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Sustainability Starts with Teachers ESD curriculum and institutional practice review tool

Sustainability Starts with Teachers ESD curriculum and institutional practice review tool

Sustainability Starts with Teachers ESD curriculum and institutional practice review tool

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Question 1 of 26

1. Question

Name of University/Course

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 2 of 26

2. Question

The Department and Faculty/Division

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 3 of 26

3. Question

The level and duration of the course?

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 4 of 26

4. Question

Are you reviewing the whole programme? (etc. 1st, 2nd or 3rd year?)

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 5 of 26

5. Question

Are you reviewing an aspect of the whole course / module / learning programme? If so, explain which aspect.

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 6 of 26

6. Question

What is the name of the module / course/ learning programme?

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 7 of 26

7. Question

What is the focus of the module / course / learning programme?

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 8 of 26

8. Question

What is the objectives / outcomes of the module / course / learning programme?

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Question 9 of 26

9. Question

The extent to which the module/course /learning programme seeks to support teachers in preparing learners for life and work in an increasingly globalised and competitive environment.
This is with respect to:
#Life skills such as team work, collaboration, negotiation
# Work and enterprise skills
# Personal development
#Promoting gender equity and equality

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 10 of 26

10. Question

The extent to which the module/course /learning programme seeks to support teachers in promoting global citizenship, through, inter alia:
# Awareness of heritage, history, culture and traditions
# Appreciation of cultural diversity and of culture’s contribution to sustainable development
# Self-respect and respect for others (ubuntu/unhu/vumunhu)
# Place-based / inclusive of local concerns and realities
# Determination to protect the planet from degradation

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 11 of 26

11. Question

The extent to which the module/course /learning programme seeks to support teachers in fostering life-long learning in line with the opportunities and challenges of the knowledge
society through:
# Learning-to-learn
# Embracing ICTs and e-learning
# Flexibility and adaptability
# Critical thinking and creativity
# Problem solving

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 12 of 26

12. Question

The extent to which the module/course/learning progamme seeks to build capacity of learners to acquire the knowledge and skills needed to promote sustainable development through education for, inter alia:
#Sustainable lifestyles
#Human rights and gender equality
#Promotion of a culture of peace and non-violence
#Climate change mitigation and adaptation
#Disaster risk reduction
#Appreciation for biodiversity

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 13 of 26

13. Question

How far does your teaching approach contribute to competence development of the capacity to make informed decisions among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 14 of 26

14. Question

How far does your teaching approach contribute to critical thinking skills development of your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 15 of 26

15. Question

How far does your teaching approach contribute to the development of the sense of responsibility among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 16 of 26

16. Question

How far does your teaching approach contribute to the development of the capacity to respect the environment among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 17 of 26

17. Question

How far does your teaching approach contribute to the development of the capacity to respect the view of others among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 18 of 26

18. Question

How far does your teaching approach contribute to the development of integrated problem solving skills among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 19 of 26

19. Question

How far does your teaching approach contribute to the development of future orientated thinking among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 20 of 26

20. Question

How far does your teaching approach contribute to the development of the ethics of care among your students?

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 21 of 26

21. Question

The extent to which the module/course /learning programme makes use of innovative assessment practices (e.g. peer review, group assessments, field-based assessment, assessment of work integrated learning, productive dialogue, discussion on learner needs and goal creation)

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 22 of 26

22. Question

The extent to which the module/course /learning programme makes use of School-based assessment

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 23 of 26

23. Question

The level of expertise of staff members in the area of Education for Sustainable Development

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 24 of 26

24. Question

The extent to which staff members are willing to carry out research and service activities on ESD

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 25 of 26

25. Question

The level of expertise of staff members in the area of climate change / climate resilient
development / climate change adaptation / sustainable development / environmental
management/ disaster risk reduction

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
Question 26 of 26

26. Question

The extent to which staff members are willing to participate in the capacity development
programme and the intended expansion of capacity for implementing Target 4.7 of SDG 4
amongst a wider community within the institution

None _ A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}