Sustainable Learning Library

PDF | The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive... | Find, read and cite all the research you need on ResearchGate

An inclusive classroom invites and allows all students to fully participate in the learning experience.

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Published in Childhood Education (Vol. 99, No. 2, 2023)

“College teaching is not rocket science – it’s much, much harder.” Diana Laurillard, University of LondonCollege faculty, both adjunct and full-time, stand with their students at the coalface of learning, wishing for more to succeed and disappointed at how illusory academic success is for so many. Among the array of investments colleges are making to improve student outcomes, from predictive data analysis to enhanced advising, too little attention is paid to supporting faculty. Yet the i

RENSSELAERVILLE — After its launch in 2016, the Center for Learning in Practice, known as CLiP, at the Carey Institute for Global Good is working to alleviate the global crisis in education. The center has released its first publication, a peer-reviewed journal article written by Director Dr. Diana D.

Virtual communities of practice (COPs) are fast becoming a basic work unit in a networked world. The relationship between COPs, Knowledge Management, and the Learning Organisation is a question of priority for social sector leaders, researchers,

The Global Campaign for Education US Chapter is a broad-based coalition member organization working to ensure all children have access to a quality education.

This guide will inform you, as a teacher, as you plan for, implement, and assess technology used for teaching and learning.

The development of open education policies will help move OER and OEP from the periphery to the center of education practice.

These OER thematic videos were developed as a prelude to the Ministerial Forum on Open Educational Resources (OER) and Development in West Africa and the Sah...

In 2021, the African e-learning market reached a value of US$2.20 billion, and between 2021–2026, is expected to grow at a CAGR of 11.5%. The recent COVID-19...

Micro-credentials are increasingly prominent in discussions around education, training and labour market policy. Policymakers, educators and trainers across the world envision micro-credentials to be an innovation with a multitude of potential uses...

A healthy learning ecosystem requires knowledge to be actively shared and implemented. Sustainable learning weaves together practices that allow not only for...

Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis. Specific examples are drawn from Chad, Ethiopia, Germany, Iraq, Jordan, Kenya, Malaysia, Nigeria, Pakistan, Syria, Turkey, and Uganda. The paper is organized into sections related to teacher supply and planning, teacher professional development, teacher well-being and motivation, and teacher agency and resilience. It also identifies new possibilities within the policy sphere that could be leveraged to strengthen support for teachers working in displacement settings. The paper concludes with detailed recommendations for improving teacher management and development in displacement settings.

News and Press Release in English on Ukraine about Education and Health; published on 24 May 2022 by INEE

Today?s sustainable development challenges constitute some of the most complex, large scale crisis the world has faced. Addressing them effectively requires new approaches that build on the most resilient practices of the past but also reach into the future of learning and knowledge sharing. The future is above all digitally mediated and it is human-centered. That means that the experience of people, of practitioners working in the service of sustainable development, must be understood as the core drivers and key actors. The question is not how to get them to enact other?s agenda, but to have those agendas fully informed by the knowledge of experience. The ?tacit middle??, we propose, is where learning and practice connect in ways that communities can ?self-determine, manage, and renew?? knowledge. Executing on this future requires an explicit framework that includes standards and indicators that can assure a consistent approach with built-in quality assurance. Ultimately the Sustainable Learning Framework provides the critical and missing feedback loop that enables continuous real-time learning from experience and provides insight about progress on goals, and guides course adjustment. In this article we demonstrate that reliable methods of connecting knowledge, learning, and practice remains unrealized within and across the Sustainability Goal areas primarily because capturing and sharing experience is largely absent from current processes. We offer a conceptual framework for sustainable learning as an approach, defining its elements, provide its basis in learning theory, and illustrate with Action for Teachers of Refugees

In April 2023, Quality Holistic Learning Project Teacher Fellows presented a panel discussion as part of the Migration Summit 2023. They shared experiences w...