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 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.

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 OER Awareness and Use: The Affinity Between Higher Education and K-12

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Constance Blomgren
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Cost Savings ◽  
Learning Opportunities ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Activities ◽  
Teaching Culture ◽  
Open Educational Practices ◽  
K 12

Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.

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 Challenges for implementing open educational resources by teachers in higher education

2018 ◽  
Vol 325 ◽  
pp. 479-490
Author(s):  
Roza Dumbraveanu
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Fair Use ◽  
Open Educational Resources ◽  
Educational Resources ◽  
European Universities ◽  
Teachers Training

Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.

scholarly journals Achievements and Challenges for Higher Education during the COVID-19 Pandemic: A Rapid Review of Media in Africa

2021 ◽  
Vol 18 (24) ◽  
pp. 12888
Author(s):  
Inge K. Sonn ◽  
Marieta Du Plessis ◽  
Carel D. Jansen Van Vuuren ◽  
Janene Marais ◽  
Emma Wagener ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
News Media ◽  
Online News ◽  
Rapid Review ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Level Of Education ◽  
Facilitative Role ◽  
Media Reports

The coronavirus (COVID-19) pandemic struck globally and has affected higher education institutions (HEIs) and their operations, indirectly impacting the progress of the Sustainable Development Goal 4 achieved thus far. This article addresses HEIs achievements and challenges experienced in the wake of the pandemic. Online news media reports played a facilitative role in providing information to the HEI communities. A rapid review exploring online news media messages relating to higher education at the onset of the COVID-19 pandemic in Africa was utilised. Narrative synthesis was used to analyse the data. The results highlight HEIs achievements, which aim to ensure that all students receive the same level of education and provision in terms of devices and mental health support. However, challenges were also experienced at HEIs and include students feeling uncertainty and fear regarding completing their education. Furthermore, the results also show that not all students received the same level of education due to contextual factors, thus deepening the existing social disparities in Africa. The pandemic provides an opportunity for HEIs to embed the components of global citizenship education into the curriculum and to work in an innovative way to promote Sustainable Development Goal 4.

scholarly journals Open Educational Resources Development on Higher Education in a Collaborative Process of Co-Creation

2017 ◽  
Vol 08 (06) ◽  
pp. 813-828
Author(s):  
Patrícia Lupion Torres ◽  
Danielle Cristine Boaron ◽  
Raquel Pasternak Glitz Kowalski
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Collaborative Process ◽  
Resources Development
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