Education For Sustainable Development

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The survey asked schools in 1998/99 whether they addressed four topics related to sustainable development in their teaching - environmental issues, social equity, global development, and economic prosperity through wise resource use. Schools reported on which subjects featured these topics. The survey also examined coverage of these topics and barriers to teaching sustainable development in schools.

ESD Appendix 4 Some charts from the Sustainable Development Education Panel’s Survey into ESD in schools http://www.defra.gov.uk/environment/sustainable/educpanel/educationsurveys/index.htm The survey, carried out in 1998/9, asked schools to report whether they addressed four topics (environmental issues, social equity, global development and economic prosperity through the wise use of resources) in their teaching, and in particular in which subjects they are featured.

The survey, carried out in 1998/9, asked schools to report whether they addressed four topics (environmental issues, social equity, global development and economic prosperity through the wise use of resources) in their teaching, and in particular in which subjects they are featured.

Coverage of economic prosperity through the wise use of resources

The document summarizes the evolution of adaptation efforts under the UNFCCC from 1996 to the present: 1) In the early years (1996-2001), the focus was on observing impacts, assessing risks and vulnerabilities through national communications and moving to planning through support for LDCs. 2) From 2001-2005, efforts shifted to sharing knowledge and lessons learned through mechanisms like the Nairobi Work Programme. 3) Scaling up implementation began in 2007 with agreements like the Bali Action Plan. 4) Most recently (2010-present), the focus has been on strengthening institutions like the Adaptation Committee and implementing national adaptation plans. The 2015 agreement is expected to further incentivize full-scale national

Openness UMN (University of Minnesota)

Alfonso Sintjago

The document discusses how openness will benefit the University of Minnesota through open education initiatives like open textbooks and open access policies. It provides information on upcoming resolutions to support these initiatives, creating an open education task group, and advocating for more open policies on campus through related projects involving open ideas, innovation, government, and courses. The document encourages organizing professors and raising public awareness to pass cost-saving open policies following examples from other states.

How PROVIA can help improve effectiveness and efficiency of UN work on Climat...

PROVIA

African Regional Soil Partnership, Liesl Wiese

FAO

Disaster Risk Reduction

marielle gaza

The document discusses measures to make schools safe from disasters. It outlines the roles of various stakeholders in disaster risk reduction for schools, including: (1) the national government to develop curriculum and train teachers; (2) UN and NGOs to provide resources and support education during emergencies; (3) educators to raise awareness; (4) communities and schools to improve facilities and prepare residents; (5) parents to influence school safety; and (6) children to learn safety measures. It also recommends proper site selection by considering hazards, and establishing "green schools" to create healthy learning environments while mitigating climate change impacts.

Supporting IPCC Reports - Summary and Tools for teachers

ipcc-media

This document discusses supporting climate education through the IPCC reports and the Office for Climate Education (OCE). It notes that the Paris Agreement calls for enhancing climate change education. The OCE was created in 2018 to disseminate IPCC report summaries and educational tools and resources to teachers. The OCE aims to give students an understanding of climate science and solutions through a global network that supports regional training workshops for teachers. The goal is to prepare youth to address climate change by developing critical thinking and hope for the future.

RCE Waikato Lightning Asia-Pacific RCE Hangzhou 2019

ESD UNU-IAS

RCE Waikato Lightning in New Zealand aims to address the lack of climate education in schools through three main strategies: implementing a youth leadership program to advocate for political action on climate change, collaborating with educational institutions to develop coherent climate learning programs for schools, and creating a professional development program to support teachers. This initiative supports quality education, climate action, decent work, and partnerships by preparing students to lead urgently on climate issues and transitioning to renewable energy and sustainable jobs.

Role of ESD during COVID-19

ESD UNU-IAS

The document provides details about a study conducted by the National Foundation for Educational Research (NFER) to evaluate the impact of the Royal Horticultural Society's (RHS) Campaign for School Gardening. Key findings from case studies of 10 participating schools are reported. Schools involved in the campaign reported various cognitive, affective, behavioral, physical and social benefits for students, including greater scientific knowledge, enhanced literacy and numeracy, increased confidence and responsibility, and positive contributions to the community. Schools found that gardening activities supported students' development and learning across the curriculum. Challenges in managing school gardens included the time and resources required, but schools employed various strategic and practical responses.

Embeding ESD in Mainstream Education (Helsinki, 2013)

Latvian National Commission for UNESCO

This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.

Online Education in Emergencies

StephanieHodge8

The lessons and experiences shared by countries, Ed tech providers and innovators, as well as the participants (teachers and students) about the rapid adoption of online education during the Pandemic raised the question of online education for all and particularly about standards and assessment for gender responsive, inclusive education. As the Climate Change Impacts include more disruptions in traditional schooling, and as the interest in online education take off, it is time to think about global online inclusive education principles, norms, standards and assessments to ensure equitable access to quality education for all.

Challenges teachers face in the integration of Environmental Education into t...

AJHSSR Journal

ABSTRACT: This study focuses on the integration of environmental education into other subjects in the school curriculum. The study critically examine challenges faced by various subject teachers in the process of teaching environmental education as an integrated component in their subject areas. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. It was recommended among others that, the government should develop curriculum with clear goals and content with specific guideline which shall develop teachers’ capacity in the teaching of environmental education. Successful implementation of any educational policy, largely depends on teacher’s competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the implementation of EE as an integrated component. KEY TERMS: Environmental education, integration, curriculum

ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...

jbacha

Problem Based Learning

Zakri Ramli

This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.

Quality education

Research Coach

This document discusses defining quality in education. It summarizes that quality education encompasses five dimensions: 1) quality learners who are healthy, well-nourished, and supported by families/communities; 2) healthy, safe, gender-sensitive learning environments with adequate resources; 3) relevant curricula teaching basic and life skills; 4) child-centered teaching and assessment processes; and 5) outcomes linked to knowledge, skills, attitudes, and society. The document examines research related to these quality dimensions and emphasizes the interdependence between dimensions.

SKAM-15 2002 PENANG: ENVIRONMENTAL EDU GOALS UNESCO

Yayasan Pendidikan Labuan

Day 3 UNESCO Environmental Education Within the context of UNDESD

elodieperrat

555-1 Global Educational Issues

Urban Leadership Foundation

The document discusses several key factors for improving educational outcomes globally and in India. It addresses the importance of early childhood development, accessible facilities, parental involvement, and vocational training. Vocational training is emphasized as a way to reduce poverty and foster sustainable development by providing useful skills. A holistic education approach focusing on social, moral and character development through community partnerships is also presented as vital for benefiting children and society.

Advanced Learning on Integrating Climate Change in Education at Primary and S...

UN CC:Learn

This resource guide contains a wealth of learning resources on integrating climate change in education at the primary and secondary level. It includes first guide which directs a user to specific learning materials and courses, as well as selected reference materials relevant for learning. It can be considered a guided tour to existing climate change learning resources on integrating climate change in education at the primary and secondary level. It is written from the perspective of a learner seeking to obtain an understanding what learning materials are available for a specific learning topic.

Environmental education

alagappa university, Karaikudi

Environmental education aims to develop knowledgeable, skilled, and motivated citizens who can work towards addressing environmental challenges. It seeks to increase awareness, knowledge, skills and participation regarding both environmental issues and their solutions. The goals are to improve environmental quality, create awareness of problems and solutions, and enable people to participate in decision-making. Objectives include developing awareness, knowledge, concernful attitudes, problem-solving skills, and opportunities for involvement in resolving issues.

1. Alexander Makarigakis - Global Alliance + CSS

Global Risk Forum GRFDavos

Toshiba__CO2_Balance_project[1]Schools

Bob Price

This document discusses opportunities for schools to offset carbon emissions from equipment like photocopiers through the Toshiba African Energy Efficient Stove Project. It notes that schools are responsible for a significant portion of public sector emissions and sustainable procurement is important. The stove project provides educational benefits by allowing students to learn about other cultures and compare energy use and impacts. It also aligns with the national curriculum in numerous subject areas from citizenship to geography to science. Resources for teaching about the project are provided.

JURNAL SAINS 6

Sundaramoorthi Govindasamy

This document summarizes a study that examined the impact of an environmental health science problem-based learning (PBL) curriculum called Project EXCITE on student achievement and science process skills. The study found that students who participated in Project EXCITE scored higher on state proficiency tests and demonstrated greater gains in science process skills compared to control groups. Project EXCITE engaged teachers in professional development to design PBL curriculum units around local environmental health issues. Analyses indicated that implementing this curriculum did not negatively impact test scores and improved both content knowledge and skills like experimental design and data analysis that are important for scientific literacy.

Ej1092658

ruathai

This document summarizes a journal article about educational administrators' views on inclusive education as a reform initiative in Turkey. The key points are: 1) The administrators had varying understandings of educational change but saw inclusive education as an opportunity to improve education, though difficult to implement within Turkey's competitive system. 2) Inclusive education calls for reforming school structures to accommodate diverse learners, but traditional schools resist change. 3) For educational change to be successful, it requires a holistic approach, utilizing existing resources and seeing diversity as an opportunity rather than a problem.

Ijaems apr-2016-26 Development and Validation of Responsible Environmental Be...

INFOGAIN PUBLICATION

This study aimed to develop a valid and reliable instrument to measure undergraduate students’ responsible environmental behavior towards solid waste management. Data gathered from 418 undergraduate students provided evidence for validity and reliability of the new instrument consists of 34 behavior items on a six point Likert type scale. Results of the factor analysis with varimax rotation showed that items constituting Responsible Environmental Behavior Scale towards Solid Waste Management (REBS – SWM) were grouped under three subscales: (1) Personality factors; (2) Knowledge on action strategy; and (3) Knowledge on issues. Each item had a factor loading of 0.40 or above with its own scale and the alpha reliability coefficient for all of the three subscales was 0.81. Thus, REBS – SWM is a valid and reliable instrument that can be used in the field of environmental and science education and can be used as basis for management of wastes in school setting.

UNESCO Chairs_Charles Hopkins

IAU_Past_Conferences

This document summarizes the work and vision of the UNESCO Chair on Reorienting Teacher Education to Address Sustainability at York University in Toronto, Canada. The Chair was initially created in 1998 to engage 60 million teachers in education for sustainable development and produce guidelines and recommendations. Over three phases from 2000-2015, the Chair developed ESD guidelines, implemented them at over 250 institutions worldwide, and now partners on the new Global Action Program. Current activities include research, advising governments, and launching new ESD institutes. The Chair aims to further scale up ESD efforts and help higher education commit to sustainable development.

A Scale Development Study about School Safety

inventionjournals

The aim of this study is to develop a mixed school safety scale by reviewing the approaches in the literature. The literature review has resulted in a 44-item pool for the scale. This initial scale has been evaluated by ten faculty members of Faculty of Education in terms of content validity and language. Pilot scheme has been applied to 257 primary school teachers in Uşak provincial center. Following item analysis, 28 items with low factor load have been dismissed, leaving 16 items in the scale. The scale is a 4- point Likert scale and all items consist of positive judgement. The scale has then been reapplied to 400 teachers in Uşak provincial center, while 320 of them have been evaluated. The reliability of the scale has been provided by item analysis, Cronbach’s Alpha internal validity coefficient and split half test reliability. The structural validity of the scale has been tested by exploratory and confirmatory factor analyses respectively. Following exploratory and confirmatory factor analysis, two more items have been dismissed and the scale has been finalized with 14 items. Final scale has been seen to have an acceptable level of goodness of fit value. The scale items consist of two dimensions as police model and school climate, covering the safety models present in the literature.

Education

JAYRVALDEZ2

This document provides an annotated selection of online educational resources to support the continuity of teaching and learning during the COVID-19 pandemic. It includes 72 curriculum resources, 21 professional development resources for teachers and parents, and 20 tools to help manage teaching and learning. The resources are grouped by language and coded based on subject area, grade level, and the competencies they aim to develop. The goal is to help education leaders design or improve plans for continuing education remotely during this challenging time.

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