Editorial - Curriculum Reform in Jamaica: Case Studies of Teachers’ Experiences with the National Standards Curriculum

2020 ◽  
Vol 19 (1) ◽  
pp. i-iv
Author(s):  
Carmel Roofe ◽  
Andrea Baldwin
Keyword(s):  
Sustainable Development ◽  
Education Reform ◽  
Curriculum Reform ◽  
Education System ◽  
National Standards ◽  
Quality Education ◽  
Education For All ◽  
Sustainable Development Goal ◽  
2030 Agenda ◽  
Teachers Experiences

Since its independence in 1962, Jamaica has been involved in an ongoing process of education reform to address inequities in its education system, respond to changing needs, and provide the best education for its populace. Achieving quality, access, and equity in the education system have been key principles underlying these reforms. Since the adoption of the 2030 Agenda for Sustainable Development by the global community in 2015, Sustainable Development Goal Four, which seeks to “Ensure inclusive and quality education for all and promote lifelong learning,” has been the foundation driving these reforms.

scholarly journals Happy Sustainability: A Future Quest for More Sustainable Universities

2022 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Kelum A. A. Gamage ◽  
Nora Munguia ◽  
Luis Velazquez
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
High Stress ◽  
Quality Education ◽  
Social Dimension ◽  
Sustainable Development Goal ◽  
2030 Agenda ◽  
The Social ◽  
Sustainability Initiatives ◽  
Sustainable Universities

For decades, sustainability researchers have tenaciously insisted on transforming higher education institutions into more sustainable and inclusive campuses. Yet, as the 2030 agenda seems unlikely to be achieved, universities are struggling to meet the fourth Sustainable Development Goal (SDG 4) before the 2030 deadline. In addition, the post-COVID-19 era demands quality and inclusive education that entails care for students experiencing high stress levels. So far, most of the significant achievements are within the environmental or economic dimensions of sustainable development, but strengthening the social dimension is still one pending task. The importance of happiness to sustainability initiatives on campus, and beyond, deserves further research. To this end, this article offers insights into incorporating the sustainability–happiness nexus into sustainable universities to enhance the social dimension of sustainability. COVID-19 reminds sustainability academics and stakeholders that teaching technical and scientific knowledge is necessary to become more sustainable. Still, it is not sufficient to achieve the goals in the 2030 agenda. Providing inclusive and sustainable quality education will be reached when more sustainable universities consider happiness the ultimate goal of human development.

scholarly journals The Intersectional Nature of Educational Inequality in the Global South - A Case of Papua New Guinea

2021 ◽  
Author(s):  
Norris Wangina
Keyword(s):  
Papua New Guinea ◽  
Education System ◽  
Educational Inequality ◽  
New Guinea ◽  
Learning Opportunities ◽  
Quality Education ◽  
Retention Rates ◽  
Education For All ◽  
Sustainable Development Goal ◽  
The World

<p>Since the ‘Education for All Agenda’ was ratified at the Jomtien conference in 1990, the world has moved to implementing the agenda. Papua New Guinea believes that education is the solution to its social, economic, and political problems, and in taking ownership of and working towards implementing the programme. However, Papua New Guinea’s education system concentrates on improving girls’, education and special education. This has resulted in improved enrolment numbers and higher retention rates nationwide but has failed to deliver quality education to all students specifically marginalised children of both genders. This essay argues that delivering quality education to all children should be addressed through an intersectionality approach. Firstly, intersectionality is defined and the ways that intersecting factors cause marginalisation and discrimination within different groups around the world and in Papua New Guinea are described. Secondly, the essay discusses how Papua New Guinea’s culture contributes to segregation. Finally, it discusses how Papua New Guinea can approach intersectionality issues and improve its education system to achieve Sustainable Development Goal (SDG) 4, i.e. to provide inclusive and equitable education and to promote lifelong learning opportunities for all. </p>

scholarly journals Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

2020 ◽  
Vol 12 (15) ◽  
pp. 5884
Author(s):  
Erika González García ◽  
Ernesto Colomo Magaña ◽  
Andrea Cívico Ariza
Keyword(s):  
Sustainable Development ◽  
Scientific Production ◽  
Quality Education ◽  
Publication Type ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Final Sample ◽  
Bibliometric Approach

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.

Lifelong Learning and Quality Education for Sustainable Development in Africa

2021 ◽  
pp. 17-37
Author(s):  
Fredrick Muyia Nafukho ◽  
Machuma H. Muyia
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Quality Education ◽  
Evidence Based ◽  
Sustainable Development Goal ◽  
Learning Society ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda

The future for all people in Africa lies in the provision of quality education, promotion and sustaining of lifelong learning. This chapter critically examines quality education, lifelong learning, and a learning society for Africa's sustainable development. Issues pertaining to quality education and lifelong learning are ever evolving and may not be completely addressed at any one time, hence the need for win-win solutions from within and without Africa. The chapter provides evidence-based guidance on how to implement rigorous approaches to quality education as an effective lifelong learning strategy to advance Education 2030 agenda and the Sustainable Development Goal (SDG4).

scholarly journals Institutionalization of higher education and science in the strategy of sustainable social development: global and European levels

2020 ◽  
pp. 32-61
Author(s):  
Viktor Zinchenko
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Development ◽  
Lifelong Learning ◽  
Education System ◽  
Global Strategy ◽  
Quality Education ◽  
Knowledge And Skills ◽  
Agenda 2030 ◽  
2030 Agenda

The current education system is still «teaching» society the tasks and goals of sustainable development on a small and insufficient scale. However, the official program document (Resolution) of the UN General Assembly formulates an appropriate global strategy «Transforming our world: the 2030 Agenda for Sustainable Development». Sustainable Development Goals (SDGs) are the key areas for implementing this global integrated multi-level strategy for social, governmental and institutional sustainable development. Education is one of the crucial prerequisites for the implementation of the UN global strategy «Agenda 2030». Therefore, education has a key role to play in seeing a just, peaceful and sustainable society (both global, continental, regional and national). International and European integrated strategy for sustainable social development «Transforming our world: the 2030 Agenda for Sustainable Development» – at the global level of education and science offers a mechanism for achieving and providing inclusive, equitable and quality education and training, promoting all opportunities for education and lifelong learning. The strategy envisages providing and allowing everyone to receive and complete free, fair and quality primary, secondary and higher education, which will lead to appropriate and effective results of sustainable social development of both individual states and the global system. It is also necessary to create preconditions for ensuring access of all, regardless of social, sexual, racial, ethnic origin to quality education at all levels, and to create appropriate conditions for this by 2030, which will allow them to successfully move to the next educational levels and carry out lifelong learning. To do this, all levels, models and systems of education (through the model of «education for sustainable development») must be transformed - to acquire the knowledge and skills necessary for sustainable development: sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, through global civic education and the recognition of cultural diversity and the contribution of culture to sustainable development.  Thus, Agenda 2030 sets practical challenges for governments to ensure, through the transformation of the education system («education for sustainable development»), the maximum conditions for all people to participate (through the acquisition of quality knowledge and skills through education) in society, state and economic and political development.

scholarly journals The Intersectional Nature of Educational Inequality in the Global South - A Case of Papua New Guinea

2021 ◽  
Author(s):  
Norris Wangina
Keyword(s):  
Papua New Guinea ◽  
Education System ◽  
Educational Inequality ◽  
New Guinea ◽  
Learning Opportunities ◽  
Quality Education ◽  
Retention Rates ◽  
Education For All ◽  
Sustainable Development Goal ◽  
The World

<p>Since the ‘Education for All Agenda’ was ratified at the Jomtien conference in 1990, the world has moved to implementing the agenda. Papua New Guinea believes that education is the solution to its social, economic, and political problems, and in taking ownership of and working towards implementing the programme. However, Papua New Guinea’s education system concentrates on improving girls’, education and special education. This has resulted in improved enrolment numbers and higher retention rates nationwide but has failed to deliver quality education to all students specifically marginalised children of both genders. This essay argues that delivering quality education to all children should be addressed through an intersectionality approach. Firstly, intersectionality is defined and the ways that intersecting factors cause marginalisation and discrimination within different groups around the world and in Papua New Guinea are described. Secondly, the essay discusses how Papua New Guinea’s culture contributes to segregation. Finally, it discusses how Papua New Guinea can approach intersectionality issues and improve its education system to achieve Sustainable Development Goal (SDG) 4, i.e. to provide inclusive and equitable education and to promote lifelong learning opportunities for all. </p>

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 The Contribution of UNESCO Chairs toward Achieving the UN Sustainable Development Goals

2018 ◽  
Vol 10 (12) ◽  
pp. 4471 ◽  
Author(s):  
Zinette Bergman ◽  
Manfred Bergman ◽  
Kiran Fernandes ◽  
Daphne Grossrieder ◽  
Lea Schneider
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Negative Consequences ◽  
Cultural Organization ◽  
The United Kingdom ◽  
Research And Teaching ◽  
2030 Agenda ◽  
Development Goals ◽  
The Chairs

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) aims to enhance peace, security, and sustainable development by fostering international collaboration. Based on this aim, it stands to reason that the organization ought to contribute to the UN 2030 Agenda for Sustainable Development. In this research, we examined how an important program of UNESCO, the UNESCO Chairs, contributes to the achievement of the UN Sustainable Development Goals (UN SDGs). Specifically, we studied the activities of 34 UNESCO Chairs from seven countries of the Northern Hemisphere (Germany, Iceland, Portugal, Slovenia, South Korea, Switzerland, and the United Kingdom) to assess the contribution of the chairs toward the UN SDGs. The data for this study are based on in-depth narrative interviews, and we used Hermeneutic Content Analysis, a mixed methods framework, for analysis. Our results show that, unsurprisingly, all chairs contribute to UN SDG 4 (Quality Education) and 17 (Partnerships for the Goals) based on their extensive research and teaching activities. Interestingly, their academic focal areas contribute to specific UN SDG clusters. Using Multidimensional Scaling, we analyzed the UN SDG clusters across different focal areas to reveal the implicit models of sustainability among the chairs. Our findings have implications on the limits of how UNESCO Chairs conceptualize sustainability and show how this has positive and negative consequences on their contribution toward achieving the UN SDGs.

Sign in / Sign up

Export Citation Format

Share Document