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Teaching Resources
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Teaching Resources
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Teaching Resources
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Inspire
Africa
RESOURCES
Nancy Kisangau is a fourth year student at Kenyatta University pursuing a Bachelor degree in Law. Prior to this, she worked in the Kenya National Human Rights Commission as an attaché in the Reforms and accountability department. She has also worked in the government sector as an intern in the National Housing Corporation, a state parastatal committed to effectuating housing rights for Kenyan citizens.
Nancy Kisangau
Nairobi
Kenya
After graduating with a BA in Economics and English, Amanda worked for the Chilean Ministry of Education as an English teacher in Chile. While there, she volunteered for an urban development NGO that was carrying out 24 community projects and helped draft Frutillar, Chile’s successful application to the UNESCO Creative Cities Network. During her career, she has worked with international youth on educational programs sponsored by the British Council and the U.S. Department of State. She is a former White House intern and an incoming Fulbright Scholar.
Name, Title
Lancaster, Pennsylvania
United States
Felix is currently a National Youth Service Corp member serving his country, Nigeria at Ministry of Works, Uyo, Akwa Ibom. He graduated from Swansea University, with a bachelor’s degree in Civil Engineering in 2014 and went on to complete a Master’s degree in Civil Engineering in 2017. Felix developed a strong devotion to Youth Empowerment and giving back to his Community during his time at Swansea University from various leadership roles e.g. Sports Officer and Trustee of Swansea University Students’ Union, Treasurer of 2 societies etc. These experiences gave him an appreciation of how initiatives can significantly impact people’s lives.
Felix Mmeka
Port Harcourt
Nigeria
Harun Momanyi is a youth empowerment expert, a socioeconomic development journalist and an entrepreneur. He is passionate about the SDGs. Originally from Kenya, Harun currently works as the Head of Kenya with Reform Africa Group, a Pan-African organization focusing on creating solutions to help youth realize meaningful employment and tackle life challenges better. In 2014, he was finalist in the Haller Prize for Development Journalism, became and ambassador for the NUHA Foundation Global Blogging Prize in 2015, a Forbes Africa 30 Under 30 nominee in 2018 and was shortlisted for the BBC World News Service Komla Dumor Award in 2018.
Harun Momanyi
Nairobi
Kenya
Victor is an Engineer and a problem solver. He is passionate about education and poverty eradication. Victor currently works as Cofounder and facilitator of Tech the girl Child Africa (TGC) an outreach program that seeks to engage over 10,000 girl child, especially in Africa with STEM (Science, Technology, Engineering, Mathematics).
Victor is also serving as Director of sales and marketing at Mingcart, a company he cofounded in 2016 to unify Africa through culture and traditions.
Victor has received a number of prestigious National Merit Scholarship awards for his dedication to education. He hopes see everyone educated someday.
Victor Musa
Abuja
Nigeria
Ezinne is a youth passionate about issues pertaining to inclusive growth, sustainable development, climate change and the enormous transformations taking place in especially in Sub-Saharan Africa. She seeks to earn a doctorate degree in Development Economics and her career goal is to be a development economist in an international development organization.
Ezinne Uche
Lagos
Nigeria
''Now is the time to recommit to those efforts inspired by the Sustainable Development Goals. Changemakers everywhere are critical to translating the ambitious vision of the SDGs into reality. Global communities such as those sustained by the Global Schools Program are critical to building a better world"
– Professor of International Education, Harvard University
Professor FERNANDO M. REIMERS
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Global Schools Toolkit: "Integrating Sustainable Development into National Education Priorities: A Practical Guide for Policymakers, Practitioners, and Researchers"
The Global Schools Program (GSP) is thrilled to announce the launch of a new toolkit to support practitioners, policymakers, and researchers in creating or adapting curriculum on sustainable development, as well as integrating this curriculum into national priorities. The toolkit is titled: “From Commitment to Action: Integrating Sustainable Development into National Education Priorities: A Practical Guide for Policymakers, Practitioners, and Researchers.” The toolkit was authored by Dr. Felisa Tibbitts, Chair in Human Rights Education and UNESCO Chair in Human Rights and Higher Education, Utrecht University (Netherlands); Mr. Sam Loni, UN Sustainable Development Solutions Network; Ms. Amanda Abrom, UN Sustainable Development Solutions Network; and Ms. Gabriela Chacon Ugarte, UN Sustainable Development Solutions Network. The project was made possible due to the financial support provided by Siemens Gamesa Renewable Energy.
Background
Successfully integrating Education for Sustainable Development (ESD) into national curriculum and schools requires educational communities to identify locally relevant issues, skills, values, and behaviors central to sustainable development. However, this process is complex because every education system has its own set of standards, policies, and curriculum goals. For that reason, the Global Schools Program (GSP) has worked with experts to create a comprehensive online toolkit for practitioners, policymakers, and researchers that breaks down steps to analyze curriculum documents and adapt or create curriculum on sustainable development. This is a living document that will be adapted based on coninuous, collaborating learning amongst partners and SDSN Networks.
The Sections of the Guide
The guide is divided into seven major subsections:
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Chapter 1: The importance of ESD integration into national education curriculum and the underlying theory of change for the guide are introduced.
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Chapter 2: The multi-phased research process is introduced, including the necessary preparations and a list highlighting administrative priorities (i.e. financial resources, human resources, expertise, etc.).
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Chapter 3: A comprehensive ESD framework, which can be used for designing classroom lessons and activities, is developed based on national educational context and local priorities.
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Chapter 4: National educational laws, policies and curricula are rigorously analyzed and evaluated (both quantitatively and qualitatively) for ESD themes.
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Chapter 5: Expanding the ESD framework and building on existing curriculum, a series of sample lesson plans and activity guides for various grades and subjects are developed.
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Chapter 6: Sample lesson plans and activity guides are piloted in select schools and classrooms across the country, and their effectiveness rigorously assessed.
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Chapter 7: Writing up final recommendations based on project outcomes, disseminating the results of the curriculum piloting to stakeholders, and developing a roadmap to guide future work.
Past Projects and Inputs
The contents of the toolkit were shaped based on the results of a research pilot carried out in Ghana, Turkey, and Morocco. Partners that participated in the pilot project include the Mohammed VI Foundation for Environmental Protection (Morocco), Al Akhawayn University (Morocco), Hacettepe University (Turkey), the University of Education (Ghana), and the Millennium Promise Alliance, Inc. (Ghana). The research pilots were led by Professor Abdelkrim Marzouk, Professor Mustafa Öztürk, Professor Andy Ofori-Birikorang, Ms. Kenza Khallafi, Ms. Meryem Khodari, and Chief Nathaniel Ebo Nsark, as well as other authors, educators and stakeholders. Project advisors included Professor Fernando Reimers (Harvard University), Professor Felisa Tibbitts (Utrecht University), Professor Oren Pizmony-Levy (Columbia University), and Professor Alan Reid (Monash University). More than 60 researchers were recruited to lead this project, working inside the 3 pilot countries, across 4 separate languages (English, Turkish, Arabic, and French). This approach has brought together 80 in-country partners and stakeholders to propel a movement for sustainable development education across the three pilot countries.
Country Director: Kenza Khallafi
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Morocco Report: This report was authored by the Research Director for the pilot in Morocco, Dr. Abdelkrim Marzouk, Ph.D., the Dean of the School of Humanities and Social Sciences and Associate Professor of Geography at Al Akhawayn University, and the Research Assistant of the pilot, Mrs. Meryem Khodari, the Project Manager for the Hassan II International Center for Environmental Training. The Global Schools Pilot Project was carried out in partnership with the Mohammed VI Foundation for Environmental Protection and Al Akhawayn University in Morocco. This report reveals that the Moroccan national education curriculum does included material and language that furthers the Global Citizenship Education, 21st-century skills, and SDGs.
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Country Director: Chief Nathaniel Ebo Nsarko
Ghana Report: This report was authored by Professor Andy Ofori-Birikorang, Ph.D., Professor Samuel Abeiku Hayford, Ph.D., Professor Dandy George Dampson, Ph.D., Professor Ernest Akwasi Amponsah, Ph.D., Christiana Hammond, Ph.D., Mavis Amo-Mensah, Ph.D., and Richardson Addai-Mununkum, Ph.D. The Global Schools Pilot project in Ghana was carried out in partnership with the Millennium Promise Alliance Inc. in Ghana and the University of Education, Winneba in Ghana. Seven Ghanaian educational policy documents together with twenty K-6 curriculum documents were analyzed to highlight gaps and explore linkages and synergies between the content of these documents and the Agenda 2030 learning outcomes. The report offers recommendations to review educational policies, incorporate SDGs in curriculum, and engage policymakers and key stakeholders in Ghana.
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Country Director: Dr. Mustafa Öztürk
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Turkey Report: This report was authored and edited by the Research Director for the Global Schools Pilot in Turkey, Dr. Mustafa Öztürk, Associate Professor of Curriculum and Instruction and EFL Instructor at Hacettepe University, in partnership with Hacettepe University. It was additionally authored by Aylin Albayrak-Sarı, Ph.D., Hacettepe University, Turkey; Abdullah BaÄŸcı, Ph.D., Hacettepe University, Turkey; Seçil DayıoÄŸlu-Öcal, Ph.D., Hacettepe University, Turkey; Burtay Hatice Ä°nce, Ph.D., Gazi University, Turkey; NeÅŸe Soysal, Ph.D., University College London, UK. This report presents the findings emerging from three main research activities conducted in Turkey: policy analysis, curriculum mapping, and a preliminary program evaluation on the Global Schools 60 lesson plans by ESD-trained teachers in Turkey. The report outlines further steps for ESD-localization in Turkey, including centering ESD pedagogy, linking personal and professional engagement with ESD, promoting cross-sectoral cooperation and an interdisciplinary approach, and disseminating ESD through community participation.
Summary Report: This summary evaluation report synthesizes all findings from the Global Schools Pilot Project. Lead writers are Amanda Abrom, Lian Sabella Castillo, Brenda García Millán, Mary-Margaret Gilliam, and Elizabeth Lerman, under the coordination of Amanda Abrom. The report details the methodology of the Global Schools Education for Sustainable Development (ESD) curriculum localization pilot projects in Ghana, Turkey, and Morocco. This report was written by expert Global Schools Program Project Officers with extensive experience and background working in education and sustainability. This report supplements three additional reports published under the country Research Directors: Dr. Mustafa Öztürk, Dr. Abdelkrim Marzouk, and Chief Nat Ebo Nsarko.