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Transforming Education Systems for Sustainable Development (TES4SD) Network Plus

转变教育系统以促进可持续发展 (TES4SD) Network Plus

基本信息

批准号：
ES/T002646/1
负责人：
Leon Tikly
金额：
$ 614.81万
依托单位：
University of Bristol
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT002646%2F1
关键词：
Transforming Education Systems Sustainable Development

项目摘要

The Transforming Education Systems for Sustainable Development (TES4SD) Network Plus will develop sustainable institutional capacity in India, South Africa, Rwanda and Somalia to produce high quality research that will assist key stakeholders in these countries and at a regional and global scale to better understand how education systems can be transformed to support sustainable development. Countries in South Asia and sub-Saharan Africa are facing unprecedented challenges in relation to sustainable development including poverty and inequality and managing the risks posed by climate change. The sustainable development goals (SDGs) represent a holistic response to these challenges. Education has enormous potential to act as a driver for sustainable development and the education SDG is centrally implicated in the realisation of all of the other SDGs. At present, however, education systems in low- and middle-income countries (LMICs) are some way off achieving the education SDG (goal 4). Our vision, consistent with global, regional and national agendas, is for systems of life-long learning that can provide learners with the skills, competencies, values and transformative agency required to meet the challenges of environmentally sustainable and socially just development. The 'wicked problem' that education systems face in realising this vision is how to simultaneously address the current learning crisis in LMICs whilst transforming education systems to become drivers of SD. This challenge needs to be addressed simultaneously across all sectors of the education and training system and at the global, regional, national and local scales. Led by a world leading team containing relevant interdisciplinary and practical expertise, the TES4SD will assist in addressing this problem. Specifically, we will build sustainable research capacity in partner countries to undertake relevant research including early career researchers based in academic and non-academic organisations. The team will synthesise existing and emerging evidence on how schools can be transformed to address the learning crisis and to make them drivers of SD; how can technical and vocational education and training can be transformed to facilitate the development of green skills and to support youth agency in the transition to sustainable, healthy, lifestyles and in revitalising peaceful and democratic societies; and, how higher education institutions can be transformed to support processes of social learning within civil society and amongst policy-makers to address sustainability challenges in cities and rural communities. Questions at the system level include in what ways is Target 4.7 which relates to education for sustainable development understood and implemented and we will develop contextually relevant indicators to monitor progress towards SDG 4.7 at local, national and global levels. The TES4SD network plus will also commission new research based on knowledge co-production techniques to develop evidence and arguments urgently needed to transform education and training systems. Research questions will primarily focus on the sometimes-contradictory relationship between SDG4 and decent work and economic growth (SDG8); sustainable cities and communities (SDG11); responsible production and consumption (SDG12); and, climate action (SDG13). Strategies for developing impact will be embedded in TES4SD activities from inception including the active involvement of beneficiary groups including policy-makers, NGOs and CBOs in network plus research and capacity building activities; and, the strategic targeting of outputs including national and network wide synthesis reports, policy briefs, MOOCs, toolkits to support research capacity, teaching and learning materials for use in formal and informal settings. Dissemination of evidence to beneficiary groups will be facilitated by the creative use of social and other media and supported by a dedicated website.

教育系统转型促进可持续发展（TES 4SD）网络增强计划将在印度、南非、卢旺达和索马里发展可持续的机构能力，以开展高质量的研究，帮助这些国家的主要利益攸关方以及区域和全球范围内的主要利益攸关方更好地了解如何转变教育系统，以支持可持续发展。南亚和撒哈拉以南非洲国家在可持续发展方面面临前所未有的挑战，包括贫困和不平等以及管理气候变化带来的风险。可持续发展目标（SDG）是对这些挑战的全面回应。教育具有作为可持续发展驱动力的巨大潜力，教育可持续发展目标对实现所有其他可持续发展目标至关重要。然而，目前，中低收入国家的教育系统距离实现教育可持续发展目标（目标4）还有一段距离。我们的愿景与全球、区域和国家议程一致，是建立终身学习制度，使学习者能够获得应对环境可持续和社会公正发展挑战所需的技能、能力、价值观和变革力量。教育系统在实现这一愿景时所面临的“棘手问题”是如何同时解决中低收入国家当前的学习危机，同时改造教育系统，使其成为可持续发展的驱动力。这一挑战需要在教育和培训系统的所有部门以及全球、区域、国家和地方各级同时加以应对。由一个拥有相关跨学科和实践专业知识的世界领先团队领导，TES 4SD将协助解决这一问题。具体而言，我们将在伙伴国家建立可持续的研究能力，以开展相关研究，包括学术和非学术组织的早期职业研究人员。该小组将综合现有和新出现的证据，说明如何改造学校，以解决学习危机，使其成为可持续发展的驱动力;如何改造技术和职业教育与培训，以促进绿色技能的发展，并支持青年机构向可持续、健康的生活方式过渡，振兴和平与民主的社会;以及高等教育机构如何转型，以支持民间社会和政策制定者之间的社会学习进程，以应对城市和农村社区的可持续性挑战。系统层面的问题包括如何理解和实施与可持续发展教育有关的目标4.7，我们将制定与背景相关的指标，以监测地方、国家和全球层面实现可持续发展目标4.7的进展情况。TES 4SD网络还将委托进行基于知识共同生产技术的新研究，以开发教育和培训系统转型所急需的证据和论据。研究问题将主要集中在可持续发展目标4与体面工作和经济增长（可持续发展目标8）、可持续城市和社区（可持续发展目标11）、负责任的生产和消费（可持续发展目标12）以及气候行动（可持续发展目标13）之间有时相互矛盾的关系。从一开始就将扩大影响的战略纳入TES 4SD活动，包括让包括决策者、非政府组织和社区组织在内的受益群体积极参与网络加研究和能力建设活动;以及产出的战略目标，包括国家和网络范围的综合报告、政策简报、MOOC、支持研究能力的工具包，在正式和非正式环境中使用的教学和学习材料。将通过创造性地利用社交及其他媒体，并通过一个专门的网站，促进向受益群体传播证据。