Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in sc...

V. Simovska and Patricia Mannix-McNamara (eds.), Schools for Health and Sustainability: Theory, Research and Practice, DOI 10.1007/978-94-017-9171-7_18, © Springer Science+Business Media Dordrecht 2015 Abstract The development of suitable approaches for evaluating health promotion in schools to produce useful evidence to enhance sustainability and transferability is still a major topic of discu...

Increasingly, the potential for school mental health programming to enhance the well-being of children and youth is being recognized and realized. When evidence-based practices in mental health promotion and prevention are adopted in a whole school manner, students show positive social emotional and academic benefits. These findings have stimulated a proliferation of mental well-being programmi...

This study explored environmental literacy level of both teachers and learners in rural primary schools, with the focus on knowledge, attitude skills components. The further examined how components promote sustainable behavioural change. A qualitative multiple case design, guided by interpretivist paradigm was employed where three from Sekhukhune District Limpopo Province South Africa were conv...

In 2005 the United Nations promoted “decade of education for sustainable development” (2005-2014) and UNESCO Italian Committee instituted annual “week to raise awareness about necessity a fairer more respectful future both human beings environment. Nevertheless, Guidelines Curriculum in Secondary School – Key Stage 3 (2012 Edition) do not include topic “sustainable food”. Whereas, as proved by ...

The expression “education for sustainable development” denotes a complex of concepts, theoretical constructs, policy prescripts and practical methods and tools connecting education and learning to the social, economic and ecological dimensions of sustainable development in their dynamic interaction. Education for sustainable development (ESD) is about how – through education and learning – indi...

During last year, the ICT teachers’ training in Portugal has been deeply restructured. The main objective was, after a decade of ICT teachers training using local approaches defined by teachers training centers, define and conquer digital literacy for all Portuguese teachers, independent of their basis area of teaching. Now, and a year after the beginning of the new model, it’s important to ref...

The CABLE project developed a local process based on the Change Academy model in order to bring about significant curricular and structural change at the University of Hertfordshire, specifically to embed blended learning within the Academic Schools. Teams from six academic schools were selected to take part in the Change Academy for Blended Learning Enhancement (CABLE) scheme in 2006. The aim ...

OBJECTIVE Assessed the feasibility, acceptability, and sustainability of Planet Health, an interdisciplinary, integrated health education curriculum implemented in six public middle schools. METHODS Workshops on Planet Health implementation were attended by 129 teachers (language arts, math, science, and social studies) over three school years (1999-2000, 2000-2001, and 2001-2002). Questionna...

The Universitas 21 (U21) organization funded a one-year project to examine global e-health. An e-health steering committee surveyed the opinions of e-health researchers at U21 member schools and conducted a literature review. Information about key themes was analysed and the findings were summarized. The steering committee recommended an eight-step strategy to establish a sustainable endeavour ...