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MOTIVES OF THE EGYPTIAN EDUCATION FUTURE FOR SUSTAINABLE DEVELOPMENT: A COMPARATIVE ANALYSIS BETWEEN 2020 AND 2030
Corresponding Author(s) : Nermeen Singer
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): Education Special Issue
Abstract
Purpose of the study: The current study aims to identify the engines of the future of Egyptian education to achieve the fourth goal of the United Nations Convention on Sustainable Development.
Methodology: The research followed the analytical method in the comparative analysis of the future of Egyptian education between 2020 and 2030.
Main Findings: The results of the research, in addition to the conclusions of researchers from the literature and previous studies, stressed on the importance of the existence of ten motives for the future of education for sustainable development 2030.
Applications of this study: This research attempts to address this dilemma through the perspectives and engines of education for sustainability. Where teachers can meet the Education for Sustainable Development (ESD) approach to enhance knowledge and positive attitudes towards appropriate action for sustainability in relevant, meaningful, exciting, and creative ways, this research offers experiences that allow pupils to become more connected to nature, develop children's sense of practical orientation that embraces positive attitudes, change behaviour and hope for the child's future.
Novelty/Originality of this study: There is no research or studies that addressed the motives of the Egyptian education future for sustainable development.
Keywords
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- Anderson, E., Bakir, A., & Wickens, E. (2014). Rural Tourism Development in Connemara, Ireland. Tourism Planning & Development, 12(1), 73–86. https://doi.org/10.1080/21568316.2014.965844 DOI: https://doi.org/10.1080/21568316.2014.965844
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- Cassen, R. H. (1987). Our common future: report of the World Commission on Environment and Development. International Affairs,64(1), 126–126. https://doi.org/10.2307/2621529 DOI: https://doi.org/10.2307/2621529
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References
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Mari Salama (2013): Positive Psychology for All, Anglo-Egyptian, Cairo, Egypt.
Mattos, T. V., MacKinnon, M. A., & Boorse, D. F. (2012). The Intersection of Gender, Education, and Health: A community-level survey of education and health outcomes for women in southeastern Togo.Massachusetts.
Morrison-Saunders, A., Pope, J., & Bond, A. (2015). Handbook of sustainability assessment. Cheltenham, UK: Edward Elgar Publishing. https://doi.org/10.4337/9781783471379 DOI: https://doi.org/10.4337/9781783471379
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New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
New Zealand Ministry of Education. (2010). Education for sustainability. http://efs.tki.org.nz/
New Zealand Ministry of Education. (2014). Education for sustainability teaching and learning guidelines(Years11-13). http://seniorsecondary.tki.org.nz/Social-sciences/Education-forsustainability
Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2). 409-442
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Polacheck, S. W. (2007). Earning Over the Lifecycle. The Mincer earnings function and its application. Bonn
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Singer, N., Mahmood, E. A., & Elsaeed, K. (2019). Entrepreneurship Culture In Education Institutions: Future Practices And Aspirations.Humanities & Social Sciences Reviews, 7(1), 450–460. https://doi.org/10.18510/hssr.2019.7151 DOI: https://doi.org/10.18510/hssr.2019.7151
Singer, N. (2019). The relationship between watching animated cartoon and information processing speed and level for sample children in age group [5-6] years. Humanities & Social Sciences Reviews, 7(5), 1321-1337. https://doi.org/10.18510/hssr.2019.75171 DOI: https://doi.org/10.18510/hssr.2019.75171
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Taylor, N., Quinn, F., & Eames, C. (2015). Educating for Sustainability in Primary Schools: a Teaching for the Future. Leiden: Brill | Sense. https://doi.org/10.1007/978-94-6300-046-8_1 DOI: https://doi.org/10.1007/978-94-6300-046-8_1
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Thomas, I. (2009). Problem-based learning in universities: Critical thinking, transformative learning, sustainable education, and problem-based learning in universities. Journal of Transformative Education, 7(3), 245–263. https://doi.org/10.1177/1541344610385753 DOI: https://doi.org/10.1177/1541344610385753
Tokić, R. (2016). Book Review: Ken Robinson, Lou Aronica: Creative Schools. The Grassroots Revolution That's Transforming Education. Drustvena Istrazivanja, 25(4), 581–584. https://doi.org/10.5559/di.25.4.10 DOI: https://doi.org/10.5559/di.25.4.10
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