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Collaborative community partnerships across education settings
Sandra Fourie, Lesley Wood, Stef Esterhuizen, Melissa N. Palmer, Barry Richter, Catherine Dzerefos, Anette Hay, Wilhelmine N. Iipinge, Luiza Olim de Sousa (editor), Pieter Swarts, Irene Muller, Prosper Lunga, Marinda Neethling, Benita Taylor, Marietha Malan, Mariëtte P Koen, Mariëtte P. Koen (editor)
2024
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This book features chapters by scholars from various education fields specialising in sustainability. As the first volume in North-West University’s Community-based Educational Research Series, it focuses on transforming education through a participatory approach. The authors explore quality education across early childhood, primary, secondary and higher education by examining collaborative efforts among practitioners, parents and teachers. This scholarly book provides empirical evidence on how collaborative initiatives can promote sustainable development. These initiatives encourage partnerships among community leaders, educators, learners, nongovernmental organisations, government and the private sector for lifelong learning and professional development. It highlights southern African experiences in collaborative education, aligned with the United Nations’ sustainable development goal of achieving quality education. The book demonstrates various research designs and methods applied to educational practice from early childhood to tertiary levels through empirical research and community projects.
This book is included in DOAB.
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Keywords
- Adolescents
- African Reggio Emilia Approach
- Citizen science
- climate action
- Climate Change
- Collaboration
- community-based education
- Curriculum
- Early Childhood Care and Education
- Early Childhood Development
- Early childhood education
- Education
- Education for Sustainable Development
- education for sustainable development collaboration
- embodied education
- entomophagy
- Environmental education
- Experiential learning
- extrinsic challenges
- Food security
- Foundation phase
- good health and well-being
- Government policy
- holistic development
- Inclusion
- Inclusive
- intrinsic challenges
- Learning Resources
- life orientation
- multi-stakeholder engagement
- Namibia
- Natural Science and Technology
- online teaching
- outdoor learning
- outdoor play
- participatory action learning and action research
- partnerships
- pedagogy of play
- Physical Science syllabus
- place-based education
- primary school
- project-based learning
- project-based teaching
- quality education
- reduced inequalities
- responsible consumption and production
- SDGs
- severe intellectual disabilities
- stakeholder involvement
- sustainable citizenry
- Sustainable development goals
- teaching methods
- thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques::JNTP Project-based learning
- transformative learning
- transition
- youth-centred teaching
- Zero hunger
Links
DOI: 10.4102/aosis.2024.BK432Editions