Natalija Aceska: Education for sustainable development through inquiry
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Presentation from the 2nd Scientix Conference, 24-26 October 2014, Brussels, Belgium
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Natalija Aceska: Education for sustainable development through inquiry
- 1. Education for sustainable development through inquiry-based science education: a model of modern educational system in Republic Macedonia M.Sc. Natalija Aceska Ministry of education and science - Bureau for development of education Scientix 2 // 2nd Scientix conference 24 - 26 October 2014 - Brussels
- 3. “ Skopje- the capital city
- 4. “ Skopje- the capital city
- 5. “ Skopje- the capital city
- 9. “ Church St. Jovan Kaneo
- 10. “ Saint Pantelejmon church – Plaosnik monastery, Ohrid
- 11. “ Sunset in Macedonia
- 12. The goal of sustainable development “to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life of future generations”.
- 13. Aspects of sustainable development SDELG 2006 Social Ecological Economical
- 14. Sustainable development education seeks to ensure that learners: Acquire knowledge of the principles of sustainable development Develop understanding of the relevance of the principles to their own lives and to the lives of others Develop the skills needed to take decisions guided by these principles Value the importance of these principles in sustaining their own wellbeing in addition to the wellbeing of our society, economy and planet. SDELG 2006
- 15. Natural science Cultural &Health Social science Missing link Manage ment
- 16. Aspects of sustainable development SDELG 2006 Natural science Cultural &Health Managem ent Social science Sustainable development practice
- 17. Global Learning Resources for Sustainable Development Practice RECOMMENDATIONS FOR BUILDING A NEW FIELD OF SUSTAINABLE DEVELOPMENT
- 18. Implementation of GLOBE program Global Learning and Observations to Benefit the Environment www.globe.gov
- 19. Globe program in Europe
- 20. Globe map in Europe
- 21. GLOBE IN MACEDONIAN SCHOOLS Agreement for Macedonia's accession, on August 24, 1998 GLOBE builds excitement about science, math, and advanced technology among young people Fifteen Macedonian schools are involved in this program, and they incorporated the GLOBE protocols into regular subjects, which is a big success for the teachers and the students as well.
- 22. What is the benefit of Globe program? Who is involved in realization of Globe protocols?
- 23. GLOBE's impact on the teachers
- 24. GLOBE students also access these data for classroom studies, research, student-scientist partnerships, and worldwide school-to-school collaborations. GLOBE students have collected and entered more than 17 million data worldwide for their use as well as by scientists studying the Earth system
- 25. GLOBE's impact on students and their teachers
- 26. Collaboration between students, teachers, local community, citizens, Ministry of education, Ministry of environment and psychical planning
- 28. Soil & Land cover protocol
- 30. Globe measurement exploring Informatics skills
- 31. GREEN PACK & GREEN PACK JUNIOR Developed by Regional Environmental Center for Central and Eastern Europe (REC), MoES and BDE
- 32. GREEN PACK & GREEN PACK JUNIOR
- 33. Positive experiences in science classrooms in Macedonia
- 36. Ongoing projects in Macedonia included in national curriculum Computer Integrating of environmental for every student education in educational process
- 37. NEW Curriculum for science for primary school in Macedonia Teacher &students resources Educational curriculum of science for 1-3 grade Teacher’s guide Scheme of work
- 38. I grade Scientific Enquiry Ourselves (Biology) Scientific Enquiry Living and Growing (Biology) Scientific Enquiry Making Sounds (Biology) Scientific Enquiry What is it made of? (Chemistry ) Scientific Enquiry 4 Pushes and Pulls(Physics) Scientific Enquiry Growing Plants (Biology) II grade Scientific Enquiry Light and Dark (Physics) Scientific Enquiry Changing Materials (Chemistry) Scientific Enquiry Space (Physics) Scientific Enquiry Electricity (Physics) Scientific Enquiry Looking at Rocks (Chemistry) Scientific Enquiry Plants and Animals Around Us (Biology) III grade Scientific Enquiry Life Processes (Biology) Scientific Enquiry Flowering Plants (Biology) Scientific Enquiry The Senses (Biology) Scientific Enquiry Materials (Chemistry) Scientific Enquiry Introduction to Forces(Physics) Scientific Enquiry Keeping Healthy (Biology)
- 39. The skills gained trough inquiry learning experience in science Empowering Outdoors Cooperative Creative challenging Transformative Pupil-centred Pupil-directed Active Collaborative Experiential FUN
- 40. ,,Cambridge” trainings in primary school related with science and ESD & impact in the classroom
- 41. Discussion What the schools in your country are doing to promote sustainability and global citizenship? How do these activities support the implementation of education for sustainable development?
- 42. Contact: Natalija Aceska Scientix deputy ambassador for Macedonia mail: aceska.bro@gmail.com mob: 00389 75 743 743 Thank you for your attention!
Hinweis der Redaktion
- Sustainable development education (SDE) is a theme across learning within Curriculum for Excellence It sits within the content of developing global citizens This presentation aims to provide important background to the national context and develop a great awareness of sustainable development in general This resource can be used by practitioners as a resource for individual CPD but has also been designed to be used as a CPD resource within a whole school or local authority context
- Sustainable development is a broad concept that escapes any narrow definition solely focussed on the environment. It can be divided to four closely related elements which include: Ecological sustainability – protecting biological diversity, species and eco-systems Economical sustainability – ensuring economic activity is stable and balanced and respects the fact that the Earth’s resources are finite Social sustainability – enabling all people of the world to have a quality of life which respects their human dignity and ensures that their rights to nutrition, health, well-being, education and freedom are met Reflective question How can these elements be used to ensure that learning experiences reflect the breadth and holistic nature of sustainable development education?
- It is important to note that sustainable development isn’t the same as sustainable development education Sustainable development education is a process by which we empower society to achieve a more sustainable society.
- Among these programs, there are no consistent standards for prerequisite training, core curriculum or program length. In addition, within programs there is great variation in the number of practice-focused faculty versus research-focused professors, despite the observation that students may learn practical skills for policy- and project-focused settings more efficiently from experienced practitioners. Furthermore, the acquisition of practical skills requires opportunities for refl ective experimentation and “hands-on” experiences, yet few programs stimulate learning around functional and practical knowledge and students’ opportunities for course-related fieldwork or internships are rare. As this fi gure shows, existing degree programs may offer a subset of the required skills for a sustainable development practitioner, but there are no programs that systematically provide students with the relevant skills and knowledge in health sciences, natural sciences and engineering, social sciences, and management while developing practical skills through fi eld-based training.
- lack of systematic skill-development across a range of core competencies within both professional education programs and organizations working in sustainable development. The lack of cross-disciplinary knowledge and skills within the fi eld of sustainable development highlights the need for a new type of “generalist” practitioner, one who understands the complex interactions among fi elds and is able to coordinate and implement effectively among the insights offered by subject-specifi c specialists. While many universities around the world offer graduate degree programs that have a “development” label, programs typically focus on either social sciences or environmental sciences, and offer few opportunities for systematic, crossdisciplinary education or management training. Across these programs, there are no consistent standards for prerequisite training, core curriculum or program length. The acquisition of practical skills requires opportunities for refl ective experimentation and “hands-on” experiences, yet too few programs stimulate learning around functional and practical knowledge, and students’ opportunities for course-related fi eld work or internships remain rare. The Commission fi nds that while existing degree programs may offer some subset of the required skills, there are no programs that systematically provide students with the relevant skills and knowledge in health sciences, natural sciences and engineering, social sciences, and management, while developing practical skills through fi eld-based training.
- RECOMMENDATIONS FOR BUILDING A NEW FIELD OF SUSTAINABLE DEVELOPMENT In order to succeed in the practice of sustainable development, professionals must be trained in a basic set of competencies that integrate cross-disciplinary knowledge for practical problem solving with management and leadership skills for effective implementation. With the aim of supporting future generations of professionals as well as those currently working in the sphere of sustainable development, the Commission makes the following recommendations. 1. Establish the Core Competencies of the Sustainable Development Practitioner In consultation with a broad range of development practitioners, the Commission has identifi ed fundamental “core competencies”—essential knowledge, skills and attributes—required of an effective sustainable development practitioner. Curriculum: MDP programs would require full-time enrollment of graduate-level students for at least two full years, and would include rigorous study of cross-disciplinary topics spanning the following core disciplines: RECOMMENDATIONS FOR BUILDING A NEW FIELD OF SUSTAINABLE DEVELOPMENT • 5 International Commission on Education for Sustainable Development Practice Health Sciences—nutrition, population sciences and reproductive health, basic epidemiology of infectious and noninfectious disease, health policy, health system design and management Natural Sciences and Engineering—agriculture, forestry and fi shery management, water management, energy, engineering, environment and climate science Social Sciences—anthropology, economics, education, politics and international political economies, statistics Management—project design and management, budget planning and fi nancial management, commodities management, communication and negotiations, critical self-refl ection, geographic information systems and decision making tools, institutional resource and human resource management, information management systems and design Practical learning through projects, exercises and case studies: To support and enrich the core MDP curriculum, the program would integrate a variety of teaching and learning resources including practical, experiential learning through cross-disciplinary case studies and group exercises. Global Learning Resources for Sustainable Development Practice: Shared “open-source” curricula, global courses, communication portals for students and faculty, web-based collaborative activities, and other learning resources would enhance the MDP program at universities around the world by providing curricular support as well as real-time engagement in practical, cross-institutional learning and knowledge sharing. MDP Network: A vibrant network of universities, development agencies, research institutions and affi liated organizations would participate in academic exchanges, mentorship programs and curriculum development. Field Training: Designed to build practical “on the job” skills, the MDP fi eld training program should include two separate assignments lasting a total of six months. Field training programs will work in coordination with partner universities and local development organizations to provide a holistic “clinical” training experience. Global Learning Resources for Sustainable Development Practice The creative integration of appropriate technologies would foster a global, cross-disciplinary educational system promoting a dynamic learning environment, at the same time leveraging a broad range of MDP curriculum resources through the use of technology. While future applications of new technology may be limitless, specifi c early initiatives should include: shared or “open-source” curricula; communication portals for students and faculty including “global” courses; and web-based collaborative activities and exchanges that engage students with development-focused organizations, researchers, and private sector companies. Open-source Online Resource Center To facilitate and strengthen MDP programs around the world, the core MDP curriculum would be supported by an Open-source Online Resource Center where participating teachers and students can access case studies, lesson plans, learning materials, practical tools and educational activities. Practitioners and faculty members at MDP partner universities could also contribute their own materials to this resource center to assist in the development of wide-ranging online curriculum tools that ensure the inclusion of global perspectives. Global Courses MDP programs should also incorporate “global courses” to foster crossborder and cross-disciplinary collaboration and to allow students and teachers to participate in collective assignments and learning experiences. Through web-conferencing, online portals for interactive communications, and shared course management sites, such courses may leverage available technology to enhance MDP programs around the world. They may also be interspersed throughout the curriculum to provide opportunities for students and teachers around the world to exchange insights and ideas. One illustration of these types of global courses is the Commission’s inaugural “Global Classroom” that joined together eleven universities and one development institution in an interactive, online course titled “Integrated Approaches to Sustainable Development Practice Education centres that successfully adopt a whole school approach to developing global citizens are often referred to as ‘sustainable schools’. Schools can often be further along their journey to becoming a sustainable school than they realise. This is mainly due to a lack of awareness that many of the activities they are already undertaking are contributing to the sustainability of the school. However, schools with a mature whole school approach to sustainability will have weaved global citizenship and sustainable development education into the fabric and life of the school and will have developing a coordinated and sustained action plan focussing on key areas including: Leadership – an open, supportive and participative leadership style is essential for creating a common vision, creating a sense of ownership and engagement, and coordinating strategies across the school Policy and planning – all school policies, such as travel plans, procurement and health promotion, reflect the principles of sustainability Relationships and ethos – everyone feels valued and is given an opportunity to participate and flourish. A strong focus is given to pupil voice Buildings and grounds – grounds are developed to support active and outdoor learning approaches and include wildlife gardens, outdoor classrooms etc. Sustained action is taken to minimise ecological and carbon footprints Curriculum – global citizenship and sustainable development education is a theme across all learning Learning approaches – the school has strategies for developing effective pedagogies and approaches to learning including outdoor learning, active and cooperative learning Personal achievement – learners have access to a wide and stimulating range of experiences that develop their skills, talents and confidence. These are recognised and accredited. Community – children and young people are given opportunities to explore, engage, connect with and contribute to their local community. Partnerships are formed with youth, community and adult learning sectors. In short, a sustainable school can sometimes be defined as one which has embedded global citizenship and sustainability across the culture, curriculum, campus and community (The 4Cs).
- GLOBE (Global Learning and Observations to Benefit the Environment) is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system working in close partnership with NASA and NSF Earth System Science Projects in study and research about the dynamics of Earth's environment. GLOBE is one of the most adequate programs that are implemented in the educational system all around the world. GLOBE is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE builds excitement about science, math, and advanced technology among young people. Students conduct valuable scientific work and immediately see the results of their studies. The GLOBE Program was introduced in 1994 by U.S. Vice President Al Gore and officially began operations on the 25th Anniversary of Earth Day April 22, 1995. The U.S. Government establishes partnerships with other countries throughout the world to be part of the GLOBE Program. GLOBE teachers and students are provided with Web space to publish research projects, giving them the opportunity to complete their research as other scientists do- by communicating their results. Younger students might simply interpret graphs and maps, make visual comparisons, or use their counting and arithmetic skills. As students advance, they might examine statistics and errors and then go on to even more advanced analyses using spreadsheets or GIS. GLOBE provides the beginning tools for analysis, subsequently making it easy for students to move the data into other software programs for more advanced analysis. Simply put, student research completes the GLOBE experience for students, and helps teachers integrate science, as scientists practice it, into their curricula. GLOBE also organizes International Learning Expeditions and Conferences that provide students with opportunities to discuss their research on a world-wide scale.
- GLOBE (Global Learning and Observations to Benefit the Environment) is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system working in close partnership with NASA and NSF Earth System Science Projects in study and research about the dynamics of Earth's environment. GLOBE is one of the most adequate programs that are implemented in the educational system all around the world. GLOBE is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE builds excitement about science, math, and advanced technology among young people. Students conduct valuable scientific work and immediately see the results of their studies. The GLOBE Program was introduced in 1994 by U.S. Vice President Al Gore and officially began operations on the 25th Anniversary of Earth Day April 22, 1995. The U.S. Government establishes partnerships with other countries throughout the world to be part of the GLOBE Program. GLOBE teachers and students are provided with Web space to publish research projects, giving them the opportunity to complete their research as other scientists do- by communicating their results. Younger students might simply interpret graphs and maps, make visual comparisons, or use their counting and arithmetic skills. As students advance, they might examine statistics and errors and then go on to even more advanced analyses using spreadsheets or GIS. GLOBE provides the beginning tools for analysis, subsequently making it easy for students to move the data into other software programs for more advanced analysis. Simply put, student research completes the GLOBE experience for students, and helps teachers integrate science, as scientists practice it, into their curricula. GLOBE also organizes International Learning Expeditions and Conferences that provide students with opportunities to discuss their research on a world-wide scale.
- GLOBE (Global Learning and Observations to Benefit the Environment) is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system working in close partnership with NASA and NSF Earth System Science Projects in study and research about the dynamics of Earth's environment. GLOBE is one of the most adequate programs that are implemented in the educational system all around the world. GLOBE is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE builds excitement about science, math, and advanced technology among young people. Students conduct valuable scientific work and immediately see the results of their studies. The GLOBE Program was introduced in 1994 by U.S. Vice President Al Gore and officially began operations on the 25th Anniversary of Earth Day April 22, 1995. The U.S. Government establishes partnerships with other countries throughout the world to be part of the GLOBE Program. GLOBE teachers and students are provided with Web space to publish research projects, giving them the opportunity to complete their research as other scientists do- by communicating their results. Younger students might simply interpret graphs and maps, make visual comparisons, or use their counting and arithmetic skills. As students advance, they might examine statistics and errors and then go on to even more advanced analyses using spreadsheets or GIS. GLOBE provides the beginning tools for analysis, subsequently making it easy for students to move the data into other software programs for more advanced analysis. Simply put, student research completes the GLOBE experience for students, and helps teachers integrate science, as scientists practice it, into their curricula. GLOBE also organizes International Learning Expeditions and Conferences that provide students with opportunities to discuss their research on a world-wide scale.
- GLOBE (Global Learning and Observations to Benefit the Environment) is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system working in close partnership with NASA and NSF Earth System Science Projects in study and research about the dynamics of Earth's environment. GLOBE is one of the most adequate programs that are implemented in the educational system all around the world. GLOBE is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE builds excitement about science, math, and advanced technology among young people. Students conduct valuable scientific work and immediately see the results of their studies. The GLOBE Program was introduced in 1994 by U.S. Vice President Al Gore and officially began operations on the 25th Anniversary of Earth Day April 22, 1995. The U.S. Government establishes partnerships with other countries throughout the world to be part of the GLOBE Program. GLOBE teachers and students are provided with Web space to publish research projects, giving them the opportunity to complete their research as other scientists do- by communicating their results. Younger students might simply interpret graphs and maps, make visual comparisons, or use their counting and arithmetic skills. As students advance, they might examine statistics and errors and then go on to even more advanced analyses using spreadsheets or GIS. GLOBE provides the beginning tools for analysis, subsequently making it easy for students to move the data into other software programs for more advanced analysis. Simply put, student research completes the GLOBE experience for students, and helps teachers integrate science, as scientists practice it, into their curricula. GLOBE also organizes International Learning Expeditions and Conferences that provide students with opportunities to discuss their research on a world-wide scale. Hundreds of teachers, both science and geography teachers, as well as informatics teachers were trained at GLOBE workshops about using of the Internet. On Macedonian GLOBE program workshops many teachers were trained not just how to use GLOBE web pages, but also how to make their own web pages and how to prepare presentations. Since 1998 Macedonian schools are invited to prepare research projects, based on GLOBE data and related sources of information.
- Special workshop was organized on identifying correlations between GLOBE program and different curricular subjects (Sciences in Elementary school, Biology, Chemistry, Physics, Geography, Informatics, Math, some special subjects in vocational schools, such as Meteorology, Pedology, Habitat Properties
- For Teachers, GLOBE provides assistance through: Training at professional development workshops Teacher's Guide, "how-to" videos, and other materials Continuing support from a Help Desk, scientists, and partners Contact with other teachers, students, and scientists worldwide
- For Teachers, GLOBE provides assistance through: Training at professional development workshops Teacher's Guide, "how-to" videos, and other materials Continuing support from a Help Desk, scientists, and partners Contact with other teachers, students, and scientists worldwide
- For Students, GLOBE provides the opportunity to learn by: Taking scientifically valid measurements in the fields of atmosphere, hydrology, soils, and land cover/ phenology - depending upon their local curricula Reporting their data through the Internet Publishing their research projects based on GLOBE data and protocols Creating maps and graphs on the free interactive Web site to analyze data sets Collaborating with scientists and other GLOBE students around the world
- For Students, GLOBE provides the opportunity to learn by: Taking scientifically valid measurements in the fields of atmosphere, hydrology, soils, and land cover/ phenology - depending upon their local curricula Reporting their data through the Internet Publishing their research projects based on GLOBE data and protocols Creating maps and graphs on the free interactive Web site to analyze data sets Collaborating with scientists and other GLOBE students around the world
- As an addition to the Green Pack multimedia environmental education kit, Green Pack Junior is specifically geared towards younger children, aged between seven and 10, and for schools with less technical equipment and few multimedia facilities. The topics covered present the key issues facing the world today: pupils are encouraged to think critically about them and, ultimately, to become involved citizens. The topics have been selected in order to demonstrate how human beings are connected to, and how we affect, the environment in which we live. Two websites have been developed to support and promote Green Pack Junior implementation. The websites have been developed in English and Montenegrin.
- Inspired by the political process “Environment for Europe”, in 2000 the Regional Environmental Center for Central and Eastern Europe (REC) launched a programme on education for sustainable development. This included the development and implementation of Green Pack, an innovative multimedia educational kit for schoolchildren between the ages of 11 and 15 in Central and Eastern Europe. In 2001, a pilot version of the Green Pack project was supported in Poland. Based on the success of this project, and after 13 years of project implementation, the Green Pack has been introduced in 18 countries in Europe and Asia. Since 2001, around 40,000 teachers have been trained to use the Green Pack materials, which have reached over 4 million students, fundamentally changing the way in which the teaching of sustainability is approached. The REC has also developed Green Pack Junior, aimed at children between the ages of seven and 10. Green Pack Junior has been introduced in four European countries, and an English version is also available. The REC is currently working on a toolkit for citizens and families. Within the framework of the “Environment for Europe” process and the implementation of the United Nations Economic Commission for Europe's Strategy for Education for Sustainable Development, and based on the results achieved so far through the dissemination of the Green Pack and Green Pack Junior, the REC aims to enhance sub-regional cooperation and encourage a multi-stakeholder approach to environmental education and education for sustainable development (ESD). Its goals are to strengthen teacher training through comprehensive programmes and the sharing of experience, and to raise public awareness of sustainable development by developing further tools. The REC also seeks to achieve educational reforms in the field of ESD by obtaining support from governmental institutions and professional bodies for the implementation of new ESD programmes, strategies and tools.
- This slide highlights three important areas for professional dialogue to be addressed after consideration of the principles and practice and the experiences and outcomes. It can be used as a basis for discussion within and across sectors (e.g. planning for transition) and can be used by teachers and centres as the basis for future planning.
- Sustainable development education and global citizenship is embedded across Curriculum for Excellence at all levels This recognises the importance of enabling our children and young people to be prepared for life in th e 21st centuryThis framework provides a comprehensive set of progressive learning objectives for science. The objectives detail what the learner should know or what they should be able to do in science in each year of primary education. They provide a structure for teaching and learning and a reference against which learners’ ability and understanding can be checked. The Cambridge Primary Science curriculum is presented in four content areas: Scientific enquiry, Biology, Chemistry and Physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work and recording and analysing data. The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history of science are also incorporated. The Cambridge Primary Science curriculum framework provides a solid foundation upon which the later stages of education can be built. The Cambridge Curriculum is founded on the values of the University of Cambridge and best practice in schools. The curriculum is dedicated to developing learners who are confident, responsible, innovative and engaged. Each curriculum framework for English, mathematics and science is designed to engage learners in an active and creative learning journey.
- Овој слајд покажува уште еднаш дека целите на научното истражување се засноваат на сите други составни делови и се реализираат заедно/истовремено со другите составни делови. Овој план е дизајниран да овозможи добра рамнотежа помеѓу биологија, хемија и физика во секое одделение со развој на вештини за научно истражување. Бројот 1-означува ПРВО ПОЛУГОДИЕ, а бројот 2 – ВТОРО ПОЛУГОДИЕ.
- Having issues relating to sustainability embedded within the experiences and outcomes of Curriculum for Excellence is only part of what is required The pedagogy used is also extremely important and must seek to develop learners as critical thinkers and creative and resilient people empowered to find solutions to complex, ethical issues relating to climate change, health and well-being and threats to biodiversity. SDE pedagogies will also promote systems thinking and higher-order thinking skills.