New Research Report on education outcomes for Indigenous youth engaged with ESD published
The UNESCO Chair in Reorienting Education towards Sustainability has released the second report on Good Practice Examples using Education for Sustainable Development (ESD) in the global research project. The University of Lapland participated in the data collection as lead of the UNITWIN/UNESCO Network on Teacher Education.
The second report of global research project "Reorienting Education and Training Systems to Improve the Education Outcomes of Indigenous Youth (#IndigenousESD)" was released by UNESCO Chair in Reorienting Education towards Sustainability, York University Toronto, Canada. The research project involves more than 120 institutions in approximately 40 countries/territories. The aim of the research project is to identify ways to improve education outcomes for Indigenous youth, in or from traditional communities. This research provides guidance to support Indigenous Peoples in sustainable COVID-19 recovery with access to high quality education.
The research followed a community-based participatory approach, and the University of Lapland joined in the data collection. Special about the research is how education outcomes for Indigenous youth can be improved is the engagement with the concept Education for Sustainable Development (ESD). ESD as a lifelong learning process can empower learners with knowledge, skills, values and attitudes to contribute to sustainable development.
During the height of the pandemic, in 2019/2020, 32 examples were collected in 21 countries. The project has worked in close collaboration with research institutions, schools and Indigenous communities. Read the full report.
This report was the second part of published research reports. The University of Lapland has joined both data collection collaborations. In the first part of the research project various perceptions of quality education and its desired outcomes were explored as seen for example by ministries of education, Indigenous community leaders, principals, parents and teaching staff. They were researched in 54 settings covering 29 countries. Link to the first research report.
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Written by Titta Myllyniemi