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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
Launch of the Country Reports
Global Schools is proud to present the launch of Global Schools’ Pilot Project Country Reports. These country reports are draft reports launched at the UNESCO World Conference on Education for Sustainable Development (ESD) to solicit feedback from world-renowned experts on the pilot methodology and offer case studies to global leaders. The reports were launched at the session: “ESD localization in Morocco, Ghana, and Turkey: launch of the Global Schools Country Reports” on Monday, May 17th, from 16:30-17:00 CET.
Global Schools has worked with its partners, Hacettepe University in Turkey, the University of Education and the Millennium Promise Alliance Inc. in Ghana, the Mohammed VI Foundation for Environmental Protection, and Al Akhawayn University in Morocco, in a 6-stage research pilot with the mission to align each country’s national curriculum with ESD and Global Citizenship Education (GCE) frameworks.
More than 60 researchers have analyzed national textbooks, curriculum, and policy to develop localized curriculum on sustainable development and global citizenship. This approach has brought together 80 in-country partners and stakeholders to propel a movement for sustainable development education across the three pilot countries. The final project outcomes and the findings are presented in the draft country reports and summary reports:
"Please note that all three country reports, as well as the evaluation paper, are first drafts and are not yet finalised. The draft reports have been launched at the UNESCO World Conference in order to solicit feedback from participants and experts before the final reports are published at a later date."
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
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 Bağcı, Ph.D., Hacettepe University, Turkey; Seçil Dayıoğlu-Öcal, Ph.D., Hacettepe University, Turkey; Burtay Hatice İnce, Ph.D., Gazi University, Turkey; Neşe 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.
Country Director: Kenza Khallafi
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.
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.
Toolkit for ESD localization: we are currently developing a comprehensive toolkit to guide country-level research and localization, which includes frameworks and methodologies for policy analysis, curriculum audit, content adaptation, course development, lesson evaluation, and integration. This toolkit will serve as a flexible and adaptable guide for country research teams to develop ESD curriculum for K-12 schools in their respective countries. This toolkit is being developed and shaped by the outcomes of our current country-level research projects in Ghana, Turkey, and Morocco.
Database of ESD resources: we are identifying, assessing, categorizing and developing ESD resources, including guides, lesson plans, books, comics, games, videos, documentaries, and activities that would be beneficial to educators and students. This includes the translation of certain content from English into other languages, based on demand.
Impact of ESD on education outcomes: we are collecting evidence on the impact of ESD on core educational outcomes across a range of metrics, including standardized test scores, student attendance, student engagement, teacher satisfaction, student literacy and numeracy levels, etc. The evidence is being synthesized and categorized into a database of best-practices and case-studies to inform our country-level research and advocacy.
Developing Research Tools
Local Research
Applying the Tools
Global Schools is committed to the agency of local institutions and groups in leading country-level projects. We believe that national institutions are best placed to conduct the research and localization of the ESD, with Global Schools providing support where necessary. In 2019, Global Schools, with support from partners, set up research programs in Morocco, Ghana and Turkey, in order to conduct country-level research on ESD localization and implementation. In Morocco we partnered with Mohammed VI Foundation for Environmental Protection and Al Akhawayn University, in Ghana with Millennium Promise and the University of Education, and in Turkey with Hacettepe University. Over the past 12 months, the following efforts have been undertaken:
Curriculum analysis and design: More than 60 researchers have been recruited to lead this project, working inside the 3 pilot countries, across 4 separate languages (English, Turkish, Arabic, and French). The research teams are analyzing national education laws and policies, curriculum standards and textbooks across every subject and grade to collect thousands of data caches on the prevalence of ESD, or lack thereof, in each national education system. Using this information, the research teams design relevant curriculum content and lesson plans to be integrated into the national curriculum.
Stakeholder engagement: More than 80 partners from government, civil society, academia and business have been mobilized to offer feedback on the proposed curriculum content, and support the national ESD implementation efforts. These partners include representatives from the ministries of education, environment, energy, and foreign affairs, think-tanks, research institutes, universities, foundations, environmental NGOs, public and private schools, teachers’ associations, and technology companies. If the curriculum is officially adopted and implemented at scale across these countries, it would directly benefit millions of students and communities each year.
Outcomes and results: All outcomes, processes and results are monitored by the global research team, and complemented by a comprehensive monitoring and evaluation process, including surveys and interviews, as well as comparative analysis between the results across the different country research teams. The final results of the research, including the individual country reports and data will be published in the peer-reviewed journal, and all key findings and learnings integrated into the “Toolkit for ESD localization” to improve the methodologies for future country projects.