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ANNIE PENDA
Participant
Post count: 8

DR PENDA ANNIE
KWAME NKRUMAH UNIVERSITY – ZAMBIA

Reflect on your experience of more transformative, learning centred approaches to assessment that are congruent with ESD learning objectives. Use the examples below from the UNESCO Education for SD Learning Objectives document to work with (e.g.):
• Suggested learning objectives for SDG 6: Clean Water and Sanitation
• Suggested learning objectives SDG 5: Gender Equity
(you can also choose any of the other SDG Learning Objectives in the publication – choose ones that are most relevant to your Change Project focus)

SDG 4 PROVIDING QUALITY EDUCATION/ Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

Learning objectives for SDG 4 “Providing Quality Education” Cognitive learning objectives 1. The learner understands quality education as a fundamental condition of life itself, the importance of quality education and inclusiveness, and consequences of having education which is not inclusive with no quality. 2. The learner understands that inclusive quality education is part of many complex global interrelationships and systems. 3. The learner knows about the global unequal access to quality education which is inclusive 4. The learner understands the concept of inclusive education which promotes access to quality education in a sustainable manner
Socio-emotional learning objectives 1. The learner is able to participate in activities of braille and sign language skills training . 2. The learner is able to communicate about accessing quality education through inclusive education 3. The learner is able to feel responsible for providing quality education to the students with visual and hearing impairment. 4. The learner is able to see the value in positive attitude, access to quality education.
Behavioural learning objectives 1. The learner is able to cooperate with local authorities in the improvement staff capacity for inclusive education. 2. The learner is able to contribute to quality education at the local institution level. 3. The learner is able to reduce their individual negative attitude to students with visual and hearing impairment. 4. The learner is able to plan, implement, evaluate and replicate activities that contribute to promoting quality education. 5. The learner is able to evaluate, participate in decision-making on management strategies of local, national and international skills that promote inclusive and quality education.