دورية أكاديمية
A National Census of Sustainability in K-12 Education Policy: Implications for International Monitoring, Evaluation, and Research
| العنوان: | A National Census of Sustainability in K-12 Education Policy: Implications for International Monitoring, Evaluation, and Research |
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| اللغة: | English |
| المؤلفون: | Beveridge, Dan, McKenzie, Marcia, Aikens, Kathleen, Strobbe, Kaitlin M. |
| المصدر: | Canadian Journal of Educational Administration and Policy. 2019 (188):36-52. |
| الإتاحة: | Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Elementary Secondary Education, Educational Policy, Sustainability, Public Schools, State Boards of Education, Curriculum, Governance, Educational Facilities, Outreach Programs, Certification, Government Employees, Research |
| مصطلحات جغرافية: | Canada |
| تدمد: | 1207-7798 |
| مستخلص: | This paper reports on the first nationwide census examining sustainability uptake in policy initiatives in Canadian K-12 education. Included in the study are each of Canada's 13 provincial and territorial ministries of education, and all 374 public school divisions across the country. Sustainability was defined as including, at minimum, consideration of environmental issues, with the study also encompassing use of other related terminologies. Data were collected on three types of policy initiatives: (a) the existence of sustainability-specific policy, (b) participation in sustainability certification programs, and (c) the existence of sustainability staff, which were examined in relation to a range of geographic and institutional variables. Sustainability-specific policy was examined across five domains of a whole institution approach to sustainability: governance, curriculum, facilities and operations, research, and community outreach. We found that 54% of ministries of education and 59% of school divisions in Canada had sustainability-specific policy, most commonly in the curriculum domain at the ministry level and in the operations domain at the school division level. In addition, 43% of school divisions had participated in a sustainability certification program, and 25% had sustainability staff. We discuss implications for policy making in Canada as well for intergovernmental UN policy programs, in particular regarding new policy development and monitoring and evaluation efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1211699 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1207-7798 |
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