<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in <italic>SDG 4</italic> are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.</p></abstract>

Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in SDG 4 are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.

ESD for All: Learnings from the #IndigenousESD Global Research

Journal of Teacher Education for Sustainability

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

{"article-title":"ESD for All: Learnings from the #IndigenousESD Global Research"}

Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing...

ESD for All: Learnings from the #IndigenousESD Global Research

Data publikacji: 13 lut 2020

Zakres stron: 105 - 120

DOI: https://doi.org/10.2478/jtes-2019-0020

Słowa kluczowe
education for sustainable development, Indigenous youth, global research, research network

© 2019 Katrin Kohl et al., published by Sciendo

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

ESD for All: Learnings from the #IndigenousESD Global Research

Data publikacji: 13 lut 2020

Zakres stron: 105 - 120

DOI: https://doi.org/10.2478/jtes-2019-0020

Słowa kluczoweeducation for sustainable development, Indigenous youth, global research, research network

© 2019 Katrin Kohl et al., published by Sciendo

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

Słowa kluczowe
education for sustainable development, Indigenous youth, global research, research network