Journal La Edusci <p>International <strong>Journal La</strong><strong> Edusci</strong> ISSN 2721-1258 (Online) and ISSN 2721-0979 (Print) includes all the areas of research activities in all fields of Education such as Teacher education, Population education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Women education, Educational management, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, Moral education, Philosophy of education, University systems, E learning, Library and etymology, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education,&nbsp; Developmental Education, Educational technology, Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, CSPE (Civil, Social, and Political Education), Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community.</p> Newinera Publisher en-US Journal La Edusci 2721-0979 Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature <p><em>Education for sustainable development (ESD) emphasizes integration of values inherent in all curricular to encourage changes in behavior that allows a just society for all. The ESD pedagogy initiated by UNESCO highlights a shift towards active participation and experiential learning methods which engage learners in critical thinking and ability to act responsively for informed citizenship. Integrating sustainable development pedagogies, which include problem-based, inquiry-based and reflective learning in social studies curriculum, encourages creativity, critical thinking and respect for cultural diversity and creation of a sustainable society.&nbsp; Anchored on constructivism theory, the study used data from both primary and secondary sources on influence of ESD through social studies curriculum.&nbsp; Secondary data was sourced mainly from the internet, focusing on the work of UNESCO on education for sustainable development.&nbsp; Literature reviewed established that social studies curriculum, which is entrenched in values of humanity provides opportunities for lifelong learning and sustainable development. The ESD pedagogies facilitate learning of knowledge, promotes skills, perspectives and values that sustainable societies require for spurring the 21st Century and beyond. The systematic review recommends that teaching and learning of social studies should incorporate appropriate pedagogies for sustainable development for learners to progress to adult life as responsible and functional citizens for collective harmony.</em></p> Ganira Khavugwi Lilian Copyright (c) 2022 Journal La Edusci 2022-06-30 2022-06-30 3 3 1 12 10.37899/journallaedusci.v3i3.662 An Analysis and Evaluation toward the Implementation of Teacher Competency Test in Makassar, South Sulawesi, Indonesia <p><em>The purpose of this research is to analyze and evaluate the Teacher Competency Test (TCT) implementation in Makassar, South Sulawesi, Indonesia. In addition, this research analyzed the perspectives of instructors, officer representatives, and academics on the TCT Objective and Implementation, as well as the Program's Effectiveness and Efficiency. This research used a qualitative approach and in-depth interviews. The results imply that the current TCT does not accurately reflect teachers' real-world proficiency owing to teachers' lack of computer literacy, since they were evaluated using a computer-based testing. However, the outcomes of this evaluation are also valuable for government decision-making on the mapping of teachers' requirements and future development. Second, the development of TCT program management and the quantity of financing for teacher training must be enhanced to assure the program's future viability. This research concludes by recommending a strategic shift to enhance student learning: mapping teachers' competency and education and the Sustainable Teachers Training and Development Program. Proper and ongoing professional development would not only assist instructors in supporting successful learning, but it would also enable experienced teachers to work with novice teachers and act as mentors for them, therefore enhancing classroom learning circumstances.</em></p> Muthia Mutmainnah Darmuh Rezki Ramdani Copyright (c) 2022 Journal La Edusci 2022-06-30 2022-06-30 3 3 13 23 10.37899/journallaedusci.v3i3.654