Akademik Veri Yönetim Sistemi
Diğer, ss.1-65, 2021
The project was implemented over an 18 month period across 6 separate phases, which included an anal-ysis of educational policies and laws; a comprehensive K-12 curriculum audit; the creation of a national committee comprised of the key education stakeholders; adaptation and creation of lesson plans and contents; and finally an evaluation of the lesson plans in classrooms using a range of research methods and technique. The instructions for each phase were provided by Global Schools, with Country Teams given the opportunity to adapt their approaches based on local circumstances and priorities. Therefore, the views, data, and analysis outlined in this report belong solely to the authors and their respective team of contributors. This report was prepared within the scope of the Global Schools Program Piloting Project led by the UN Sustainable Development Solutions Network (SDSN) in order to present the findings emerging from three main research activities conducted in the project: • Policy Analysis executed on five policy documents on the basis of key competencies for ESD and concepts of sustainable development as defined by UN (2015) and UNESCO (2012, 2017) on the 2030 Education Agenda. • Curriculum Mapping executed on twenty-three subject-specific and one skill-based curriculum docu-ments with respect to global learning objectives of ESD as suggested by UN (2015) and UNESCO (2012, 2017) on the 2030 Education Agenda. • Preliminary Program Evaluation on the sixty lesson plans of Global Schools Program by ESD-com-petent Turkish teachers practicing in different regions of Turkey.