9. Integration of education for sustainable development in the School of Education, Can Tho University
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9. Integration of education for sustainable development in the School of Education, Can Tho University

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Ms. Nguyen Thi Hong Nam

Ms. Nguyen Thi Hong Nam

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9. Integration of education for sustainable development in the School of Education, Can Tho University 9. Integration of education for sustainable development in the School of Education, Can Tho University Presentation Transcript

  • Integration of Education for Sustainable development in the School of Education, Can Tho University ASS.PROF.DR. Nguyen Thi Hong Nam Phần dành cho đơn vị
  • Content • ESD in training program of School of Education, CTU • Evaluations on ESD and the integration of ESD at the School of Education • ESD in pre-service teachers training at the School of Education
  • EE in training program at the School of Education Subjects related to Environment Subjects related to Teaching methods Physics Environmental physics EE in Geography at high schools Biology IPM in plant protection Ecology Applied ecology Biological fight EE approaches Chemistry Chemistry techniques and agricultural chemistry Organic chemistry Non-organic chemistry EE through chemistry Primary school EE Geography Population, Environment in the Mekong delta Population and development Local geography
  • Teaching methods Teaching methods most often applied • Lecture • Role play • Group work • Field trip • Problem-based learning • Project-based learning
  • Club on Chemistry and the Environment Fashion and Environment
  • In the matter of overpopulation, students play games “there is no other place’ Game: Competitive relations among species in the rice-fields due to overuse of pesticides
  • Evaluations on the program and ESD-teaching methods Strong points: • Environment is integrated into the training for several years • Besides the teaching theory, there is a subject to teach students how to integrate Environment • EE is integrated into curricular and extra-curricular activities (clubs and excursions) • Students are encouraged to do their final thesis on Environment and Environmental Education • Active teaching methods are applied: group work, presentation, role-play, games
  • Evaluations on the program and ESD-teaching methods Weakness: • More focused on EE than ESD • EE is taught in Biology, Chemistry, Geography and Primary school education • ESD isn’t given priority in other departments • About EE curriculum module - It is not designed on competence-based development - there is no connection on EE themes in inter- or cross disciplinary studies
  • Evaluations on the program and ESD-teaching methods Weakness • ESD is an optional subject or compulsory for some departments • No available courses on cultural traditions and sustainable development • Teaching method: - Lack of opportunities for students to do survey, solve real local problems in the Mekong delta: adaptation to climate change, wild animals consumption ... - The lecture is still the most frequently used method of instruction • Impact on student behavior towards environmental protection is limited
  • ESD orientation in pre-service teachers education • Application of levels of competencies (Hannes Siege, 2013) to design modules
  • ESD orientation in pre-service teachers education • Design curriculum for ESD in inter- and cross disciplinary studies • Design curriculum of competence-based development (Weinert, 2001): Reorganization, Evaluation and Action. • Integrate local issues and stories into the curriculum • Organize extra-curricular activities on environment protection • Teach pre-service teachers how to integrate ESD into curricular and extra-curricular activities
  • ESD orientation in pre-service teachers education • Use various teaching methods recommended by UNESCO - Experiential learning - Storytelling - Values education - Enquiry learning - Appropriate assessment - Future Problem solving. - Learning outside the classroom. - Community Problem Solving. (http://www.unesco.org/education/tlsf/mods/theme_d.html)
  • Focused objectives • Habit change of students towards sustainable development • Students’ enhanced working skills such as analytical thinking skills, creative skills, problem- solving skills, leadership skills and communication skills • Pre-service teachers’ knowledge on ESD
  • Thank you for your attention