根据2030年可持续发展目标评价巴勒斯坦课程内容

Rabiha M. I. Elyan, A. Al-Doulat
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引用次数: 0

摘要

背景:课程评估是一个动态的、不可或缺的过程,它是开发课程所必需的,也是为决策者提供证据以指导课程实现预期目标所必需的。可持续发展目标是课程考虑的最重要的普遍目标。可持续发展目标呼吁到2030年消除贫困,保护地球,确保所有人享有和平与繁荣。由于教育通过课程是各国加速实现可持续发展的关键,本研究评估了巴勒斯坦课程的内容,并评估了可持续发展目标在课程中的纳入程度。目的:该研究旨在通过使用每个可持续发展目标的国家标准来评估巴勒斯坦学校的课程,以检查可持续发展目标在多大程度上被纳入课程,并了解不同课程科目之间的纳入情况是否存在差异。背景:该研究根据根据可持续发展目标制定和发布的国家课程标准,评估巴勒斯坦主要科目的课程内容。这些科目是:1-12年级的阿拉伯语、1-12年级科学、1-12学年数学、1-12学期社会研究、5-12年级技术、11-12年级农业科学、11-12学年可再生能源、11-12学期创业与商业、11-12课程管理与经济以及11-12年级智能建筑。此外,时间范围为2018-2019学年。数据收集和分析:为了评估巴勒斯坦课程的内容,采用了描述性分析方法,对每门课程的指导文件进行了内容分析。研究结果:研究结果显示,可持续发展目标的纳入存在差异,缺乏重要方面。第四个可持续发展目标(优质教育)的包容性最高,为28.5%。而第十四个可持续发展发展目标(水下生活)的包容性最低,为0.8%。根据研究结果,该研究强调了课程与可持续发展目标的差异,并建议开发和丰富巴勒斯坦课程,以确保可持续发展目标被纳入,考虑到巴勒斯坦的教育被定义为实现可持续发展目标的主要途径。关键词:2030年可持续发展议程;内容分析;评价可持续发展目标;标准
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluating the Content of Palestinian Curricula in Light of the Sustainable Development Goals 2030
Background: Curriculum evaluation is a dynamic and indispensable process necessary to develop the curriculum, and to support decision-makers with evidences to guide the curriculum towards the intended goals. The Sustainable Development Goals (SDGs) are the most important universal goals to be taken into consideration by curriculum. SDGs represent a call to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030. Because education, through curriculum, is the nations’ key to accelerate the achievement of sustainable development, this study evaluates the content of the Palestinian curriculum and assesses the degree to which SDGs are included in the curriculum. Purpose: The study aimed to evaluate the Palestinian school curricula, through using national standards for each SDG, to examine the degree to which the SDGs are incorporated in the curricula, and to know whether there is variation in this incorporation among the different curricular subjects. Setting: The study evaluates the content of Palestinian curricula of the main subjects based on national curriculum standards developed and published in light of the SDGs. These subjects are: Arabic Language for grades 1-12, Science for grades 1-12, Mathematics for grades 1-12, Social Studies for grades 1-12, Technology for grades 5-12, Agricultural Sciences for grades 11-12, Renewable Energy for grades 11-12, Entrepreneurship and Business for grades 11-12, Management and Economy for grades 11-12, and Smart Buildings for grades 11-12. In addition, timeframe delimit is the academic year 2018-2019. Data Collection and Analysis: In order to evaluate content of the Palestinian curricula, descriptive-analytical methodology was used by utilizing content analysis of the guideline document for each curricular subject. Findings: The results showed variation in the inclusion of the SDGs, and absence of essential aspects. The fourth SDG (Quality Education) obtained the highest inclusion percentage with 28.5%. While the fourteenth SDG (Life below Water) obtained the lowest inclusion percentage with 0.8%. In light of the results, the study highlighted variation of the curriculum from SDGs and recommended for the development and enrichment of the Palestinian curriculum to ensure the inclusion of SDGs, with its all dimensions, considering that education in Palestine defined as the main gateway towards progressing achievement of the SDGs. Keywords: the 2030 agenda for sustainable development; content analysis; evaluation; SDGs; standards
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