Educational Partnerships as a Way Towards Quality Education for Sustainable Development and a Way Towards Sustainable Society: The Case of Slovenia
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Bibliographic record
Abstract
Education partnerships are essential in endeavor for quality education for sustainable development. The understanding of the sustainable development is very complex and has to be interdisciplinary and take into consideration different sustainable dimensions and correlations between those areas. The holistic approach is a method for understanding the sustainable development in such way that it would enable preservation of environment and at the same time assure economic and social development. It becomes more and more important that youth could acquire competences for the sustainable way of life during their schooling so that they would know how to make proper decisions regarding the choice of energy resources, the use of natural resources and sustainable planning. The main objectives of this paper are (1) to identify which institutions should be actively involved in partnerships, (2) to investigate inclusion of sustainable development into school curricula and to determine which competences should be developed, and (3) to disclose opportunities to improve teacher performance and to achieve learning objectives from the field of the sustainable development. The article is based on review of literature and researchers about educational partnerships for ensuring education for sustainable development in Slovenia as well as on examination of previous research findings about inclusion of sustainable development in school curriculum. Analysis of inclusion of sustainable development in teaching and learning process is based on questionnaires for pupils, parents and teachers. The preliminary research has been carried out in autumn 2008, but it has limitation because of a small sample which has been taken into research. The article presents some proposals how teachers could improve their performances by including activities in teaching and learning processes which could have an impact on pupils perception how necessary is preservation of natural heritage as well as could have an impact on their behavior towards sustainability. The presentation of research findings points out that the current understanding of the sustainable development in schools in Slovenia has its own limitations which should be taken into consideration in further planning and implementation of activities in education to achieve the national agenda of the sustainable development of Slovenia. Key words: Education; Sustainable development; Partnerships; Competences; Teacher performance; Learning objectives Resume Les partenariats educatifs sont essentiels dans l'effort d'education de qualite pour le developpement durable. La comprehension du developpement durable est tres complexe et doit etre interdisciplinaire et prendre en consideration les differentes dimensions durables et les correlations entre ces domaines. L'approche holistique est une methode pour comprendre le developpement durable de telle facon que cela permettrait a la preservation de l'environnement et dans le meme temps assurer le developpement economique et social. Il devient de plus en plus important que les jeunes puissent acquerir les competences pour le mode de vie durable au cours de leur scolarite afin qu'ils sachent comment prendre des decisions appropriees concernant le choix des ressources energetiques, l'utilisation des ressources naturelles et la planification durable. Les principaux objectifs de cette etude sont (1) pour determiner quelles institutions devraient etre activement impliques dans des partenariats, (2) pour enqueter sur l'inclusion du developpement durable dans les programmes scolaires et de determiner quelles competences doivent etre developpees, et (3) de divulguer les possibilites de ameliorer les performances des enseignants et d'atteindre les objectifs d'apprentissage du domaine du developpement durable. L'article est base sur l'examen de la litterature et des chercheurs sur les partenariats educatifs pour assurer l'education pour le developpement durable en Slovenie ainsi que sur l'examen des resultats de recherches anterieures sur l'inclusion du developpement durable a l'ecole curriculum. Analyse de l'integration du developpement durable dans l'enseignement et le processus d'apprentissage est base sur des questionnaires aux eleves, parents et enseignants. La recherche preliminaire a ete realisee a l'automne 2008, mais il a limitation, car d'un petit echantillon qui a ete pris en recherche. L'article presente quelques propositions facon dont les enseignants pourraient ameliorer leurs performances, en incluant les activites dans l'enseignement et les processus d'apprentissage qui pourrait avoir un impact sur la perception des eleves combien necessaire est la preservation du patrimoine naturel ainsi que pourrait avoir un impact sur leur comportement envers la durabilite. La presentation des resultats de recherche souligne que la comprehension actuelle du developpement durable dans les ecoles en Slovenie a ses propres limites qui devraient etre pris en consideration dans la planification et l'execution des activites dans l'education pour atteindre les priorites nationales du developpement durable de la Slovenie. Mots cles: Education; Developpement durable; Les partenariats; Competences; La performance des enseignants; Les objectifs d'apprentissage
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it