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dc.contributor.author | Pailman, Whitney | es_ES |
dc.contributor.author | de Groot, Jiska | es_ES |
dc.date.accessioned | 2021-09-10T12:09:34Z | |
dc.date.available | 2021-09-10T12:09:34Z | |
dc.date.issued | 2021-07-26 | |
dc.identifier.isbn | 9788490489758 | |
dc.identifier.issn | 2603-5871 | |
dc.identifier.uri | http://hdl.handle.net/10251/172092 | |
dc.description.abstract | [EN] To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment. | es_ES |
dc.description.sponsorship | This research was funded by the Foreign Commonwealth and Development Office Transforming Energy Access Programme, IATI Identifier: GB-1-204867. This paper benefited from the advice and support of Guy Cunliffe and Leslie Ashburner from the TEALP. The authors are grateful for their feedback. | es_ES |
dc.format.extent | 9 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | 7th International Conference on Higher Education Advances (HEAd'21) | |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | University | es_ES |
dc.subject | Curriculum development | es_ES |
dc.subject | Gender | es_ES |
dc.subject | Inequality | es_ES |
dc.subject | Pedagogy | es_ES |
dc.subject | Teaching environment | es_ES |
dc.title | Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAd21.2021.12977 | |
dc.relation.projectID | info:eu-repo/grantAgreement/FCDO/IATI/GB-1-204867/ | es_ES |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Pailman, W.; De Groot, J. (2021). Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 119-127. https://doi.org/10.4995/HEAd21.2021.12977 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Seventh International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | Junio 22-23, 2021 | es_ES |
dc.relation.conferenceplace | València, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAd21/paper/view/12977 | es_ES |
dc.description.upvformatpinicio | 119 | es_ES |
dc.description.upvformatpfin | 127 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\12977 | es_ES |
dc.contributor.funder | Foreign, Commonwealth & Development Office | es_ES |