School Education for Sustainable Development (ESD) with Micro-Credential Skilling Modules and sketch note on ESD

 The following paper was accepted  for a conference held for a national conference held at kurukshetra university, Kurukshetra in early October, 2024.

School Education for Sustainable Development with Micro-Credential Skilling Modules as Urged by National Education Policy-2020: Case of skilling Module Designing on Food Preservation for Grade Six Students

Dr Lalit Kishore* and Subhash Chauhan**
*Visiting Scholar, Som Gurukul, Kurukshetra
***Director, Som Gurukul, Kurukshetra
Email: lalit_culp@rediffmail.com

 Abstract

The Framework of United Nation's Agenda-2030 for Education for Sustainable Development (ESD) - Goal 4 of 17 Sustainable Development Goals (SDGs) - prioritizes entrepreneurship, employment, and innovation as key policy direction towards inclusive, equitable and employability-oriented sustainable education. Thus, the global objective is to integrate ESD with economic, technological and social advancements of member nations. In tune with the UN's SDGs-2030 agenda, the National Education Policy (NEP)-2020 has stressed the imperative of the enhancement of employability, transitioning unskilled workers into formal employment with certification, skilling for emergent jobs and self-employment. For the integration of vocational education programmes into mainstream education in all educational institutions, both the University Grant Commission (UGC) and the Central Board of Secondary Education (CBSE) are encouraging the institutions to design the credit point skilling courses in this regard. The CBSE has urged schools to design short skilling modules of 12 hours in one or other of 33 listed skills from grade six onwards and implement them from the ensuing academic session. The paper will describe the challenge of curriculum development process of designing skilling module at grade six in food preservation (skill code 922) as a school initiative. Four topics of one-hour duration each were identified by three stakeholders (EVS teacher, community member, curriculum expert) such as: concept of food preservation; food security and sustainability; drying as food preservation technique, bottling of dry food along with 8-hour practical skilling work in producing dry food in the school bio-lab. A 16-page micro-credential module as a learning package was created and validated by three educators as mark-1 module at grade six to be refined after its implementation in ensuing session. Conclusion is that the institutional readiness is essential condition for innovative work to establish its own credentials.

Keywords:  Credit score, ESD, equitable education, National Education Policy-2020, SDG-4, skilling module,

 Sketchnote on ESD


The paper was presented at the following conference







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