scholarly journals The professional work of pedagogists in educational practice: The path to achieving sustainable development goals

2021 ◽  
Vol 70 (2) ◽  
pp. 217-237
Author(s):  
Maja Vračar ◽  
Jelena Jović ◽  
Nataša Stojanović
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Education System ◽  
Sustainable Development Goals ◽  
Educational Practice ◽  
Professional Activities ◽  
Student Counselling ◽  
Development Goals ◽  
Contemporary Education ◽  
Type Of School

The paper begins by considering the profession of pedagogist and then looks at the challenges faced by pedagogists in educational practice, with a focus on the activities to which pedagogists want to devote more time in conditions of change, and on the ways in which pedagogists obtain information on the results of their work in schools. The paper presents part of the findings of a study on the the views of pedagogists-educationalists in primary and secondary schools in Serbia. The aim of the research was to identify the professional activities to which pedagogists want to devote their activities in educational practice, and the ways they are informed about the results of their work at the level of the school, noting the differences related to the type of school in which pedagogists are employed. The findings of the research are indicative and suggest that the activities to which pedagogists want to devote more time at work are primarily professional development and student counselling, while the findings concerning the way in which pedagogists are informed about the results of their work point to the need for more enterprising, active and effective action by school pedagogists in educational practice which will also affect the work of pedagogists in the contemporary education system

scholarly journals Formation of digital competencies in higher education as the basis for realization of sustainable development goals

2021 ◽  
Vol 296 ◽  
pp. 08012
Author(s):  
Elena Razinkina ◽  
Elena Zima ◽  
Lyudmila Pankova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education System ◽  
Sustainable Development Goals ◽  
Educational Trajectories ◽  
Level Model ◽  
Development Goals ◽  
Digital Competencies ◽  
Russian Education ◽  
Strategic Goal

The formation of digital competencies of citizens is currently a strategic goal for the Russian education system from the perspective of realization of sustainable development goals. The article considers the level model of digital competencies within higher education programmes at the SPbPU, the key feature of which is a universal core that allows to facilitate sequential growth of competencies and implement flexible educational trajectories of students within the “2+2+2” model.

scholarly journals Insights into Education System for Sustainable Development: The case of UCEM, UK

10.29007/jl56 ◽  
2020 ◽  
Author(s):  
Renuka Thakore ◽  
Aled Williams
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Learning Environments ◽  
Education System ◽  
Sustainable Development Goals ◽  
Document Analysis ◽  
Collaborative Approach ◽  
Material Resources ◽  
Operational Level ◽  
Development Goals

‘Education for Sustainable Development’ (ESD) drives priority to aligning education programmes for convergence of Sustainable Development Goals (SDGs) and Education agendas. This paper argues that, to this end, the importance of strategic, tactical and operational level changes and sustaining the human and material resources used to transform any kind of learning environments, should be factored into all institutional-wide strategies. In other words, this should be an integral aspect of the implementation of sustainability elements in institutional-wide activities. However, ideally, to fully establish the foundation for Sustainability, the range of activities by which ESD can be delivered should not be restricted but should be extended to building a society that values peace, equality, human rights, gender, environment and cultural diversity. This would assist furthering SDGs; however, to be effective, this approach requires the incorporation of a process like NUS Responsible Future Certification. The scope of this paper will therefore outline what whole-institution collaborative approach is, and then why it is relevant, considering how it may be used to contribute to a more sustainable future of the built environment education system. Document analysis research methodology was used to inform a theoretical conceptual framework for education system for sustainable development.

scholarly journals A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?

2020 ◽  
Vol 49 (1) ◽  
pp. 1-17
Author(s):  
Wanja Gitari ◽  
Daniel Foster ◽  
Nasim Mashhadi
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Education System ◽  
Socioeconomic Development ◽  
Sustainable Development Goals ◽  
Progressive Reform ◽  
Vision 2030 ◽  
Development Goals ◽  
Do It Yourself ◽  
New Education

This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.

scholarly journals Sustainability and education through social networks. Presence and visibility of the school garden on Twitter, Facebook and Instagram

2021 ◽  
pp. 122-141
Author(s):  
Juan-Francisco Álvarez-Herrero ◽  
Mayra Urrea-Solano ◽  
Rosabel Martínez-Roig
Keyword(s):  
Social Networks ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Educational Practice ◽  
The Internet ◽  
School Gardens ◽  
Practical Application ◽  
School Garden ◽  
2030 Agenda ◽  
Development Goals

The use of school gardens as an educational practice in Spanish educational centers has recently regained greater prominence and significance, especially within the framework of the 2030 Agenda on Sustainable Development. However, the presence and visibility of school gardens as well as the ways in which centers use them remain little known to the educational community. Furthermore, in a world where our lives are increasingly governed by the digital and the Internet, social networks arise as fantastic tools to give prominence and disseminate the educational actions which take place in schools. Seeking to ascertain the extent to which school gardens are visible and present on social media, as well as how schools use those school gardens, we carried out the collection and analysis of the last 100 posts appearing with the hashtag #huertoescolar on three social networks: Twitter, Facebook and Instagram. It follows from the results obtained not only that educational centers record these practices preferably on Twitter, then on Facebook and finally on Instagram, but also that they utilize school gardens mostly to ensure the practical application of the theoretical contents taught in different academic subjects as well as to encourage students’ environmental awareness. Greater use of school gardens is still needed to work on Sustainable Development Goals, though.

scholarly journals EFFECT OF THE EDUCATION AND HEALTHCARE SYSTEMS ON THE SOCIAL SECURITY LEVEL IN THE CONTEXT OF GLOBAL GOALS OF SUSTAINABLE DEVELOPMENT

2020 ◽  
pp. 26-46
Author(s):  
Olena BULATOVA ◽  
Olga HRYBINENKO
Keyword(s):  
Sustainable Development ◽  
Social Security ◽  
Education System ◽  
Sustainable Development Goals ◽  
System Development ◽  
Social Orientation ◽  
Security Level ◽  
The Sustainable Development ◽  
Development Indicators ◽  
Development Goals

The effect of the healthcare and education systems on the level of social orientation of economic development has been studied. It has been identified that low level of social orientation of the countries indicates the existence of national security threats in both economic and social spheres; that requires development of an efficient economic policy taking into consideration the goals of national sustainable development. Social factors have been classified into the following groups: demographic factors; indicators of the education system development; indicators of the labour market conditions; indicators of the healthcare system development; indicators of the system of private income distribution and socioeconomic inequality. Two main components of social security have been specified based on the sustainable development goals and security factors: education system development and healthcare system development that are characterized by the corresponding groups of indicators. The indicators have been systematized taking into account dynamics of their boundary values and potential trends of changes; the indicators have been applied as the criteria to identify possible critical threats or risks to the security; they also make it possible to timely consider and support the sustainability and security of social development. According to the results of integral estimation, certain countries have been determined to belong either to a group with optimally high security level or to the one with the lowest level. The research results prove the importance of the healthcare and education sectors in the context of both reaching the sustainable development goals and providing high level of social security. JEL: I15, I25, H55, Q01.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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