scholarly journals North–South–South collaboration as a context for collaborative learning and thinking with alternative knowledges

2019 ◽  
Vol 11 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Anna-Leena Riitaoja ◽  
Hanna Posti-Ahokas ◽  
Hille Janhonen-Abruquah
Keyword(s):  
Culturally Responsive ◽  
Quality Education ◽  
Development Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Culturally Responsive Education ◽  
Qualitative Understanding ◽  
Global North ◽  
Intensive Course ◽  
Quality Learning

This article discusses North–South–South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of quality learning and educational practices through approaches of contextual and cultural relevance, in line with Sustainable Development Goal 4 (SDG4). The course initiated a research-focused learning dialogue among students and researchers and encouraged participants to reflect and critique their views and to engage with alternative knowledges. Analysis of participants' course feedback highlights the opportunities and limits of North– South–South collaboration for enhancing contextual, cultural and epistemological awareness for a better understanding of quality education.

Tourism education in France and sustainable development goal 4 (quality education)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hugues Seraphin ◽  
Mamadou Bah ◽  
Alan Fyall ◽  
Vanessa Gowreesunkar
Keyword(s):  
Sustainable Development ◽  
Secondary Data ◽  
Tourism Industry ◽  
Quality Education ◽  
University Graduates ◽  
Access To Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Content Type ◽  
Tourism Education

Purpose This study aims to focus on the phenomenon of “over-education” characterized by a discrepancy between education provided and the needs of the economy vis-à-vis employment. The study considers this issue with reference to tourism and courses taught in the field. Specifically, the phenomenon of over-education is investigated with reference to university graduates in tourism and their employability in the sector. Design/methodology/approach The research design draws from secondary data derived from a review of the literature on tourism and education. Findings The findings point to a need to consider aspects of tourism (field of study and discipline) in destination management. This is to avoid discrepancy at macro and micro levels and at a discipline and industry level. This strategy would also help to ensure synergy between tourism education and the needs of the tourism industry as advocated by the Helix model. Originality/value By focussing on over-education, this study shows that Sustainable development goal (SDG) 4, which relates to quality education, may be addressed. The outcome of the study also leads to the conclusion that SDG 4 should be based on not only access to education and school enrolment rates at all levels, particularly for girls, but also the relationship between education and actual employment.

scholarly journals Education for Sustainable Development: Glocal Implications for Universities

2021 ◽  
pp. 4-13
Author(s):  
Lilia Raitskaya ◽  
Elena Tikhonova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
Subject Field ◽  
Development Goal ◽  
University Systems ◽  
The Subject

The editorial overviews the key research aspects of embedding sustainable development into university systems worldwide. The JLE editors dwell upon the pivotal role of higher education in transferring knowledge, skills, and underlying values in promoting Sustainable Development Goal No.4 (Quality Education for Sustainable Development). The editorial analysis is underpinned by the most cited Scopus-indexed articles (Top-50 as of March 2021) on sustainable development in higher education. JLE potential authors will find some recommendations on the subject field gaps and key directions to be published in the journal upcoming issues.

scholarly journals TOWARDS SDG 4: TRADE-OFFS FOR GEOSPATIAL OPEN EDUCATIONAL RESOURCES

2020 ◽  
Vol XLIII-B5-2020 ◽  
pp. 199-205
Author(s):  
S. Coetzee ◽  
V. Rautenbach ◽  
A. Çöltekin ◽  
C. Pettit ◽  
M. Madden ◽  
...  
Keyword(s):  
Higher Education ◽  
Web Search ◽  
Learning Opportunities ◽  
Open Educational Resources ◽  
Quality Education ◽  
Educational Resources ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Trade Offs ◽  
Quality Checks

Abstract. Through the ISPRS scientific initiative presented in this paper, we aim to make geospatial educational resources available and discoverable to those who teach and those who want to learn. In earlier work, we designed and implemented a prototype catalogue for geospatial educational resources, aimed at a target audience in higher education. The success of search and discovery in any catalogue relies heavily on the metadata that describes catalogue entries. Initial feedback showed that users find it difficult to use some of the metadata elements in the prototype to describe their teaching materials. In order to better understand their difficulties and further refine the metadata for describing educational resources that are used for geospatial purposes specifically, we asked a number of participants to describe geospatial educational resources according to four sets of metadata attributes. This paper presents the results of the study and recommends a set of metadata attributes that are specifically useful for geospatial educational resources. Implementation trade-offs are discussed, e.g., deciding between metadata attributes that are very specific or more generic, and catalogue entries that are immediately available to Web search engines without any quality checks vs. catalogue entries that are moderated by a community of educators before publishing them. By providing metadata about geospatial educational resources, the international geospatial community can contribute to the UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.

scholarly journals Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

2020 ◽  
Vol 12 (15) ◽  
pp. 5884
Author(s):  
Erika González García ◽  
Ernesto Colomo Magaña ◽  
Andrea Cívico Ariza
Keyword(s):  
Sustainable Development ◽  
Scientific Production ◽  
Quality Education ◽  
Publication Type ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Final Sample ◽  
Bibliometric Approach

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.

Reshaping Strategies of University Libraries in Ghana towards Sustainable Development Goal 4

Mousaion ◽  
2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Samuel Owusu-Ansah
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Information Access ◽  
Sampling Technique ◽  
Quality Education ◽  
Library Services ◽  
Research Approach ◽  
University Libraries ◽  
Sustainable Development Goal ◽  
Development Goal

Ghana has a large and complex higher learning educational system, with an increasing enrolment each year. Given the global significance of the Sustainable Development Goals, this study aims to assess the roles of Ghanaian university libraries in achieving Sustainable Development Goal 4. The study applied a qualitative research approach to examine the strategies deployed by libraries in Ghana and the purposive sampling technique was used to select interviewees. The findings indicate that university libraries in Ghana are at the forefront of providing information and library services to support capacity building. These libraries have ensured inclusiveness to quality education by providing equitable library services, information access, and unbiased information services to all clients without discrimination. The study identified poor public perceptions of these libraries, inadequate funding, and emerging technologies as challenges facing libraries in Ghana. It was revealed that the areas in which information and library services have contributed to Sustainable Development Goal 4 in Ghana are (1) teaching and learning, (2) cooperation and collaboration among stakeholders, (3) promoting sustainable information practices among stakeholders, and (4) information in specific (specialised) contexts. The study concludes that university libraries in Ghana have created an enabling environment, making them increasingly relevant to national and global development. Strategies deployed by these libraries towards Sustainable Development Goal 4 include creating awareness, conducting cutting-edge research, sustaining lifelong learning and quality education, and providing high quality teaching and learning.

Lifelong Learning and Quality Education for Sustainable Development in Africa

2021 ◽  
pp. 17-37
Author(s):  
Fredrick Muyia Nafukho ◽  
Machuma H. Muyia
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Quality Education ◽  
Evidence Based ◽  
Sustainable Development Goal ◽  
Learning Society ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda

The future for all people in Africa lies in the provision of quality education, promotion and sustaining of lifelong learning. This chapter critically examines quality education, lifelong learning, and a learning society for Africa's sustainable development. Issues pertaining to quality education and lifelong learning are ever evolving and may not be completely addressed at any one time, hence the need for win-win solutions from within and without Africa. The chapter provides evidence-based guidance on how to implement rigorous approaches to quality education as an effective lifelong learning strategy to advance Education 2030 agenda and the Sustainable Development Goal (SDG4).

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