<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on study that is a part of EU COMENIUS project. It explores the situation in Latvia with energy topic in non-formal education in the context of education for sustainable development. The teachers and out-of-school experts' views on non-formal energy education are identified using the constructed tools in relation to: 1) teaching materials; 2) readiness to teach energy education, and 3) out-of-school places for this topic. Structured interview and survey were conducted with 20 experts of out-of-school places and 50 teachers. Both qualitative and quantitative data analysis methods were applied. Different conceptual approaches, the best practice examples, challenges and needs, and the main chances for improvement and development in the field were inferred from the data. The recommendations could be useful both locally and globally for education policymakers, teacher training institutions, administrators for improving connections between formal and non-formal education, pre-service, and in-service teacher training.</p></abstract>

Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on study that is a part of EU COMENIUS project. It explores the situation in Latvia with energy topic in non-formal education in the context of education for sustainable development. The teachers and out-of-school experts' views on non-formal energy education are identified using the constructed tools in relation to: 1) teaching materials; 2) readiness to teach energy education, and 3) out-of-school places for this topic. Structured interview and survey were conducted with 20 experts of out-of-school places and 50 teachers. Both qualitative and quantitative data analysis methods were applied. Different conceptual approaches, the best practice examples, challenges and needs, and the main chances for improvement and development in the field were inferred from the data. The recommendations could be useful both locally and globally for education policymakers, teacher training institutions, administrators for improving connections between formal and non-formal education, pre-service, and in-service teacher training.

Non-Formal Energy Education in the Context of Sustainability: Perspective of Latvian Educators

Journal of Teacher Education for Sustainability

Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on...

Non-Formal Energy Education in the Context of Sustainability: Perspective of Latvian Educators

Publié en ligne: 15 mai 2009

Pages: 65 - 74

DOI: https://doi.org/10.2478/v10099-009-0033-2

Mots clés
energy, energy education, teachers, non-formal education, sustainable development

This content is open access.

Non-Formal Energy Education in the Context of Sustainability: Perspective of Latvian Educators

Publié en ligne: 15 mai 2009

Pages: 65 - 74

DOI: https://doi.org/10.2478/v10099-009-0033-2

Mots clésenergy, energy education, teachers, non-formal education, sustainable development

This content is open access.

Mots clés
energy, energy education, teachers, non-formal education, sustainable development