We at MEGA JATI ACADEMY is fully aware and in line with the UNESCO-UNIVOC’s aspiration towards sustainable goal as part of our target whilst delivering our corporate obligations as mentioned below:
The Sustainable Development Goals (SDGs) were formally accepted by the United Nations in September 2015 as a global framework for achieving an integrated sustainable development model for 2030 among Member States. Several of the SDG targets can be achieved through quality education (SDG 4), gender equality (SDG 5), industry, innovation and infrastructure (SDG 9) and partnerships for the goal (SDG 17)
Technical and vocational education and training (TVET) is critical in addressing knowledge and skills challenges to achieving the SDGs. More importantly, TVET can transmit the right mindset and attitude among trainees and the future workforce through well-designed education and training programs. However, the right policies and skills strategies need to be strengthened to maximize its impact.
(Source: UNESCO-UNIVOC SDG)
ISSUES AND CHALLENGES
MEGA JATI ACADEMY recognizes several challenges to reaching the SDGs and climate-related plans of action:
Lack of awareness about sustainability
Shortages in skills resulting in unmet labour market demands
Outdated competencies and qualifications
Lack of recognition and assessment mechanisms for skills acquired through non-formal and informal learning
Lack of targeted engagement of key actors including youth, community and business owners
Therefore, MEGA JATI ACADEMY as a TVET institutions in the development and implementation of sustainable strategies in learning and education to transform our learning and training experiences, in fulfilment of our role in skilling learners, upskilling professionals in critical job sectors, and re-skilling those affected by job losses due to all unwanted impacts by innovative, reachable, affordable certification and accreditation process by using SMART (Specific, Measurable, Attainable, Relevant, Time-bound) techniques and continuously improving our approaches to suit latest trends and needs.
MAINSTREAMING SUSTAINABLE DEVELOPMENT IN INSTRUCTION
The TVET sector must not only ensure that its curricula and standards are in line with today’s green skills needs, but it must also reflect these changes in the pedagogical strategies used, which must be underpinned by attitudinal changes in learners, trainers and communities.
Traditional instruction methods – such as lecture-driven delivery – are inadequate to equip learners with the required competencies. UNESCO (2006) highlights some of the considerations that should be factored in when developing pedagogical strategies to teach about sustainable development, including:
Interdisciplinary and holistic.
Learning for sustainable development should be embedded in the whole curriculum and should be interdisciplinary
Critical thinking and problem solving.
Teaching about sustainable development should harness students’ critical thinking and problem-solving skills
Teaching about sustainable development should make clear the shared values and principles underpinning it global issues, and should be taught in the language most common to learners
Pedagogical strategies should try to incorporate multiple methods so as to be able to cater to different learning styles
Learners should actively participate in decisions that affect their education and training
Pedagogical strategies should try to offer learning experiences that are applicable to work and life
Topics should focus on local and global issues, and should be taught in the language most common to learners