Finding
The study identifies and delineates how the model has incorporated the Sustainable Development Goals (SDGs) calling for Good Health and Well-being (SDG-3), Quality Education (SDG-4), Sustainable Cities and Communities (SDG-11) through Partnerships to Achieve its Goals (SDG-17) and proposes it as a sustainable after-school plan for the post COVID scenario
Paper
University-Community Collaboration for a Sustainable School-Based Program for the Holistic Education and Wellness of Adolescents
Abstract
Adolescents have been particularly affected by the COVID-19 pandemic and the closure of schools that are already struggling to carry out their mission of quality education and holistic well-being of students. Research suggests that community-collaborative schools are improving students’ academic engagement and reducing learning barriers. When communities and universities are involved in holistic education, it benefits all the stakeholders by enhancing mutual learning and strengthening both. Community members’ involvement for student development encourages students and their families to be more involved in community-service initiatives. The paper reports DREAMS, a multi-stakeholder partnership (schools, universities and communities) after-school mentoring model’s sustainability. The study identifies and delineates how the model has incorporated the Sustainable Development Goals (SDGs) calling for Good Health and Well-being (SDG-3), Quality Education (SDG-4), Sustainable Cities and Communities (SDG-11) through Partnerships to Achieve its Goals (SDG-17) and proposes it as a sustainable after-school plan for the post COVID scenario
Authors
Lijo Thomas
Journal
ECS Transactions