Book Review: Engaging Youth in Sustainable Development: Learning and Teaching Sustainable Development in Lower Secondary Schools

2021 ◽  
pp. 002205742110335
Author(s):  
Bosco Ekka
Author(s):  
Pham Thi Le Hang

The development of ICTs has strongly influenced many different aspects of social life, including education and training. ICTs application and management of ICTs applications has become an indispensable trend and has a profound effect on improving the quality of education and training. The author has analyzed the current state of ICTs application management in teaching in lower secondary schools in rural, midland and mountainous areas from which 6 management solutions for applying information and communication technology in teaching in lower secondary schools in accordance with the school’s practice.


Author(s):  
Pham Van Truong

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.


2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Pham Van Phuc ◽  
Ngo Quang Son

Last time, management of equipment, maintenance and use of teaching equipment in lower secondary schools in Dien Bien district, Dien Bien province has been paid more attention, making important contributions to keeping sustainably, improve the quality of education in the district. Every year the lower secondary schools have been given funding and have plans to equip additional teaching equipment. Most lower secondary schools have full-time staff in charge of teaching equipment; with equipment storage rooms, cabinets are gradually added; laboratories and classrooms have been built more and more; have a system of records of teaching equipment management established; The work of inventorying and purifying teaching equipment periodically was also concerned. The movement of innovating teaching methods has made education managers and teachers more interested in using teaching equipment effectively. The positive management measures have caused many teachers to use teaching equipment as an integral part of the lesson, helping the quality of the lessons be increasingly improved to meet the requirements of changes. New teaching methods. Education administrators, teachers, teaching equipment staff are becoming more and more serious in teaching device management. However, the reality of teaching equipment management still reveals many limitations: The management of teaching equipment in schools is still administrative and ineffective. The equipment has no overall and detailed plans; The procurement of teaching equipment is not guaranteed in terms of quantity, lack of uniformity (some are redundant, some are lacking), quality is limited (durability, accuracy is not guaranteed, some new ones are not used); preservation still has many shortcomings; lack of specialized staff; lack of storage space or insufficient storage; lack of cabinets, prices, laboratories, subject classrooms; specially managing the use of teaching equipment is not tight; Many places teachers have not paid attention to use, ineffective use. The situation of “teaching vegetarianism” is still common, teaching equipment used is still movement, mostly used only in special cases such as competitions for good teachers, lectures or when there is a delegation check; There are many cases of information technology abuse in teaching. The effective use of teaching equipment oriented student capacity development is not much. The management of the use of teaching equipment oriented to develop student competencies in the current trend of Industry Revolution 4.0 is a matter of great concern to educational managers.Thus, the task of surveying the situation of managing the effective use of teaching equipment, finding subjective and objective reasons in order to propose measures to effectively manage the use of teaching equipment in the direction of developing students’ practical capacities and contributing to improving the quality of teaching in secondary schools in Dien Bien district, Dien Bien province is a very important and necessary task today.


2019 ◽  
Author(s):  
Adib Rifqi Setiawan

This work presents nonsystematically within no claim of completeness about education for sustainable development (ESD) that aligned with traditional islamic perspective. Many of those explanations apply to learning and teaching in general, but clearly some are especially important in Islamic studies education. For convenience, they are presented here in separate sections, even though they are closely interrelated.


2014 ◽  
Vol 30 (2) ◽  
pp. 280-282
Author(s):  
Randolph James Brazier

AbstractSignificant progress has been made with respect to Education for Sustainable Development (ESD) in tertiary education institutions, particularly universities. There are also examples of ways in which sustainability has been incorporated into secondary schools and curricula, but with varying levels of success. ESD that has been incorporated in secondary schools has been shown to engage students and give more context to the curriculum, as well as enable students to develop the critical thinking required to tackle the big issues that face the planet now and into the future.In the United Kingdom, while some aspects of sustainability have been introduced into the secondary school curriculum, they are often merged into other subjects and do not attract as much attention as traditional subjects. Furthermore, sustainability emphasis varies between schools, exam boards and teachers, leading to differing levels of understanding among teenagers. As a result, it could be argued that some young people fail to engage with global issues, which could be contributing towards the lower rates of young people voting in the United Kingdom. Promoting sustainable development, and how engineering can contribute towards it, could also potentially help reverse the decline in engineering student entries at universities, by attracting more interest to the engineering field. Thus, the question is raised as to how sustainability knowledge can be improved among teenagers.The research investigated the scale and quality of ESD at secondary schools in the United Kingdom and recommended a range of solutions to improve sustainability teaching and thinking among teenagers. A range of research tools were used, including a literature and curriculum review, interviews and surveys with teachers and students, and a role-play case study.The research involved a survey being conducted with 475 UK secondary school students aged 12–18 years. The survey was conducted to determine the current level of sustainability understanding of the students, where they learned about it, their preferences relating to issues facing the Earth, and how they think sustainability teaching could be improved. Surveys were purposely open ended, and teachers were instructed not to give prompts prior to the survey, to enable an accurate reflection of students’ knowledge. Results of the surveys varied across age group, school, overall attainment levels of students and exam boards. In general, results showed that while students are interested and knowledgeable about current issues, their level of understanding of sustainability is poor to moderate, and they want it to be taught in more subjects.A gap analysis was then conducted with a curriculum review, survey results and interviews with teachers as inputs. The aim of the analysis was to determine the difference between a desirable level of knowledge and teaching of sustainability, and current practice. Among other things, the analysis indicated that interactive learning would be beneficial, and thus a role play, set in Cambridge and covering environmental, social and economic aspects, was designed and run at two schools in Cambridge. An element of competition was included, as well as a relatively open set of rules, to invoke creative solutions. Observation during the game indicated engaged students. Feedback from students indicated that the game was a fun and useful learning tool. Feedback from teachers was also positive, indicating that interactive teaching tools, like role plays, class debates and field experiments, can be very valuable towards teaching students about the complexities of sustainability.After the role plays, the students were surveyed with identical questions to the initial survey. Results were compared, and sustainability knowledge and the ability to identify environmental issues was seen to increase significantly, far more so than originally expected. This increase in knowledge was highlighted by the students themselves in subsequent feedback sessions.Finally, steps were proposed to improve sustainability education that could be implemented by schools and teachers or at the UK National Curriculum level: •a ‘Sustainability Week’ or sustainability short course to be run at early secondary school, with the aim to give students a holistic overview of sustainability;•aspects of sustainability, including real-world examples, to be included in all subjects and lead on from the short course;•interactive learning tools to be strongly encouraged and made available to all teachers;•training and support to be provided to teachers to improve understanding and ability to teach sustainability;•extra-curricular sustainability activities to be offered at all schools. These steps, along with continual lines of communication and feedback between politicians, the public, industry, students and educators, will ensure that students understand sustainability and develop critical ways of thinking, leading to a more engaged generation.


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