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| Enlace | - https://unesdoc.unesco.org/ark:/48223/pf0000377362.locale=es | |
| Autor | - UNESCO (3) | |
| Resumen | - 2. Methodology112. Methodologyanalysis, including various archives and prior studies (see Annex A for a bibliography of the documents analysed). As not all countries had both document types, a total of 37 education sector plans (ESPs) and 41 national curriculum frameworks (NCFs) were analysed.2Keyword searching was used to identify environment-related text in the documents, in clusters of words related to ‘environment’, ‘sustainability’, ‘climate change’ and ‘biodiversity’. Steps were taken to reduce the likelihood of identifying more general references to terms such as ‘environment’ and ‘climate’ which can have more than one meaning. For example, terms searched included ‘environmental’ not ‘environment’ and ‘climate change’ not ‘climate’. This was undertaken using the specialized data information management software NVivo11 for documents in English, French, and Spanish (Table 1) and manual coding for documents in Arabic, Italian, Japanese, Korean, Portuguese and Swedish. A series of matrix queries enabled analysis of keyword results by document type, region and document language. Results on keyword frequencies were standardized per million words to take into account the respective length of documents.2 For two countries, two distinct national curriculum frameworks, pertaining to different levels of the education systems, were analysed. This publication starts from the assumption that education must equip learners with knowledge, skills, values and attitudes to address the dramatic interrelated challenges the world is facing – the climate crisis, mass loss of biodiversity, and other environmental and sustainability challenges. UNESCO has been supporting countries to integrate sustainability issues into education through Education for Sustainable Development (ESD), which is an integral element of SDG Target 4.7 and is recognized also as an enabler of all other Sustainable Development Goals.While knowledge on the progress of countries on ESD and related educational approaches has been increasing, there is still a great need for more in depth understanding of the extent as to which countries address sustainability issues in education – in particular with regard to two of the greatest challenges of our times, climate change and biodiversity loss.This publication responds to this need. It shares the results of a study reviewing the integration of environmental issues, in particular climate change and biodiversity, in primary and secondary education policies and curricula across the world.The publication draws on multiple study components. The main component is an analysis of education sector plans and national curriculum frameworks from nearly fifty UNESCO Member States from all UN SDG regions.1 This is complemented by scholarly and grey literature reviews, interviews with country experts, and a global survey of teachers, principals, and other education stakeholders.More specifically, data were collected and analysed through the following study components. | |
| Originador | - (UNESCO) Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura | |
| Distribuidor | - Biblioteca de Ciencias de la Salud | |
| Idioma | - Español | |
| Categoría | - Libro | |
| Colección | - Recursos digitales para nivel superior (793) | |
| Idioma del recurso | - Español | |
| Temas | - Investigación sobre el currículo - Política Educacional (5) - Educación para el desarrollo sostenible (2) - Sensibilización ambiental - Cambio climático (4) - Diversidad biológica y Educación comparada |
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| UNESCO. Learn for our planet : a global review of how environmental issues are integrated in education. |