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
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 2 of 26
2. Question
The Department and Faculty/Division
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 3 of 26
3. Question
The level and duration of the course?
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 4 of 26
4. Question
Are you reviewing the whole programme? (etc. 1st, 2nd or 3rd year?)
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 5 of 26
5. Question
Are you reviewing an aspect of the whole course / module / learning programme? If so, explain which aspect.
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 6 of 26
6. Question
What is the name of the module / course/ learning programme?
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 7 of 26
7. Question
What is the focus of the module / course / learning programme?
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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Question 8 of 26
8. Question
What is the objectives / outcomes of the module / course / learning programme?
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This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
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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 {[_]}
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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 {[_]}
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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 {[_]}
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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 {[_]}
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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?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 14 of 26
14. Question
How far does your teaching approach contribute to critical thinking skills development of your students?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 15 of 26
15. Question
How far does your teaching approach contribute to the development of the sense of responsibility among your students?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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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?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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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?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 18 of 26
18. Question
How far does your teaching approach contribute to the development of integrated problem solving skills among your students?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 19 of 26
19. Question
How far does your teaching approach contribute to the development of future orientated thinking among your students?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 20 of 26
20. Question
How far does your teaching approach contribute to the development of the ethics of care among your students?
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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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)
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 22 of 26
22. Question
The extent to which the module/course /learning programme makes use of School-based assessment
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 23 of 26
23. Question
The level of expertise of staff members in the area of Education for Sustainable Development
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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Question 24 of 26
24. Question
The extent to which staff members are willing to carry out research and service activities on ESD
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None A little {[_]} Adequate {[_]} Substantial {[_]} A great deal {[_]}
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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 {[_]}
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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 {[_]}
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