Curriculum Issues: Teaching and Learning for Sustainable Development in Developing Countries--Zimbabwe Case Study

Autor/in	Dambudzo, Ignatius Isaac
Titel	Curriculum Issues: Teaching and Learning for Sustainable Development in Developing Countries--Zimbabwe Case Study
Quelle	In: Journal of Education and Learning, 4 (2015) 1, S.11-24 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Case Studies; Questionnaires; Interviews; Observation; Integrated Curriculum; Sustainable Development; Secondary School Students; Foreign Countries; Problem Solving; Student Projects; Developing Nations; Unemployment; Entrepreneurship; Teaching Methods; Learning Processes; Zimbabwe + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Nachhaltige Entwicklung; Sekundarschüler; Ausland; Problemlösen; Schulprojekt; Developing country; Developing countries; Entwicklungsland; Arbeitslosigkeit; Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Simbabwe
Abstract	The study sought to investigate curriculum issues, teaching and learning for sustainable development in secondary schools in Zimbabwe. Education for sustainable development (ESD) aims at changing the approach to education by integrating principles, values, practices and needs in all forms of learning. Literature has documented the importance of problem solving, ecologically relevant education, project based and interactive education as the basis for sustainable development. Emphasis has also been placed upon the pedagogical and curriculum issues in support of sustainable teaching and learning in developing countries. The methodology employed included literature search, documentary analysis, questionnaires, interviews and observation. The study was based on two urban and two rural secondary schools. The results revealed that some schools followed a seriously integrated curriculum where academic work was integrated with industry based education or learning, while others followed a purely academic curriculum. Results showed that pursuing an academic curriculum led to relevant careers though unemployment was high due to the lack of skills. The high rate of employment of those pursuing integrated curriculum appeared to be a motivator. The study concluded that an integrated curriculum and education was more beneficial for sustainable development and entrepreneurship. Further research is required on the curriculum and strategies for education/industry integration for sustainable development and challenges schools face in trying to implement ESD. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01