Greening the School Energy System: A Nigerian Case Study

The sustainable development goals (SDGs) of the United Nations incorporated inclusive and quality education for all as a key component. In this respect, technology-based education is best suited for achieving the purpose. Meanwhile, energy is central to the modern school system as it is used to power Information and Communication Technology (ICT) equipment needed as bedrock for technology-based education. Given the low energy access in Nigeria and the need for environmentally friendly energy systems, the adoption of clean energy options appears to be the preferred direction for schools in the urban and rural areas. Hence this study examines the concept of energy transition especially as it relates to the school system and uses a case study to demonstrate its application in the context of Nigeria. The study adopted the qualitative approach using observation schedule and interview guide in addition to secondary data obtained from school documents, vendor specifications and technical details of clean energy installation. The study found that two main factors influenced the adoption of clean energy for the school. The first was the need to access a cheaper and cleaner form of energy in the long run given the epileptic and rather expensive supply from the national grid and the carbon intensive alternatives that are readily available. Secondly, the school wanted to align with the environmental sustainability preferences of the founders of the school, who are very conversant with best practices in sustainable development and sustainable school management. Hence, the transition to clean energy was an aspect of an overarching green agenda which encompasses different environmental sustainability activities. The major challenge is the huge capital outlay needed to install and maintain the clean energy system. The greening program provided school age children who will eventually become the policy makers of tomorrow, the proper orientation they need for their future roles as stakeholders in the physical environment. In addition, the high cost of installation and maintenance of the system suggests that incentives are needed to encourage an increased uptake of clean energy systems not only in the school system but also across other building types

Co-design and use of open online materials for mathematics and science didactics courses in teacher education: product and process.

The design and use of online materials for blended learning have been in the spotlight of educational development over the last decade. With respect to didactical courses, however, the potential of online and blended learning seems to be underexplored; little is known about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this potential, as well as the ways to organize the co-design of such learning units, we carried out a small and short-term research project in which teacher educators in the Netherlands engaged in a co-design process of developing and field-testing open online learning units for mathematics and science didactics. We focused on the features of the designed online learning units, on the organization of the co-design process, and on the experiences with the learning units in teacher education practice. A first conclusion was that it was most fruitful to design building blocks rather than ready-to-use courses, and that students should have play a role in the materials. With respect to the co-design process, intensive meetings of small design teams seemed an efficient approach. The experiences in the field tests revealed that the learning units were inspiring, but needed finalization, and educators needed time to prepare the incorporation in their existing educational practices. In the future, the resulting learning units will be maintained and extended, and are expected to contribute to a community of practice of mathematics and science educators