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<p>Education for Sustainable Development (ESD) has been identified as a viable means of securing a sustainable present and future. However, the existing body of literature related to Sustainable Development (SD) and ESD varies. Additionally, there is a paucity of studies conducted within the context of the Small Island Developing States (SIDS) such as Jamaica which are unique in their biodiversity, culture, economy and society. As a member state of the United Nations, Jamaica is expected to devise and implement strategies towards SD, guided by the 17 Sustainable Development Goals (SDGs). However, there is a need for these strategies to be contextually appropriate and relevant as efforts are pursued to engage in curriculum reform seeking to improve learnersí knowledge, values, competencies and dispositions towards sustainable lifestyles. Consequently, curriculum reform should be carefully aligned with teacher education and its implementers. With this in mind, this paper seeks to i) contextualise ESD, ii) review salient components of curriculum reforms in Jamaica and iii) proffer implications for teacher education in a small island developing state in light of ESD curriculum reforms.</p>
</abstract>

Education for Sustainable Development (ESD) has been identified as a viable means of securing a sustainable present and future. However, the existing body of literature related to Sustainable Development (SD) and ESD varies. Additionally, there is a paucity of studies conducted within the context of the Small Island Developing States (SIDS) such as Jamaica which are unique in their biodiversity, culture, economy and society. As a member state of the United Nations, Jamaica is expected to devise and implement strategies towards SD, guided by the 17 Sustainable Development Goals (SDGs). However, there is a need for these strategies to be contextually appropriate and relevant as efforts are pursued to engage in curriculum reform seeking to improve learnersí knowledge, values, competencies and dispositions towards sustainable lifestyles. Consequently, curriculum reform should be carefully aligned with teacher education and its implementers. With this in mind, this paper seeks to i) contextualise ESD, ii) review salient components of curriculum reforms in Jamaica and iii) proffer implications for teacher education in a small island developing state in light of ESD curriculum reforms.

Education for Sustainable Development, Curriculum Reform and Implications for Teacher Education in a Small Island Developing State

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Education for Sustainable Development (ESD) has been identified as a viable means of securing a sustainable present and future. However, the existing body of...

Education for Sustainable Development, Curriculum Reform and Implications for Teacher Education in a Small Island Developing State

Pubblicato online: 14 giu 2022

Pagine: 145 - 153

DOI: https://doi.org/10.2478/dcse-2022-0011

Parole chiave
Sustainable Development (SD), Education for Sustainable Development (ESD), curriculum reform, teacher education

© 2022 Keriffe R. Clark, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Education for Sustainable Development, Curriculum Reform and Implications for Teacher Education in a Small Island Developing State

Pubblicato online: 14 giu 2022

Pagine: 145 - 153

DOI: https://doi.org/10.2478/dcse-2022-0011

Parole chiaveSustainable Development (SD), Education for Sustainable Development (ESD), curriculum reform, teacher education

© 2022 Keriffe R. Clark, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
Sustainable Development (SD), Education for Sustainable Development (ESD), curriculum reform, teacher education