scholarly journals National Consciousness and Management of Secondary Education for Sustainable Development in Kwara State, Nigeria

2021 ◽  
Vol 7 (2) ◽  
pp. 1-18
Author(s):  
Abdullahi Nimota Jibola Kadir ◽  
Isiaka Babatunde Akanmu ◽  
Atolagbe Adedapo Adetiba ◽  
Etejere Patricia Agnes Ovigueraye
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Gender Equality ◽  
Pearson Correlation ◽  
Education For Sustainable Development ◽  
Cultural Integration ◽  
National Consciousness ◽  
Effective Management ◽  
Sports Activities ◽  
Education Managers

Abstract National consciousness within educational institutions could enhance effective management of education for sustainable development. This study examines the existing relationship between cultural integration, sports activities, gender equality and management of secondary education for sustainable development in Nigeria. Stratified random sampling technique was used to select 175 principals from a population of 310 principals and 364 teachers from a population of 6,894 teachers in public senior secondary schools in Kwara State, Nigeria with the use of Research Advisor (2006) table to determine sample size of a known population making a total of 539 participants. Data were collected using the National Consciousness and Management of Education for Sustainable Development Questionnaire (NCMESDQ), and analyzed using descriptive statistics and Pearson Correlation. The results revealed that there were positive and significant relationships between cultural integration, sports activities, gender equality and management of secondary education for sustainable development in Nigeria. The findings imply that education managers should improve cultural integration by finding more common grounds in the cultural practices of the people in respect to dressing, festivals and the likes, furthermore, education managers should pay more emphasis on sport activities as a means of bringing students of various schools together as well as improve on gender equality in order to maintain effective management of secondary education for sustainable development in Nigeria. Keywords: National consciousness, cultural integration, gender equality, sports activities, sustainable development

scholarly journals Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2022 ◽  
Vol 14 (2) ◽  
pp. 767
Author(s):  
Maria Magdalena Isac ◽  
Wanda Sass ◽  
Jelle Boeve-de Pauw ◽  
Sven De Maeyer ◽  
Wouter Schelfhout ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Structural Equation ◽  
Success Factors ◽  
Measurement Instrument ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Future Research ◽  
Subject Specialization ◽  
Action Competence

This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.

scholarly journals Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

2018 ◽  
Vol 8 (4) ◽  
pp. 187 ◽  
Author(s):  
Martin Dür ◽  
Lars Keller
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Development Goals

Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

scholarly journals Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020 ◽  
Vol 12 (14) ◽  
pp. 5551 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Almudena Alonso-Centeno ◽  
Miguel Corbí
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Social Transformation ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Education For Sustainable Development ◽  
Trainee Teachers ◽  
Social Interventions ◽  
Ex Post ◽  
Ex Post Facto

In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives

2006 ◽  
Vol 22 (1) ◽  
pp. 91-97 ◽  
Author(s):  
Willy Sleurs
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Environmental Management System ◽  
Strong Stimulus ◽  
Flemish Community ◽  
Environmental Objectives ◽  
Departments Of Education ◽  
Brundtland Report

AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly emphasised. The UN Decade of Education for Sustainable Development provides a strong stimulus to link Environmental Education to the other cross-curricular themes, Citizenship and Health Education and to include the ‘MOS’-project into the broader framework of Education for Sustainable Development.

scholarly journals Forecasting the Number of Children and Students Attending to School in Vietnam – The Interest in Gender Difference

2019 ◽  
pp. 1176-1183
Author(s):  
Son Huynh Van ◽  
Vu Giang Thien ◽  
Long Le Duc ◽  
Hong Nguyen Kim ◽  
Huan Nguyen Thanh
Keyword(s):  
Sustainable Development ◽  
Gender Difference ◽  
Gender Equality ◽  
Gender Gap ◽  
Education Development ◽  
Number Of Children ◽  
The Past ◽  
Factors Influencing ◽  
Culture Education ◽  
Education Managers

Gender is considered as one of the important factors influencing the development of society, relating to many fields such as economy, politics, culture, education, etc. For the past years, Vietnam has actively promoted the gender equality, including the adjustment of the gender gap between the number of the children born throughout the years. However, the forecast results of the number of the children and students attending to school in Vietnam showed that there was quite large gender gap between boys and girls. This leads to the imbalance of gender; as a result, the assurance of the conditions for the education development becomes a challenge. Based on the analysis of the forecast results, the paper mentioned the responsibility of the education managers on the issue of the gender gap in the development of education and sustainable development.

Sustainability Education in Early Childhood Education

Education ◽  
2021 ◽  
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
United Nations ◽  
Gender Equality ◽  
Sustainability Education ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Early Years ◽  
Childhood Education

Sustainability education is a comparatively new component of early childhood care and education. It has emerged in response to growing concerns about the state of humanity and the planet on which we depend, and in recognition of the early years as foundational in the establishment of dispositions related to ways of knowing, being, doing, and relating. Such dispositions can reflect key aspects of caring, learning, and acting in accordance to values that are life-enhancing for people and planet. UNESCO definitions of sustainability education recognize the interconnectedness of social, cultural, ecological, and economic justice as key dimensions in generating a world that sustains both human and more-than-human diversity. Sustainability education within the field of early childhood education similarly reflects the consideration that young children and their families are agentic and can act in ways that reflect a commitment to social justice and to protect planetary biodiversity at their local levels, as well as advocate for political changes in service of local and global well-being, such as policies to reduce greenhouse gas emissions. UNESCO, as the lead United Nations agency for education, science, and culture, has been mandated to lead education for sustainability since the World Summit on Sustainable Development (WSSD) in Johannesburg in 2002. Within UNESCO discourse, the terminology used is “Education for Sustainable Development” in recognition of the tensions that exist between the “developed” and “developing” nations in that the former are over-utilizing the resources of the earth in an unsustainable manner, while many in the majority world struggle to live in ways that maintain their well-being. The current United Nations Sustainable Development Goals outline a program intended to address seventeen key areas, which include poverty, hunger, health and well-being, education, gender equality, life on land and in the water, climate action, and sustainable cities and communities. Goal 4.7 recognizes they key role that education plays in furthering the entire SDG agenda: “Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UNESCO 2017, p. 7, cited under UNESCO Guiding Documents). This signals that all educators, from the early years and beyond, should incorporate such key focuses within the programs they offer. Beginning with some key UNESCO documents, the sections below cover some key texts and articles that provide guidance for sustainability education in early childhood settings.

scholarly journals FINANCIAL INCLUSION: A PANACEA FOR ATTAINING SUSTAINABLE DEVELOPMENT IN DEVELOPING COUNTRIES LIKE NIGERIA

2020 ◽  
Vol 14 (2) ◽  
pp. 1-11
Author(s):  
Reuben Ogbe Osagie
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Gender Equality ◽  
Financial Literacy ◽  
Poverty Reduction ◽  
Pearson Correlation ◽  
Financial Inclusion ◽  
Primary Data ◽  
P Value ◽  
Cross Sectional

The study “Financial Inclusion: A Panacea for Attaining Sustainable Development in Developing Countries like Nigeria” was embarked on by the researcher with the view of ascertaining whether financial inclusion of majority of citizens on part of the government can lead to sustainable development in line with the UN (2015) Sustainable Development Goal. The sub-variables under consideration were access to loans and credit facilities; and financial literacy for the independent variable financial inclusion and poverty reduction; gender equality for the dependent variable sustainable development. Cross-sectional descriptive research design was adopted by the researcher. The researcher used primary data to elicit information for this study. The population for the study was taken from six (6) communities selected from 6 Local Government Areas from the Lagos and Ogun States, with each state contributing 3 communities, respectively. A total of 750 questionnaires was distributed, with 125 questionnaires handed out to each respective community; 532 questionnaires were returned in a form usable for the study, amounting to 70.9% deemed valid to arrive at a valid conclusion. Content validity was adopted for this study. Reliability test was conducted using Cronbach Alpha, which returned 0.837, showing internal consistency of the research instrument. Descriptive statistics such as mean, simple percentage were used to analyze the demography of respondents while regression and Pearson correlation coefficients were used to analyze the data. The findings revealed that access to loans and credit facilities lead to poverty reduction in developing countries like Nigeria, and financial literacy is a prerequisite for ensuring gender equality in developing countries like Nigeria, with a p value of 0.000<0.05, a correlation coefficient of 0.651, an unstandardized coefficient of 1.204 (120.4%). The results and findings were sufficient to assert that financial inclusion is indeed a panacea for attaining sustainable development in developing countries like Nigeria.

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