scholarly journals A New School with Spaces Inclusive Pedagogics

2021 ◽  
Vol 5 (3) ◽  
pp. p12
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
The Sustainable Development ◽  
New School ◽  
Initial Teacher Training ◽  
New Public ◽  
Attention To Diversity ◽  
Educational Inclusion ◽  
Correlational Model

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school’s development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

A New School With Spaces Inclusive Pedagogics

2021 ◽  
Vol 8 (4) ◽  
pp. 121-134
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
The Sustainable Development ◽  
New School ◽  
Initial Teacher Training ◽  
New Public ◽  
Attention To Diversity ◽  
Educational Inclusion ◽  
Correlational Model

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the "Questionnaire for future Secondary Education teachers about perceptions of attention to diversity" (Colmenero & Pegalajar , 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

scholarly journals A New School with Spaces Inclusive Pedagogics

2021 ◽  
Vol 4 (2) ◽  
pp. p53
Author(s):  
José Manuel Salum Tomé, PhD
Keyword(s):  
Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
The Sustainable Development ◽  
New School ◽  
Initial Teacher Training ◽  
New Public ◽  
Attention To Diversity ◽  
Educational Inclusion ◽  
Correlational Model

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

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.

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).

Lifelong Learning in Nepal: Contexts and Prospects

AMC Journal ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 121-132
Author(s):  
Kapil Dev Regmi
Keyword(s):  
Sustainable Development ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development

After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly non-formal and informal modes of learning as key components of lifelong learning.

scholarly journals The Determinants of Access to Sanitation: The Role of Human Rights and the Challenges of Measurement

Water ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 1676
Author(s):  
Rebecca Schiel ◽  
Bruce M. Wilson ◽  
Malcolm Langford
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Field Data ◽  
Data Availability ◽  
Regression Analyses ◽  
Human Right ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development

Ten years after the United Nation’s recognition of the human right to water and sanitation (HRtWS), little is understood about how these right impacts access to sanitation. There is limited identification of the mechanisms responsible for improvements in sanitation, including the international and constitutional recognition of rights to sanitation and water. We examine a core reason for the lack of progress in this field: data quality. Examining data availability and quality on measures of access to sanitation, we arrive at three findings: (1) where data are widely available, measures are not in line with the Sustainable Development Goal (SDG) targets, revealing little about changes in sanitation access; (2) data concerning safe sanitation are missing in more country-year observations than not; and (3) data are missing in the largest proportions from the poorest states and those most in need of progress on sanitation. Nonetheless, we present two regression analyses to determine what effect rights recognition has on improvements in sanitation access. First, the available data are too limited to analyze progress toward meeting SDGs related to sanitation globally, and especially in regions most urgently needing improvements. Second, utilizing more widely available data, we find that rights seem to have little impact on access.

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.

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