An ESD pathway to quality education in the Cyprus primary education context

Kadji‐Beltran, Chrysanthi; Christodoulou, Nicoletta; Zachariou, Aravella; Lindemann‐Matthies, Petra; Barker, Susan; Kadis, Costas

doi:10.1080/13504622.2016.1249459

Cited by 11 publications

(6 citation statements)

References 17 publications

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“…Positive relationships within the clubs and with the wider community were also evident. The strength of community relationships was a key finding from this study that contradicts Kadji-Beltran et al (2017), who reported that community relationships in a Cypriot ESD programme did not align with UNESCO’s (2005) guidelines. This difference could be due to an understanding by CITW that community support is crucial to the success of the programme.…”

Section: Findings and Discussioncontrasting

confidence: 85%

“…However, the programme coordinator believes that this is a crucial component and should be included, particularly because there is still much knowledge held by community elders that could be harnessed. These findings are supported by those of Kadji-Beltran et al (2017), who also found that traditional knowledge was not apparent in the Cypriot ESD programme. Further support is thus provided for the argument that Western influence and the externally imposed colonial education system have the potential to marginalize traditional knowledge (Chikunda, 2007; Lotz-Sisitka et al, 2017).…”

Section: Findings and Discussionsupporting

confidence: 80%

“…Although vertical policy integration is acknowledged as an important factor in the improvement of national outcomes, there is a lack of research focusing on ESD and education policy integration. The few studies that have been undertaken regarding ESD are recent (Kadji-Beltran et al, 2017; Kuzich et al, 2015; Læssøe & Mochizuki, 2015). This suggests that ESD policy integration is a growing body of research, thus providing further support for the relevance of conducting studies in this area.…”

Section: Literature Reviewmentioning

confidence: 99%

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Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Adams

Farrelly

Holland

2020

Journal of Education for Sustainable Development

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Augmenting low income or subsistence lifestyles in developing countries with knowledge, skills and values to enable communities to live in a more sustainable manner is becoming increasingly important as the demands to simply survive increase. Consequently, education for sustainable development (ESD) has emerged strongly in recent years to become a key mechanism for a more sustainable future. Using a case study approach to determine a non-formal ESD programme’s response to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) (2005) ESD ‘characteristics’, this study aims to gauge the success and value of non-formal ESD. A qualitative research was undertaken in 2017 employing various data collection methods, including interviews, focus group discussions, observations and the examination of national policy documents and the non-formal ESD curriculum. The study found that the non-formal education sector provided significant support to the formal education system, leading to improved vertical integration from international guidelines to local-level implementation. The findings demonstrate the potential of the non-formal sector to augment ESD in developing contexts where the national government may lack policy or the ability to provide schools with adequate educational resources.

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Section: Findings and Discussioncontrasting

confidence: 85%

Section: Findings and Discussionsupporting

confidence: 80%

Section: Literature Reviewmentioning

confidence: 99%

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Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Adams

Farrelly

Holland

2020

Journal of Education for Sustainable Development

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“…In the period of DESD followed by GAP, many countries put efforts to increase the quality of education in national and regional level and previous studies may provide insight for the analysis of Secondary Science Chemistry Curriculum. Literature research for this study show that there are studies on ESD in primary education (Summers & Kruger, 2003;Tanrıverdi, 2009;Kadji-Beltran, et al, 2017), secondary education (Berglund, Gericke, & Chang Rundgen, 2014;Jegstad & Sinnes, 2015;Firth & Winter, 2007), higher education (Ryan & Tilbury, 2013;Sterling & Scott, 2008) There are certain differences encountered by teachers based on the subject area of the course (Borg, Gericke, Hoglund, & Bergman, 2012), yet the framework must have a sound basis for the specific course handled. Therefore, imposed frameworks, curricula and teaching activities should address specific needs and barriers of the discipline under investigation (Borg, Gericke, Hoglund, & Bergman, 2012).…”

Section: Sustainable For Development and Global Action Program For Edmentioning

confidence: 95%

An Analysis of Secondary School Chemistry Curriculum in Terms of Education for Sustainable Development: A Case From Turkey

Türkmen¹,

Teksöz²,

Boz³

2017

EDULEARN Proceedings

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, 105 pages Sustainable development (SD) has been one of the overarching objectives of the United Nations. Member countries and stakeholders are reorienting education at all levels of the system to overcome the environmental, economic, and social challenges that the world faces, and to achieve a sustainable future. There has been a strong increase in the integration of Education for Sustainable Development (ESD) into secondary school; there is a need for research to assess the relevance of the curriculum to reflect the environmental, social, and economic dimensions of SD. With this thesis, the learning objectives of the Secondary School Chemistry Curriculum of Turkey employed between 2013 and 2018 were analyzed in terms of their relevance to ESD and their inclusion of environmental, economic, and social dimensions of SD was evaluated with supporting excerpts from the course textbooks. The results of the study indicate that Fundamental Level Chemistry Curriculum successfully includes ESD related objectives. On the other hand, the inclusion of ESD related objectives in Advanced Level Chemistry Curriculum is found to be insufficient. Therefore, Secondary School Chemistry Curriculum of Turkey needs further improvement in terms of its ESD inclusion.

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“…ESD is expected to highlight values and ethical issues related to the environmental, economic and social dimensions that focus on global challenges, both in the present and the future [5]. ESD attempts to balance human and economic well-being by respecting the diversity of culture and natural resources [6], and the preparation of the next generation for future sustainability, stable and developing social and economic, and will require multidisciplinary skills [7].…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Education for Sustainable Development in Adiwiyata School

Adriyanto

Martono

Nadiroh

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Education for Sustainable Development (ESD) provides a holistic perspective to act sustainably through activities directed to the community. The Adiwiyata program develops students' behaviour and through good school governance to support sustainable development but has several problems and obstacles including less understanding of the concept of an environmentally friendly school, lack of communication and human resources, and there is no statistical data on the environment perception or environmental awareness in Indonesia. This study aims to analyze school potencies in ESD implementation and expect Adiwiyata school to be able to contribute to the implementation of ESD in Indonesia. Six school leaders in Jakarta were interviewed to gather information on school potencies for the implementation of ESD in Adiwiyata schools. The results show that both schools have obstacles in the process of implementing policies and activities with the concept of sustainability even though they have the potencies to implement the ESD program.

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An ESD pathway to quality education in the Cyprus primary education context

Cited by 11 publications

References 17 publications

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

An Analysis of Secondary School Chemistry Curriculum in Terms of Education for Sustainable Development: A Case From Turkey

The Implementation of Education for Sustainable Development in Adiwiyata School

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