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Educaţie globală în contexte pedagogice non‐formale / Global education in non‐formal educational contexts
Through this work the authors propose to contribute to the dissemination of global learning in terms of non-formal education, to promote the development of knowledge, skills and abilities for the transition to sustainable consumption patterns, thereby contributing to the complex education of the consumer, under the motto of sustainable development. The information presented in this publication complements the results obtained within the framework of the European project "Development education and awareness raising” (Sincerely Food) implemented by non-governmental organizations from Latvia, Bulgaria, Croatia, Estonia and Romania under the coordination of the Lithuanian Consumer Institute. The publication is structured on 7 chapters, comprising in addition introduction, and bibliography: Chapter I: Non-formal education. Theoretical concepts Chapter II. Lifelong education Chapter III. Non-formal education for sustainable development. Case study: Mobile tools in public spaces Chapter IV. Interactive digital education Chapter V. Simulation-based training Chapter VI. Digital storytelling Chapter VII. Guided debate
Tribuna economică
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Gazeta matematică
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Providence and Grace
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A. Moldova
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Teaching and Learning Geography
This book provides a clear overview of current thinking on the teaching and learning of geography. It is an ideal companion to all students beginning a career in teaching the subject in secondary schools. The chapters are written by experienced teacher educators and bridge both theory and practice. The writers focus on the continuities, whilst setting them in the context of the changing curriculum. The book is divided into four parts. Part One examines the historical context of geography teaching. Part Two looks at issues of course planning, design, syllabuses and programmes of study. Underlying this section is the assumption that geography should not be considered in isolation from other subjects, but rather as part of a whole curriculum. Part Three concentrates on teaching and learning, and includes chapters on the use of maps, field work, IT and first hand experience within a community. The final section covers the issues associated with assessment, across the whole school age range.
