scholarly journals Policy Perspectives on Green School Guidelines: Connecting School Science with Gardens to Envision a Sustainable Future

2020 ◽  
Vol 13 (3) ◽  
pp. 102 ◽  
Author(s):  
Kamal Prasad Acharya ◽  
Chitra Bahadur Budhathoki ◽  
Birgitte Bjonness ◽  
Linda Jolly
Keyword(s):  
Sustainable Development ◽  
Local Governments ◽  
Teacher Educators ◽  
Implementation Strategies ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Effective Implementation ◽  
Green School ◽  
Central Level ◽  
School Guidelines

The purpose of this paper is to explore the perspectives of teacher educators and policy experts on ‘Green School Guidelines’ and ‘One Garden One School’ educational policies in Nepal. This paper also examines how these educational policies help to attain sustainable development goals through education for sustainable development. It aims to explore ways for effective implementation of these policies for activity-based science learning in the school garden. The qualitative method was used to explore the perspectives of science and environment teacher educators and central level policy experts. The data were collected from semi-structured in-depth interviews and informal conversations. The data from both these sources were analyzed thematically around the concepts of education for sustainable development, its implementation strategies and challenges, and life skills development among students through school gardening activities. The study found that teacher educators and policy experts positively view the Green School Guidelines and One Garden One School implementation strategies. Nevertheless, to achieve policy aims, local organization needs to play a major role in the effective implementation of green school guidelines. The findings from this study are expected to encourage the Nepal government, local governments, and community schools to bring central level policies into local practices.

scholarly journals Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 2020 (04) ◽  
pp. 25-29
Author(s):  
Janne von Seggern ◽  
Mandy Singer-Brodowski
Keyword(s):  
Sustainable Development ◽  
Focus Group ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Civil Society Organisations ◽  
The Individual ◽  
International Character

The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

scholarly journals Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research

2019 ◽  
Vol 2 (4) ◽  
pp. 497-514
Author(s):  
Guangheng Wang ◽  
Xin Zhou ◽  
Hua Cui
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Science Curriculum ◽  
Life Experiences ◽  
Implementation Strategies ◽  
Education For Sustainable Development ◽  
Objective System ◽  
Education In China ◽  
Positive Effect ◽  
Chinese Kindergarten

Purpose: This article was intended to share and reflect on experiences concerning the education for sustainable development (ESD) project at Hongqiao Kindergarten in Shanghai. The project aimed to explore how ESD could be implemented in a current curriculum and to provide useful examples of educational activities and experiences. Design/Approach/Methods: The action research included two cycles with four steps. The first cycle involved the integration of ESD into a traditional science curriculum. The second cycle involved the validation and optimization of the ESD objectives. The implementation strategies were reviewed and refined. Findings: First, a variety of strategies can be used to identify the theme and choose the content. Second, the objectives should be developed on children’s life experiences and interests. Third, the idea of ESD can be implemented in multiple ways. Fourth, a reasonable objective system involving ESD was constructed for children by ages. Fifth, there were many effective ways to integrate ESD activities into other domains of curriculum. The challenges and implications were also discussed. Originality/Value: The study had a positive effect on teachers’ ability to practice ESD. This was a pioneer project in early childhood education in China, which provided valuable information for those aiming to implement ESD practices in Chinese kindergartens.

scholarly journals Teacher education for sustainable development within national frameworks: Squaring the circle from a German perspective

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Ellen Christoforatou
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Organizational Development ◽  
Teacher Educators ◽  
Specific Area ◽  
Education For Sustainable Development ◽  
Decision Makers ◽  
Success Factor ◽  
Policy Goals ◽  
Key Success Factor

This article deals with the question of how teacher education and teacher training in Germany – of which many aspects have been fragmentized – can nevertheless provide teachers with an adequate opportunity to systematically develop their professional competences in the field of education for sustainable development (ESD). Based on current education policy goals and relevant empirical research, the article offers a theory intended to cause coherence between three phases of teacher education and training in Germany, thereby integrating academic theory and ESD practice more consistently. Particular attention is given to teacher educators, educational managers, researchers and decision makers, who often have not acquired solid expertise in the specific area of ESD themselves. Their active inclusion is the key success factor in the intrinsic processes regarding organizational development at teacher education institutions.

scholarly journals Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

2019 ◽  
Vol 21 (2) ◽  
pp. 38-55
Author(s):  
Manisha Jetly ◽  
Nandita Singh
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Education For Sustainable Development ◽  
Asia Pacific ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Sustainable Future ◽  
Depth Analysis

Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

scholarly journals The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe

2021 ◽  
Vol 37 ◽  
Author(s):  
Shepherd Urenje ◽  
Million Chauraya ◽  
Charles Chikunda
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Southern Africa ◽  
Social Transformation ◽  
Teacher Educators ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Ecological Knowledge ◽  
State University ◽  
Project Approach

The change project approach could be applied to enhance teacher education for the purpose of confronting 21st Century challenges through education (Education 2030). The challenge for teacher education institutions is to prepare future teachers with the socio-ecological knowledge, skills, attitudes and values essential for sustainable living, by reorienting current unsustainable ways of thinking and doing. This can be achieved by integrating Education for Sustainable Development (ESD) and in a number of teacher education programmes in southern Africa, teacher educators have begun to do this. This paper discusses the critical role of a change project approach in creating the social transformation processes and actions required to achieve the ambitions of Education 2030. Cases from the Midlands State University in Zimbabwe have demonstrated important efforts to reorient university curricula. The paper investigates and discusses the challenges associated with reimagining teacher education and key considerations that need to be addressed to achieve the goal of Agenda 2030. Keywords: Change project approach; social transformation; Education 2030; Education for Sustainable Development

Sustainable Development Goals: an opportunity for health in Africa?

2017 ◽  
Vol 26 (1) ◽  
pp. 91-94 ◽  
Author(s):  
Bruno Boidin
Keyword(s):  
Sustainable Development ◽  
Social Determinants ◽  
Local Governments ◽  
Sustainable Development Goals ◽  
Health Policies ◽  
Crucial Issue ◽  
The Sustainable Development ◽  
Effective Implementation ◽  
Concept Of Health ◽  
Development Goals

The purpose of this article is to examine to what extent the Sustainable Development Goals (SDGs) hold out new promises for health in Africa. Two significant shortcomings will have to be overcome. Application of a ‘social determinants of health’ approach is still woefully difficult in Africa due to the stronghold that international actors maintain over local governments. The persistence of a ‘turnkey’ concept of health policies is reflected in the coexistence of a disparate range of programmes and measures, often driven by the development partners. Thus the low level of institutional complementarities is a crucial issue in the effective implementation of the SDGs.

scholarly journals The impact of educational policies in higher education in the context of sustainable development

2020 ◽  
Vol 208 ◽  
pp. 09005
Author(s):  
Ştefan Ţălu ◽  
Anton Nazarov
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Sustainable Development ◽  
Positive Change ◽  
Educational Process ◽  
Government Policies ◽  
Educational Policies ◽  
Effective Implementation ◽  
The Impact ◽  
New Framework

The purpose of this study is to evaluate the impact of educational policies in higher education in the context of sustainable development and identifies agents for positive change in reorienting societies towards sustainable development. The analyses highlight different effective implementation mechanisms of government policies to progress sustainable development. Interpretive and decision-making flexibility provides a new framework and new opportunities for evaluating the concept of sustainability in various academic traditions, at different management university levels, as well as for monitoring of the educational process in universities.

scholarly journals Science teacher education for sustainable development: from intensions to realisation

2018 ◽  
Vol 14 (4) ◽  
pp. 350-367
Author(s):  
Kirsti Marie Jegstad ◽  
Astrid Tonette Sinnes ◽  
Sigrid Marie Gjøtterud
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Science Teacher ◽  
Student Teachers ◽  
Teacher Educators ◽  
Participant Observation ◽  
Science Teacher Education ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Teacher Education Institution

Teacher education programs have an especially important role in reorienting education to realise education for sustainable development (ESD). In this paper, we investigate how ESD can be realised in science teacher education and we present findings from a case study in a Norwegian teacher education institution that has the overall aim of educating teachers who can contribute to sustainable development. Data was collected through participant observation and interviews, and, together with instructional artefacts and student assignments, analysed based on a model for science ESD. The paper provides an example of how ESD can be realised through a strengths model where ESD is founded in the strengths among the teacher educators and existing teaching practices. The results indicate that an emphasis on experiential learning and sociocultural learning theory builds a thorough foundation for ESD. However, the teaching has to be explicit in order to reach all student teachers.

scholarly journals ICTs, Mindfulness and Emotional Intelligence in Inter-National Educational Policies

2020 ◽  
Vol 8 (4) ◽  
pp. 48
Author(s):  
Panagiota Anagnostopoulou ◽  
Athanasios Drigas
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Research Team ◽  
Education For Sustainable Development ◽  
Academic Growth ◽  
Current Paper ◽  
Educational Policies ◽  
Sustainable Society ◽  
A Priority

The current paper gives a brief description of the position of ICTs, Mindfulness and Emotional Intelligence at the inter-National educational policies. Therefore, many researchers note that ICTs, Mindfulness and Emotional Intelligence play a key role in education for sustainable development and benefit both the teachers and the students. Thus, the research team of this paper presents the contribution of the above practices to the personal and academic growth of the students and al-so highlights the efforts of the governments to include them in their policies. Lastly, it is worth noting that the inclusion of these practices to the national poli-cies will eventually lead to a sustainable society and should be a priority for the governments.

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