Suchergebnisse

The age in which we are living nowadays is characterized by rapid innovation in the development of information and communication technologies (ICT). This innovation has a significant influence on the education process. This paper deals with e-learning.

The British government white paper, Excellence in Schools & the subsequent report of the Advisory Group on Citizenship, Education for Citizenship, recommend that schools educate pupils in citizenship & democracy. This recommendation is considered in the context of reasons why there has traditionally been no formal or well-articulated political education in schools. Among these reasons a pervasive antipathy to politics & to government is identified as one of the most powerful. This antipathy is expressed from the left & the right wings of the political spectrum, & the "critical" opposition to both, as well as from interests such as those defending professional & personal autonomy. These arguments imply that "politics" is optional, not a set of practices & institutions with which individuals must be familiar. It is argued that this proposition cannot be valid. Adapted from the source document.

PurposeTo present a national profile of developments in higher education for sustainable development in the Philippines and to analyse a new initiative to accelerate environmental education for sustainable development (EESD) within academic institutions.Design/methodology/approachThis is an evaluative review that examines the design and piloting of an innovative scheme within the Philippine education system. The analysis is situated in relation to the approaches taken by prior initiatives and framed in order to draw out significant challenges, developments, and prospects for EESD at the organizational level.FindingsThe paper finds that EESD in the Philippines has an official base in the National Environmental Education Action Plan, which provides a framework to guide higher education. Two national networks promote environmental education, while environmental training and curriculum projects have been supported by government agencies and academic institutions, but without explicit policy support for more widespread changes. In contrast, the Dark Green Schools (DGS) program offers a distinctive "whole institution" approach and accreditation system devised in line with the principles of EESD for coherent systemic change. The design and pilot year of the DGS program shows positive potential for "greening" academic institutions and the issues that arise in seeking curriculum change, future funding, and formal support at sector level.Originality/valueThe DGS is an innovative program to promote "whole institution" change for EESD in the Philippines. Whilst similar approaches have been developed in some countries at the level of school education, such initiatives are rare at the level of higher education. This paper therefore includes lessons and findings that help to inform global debate in this important area of EESD in higher education.

This is the first book of its kind on disaster risk reduction education. A ready reference for practitioners in the field this book describes and demonstrates different aspects of disaster risk reduction education in an easy-to-understand form with current academic research and practical field experiences included throughout

Abstract
This article aims to analyse, from a theoretical point of view, the aspects that define the education for sustainability in the context of global development policies. In this context, the phrase "sustainable education" has been described in the context of the relationship between indicators that measure the quality in education and the long-term solutions offered by the education providers to specific problems related to some fundamental areas of sustainability: social, environmental and economic. The current study aims to give arguments for an explanatory paradigm that has been taken into account which is the following: education for sustainability is a predictor of quality education.

The article proves that modern Ukrainian students need to have the appropriate qualities and characteristics that are components of their citizenship, civic culture and civic position. It is determined that civic education of students of general secondary education, in contrast to students of other educational institutions, has specific personality traits due to the presence of students with a qualitatively higher level of abilities. It is substantiated that the substantive elements of the education of civic responsibility are: tolerant attitude towards people, regardless of their language, gender, nationality, religion, political beliefs; respect for other people's private property; rule of law and observance of legal norms and laws; active participation in the socio-political life of society. The purpose of the article is to analyze the importance of civic education in the educational process for students of general secondary education. The methodology is based on the general principles and basic modern principles of pedagogical science, psychology, and reflects the relationship of methodological approaches to the study of scientific and methodological views of domestic scientists on the problem of civic education of students of general secondary education. Scientific novelty. It is substantiated that civic education is a necessary component of the educational process in general secondary education institutions. Conclusions. 1. The purpose of civic education is the formation of a conscious citizen, patriot, professional. 2. Civic education is a necessary component of the educational process in general secondary education. 3. There is a need for further development of national standards of citizenship and its implementation in educational practice at the level of formal, non-formal and informal education. 4. Civic maturity is a consequence of the formation of civic competence and culture of students of general secondary education.