author(s):

Sonia Nuttman ◽

Rebecca Patrick ◽

Mardie Townsend

Keyword(s):

Health Promotion ◽

Food Insecurity ◽

21St Century ◽

Education For Sustainability ◽

Structured Interviews ◽

Potential Barriers ◽

Australian Health ◽

Analysis Process ◽

Potential Use ◽

Insight Into

Abstract Within Australia food insecurity affects an estimated 4 million people annually. Health promotion degrees traditionally prepare pre-service graduates to address food insecurity from a social determinants perspective, little consideration of integrating ecological determinants, however, has been noted. This is a significant problem considering unprecedented environmental challenges facing future food production. Education for sustainability (EfS) is purported to develop graduates who can respond to significant sustainability issues in the 21st century. This study examined the potential for health promotion degrees to utilize EfS to address food insecurity through an ecological lens. The study also illustrates why it might be valuable for academics to use such an approach. Semi-structured interviews with 15 Australian health and sustainability academics and document analysis of 26 associated teaching units was undertaken. Thematic analysis informed the data analysis process to provide meaning and insight into emerging themes. Academics were unaware of EfS or its potential for developing ecologically literate graduates. A lack of university commitment towards sustainability and knowledge and skills to implement EfS were identified as potential barriers. Academics, however, were ascribing to the central tenets used in EfS such as interdisciplinary thinking and reflective practice, demonstrating its potential use in health promotion. EfS, as a framework for incorporating an ecological perspective into health promotion degrees has not been fully realized. This study suggests capacity building of academics with regard to the use of EfS as an approach within health promotion degrees to address significant sustainability issues in the 21st century, such as food insecurity.

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Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens

International Journal of Mechanical Engineering Education ◽

10.1177/0306419020934100 ◽

2020 ◽

pp. 030641902093410

Author(s):

Patricia Munoz-Escalona ◽

Zulay Cassier de Crespo ◽

Mara Olivares Marin ◽

Meg Dunn

Keyword(s):

Collaborative Learning ◽

21St Century ◽

Learning Experience ◽

Learning Activities ◽

Design Engineering ◽

Global Citizens ◽

International Perspectives ◽

Intercultural Competencies ◽

E Learning ◽

International Learning

In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.

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