Seventeenth International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

UNESCO considers that relevant, inclusive and equitable quality education is sine qua non and soft power to preventing and countering violent extremism. Effectiveness of an education system is dependent upon teacher education. National Education Policy of Pakistan (NEP-2009-2015) specifies the Planning Commission’s Vision-2030; focusing on change of mindset which exhibits commitment to a new set of societal goals. Transformative Education is increasingly seen as a proven strategy for developing 21st century skills. For this purpose, teacher quality and leadership at school are believed to be the most important factors. (NEP-2009-2015) also advocates the required reforms in all areas of teacher preparation: pre-service and in service training and standardization of qualifications aligned with curriculum reforms. This qualitative case study aims to provide a way forward integrating Overarching Sustainability Education Themes (OSET) into Teacher Education curriculum. OSET include Peace Education, Preventing and Countering Violent Extremism, Life Skill Based Education, Active Citizenship and Community Engagement and Youth Leadership Development through Democratic Engagement, Volunteering and Professional Guidance. The project analyzes the existing content pertaining to OSET in B.Ed. Hons. Curriculum. Identified courses will be thoroughly scrutinized against set criteria, i.e. generating evidences about the presence or absence of explicit or implicit themes connected with Sustainability Education. Furthermore, knowledge, skills and attitudes of prospective secondary school teachers enrolled in B.Ed. ( Hons.) will be gauged. This data analysis informs integration of OSET into pre-Service and in-Service teacher development programs. It will contribute to achieving Sustainable Development Goals.