EDUCATION FOR SUSTAINABLE DEVELOPMENT: PROBLEMS AND SOME RESULTS

2021 ◽  
Vol 43 (1) ◽  
pp. 109-115
Author(s):  
Ekaterina KOLESOVA
Keyword(s):  
Sustainable Development ◽  
General Education ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Federal State ◽  
Special Study ◽  
The Sustainable Development ◽  
Educational Standard ◽  
Development Goals ◽  
State Educational

Some results of the development of sustainable education implementation over past 15-20 years in Russia and problems hampered its realization were summarized here. Issues required special study concerning various aspects of the methodology, content and methodology of education for sustainable development were formulated. One of the main questions is how the concept of sustainable development corresponds to present-day realities. A correspondence analysis of federal state educational standard (FSES) content for general education schools to the sustainable development goals (SDGs) until 2030 has been carried out.

Scientific and Methodological Approaches to Creating a System of Pedagogical Diagnostics of the Level of Training and Development of Primary School Graduates

2021 ◽  
pp. 10-14
Author(s):  
Marina Kuznetsova ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Training And Development ◽  
Federal State ◽  
Educational Standard ◽  
Initial Stage ◽  
Development Goals ◽  
Methodological Approaches ◽  
Level Of Training ◽  
The Individual ◽  
State Educational

The article discusses the problem of obtaining reliable information about the level of educational achievements of junior schoolchildren during their transition to the next stage of school education. The implementation of the development goals of students at the initial stage of schooling, set by the Federal State Educational Standard of Primary General Education, requires pedagogical diagnostics, which makes it possible to establish the cause of the difficulties that children have in the course of studying various subjects. This ensures the timely intervention of the teacher in the learning process to provide each younger student with pedagogical assistance and support, which makes it possible to eliminate the individual difficulties that arise in him.

scholarly journals Development of teachers’ professional skills in education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07007
Author(s):  
Svetlana Tolstikova ◽  
Larisa Osechkina ◽  
Elena Tabolova ◽  
Galina Travinova
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Age Differences ◽  
Personal Development ◽  
Sustainable Development Goals ◽  
Necessary Conditions ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals

The article considers the skills and features of the personal development of a teacher in education for sustainable development (ESD). It contemplates over the influence of age differences on the formation of the professional and communicative culture of a specialist in higher education. Moreover, it describes the necessary conditions for the professional formation of the professional and communicative culture of a teacher in the development and promotion of her or him as a professional that is capable of raise the environmental awareness in students and help them to nourish their sustainable citizenship. In addition, it discusses the role of teacher training in education for sustainable development and stresses the importance of reorienting teacher training to take sustainability into account in the context of education policy and the implementation of the Sustainable Development Goals (SDGs).

Sustainable Development Goals and Environmental Education (to the 50th Anniversary of the Scientific Council on Environmental Education of the Russian Academy of Education)

2020 ◽  
Vol 15 (4) ◽  
pp. 26-35
Author(s):  
Zakhlebny Anatoly N. ◽  
◽  
Ermakov Dmitry S. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Russian Federation ◽  
Sustainable Development Goals ◽  
50Th Anniversary ◽  
National Development ◽  
Education For Sustainable Development ◽  
Federal State ◽  
Development Goals ◽  
The Russian Federation

The National Development Goals of the Russian Federation for the period up to 2030, defined by the decree of the President (2020), corresponding to the Sustainable Development Goals (SDG), which were adopted by the United Nations General Assembly in 2015. The Russian Federation conducts systematic work to implement SDG, including Goal 4, “Quality education”. The article presents a brief outline of the history of the created in 1970 Scientific Council on environmental education of the Russian Academy of Education (previously it was called Problem Council on informal environmental education of the Academy of Pedagogical Sciences of the USSR), the main directions of its activities and contribution to the SDG through the development of scientific and methodological support of environmental education (in contemporary wording, of the environmental education for sustainable development). With the participation of members of the Scientific Council, federal and regional textbooks on sustainable development for secondary and higher schools were published, and several monographs and dissertations were prepared. Issues of environmental protection and sustainable development are included in federal state educational standards. The Concept of general environmental education for sustainable development is prepared. The Interregional network partnership “Learning to live sustainably in a global world” is functioning. Currently, designing of the national set of SDG 4 indicators, and, particularly, an indicator 4.7.1 related to training in sustainable development and sustainable lifestyles, is on the way.

scholarly journals FSES HE 3++ educational standard through the prism of the concept of “Education for sustainable development”

2021 ◽  
Vol 94 ◽  
pp. 02006
Author(s):  
Anna Kovrigina
Keyword(s):  
Sustainable Development ◽  
Educational System ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Educational Programs ◽  
Federal State ◽  
Educational Standard ◽  
Educational Paradigm ◽  
Definition Of ◽  
State Educational

The emergence of new goals in the educational system, dictated by globalization and technologization of modern society raises the question of the transition to a new pedagogical concept of education for sustainable development. The article proposes a definition of ESD, considers the reflection of the principles of ESD in a single regulatory and methodological complex, consisting of the Federal State Educational Standard of Higher Education 3++ and exemplary basic educational programs. The author tried to correlate the requirements of the educational standard in linguistics with current professional standards. In the course of the study, proposals are made for the full implementation of the main professional educational programs of a bachelor's degree in “Linguistics” in terms of the concept of ESD. It is concluded that a new educational paradigm is forming now and needs methodological support for the consistent construction of a unified competency model of a graduate at all levels of the educational system, with an emphasis on the formation of personal qualities and activity attitudes necessary for sustainable development of society.

scholarly journals Exploring knowledge of prospective biology teacher about Education for Sustainable Development

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ivo Novidsa ◽  
Widi Purwianingsih ◽  
R. Riandi
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
Biology Teacher ◽  
Research Subjects ◽  
Biology Teachers ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teacher's Knowledge

Education for Sustainable Development (ESD) is crucial program hold by United Nations in realizing the Sustainable Development Goals (SDGs). It is necessary to prepare competent teacher which can be started with debriefing through lectures. The purpose of this study was to analyze the prospective biology teacher's knowledge about ESD. The ESD competencies which were analyzed in this study including knowledge, actions, ethical values, attitudes, and emotions. The research subjects used were 30 students of their third year biology teacher education and taking Kapita Selekta Biology course in Universitas Pendidikan Indonesia (UPI). This descriptive study used a questionnaire about knowledge on ESD given to prospective biology teachers before they were given a briefing about ESD. The data gained were analyzed using percentage. The results showed that the persentage of knowledge of prospective biology teachers about ESD was still low (under 50%). Based on the findings, it is necessary to do ESD debriefing so that prospective biology teachers are able to integrate ESD in their learning design

Scientific and Methodological Approaches to Creating a System of Pedagogical Diagnostics of the Level of Training and Development of Primary School Graduates

2021 ◽  
pp. 37-42
Author(s):  
Marina Kuznetsova ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Training And Development ◽  
Federal State ◽  
Educational Standard ◽  
Initial Stage ◽  
Development Goals ◽  
Methodological Approaches ◽  
Level Of Training ◽  
The Individual ◽  
State Educational

The article discusses the problem of obtaining reliable information about the level of educational achievements of junior schoolchildren during their transition to the next stage of school education. The implementation of the development goals of students at the initial stage of schooling, set by the Federal State Educational Standard of Primary General Education, requires pedagogical diagnostics, which makes it possible to establish the cause of the difficulties that children have in the course of studying various subjects. This ensures the timely intervention of the teacher in the learning process to provide each younger student with pedagogical assistance and support, which makes it possible to eliminate the individual difficulties that arise in him.

scholarly journals What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class

2020 ◽  
Vol 12 (4) ◽  
pp. 1690 ◽  
Author(s):  
Eva-Maria Waltner ◽  
Katja Scharenberg ◽  
Christian Hörsch ◽  
Werner Rieß
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Implementation Process ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Teacher Survey ◽  
Global Action ◽  
Action Programme ◽  
Development Goals ◽  
Teachers Attitudes

After the end of the first Global Action Programme on Education for Sustainable Development, coinciding with ongoing international evaluation processes, questions about the implementation of the Education for Sustainable Development programs and assessments continue to be raised. The present study examined Education for Sustainable Development implementation at the local (teachers’) level, assessing what teachers think and know about Education for Sustainable Development and how they implement it in secondary school classes in Baden-Wuerttemberg, Germany. By providing novel data from a teacher survey in 2019, this study revealed that Education for Sustainable Development in some aspects still lacks concrete structural implementation in educational contexts. Using a longitudinal approach, we additionally compared data from an earlier representative assessment in 2007 to the data from 2019. In reference to the preceding evaluation report, the present study showed, for example, that teachers’ attitudes towards Sustainable Development Goals were significantly higher in 2019 compared to 2007. This study provides clarification of the needs and achievements of the Education for Sustainable Development implementation process. In sum, our analysis found that from the teachers’ perspective, more abstract policies are not needed, but instead teachers ask for very concrete support that is close to teaching and the schools’ objectives. The results of our study help, in a larger sense, to navigate society towards a more sustainable direction and towards achieving the Sustainable Development Goals by highlighting the remaining challenges of these broad objectives.

Scientific and Methodological Approaches to Creating a System of Pedagogical Diagnostics of the Level of Training and Development of Primary School Graduates

2021 ◽  
pp. 15-21
Author(s):  
M. Kuznetsova ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Training And Development ◽  
Federal State ◽  
Educational Standard ◽  
Initial Stage ◽  
Development Goals ◽  
Methodological Approaches ◽  
Level Of Training ◽  
The Individual ◽  
State Educational

The article discusses the problem of obtaining reliable information about the level of educational achievements of junior schoolchildren during their transition to the next stage of school education. The implementation of the development goals of students at the initial stage of schooling, set by the Federal State Educational Standard of Primary General Education, requires pedagogical diagnostics, which makes it possible to establish the cause of the difficulties that children have in the course of studying various subjects. This ensures the timely intervention of the teacher in the learning process to provide each younger student with pedagogical assistance and support, which makes it possible to eliminate the individual difficulties that arise in him.

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