scholarly journals QUALITY OF EDUCATION AND SUSTAINABLE DEVELOPMENT GOALS IN PAURI GARHWAL

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
P .D. SINGH ◽  
A. S. MANHAS ◽  
S. GUSAIN
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Parameters ◽  
Quality Education ◽  
Human Values ◽  
Quality Of Education ◽  
Human Beings ◽  
Teaching Aids ◽  
Development Goals

Education is that thread which ties the society with the discipline and knowledge. Role of education is experienced universally which transforms societies in a fastidious way and leading to the sustainable development. It is essential to development of any nation. It is the backbone of development and is critical for improving the ability of the human beings to handle environmental and development issues for which basic education is a foundation of environmental knowledge and higher education needs to be integrated as an important part of learning. Education sustains the human values which contribute to individual and collective well-being. Education can enhance the effectiveness of each policy instrument by developing information engagement, agency and empowerment among all affected stakeholders. Education can build a drastic change that is sustainable change because it is created by the learner and reaches hearts and minds. Education can also sustain different human values that can collectively contribute to well beings of individuals and the society. It is the basis for increasing confidence for facing challenges and lifelong learning deeds that can achieve every goal of the individual building. The definition of quality education is different from person to person. There are many important factors responsible for quality of education for example teacher pupil ratio, infrastructure of the school, expenditure of the school on various teaching aids and projects, etc. Major problems of quality education are; limited policy relevant knowledge, policies related to quality education are not based on thorough research, Absence of standardized outcome measures and absence of highly skilled researchers and research capacity in general. Present study is supposed to focus on quality parameters of education that can help achieve goal 4 of sustainable development goals therefore the purpose of this study is to give a brief review of quality parameters of education and status of sustainable development goals in Pauri Garhwal district of Uttarakhand.

scholarly journals Headteachers' Contribution to Improving Quality of Education for Sustainable Development at Secondary Level

2019 ◽  
Vol IV (IV) ◽  
pp. 575-584
Author(s):  
Gulzar Ahmed ◽  
Zaheer Abbas ◽  
Muhammad Nisar
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Secondary Level ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Head Teachers ◽  
Development Goals

Headteachers are responsible for the provision of quality education to the children in their respective educational institutions. The study aimed to analyze Head Teachers' commitment to improving the education level for sustainable development and to suggest measures for further progress. The population of the study consisted of oof380 public sector secondary schools' headteachers (male & female) of Okara and Sahiwal districts. Sample of the study comprised of 240 headteachers (male & female) randomly selected from the population. A self-developed questionnaire comparison of Five-point Likert scale was used to collect data, which was later on analyzed and interpreted by using frequency percentages, mean score, standard deviation and t-value as statistical tools. It was concluded that the majority of respondents were in four that education for sustainable development (ESD) helps them in achieving sustainable development goals

scholarly journals APLIKASI “PENGENALAN BUAH DAN BINATANG” BERBASIS AUGMENTED REALITY SEBAGAI MEDIA PEMBELAJARAN PADA PENDIDIKAN ANAK USIA DINI

2021 ◽  
Vol 6 (1) ◽  
pp. 8-14
Author(s):  
Noer Azizah Rosita Dewi Suwoto
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Augmented Reality ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
Quality Of Education ◽  
Childhood Education ◽  
Development Goals

Sustainable Development Goals (SDGs) is a continuation of the Melenial Development Goals (MDGs) as joint development ambitions in the period of 2015 to 2030. Sustainable Development Goals (SDGs) have 17 development goals with 169 targets, one of which is to ensure the quality of education inclusive and equitable for all levels. Quality education in this case is intended to ensure that all children, both girls and boys, can complete quality basic education and lead to relevant and effective education.Improving the quality of education carried out by the government aims to prepare alpha generations so that they can compete with other countries in the future. The preparation starts from early childhood education which is taken by children aged 0-6 years who tend to think in a concrete way. The need for learning media to explain something abstract and can be understood by early childhood. Therefore interesting media is highly recommended as an alternative in learning. However, in the era of the industrial revolution 4.0 has not been optimally entered into all fields including education. In this decade there emerged technological development innovations that could be used in education, especially for the Early Childhood Education. Augmented Reality is a technology that has been developed by Programmers to improve the quality of Indonesian education. Seeing the problems and opportunities that are being experienced by the development of education in Indonesia, through the technology of Augmented Reality developed an application called the Pengenalan Buah dan Binatang that can be used as a medium of learning that involves and trains the senses in early childhood. According to research conducted by the British Audio Visual Association shows that 75% of people obtain information from visual, 13% from hearing audio, 6% from touch and touch, and 6% from kiss/tongue. It also needs support and cooperation between children, parents and the community to foster cooperation in the face of the Industrial Revolution 4.0 era.

actual aspects of planning and development of training programs

2020 ◽  
pp. 9-14
Author(s):  
A.T. Shilkina ◽  
◽  
I.V. Filippova ◽  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Training Programs ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Development Goals ◽  
Key Aspects ◽  
Oriented Approach

The key aspects of the Sustainable Development Goals in the context of the quality of education are identified, formulated in the framework of the UN Conference «2030 Agenda for Sustainable Development», which are the basis for ensuring an effective process of planning and development of educational programs; The importance of the design and development of curriculum oriented to students based on a problem-oriented approach is substantiated; The key advantages of the modular step-by-step structure of the curriculum are revealed, which allow you to select the appropriate level of complexity of tasks and not overload the classes.

scholarly journals Peningkatan SDM Menuju Kemandirian UMKM Melalui Kualitas Pendidikan dalam Mewujudkan Sustainable Development Goals

2019 ◽  
Vol 4 (02) ◽  
pp. 88-97
Author(s):  
Era Sonita ◽  
Helmi Helmi
Keyword(s):  
Human Resources ◽  
Sustainable Development Goals ◽  
Community Education ◽  
National Development ◽  
Poor Quality ◽  
Quality Education ◽  
Quality Of Education ◽  
Slow Progress ◽  
Development Goals

Poverty is a major factor in the slow progress of national development. Poverty is caused by the low productivity of a society. Low productivity is caused by the low quality of human resources owned by a country. The low quality of human resources, one of the reasons is the level of education of the community. Education is an important aspect in producing quality human resources. Poor quality of education is a contributing factor to poverty. The need for a concept of quality education

scholarly journals Implementing the Sustainable Development Goals for Quality Education in institutions of Higher Education in Pakistan: A Qualitative Analysis

2020 ◽  
Vol 6 (1) ◽  
pp. 159-173
Author(s):  
Khalid Khurshid ◽  
Shazia Noureen ◽  
Bashir Hussain
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Quality Education ◽  
The Sustainable Development ◽  
Quality Of Higher Education ◽  
Development Goals

The Millennium Development Goals (MDGs) markedly focused on access to education for all through poverty elevation. All nations and especially developing countries like Pakistan had responded positively to achieve these MDGs. Afterward, UNO announced sustainable development goals(SDGs) agenda of 2030, fourth goal of which was about the quality of education in higher education institutes (HEIs).In this relation, the focus of present research was to analyze current implementations by institutes of higher education for imparting “quality education to promote life-long learning for all” under guidelines of the Higher Education Commission (HEC) of Pakistan. Therefore, it is important to ensure sustainability in providing quality education to future generations. For conducting this study, a qualitative approach was adopted to get opinions from the heads of departments about measures taken for sustainability. Population of this study comprised all the heads of the departments from all faculties of Bahauddin Zakariya University, Multan, Pakistan. Whereas, sample consisted nineteen (19) heads from Faculty of Arts and Social Sciences, using purposive sampling technique. For data collection purposes, an open-ended semi structured interview protocol was developed, consisting of six questions. Thematic analysis technique was adopted to analyze the opinions of all heads of the departments to achieve SDGs to enhance quality of higher education. Results of study showed that most heads agreed to implement sustainable goals at university level within their capacity. Moreover, the lack of resources and expertise were the major obstacles for implementing these goals in their institutes. Keywords: Sustainable Development Goals, Quality Education, Higher Education  

scholarly journals Strategy for the Evaluation and Monitoring of Competencies in Engineering Programs to Improve Students’ Learning and Quality of Education

2021 ◽  
Vol 13 (21) ◽  
pp. 11721
Author(s):  
Pamela Hermosilla ◽  
Felipe Muñoz-La Rivera ◽  
Nicolás Ateaga ◽  
Elisa Gallardo
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Sustainable Development Goals ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
Engineering Programs ◽  
Integral Development ◽  
Development Goals ◽  
Evaluation And Monitoring

The Sustainable Development Goals (SDGs) and the Education for Sustainable Development (ESD) framework propose the concept of competencies as a key cognitive, attitudinal, and procedural aspect aimed at the integral development of students, which implies a challenge in the way of evaluating them. Thus, the traditional monitoring of students’ progress through their grades is not enough, and monitoring competency is becoming more important. This research proposes a system for monitoring competencies in engineering programs. The system identifies the expected learning outcomes (LOs) of each course and cross-references them according to the ponderation of each evaluation planned. Subsequently, it links each LO with the competencies of the course, allowing the student to be monitored throughout their career. The strategy was applied to a civil engineering course. The students’ results, according to the course competencies, were obtained, linking them correctly with the LO and the grades obtained. The evolution of these competencies was evaluated until the end of the semester in which the students were taking the course. The analysis of the results shows the differences between the monitoring by grades versus by competencies, evidencing that there were cases in which a student passed the course by grades but failed to develop the expected competency.

scholarly journals Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

2021 ◽  
Vol 13 (4) ◽  
pp. 1828
Author(s):  
Elisa Chaleta ◽  
Margarida Saraiva ◽  
Fátima Leal ◽  
Isabel Fialho ◽  
António Borralho
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
The Other ◽  
Potential Contribution ◽  
Decent Work ◽  
Development Goals ◽  
The University

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

scholarly journals Why Affordable Clean Energy Is Not Enough. A Capability Perspective on the Sustainable Development Goals

2018 ◽  
Vol 10 (7) ◽  
pp. 2485 ◽  
Author(s):  
Rafaela Hillerbrand
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Capability Approach ◽  
Energy Systems ◽  
Clean Energy ◽  
Well Being ◽  
Human Beings ◽  
Energy Technologies ◽  
Development Goals ◽  
The Capability Approach

This paper reflects on criticisms raised in the literature on the UN’s Sustainable Development Goals (SDGs). These have been criticized as creating a dichotomy between the environment and human beings that fails to address the multiple interconnections between the two. This paper focuses on SDG7—“affordable and clean energy”—and suggests that there is in fact a tripartite distinction between the environment, human beings and technology underlying the SDGs. This distinction, we argue, does not adequately represent the multiple interconnections among the various SDGs and hampers their implementation. We contend that the formulation of SDG7 produces a circular definition of sustainability, a difficulty that is currently resolved at the level of the targets and indicators in a way that regards energy technologies primarily as artifacts. By contrast, the literature on ethical aspects of energy systems largely agrees that energy is a paradigmatic example of a sociotechnical system. We contend that, by not considering this sociotechnical nature, the SDGs run the risk of implicitly defending a certain variant of technological optimism and determinism. We argue that this is disadvantageous to the environment, human well-being and technological development. In line with recent critical evaluations of the SDGs, we argue that these (and other) shortcomings can be addressed by better connecting the SDGs to human well-being. Building on recent literature that expands the scope of the Capability Approach as an alternative measure of well-being so as to include considerations of sustainability, we articulate a framework that allows us to elucidate this connection and thus to take advantage of synergies between human well-being and the environment. On the basis of the Capability Approach, we argue that equating sustainable energy with renewable energy—as is done in the transition from SDG7’s goal to its targets—is indefensible because, as part of the overarching energy systems, energy technologies cannot be classified as simply right or wrong. Rather, the indicators and targets within a framework focused on sustainability need to be (more) context sensitive, meaning that, among other things, they may vary by country and with the available technology.

scholarly journals Representing “University Education” in the Horizon of the Concept of Sustainable Development and Security Discourse

2021 ◽  
Vol 295 ◽  
pp. 05003
Author(s):  
Konstantin Maltsev ◽  
Larisa Binkovskaya ◽  
Anni Maltseva
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
Sustainable Development Goals ◽  
Global Perspective ◽  
University Education ◽  
Economic Paradigm ◽  
Security Discourse ◽  
Development Goals ◽  
The University

The relevance of linking the concept of sustainable development and the security discourse reveals the possibility of believing that education is a prerequisite for ensuring that “sustainable development” goals become a reality. The university has a twofold task: first, to produce knowledge that meets the demands of our time, i.e. technical knowledge, and second, to form human capital, to train specialists capable of the practical application of instrumental knowledge. The initial orientation of the concept of “sustainable development” towards a global perspective: the representation of reality in an economic paradigm, i.e., totally determined by the “logic of capital”, “monocausal economic logic”, determines the criteria by which the quality of human capital, its price, and efficiency of production of a standardized product are evaluated, the production of which is undertaken by the university-corporation that has replaced the classical “university of reason”, whose ontic foundations - the “Hegelian science”, the romantic “education of humanity” - are no longer valid in what is called modernity. The article demonstrates how modernity, constituted concerning a certain self-representation of the New European subject and presented in the liberal economic paradigm, predetermines both the goal-setting in determined by its representation of the development and the content and methods of the reform of the university. It is concluded that “sustainable development”, “security” and “university-corporation” are essentially connected with the representation of reality in the liberal version of the economic paradigm.

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