Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

Abstract

Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.

Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development

“…Thus, the achievement of inclusive, equitable, quality education and lifelong learning opportunities for all learners ultimately depends on sustainable training and supply of qualified teachers in developing and underdeveloped countries. However, studies have established that there has been limited emphasis in literature regarding the realisation of SDG 4 in the context of teacher education (Jetly & Singh, 2019;Sunthonkanokpong & Murphy, 2019). To determine the progress and realisation of SDG 4 in the context of teacher education, Sunthonkanokpong and Murphy (2019) have recommended the application of conceptual framework based on four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning.…”

“…However, studies have established that there has been limited emphasis in literature regarding the realisation of SDG 4 in the context of teacher education (Jetly & Singh, 2019;Sunthonkanokpong & Murphy, 2019). To determine the progress and realisation of SDG 4 in the context of teacher education, Sunthonkanokpong and Murphy (2019) have recommended the application of conceptual framework based on four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning. In their qualification of the concept of quality in relation to teacher education, they stated that quality can be promoted in teacher education in terms of having relevant knowledge, skills and practices that will equip trainees with good teaching approaches to inform curriculum and pedagogy.…”

“…Several studies have identified essential components that are related to sustainable development and act as the foundation for a sustainable future that must be explicitly incorporated in teacher education programs to effectively train teachers to achieve the SDG 4. These relevant components include: knowledge about SEN, behavioural management strategies, legislation and policies, inclusive values and knowledge about pedagogical skills (Booth & Dyssegaard, 2008;Forlin & Sin, 2010;Jetly & Singh, 2019;Sunthonkanokpong & Murphy, 2019).…”

“…More importantly, the inclusive paradigm shift goes beyond inclusion of children with disability and SEN into regular schools and defines disability away from the one rooted in psycho-medical/deficits understanding SEN and deviance towards a more social construction approach, social justice, human rights and multicultural education. Incorporation of these relevant issues in the teacher education courses will promote equity in the context of teacher education and enable teachers to commit to social justice in terms of promoting fairness and inclusion of those typically marginalised (Jetly & Singh, 2019), thereby promoting the achievement of SDG 4 (Sunthonkanokpong & Murphy, 2019).…”

“…The 2030 Agenda for Sustainable Development adopted 17 Sustainable Development Goals (SDGs) and 169 targets to ensure a just, equitable, socially inclusive and a peaceful world free from fear, violence and extreme hunger (UN General Assembly, 2015). There is general agreement that these sustainable development goals cannot be achieved without Education for Sustainable Development; education that is equitable, top-quality, inclusive and lifelong (Sunthonkanokpong & Murphy, 2019;United Nations, 2019;Heasly et al, 2020). Education for Sustainable Development is an educational approach that aims to prepare all children, youths and adults with knowledge, skills and values to create and enjoy sustainable future.…”