I will be attending and presenting at the UKFIET in Oxford this week and will update readers as the conference progresses.
Learning and Teaching for Sustainable Development:
Curriculum, Cognition and Context
5 – 7 September 2017
What is taught and learnt form the backbone of education’s contribution to sustainable development. It is through the construction of curricula that knowledge, skills, attitudes and values are prioritised and become the basis for teaching. Crucial here too is the rise of attention to what individuals and communities value in terms of a set of capabilities and practices that for them define sustainable development. But, international education policy debates in this millennium have been dominated by access and, more recently, quality issues, without sufficient attention to questions of what is and might be learned and taught, and how. Such debates are timely not only because new understandings of learning are emerging, but also because the settings in which learning and teaching occur are deeply influential. Taking a broad view of sustainable development, the 2017 UKFIET Conference invites contributions from researchers and practitioners engaged with these issues in formal and informal sites of learning across the globe.
There are six sub-themes to the conference
and from GEM:
The theme of this year’s conference, ‘Learning and Teaching for Sustainable Development: Curriculum, Cognition and Context’, will explore the importance of focusing on what is taught and learnt for achieving sustainable development. This is an area we covered in depth in the 2016 GEM Report and in a policy paper on textbook contentreleased this year. It is an area we consider central to progress towards sustainable development and central to Target 4.7 in particular in SDG 4. We will continue monitoring this area in future GEM Reports, including the publication due out this October.