esd currents

CHANGING PERSPECTIVES FROM THE ASIA-PACIFIC © Perry-Castañeda Library (PCL) of the University Texas at Austin ESD Currents: Changing Perspectives from the Asia-Pacific. : UNESCO Bangkok, 2009. 78 p.

1. Environmental education; 2. Sustainable development; 3. Asia and the Pacific.

ISBN: 978-92-9223-238-2 (Print version) ISBN: 978-92-9223-239-9 (Electronic version)

Editors: Derek Elias Karampreet Sachathep

Design and Layout: Pilanthorn Palm Kulaponse

© UNESCO 2009

Published by the UNESCO Bangkok Asia and Pacific Regional Bureau for Education Mom Luang Pin Malakul Centenary Building 920 , Prakanong, Klongtoey Bangkok 10110,

Printed in Thailand

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

ESD/09/OS/002-1000

The digital version of this publication can be viewed at: www.unescobkk.org/esd. Within the limits of stock available, extra copies of this publication can be obtained free of charge from:

UNESCO Bangkok ESD Unit Mom Luang Malakul Centenary Building 920 Sukhumvit Road. Bangkok, 10110 Thailand

Tel: +66 2 3910577 Fax: +66 2 3910866 E-mail: [email protected] 3 ESD CURRENTS

CHANGING PERSPECTIVES FROM THE ASIA - PACIFIC

www..org 4 Contents

Ever Enlarging Networks Forward Thinking

08 26 Learning for Change: The Asia-Pacific ESD Monitoring Project: Lessons ESD Co-ordination in the Asia-Pacific region Learned for Developing National ESD Indicators

10 28 Networking for ESD Sharing Local and Indigenous Knowledge: Sampreethi Aipanjiguly The Canoe is the People

12 30 ESD in at a Glance The Eco GO Beyond Schools Sustainable Development Agung Purwadi Programme of MAS Holdings in Amanthi Perera 13 An Academic Network for ESD 32 Zinaida Fadeeva Open and Distance Learning Supports Teachers’ Professional Development in ESD: The Case of the 14 Green Teacher Programme Asia/Pacific Cultural Centre for UNESCO Shivani Jain ACCU 34 16 Training for the Future Collaboration of Local Stakeholders for ESD Nitin Verma and R. Kuberan in Okayama City Hirofumi Abe 36 ASP-ESD Clubs in Sri Lanka Prasanna Chandith Building Sustainable Education

18 Higher Education: More Thinking Required.... “Achieving Education for All: A Comment upon the Content and Purpose of Education.” 38 Interview with the Former Regional Advisor for the ESD in Tertiary Education: A SANZ Partnership UNESCO Institute for Statistics, Ko-Chih Tung Kari Adams and Hayden Montgomerie

20 40 Ways to Move from Mass Schooling to ESD Envisioning the Future of Agriculture: The ESD Way Sombath Somphone Junichi Takahashi

22 41 Risk Communication and Participatory Learning: Higher Education in Environment and Disaster Focusing on Effective Disaster Education Management Yukiko Takeuchi and Rajib Shaw Rajib Shaw

24 42 Capacity Building Institutions for Strengthening ESD Developing an International Perspective on in Formal Education Agriculture and ESD Marie Neeser Atsushi Tajima 5

43 60 Interdisciplinary Thinking with Mathematics in Globally Promoting ESD Through the Framework of EIU Relevant Issues Jeongmin Eom Bharath Sriraman 61 44 Ethics of Energy Technologies in Asia and the Pacific ESD Implementation and Promotion in Isao Kiso 62 Thailand Case Study on Health Promotion: 45 Healthy Sexuality Education Higher Education for Sustainable Development (HESD) Forum 2008 in Japan 64 Osamu Abe Bringing Abstract Ideas to Life Ampai Harakunarak

The Youth of Tomorrow Variable Strategies 46 Youth Volunteers Up-Front on Climate Change in Hanoi 66 Katja Pellini The Pacific Regional ESD Strategy

48 67 Youth and Community Leadership in Sustainable Saving our Home: An Intelligent Approach to Practices Sustainable Development Jodi-Anne Smith and Iris Bergmann Daniel Calderbank

50 68 World Heritage in Young Hands Disaster Risk Preparedness in

51 70 The Asia-Europe Young Volunteers Exchange ESD-J as the National Platform for the (AEYVE) UN DESD/ESD Promotion Francesco Volpini Fumiko Noguchi and Osamu Abe

71 Issues at Heart ESD Initiatives in Australia Gregory Manning 52 ESD and Climate Change 72 Preparing Children for Sustainable Living and 56 Development: The Case of ESD Learning in Gender Equality and ESD: UNESCO Beijing (Education) with inputs from Chinese Common Future – Present Inequality National Commission for UNESCO Stefan Bengtsson 74 58 Mongolia and the UN Decade of Education for Education for Natural Disaster Preparedness Sustainable Development at UNESCO Bangkok Mongolian National Commission for UNESCO

76 Regional ESD Publications 6

Selected Abbreviations

ACCU Asia/Pacific Cultural Centre for UNESCO AEYVE Asia-Europe Young Volunteers Exchange AFRC-UT Agricultural and Forestry Research Center of the University of Tsukuba APCEIU Asia-Pacific Centre of Education for International Understanding under the auspices of UNESCO APEID Asia-Pacific Programme of Educational Innovation for Development ASPBAE Asia South Pacific Bureau of Adult Education ASPnet Associated Schools Project Network AUEDM Asian University Network for Environment and Disaster Management CCN Consumer Citizenship Networks CENDP Centre for Development and Emergency Practice COE Centre of Excellence DM Disaster Management DPRE Disaster Preparedness and Response Education DRR Disaster Risk Reduction EE Environmental Education EETAP Ethics of Energy Technologies in Asia and the Pacific EFA Education for All ENDP Education for Natural Disaster Preparedness ESD Education for Sustainable Development FASPPED Forum of Asia Pacific Parliamentarians for Education GCS Global Communities for Sustainability GLLSD Global Learning Space for Sustainable Development GOLFRE Global Open Learning Forum on Risk Education HESD Higher Education for Sustainable Development HFA Hyogo Framework for Action IPCC Intergovernmental Panel on Climate Change IUCN International Union for Conservation of Nature IYPF International Young Professionals Foundation LINKS Local and Indigenous Knowledge Systems MDGs Millennium Development Goals MOE Ministry of Education NGO Non-Governmental Organization NPO Non-Profit Organization ODL Open and Distance Learning OECD Organisation for Economic Co-operation and Development PADETC Participatory Development Training Center ProSPER.Net Promotion of Sustainability in Postgraduate Education and Research Network RCE Regional Centres of Expertise RUSHSAP Regional Unit in Social and Human Sciences in Asia and the Pacific SEEDS Sustainable Environment and Ecological Development Society SIDA Swedish International Development Cooperation Agency TEI Thailand Environment Institute UNCED United Nations Conference on Environment and Development UNDAF United Nations Development Assistance Framework UNDESD United Nations Decade of Education for Sustainable Development UNECE United Nations Economic Commission for Europe UNEP United Nations Environment Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund UNIFEM United Nations Development Fund for Women UNU-IAS United Nations University, Institute of Advanced Studies UN/ISDR United Nations International Strategy for Disaster Reduction WHAF Women’s Health Advocacy Foundation WHE World Heritage Education 7

Introduction

“The ecological imbalances and socio-economic and financial problems that we face today strongly indicate that our interdependence has become destructive and unsustainable. The urgent challenge is, therefore, how we can learn to generate a new constructive interdependence, as encapsulated in the concept of ‘sustainable development.’ It is the task for ESD to contribute to this global learning process.”

Koïchiro Matsuura, International Forum on ESD Dialogue 2008, Tokyo, Japan, 3 December 2008

As the first half of the UN Decade of Education for not simple tasks that will be completed with the stroke Sustainable Development reaches its midway point, it is of a pen. Nevertheless, we should not be discouraged but perhaps timely to pause and reflect upon our collective instead invigorated with the knowledge that change is efforts, to strengthen, and continue to forge, interdisciplinary underway. However, as most revolutions, change will not and multi-sectoral linkages which are so critical to the future take place overnight. of mainstreaming Education for Sustainable Development (ESD) throughout the education sector. The articles presented here have been prepared by many collaborators in the region who are committed to moving In the Asia-Pacific Member States continue to stress that ESD from the periphery to the core of global education ESD needs to focus not only on interconnections between initiatives such as Education For All and the Millennium diverse networks, but to influence the ‘wider agenda of Development Goal 2 (Universal Primary Education). A education’ and development. If ESD is not to be a simple consistent message that this publication underscores is addition to the existing education system, it is imperative how difficult it is to map out a single path towards ESD. An to work towards integrating the principles and content of abstract term in and of itself, our biggest challenge is now to ESD into it. First and foremost, however, we should reassess extract this common goal and translate it into strong policy what we believe should be the purpose of education and directives and tangible actions at the macro-level. what should be its role from now on. These articles assembled are not presented as a This publication provides a snapshot of activities in the compendium of activities, they are reflections upon Asia-Pacific to stimulate discussion for all players in the challenges and possibilities for ESD in the region and it is ever increasing circle of stakeholders in Education for hoped that they will contribute to ongoing dialogue and Sustainable Development. The importance of consistently generation of renewed action towards the realization of a creating network associations for a sustainable future is learning society shaping our collective future. further reiterated, as we look at the diversified landscape of initiatives that fall under the widening ESD umbrella.

By definition, ESD programmes and activities in the Asia- Pacific region must be increasingly responsive to current and emerging crises in the world. However, this is both a strength and a weakness; immense flexibility is encouraged which, in turn, requires ESD initiatives to be consistently Derek Elias adapted according to the context of implementation. This Chief, Education for Sustainable Development precarious balancing act is not one to be taken lightly. UNESCO Asia and Pacific Regional Bureau Influencing education sector reform and policy change are for Education, Bangkok ever enlarging networks 8

ESD Currents: Changing Perspectives from the Asia-Pacific

Learning for Change: ESD Co-ordination in the Asia-Pacific Region

systems. Evidence from the first years By the ESD Unit, UNESCO Bangkok of implementation suggests that ESD Evidence from the first years of should be integrated into national Imagine a time in the future when development strategies to further implementation suggests that poverty and hunger in the Asia-Pacific promote change through quality ESD should be integrated into region are minimal, a time when education, requiring coordination national development strategies tolerance and respect for diversity are among national stakeholders. the norm, a time when clean technology to further promote change is the primary source of energy and a But… how do you coordinate an through quality education, time when individuals from all walks of education initiative that engages a wide requiring coordination among life are empowered to make informed, range of sectors from the environment appropriate decisions for their future. and culture to health and science? How national stakeholders. do you coordinate actors for a learning One might call this a vision of a initiative that aims to address climate sustainable future, a vision which will change, and also issues of peace, answers to these challenges, in vary from person to person and culture illiteracy, HIV/AIDS and others? 2008, UNESCO Bangkok, with to culture. Whatever this vision may Furthermore, practical challenges the generous contributions of the be, however, the question still remains, for ESD in the region continuously Japanese Funds-in-Trust, conducted “What do we need to learn to get from surface - many potential partners a series of co-ordination and capacity here to there?” are struggling to move beyond the building workshops throughout the scope of environmental education to region. The workshops aimed to build Education for Sustainable Development fully engage in ESD; national actors additional capacity for ESD leadership, (ESD) in the Asia-Pacific region is conducting ESD-related activities are coordination and monitoring at the learning to answer this question and, not co-ordinated and collaboration national level to meet the immediate with climate change and other global among key stakeholders and sectors challenges of implementing ESD in the issues making their way onto the is proving difficult. UNESCO Member region; and to prepare for the World policy agenda, the importance of ESD States also have concerns about the Conference on ESD to be held in Bonn, continues to grow. depth and substance of activities being Germany in March/April 2009. branded as “ESD”. Limited financing has Since the launch of the Decade of becoming a barrier for collaboration; More than 50 senior-level ministerial ESD in March 2005, countries in and, most importantly, national representatives from 24 countries the region have shared innovative sustainable development priorities participated in one of five sub-regional approaches to initiating ESD through still need to be acknowledged to guide workshops – conducted in Bishkek, the establishment of national ESD ESD programmes towards concrete Kyrgyzstan; Ha Long Bay, Viet Nam; committees, conducting national objectives. Manila, ; Hangzhou, China; workshops and seminars and through and Colombo, Sri Lanka – along with online discussions about the processes To assist UNESCO Member States members of civil society, higher for developing national ESD monitoring in the Asia-Pacific region to find education and the private sector. Eleven 9

LEARNING GLOBAL SUSTAINABLE FOR JUST ISSUES CHANGE SOCIETY (ESD)

2009 global population = 6.7 billion 2050 global population = 9 billion

countries engaging in ESD for the first time, worked with colleagues familiar Countries participating with a wide range of ESD challenges in in Asia-Pacific ESD order to provide practical insights and Coordination and Capacity recommendations that will carry ESD in Building Workshops in the Asia-Pacific forward. 2008

Lessons learned during the co- Central Asia ordination and capacity building Kazakhstan workshops, to carry forward to the Kyrgyzstan World Conference on ESD include: Tajikistan Uzbekistan Focusing ESD on national sustainable Raju Babu Pudasaini (National ESD Monitoring development priorities – Countries can Focal Point, ) working with colleagues to East Asia prioritize lessons learned for developing national ESD China focus ESD by identifying three or four indicators © UNESCO key national sustainable development Japan priorities, such as food security, literacy, Internalizing ESD within national Mongolia Republic of Korea health, climate change, etc., to develop budget structures - Budget ownership a practical foundation for ESD and needs to be advocated for ESD within South Asia foster the knowledge, skills, values the relevant ministries, starting with and attitudes to address sustainable education. Bhutan development more generally. Establishing support for capacity Maldives Incorporating ESD into national building – ESD capacity is needed for Nepal development plans - ESD not only policy makers, for educators (to support Sri Lanka needs to be included on the national the integration of thematic content agenda, but also incorporated into into curricula, relevant pedagogy and South East Asia national sustainable development learning), and for national ESD indicator Brunei Darussalam strategies, national poverty reduction development and monitoring. strategies, education sector Indonesia development plans, etc. These lessons learned, identified Lao PDR obstacles and challenges, along Establishing inter-ministerial support with other insights from UNESCO Philippines for ESD – Cross-sectoral collaboration Member States that will be carried is seen as essential for linking ESD to to the World Conference on ESD for Thailand EFA, the MDGs and other programmes further elaboration and action in the Timor Leste in order to address national sustainable region, leading to quality education and Viet Nam development priorities. learning for a sustainable future. ever enlarging networks 10

ESD Currents: Changing Perspectives from the Asia-Pacific

Networking for ESD

By Sampreethi Aipanjiguly The network of RCEs has grown rapidly since the first seven were created in [RCEs] serve as engines to drive When the resolution to start the UN 2005. Today, there are over 60– 11 in DESD was adopted, the Education for Africa, 26 in Asia, 16 in Europe, 8 in the exchange of knowledge and Sustainable Development Programme the Americas – all actively promoting to promote dialogue among local at the United Nations University, ESD. These networks work on a stakeholders through partnerships Institute of Advanced Studies variety of issues, primarily based on (UNU-IAS) based in Yokohama, the challenges faced by the regions for sustainable development, Japan, decided to focus its efforts they work in. Major themes that RCEs whilst simultaneously creating a on strengthening co-ordination and are exploring include sustainable knowledge base to support co-operation among those who were production and consumption, already implementing ESD activities. sustainable health, biodiversity ESD actors. Another focus, the programme decided, conservation, teacher training, would be to reduce the gaps in access e-learning, youth and sustainable to information. With this in mind, development, climate change and institutions, NGOs, scientists, researchers, the concept of Regional Centres of disaster mitigation. Activities at RCEs museums, zoos, botanical gardens, Expertise (RCE) was developed. range from a forum for leaders in the government officials, local enterprises, Netherlands, to the management of media, civic associations, students and RCEs are intended to be networks that the Nairobi river basin in Kenya, as well learners at all levels, are brought together bring together institutions from various as motivating ESD youth activism in by RCEs for a common cause – that of sectors at the local level to jointly Ireland, and forming school clubs to ensuring quality in education and learning promote ESD. They serve as engines promote sustainable development in for a sustainable future. to drive the exchange of knowledge Kano, Nigeria. Numerous seminars and and to promote dialogue among local conferences on ESD have also been For more information on RCEs, please stakeholders through partnerships organized in these regions. refer to www.ias.unu.edu/efsd/rce. for sustainable development, whilst simultaneously creating a knowledge RCE activities arise from the translation base to support ESD actors. It is of the UN DESD’s global objectives envisioned that networks of RCEs into local contexts. The strength Sampreethi Aipanjiguly is the worldwide, will constitute a “Global of the network lies in the diversity Communications Coordinator for the Learning Space” for Sustainable of stakeholders: schoolteachers, ESD Programme at UNU-IAS. Development. professors at higher education 11

Summer art school in RCE North East, UK © Aidan Doyle/RCE North East, UK.

Training programme on sustainable health organized by RCE Lucknow, India. © Ashutosh Dwivedi/Centre for Environment Education (CEE), India ever enlarging networks 12

ESD Currents: Changing Perspectives from the Asia-Pacific

ESD in Indonesia at a Glance

By Agung Purwadi Flag Hoisting Troop, and the Outdoor Enthusiasts Group. To promote these To preserve the natural resources values, interventions in school culture Indonesia has been blessed with, the are important to implement the vision use of these resources needs to be of schools as an educational space better managed through local wisdom (known as Wawasan Wiyata Mandala). and various informal, non-formal, and formal education content aimed at Finally, Indonesia currently has two ESD maintaining and preserving natural Regional Centers of Expertise (RCEs). resources for future generations. They are Gadjah Mada University However, it was only recently that (GMU, a public university) and Biotrop wisdom and content were coined as (a SEAMEO Research Centre). As a Education for Sustainable Development. member of the Global Learning Space for Sustainable Development (GLLSD), Several activities have been undertaken the vision of RCE in GMU is to develop in the name of ESD and include the in harmony with mother nature and The community of Piyungan village, Bantul district, Central Java province uses biogas energy for small-scale home following: First, is the development of to promote sustainable development industries. The biogas is an innovation of the research of the National Standard of Educational in the region through formal, non- KKN students. © University of Gajah Mada, Yogyakarta, Content. This standard accommodates formal and informal education and Faculty of Animal Science. the three perspectives (environment, action towards poverty alleviation society and economy) and fifteen and illiteracy eradication. To achieve cultivating values of ESD, including components of ESD. Based on this these goals, the ultimate objectives literacy education and sustainable standard and others, each school builds include an improvement of community poverty alleviation; (ii) development of its own curriculum allowing them to welfare sustainability through: poverty earthquake mitigation equipment; and cultivate ESD through relevant local reduction and illiteracy eradication, (iii) continuing co-operation between examples and usage while adapting promoting public participation the universities and several districts local wisdoms. in sustainable development, and in developing self-sustaining energy integration of sustainable development villages which run on bioenergy from Secondly, ESD messages are provided into on-going activities. locally abundant agriculture and animal through both curricular content and waste. extra-curricular activities. As curricular The strategies to meet these objectives content, ESD messages are conveyed include: policy development to At the end of August 2008, the through an integrative approach and effectively promote sustainable Minister of National Education are incorporated in natural and social development; networking and promulgated the plan to enrich ESD science studies as well as in other establishing partnerships between main philosophically, by introducing the ‘soul subjects. For example, messages players, including education institutions, of ESD’ in Indonesia, or the “Noble relating to , security, governments, businesses, and the Character Education” (Pendidikan gender equality, cultural diversity, health community; mainstreaming SD through Akhlak Mulia) concept. It is believed and HIV/AIDS have been incorporated formal education at university, school that once a person reaches this level into social studies subjects; while and pre-school levels; public education of morality, their actions will be in messages related to natural resources, through non-formal and informal accordance with and in full cognisance climate change, rural development education; and, incentive programmes of the three ESD perspectives of as well as disaster prevention and for sustainable development initiatives environment, culture and economy management, are generally taught based on village business enterprises. and how they interlink with sustainable as part of science subjects. On the development. other hand, messages for developing Several success stories of the GMU togetherness, beauty, self-discipline in promoting ESD include (i) the Dr. Agung Purwadi is the Director of and honesty are commonly provided annual deployment of final year GMU the Centre for Policy Research and through extra-curricular activities, students (through a programme known Educational Innovation, at the Indonesian such as school health services, the as KKN-PPM) to help members of Ministry of National Education. Youth Red Cross, Scout Movement, rural villages improve their lives while 13

An Academic Network for ESD

Members of ProSPER.Net at launching ceremony © UNU-IAS

By Zinaida Fadeeva India, Indonesia, Japan, Malaysia, the scientists who have made significant Philippines, Republic of Korea and contributions to the area of sustainable Within the context of the United Thailand, together with two regional development. Since SD is a broad issue, Nations Decade of Education for universities in Asia and the Pacific – as a topic shall be chosen for awards each Sustainable Development (UN DESD), founding members. year. These topics include environment, the United Nations University – Institute engineering and technology, agriculture, of Advanced Studies (UNU-IAS), In spite of the fact that ProSPER.Net corporate social responsibility, and through its Education for Sustainable is a very new initiative, three joint business. In the first year business is the Development Programme, launched activities are already being carried out: topic of the award. the idea of a network involving higher 1) Integrating SD issues in business education institutions in the Asia- schools; 2) Faculty training on SD, ProSPER.Net is expected to expand and Pacific region that are committed to and 3) Postgraduate programme in include more institutions. The “glue work together to integrate sustainable public policy and SD. Other emerging that binds” is a collective commitment development (SD) issues into joint activities like summer schools to uphold the vision and aspiration of postgraduate courses and curricula. on SD, and the publication of ESD creating a sustainable world. guidelines are being developed. These The alliance, called the Promotion of joint projects are mainly funded by the For more information refer to Sustainability in Postgraduate Education Ministry of the Environment of Japan. www.ias.unu.edu/efsd/prospernet. and Research Network (ProSPER. ProSPER.Net, in co-operation with Net), was formally launched on 21 Dr. Zinaida Fadeeva is an Associate June 2008, in Sapporo, Japan, with 18 Elsevier, has established the ProSPER. Fellow for the Education for Sustainable higher education institutions from the Net-Scopus Young Scientist Award, Development Programme at UNU-IAS. Asia-Pacific region –Australia, China, to recognize outstanding young ever enlarging networks 14

ESD Currents: Changing Perspectives from the Asia-Pacific

Asia/Pacific Cultural Centre for UNESCO (ACCU)

research, , By the Asia/Pacific Cultural Centre for and higher education as catalysts UNESCO (ACCU), Japan. of ESD • Asia South Pacific Bureau of Adult Coming to the arena of ESD from the Education (ASPBAE) field of cultural diversity, adult literacy • Dhaka Ahsania Mission (DAM) and non-formal education, the Asia/ • Thailand Environment Institute (TEI) Pacific Cultural Centre for UNESCO • TVE Asia Pacific (TVEAP) PLANET on Forest Conservation © ACCU (ACCU), Tokyo, has been implementing • The University of the South Pacific the following ESD projects, in addition (USP) being organized in Japan and will to various projects in the field of EFA, tour other countries. which may be closely linked to ESD. 3. Development and Dissemination 5. Support to UNESCO Associated of Common learning materials Schools Project Network in ACCU’s ESD projects across borders (PLANET: (ASPnet) in Japan: Promoting Package Learning Materials on ASPnet in Japan through ESD 1. Innovation Programme for ESD: Environment) series on water, good practice and exchange Initiating and supporting ESD forest, waste management and opportunities. good practices in fields such as natural disaster preparedness: poverty reduction, literacy in with a package of a cartoon Through the implementation of the ESD minority languages, natural disaster animation video, poster, booklet projects above, some lessons learned preparedness, non-formal education and facilitator’s guide, the PLANET include: ESD curriculum, and ESD in rural materials facilitate quality learning primary schools in ten countries which encourages learning to Reaching a full agreement and in the Asia-Pacific. At the end of action. understanding on the concept of ESD is the project term (2006-2008), difficult if attempted through theoretical evaluation missions were conducted 4. ESD Photo Message Contest, discussion only. On the other hand, if in a new ESD evaluation framework Letters to Tomorrow 2007 the direction of ESD is based on local called ESD “HOPE” Evaluation “Celebration of Our Living Culture”: needs and understanding, “learning by mission (Holistic, Participatory and Inviting people to think about doing” is an effective strategy. Through Empowering.) their own sustainable future, the the course of any ESD project, the same first contest attracted more than question “What is ESD?” has to be 2. COE (Centres of Excellence) 3,200 entries from 38 Asia-Pacific asked repeatedly by all the stakeholders. Programme for ESD: Bringing Counties in 16 languages. An ESD Initial reactions to the ESD concept different expertise in five Photo Caravan exhibition of prize- among teachers/facilitators are as organizations in policy advocacy, winning works and workshops is follows: Isn’t it too difficult? Isn’t it too 15

2007 ACCU Asia-Pacific ESD Photo Message Contest, “Celebration of Our Living Culture” Grand Prix © ACCU/Thanavich Kumsopha

Participatory Learning in Innovation Project, Thailand © ACCU

© ACCU

diverse? Isn’t it too obscure? Isn’t it too (teaching/learning processes, between schools and communities. complicated? Or, no thanks, we already materials). • ESD brings learning and discovery have too many things to do! However, • Listen to others, share ideas with for everyone involved; from learners/ sharing ideas such as the following, them and reflect upon your own students, teachers/facilitators, and seems effective in moving forward an project/teaching and goals. project managers. ESD approach to learning: • Look at learners first; an effective ESD • It also brings a sense of self-esteem, • Start where you are (expertise, needs, project will evolve around learners’ empowerment and hope. issues). needs. • Use your existing strengths The concept of ESD urges people to (expertise, network, etc.) ESD makes a difference and the review a project repeatedly and make • Widen the scope a little bit (mindful differences are felt by those involved: adjustments in content and through of three pillars of ESD: economy, • ESD facilitates new networking/ the process of the project. It attempts society, environment and the partnership opportunities between to connect community/local needs encompassing sphere of culture). different subject areas, between to global challenges, and, at the same • Do things a little bit differently different ministries/sectors, and time, the future with the past. ever enlarging networks 16

ESD Currents: Changing Perspectives from the Asia-Pacific

Collaboration of Local Stakeholders for ESD in Okayama City

By Hirofumi Abe

Okayama University was accredited as UNESCO Chair in Research and Education for Sustainable Development in April 2007. The UNESCO Chair has been undertaking ESD projects both within and outside the campus. Meanwhile, the Okayama region was designated as one of the first, seven Regional Centres of Expertise on Education for Sustainable Development (RCE) by the United Nations University in June 2005. While RCE Okayama was co-ordinated by municipalities, Stakeholders and ESD-related Activities in Okayama schools, NGOs and civil society organizations, their collaboration with higher education institutions 2007 and 2008 in collaboration with United Nations University Institute of was insufficient. The establishment NGOs. Another feature of ESD efforts Advanced Studies (UNU-IAS). of the UNESCO Chair at Okayama in Okayama is the Kominkan (i.e. University has facilitated the university’s community centre)-based activities. Collaboration among Okayama involvement as a whole to ESD efforts The UNESCO Chair has been co- University, Kominkans, municipalities, and its collaboration with Okayama operating with Kyoyama ESD Promotion and civil society organizations has been stakeholders. The chart below indicates Commission which is based at successful. However, there is significant that the core entities and partners have Kyoyama Kominkan, for the promotion room to introduce ESD into primary and been regularly collaborating for formal of ESD activities and raising awareness secondary formal education, especially education and non-formal education, as of sustainable development issues. through collaboration among formal well as in the field of international and and non-formal education institutions. interregional co-operation. Okayama University has participated in the Forum of Higher Education for The Secretariat, UNESCO Chair at A feature of RCE Okayama is the Sustainable Development (HESD), Okayama University, can be contacted collaboration among the civil society which facilitates information and at [email protected], or organizations in order to promote experience sharing and exchanges on through their website: environmental education and ESD among Japanese Higher Education www.esd-okayama-u.jp. international understanding. The Institutions. In addition, Okayama UNESCO Chair has been providing University has become a member advice and has also co-operated with of the Promotion of Sustainability in Professor Hirofumi Abe, international activities. In particular, Postgraduate Education and Research Chair-Holder, UNESCO Chair at Okayama University hosted the ESD Network (ProSPER. Net), established Okayama University International Conference in 2006, in June 2008 under the organization of 17 ©Flickr/woodleywonderworks (earth) ©Flickr/Roger H. Goun (superhero)

ARE YOU READY FOR A TYPHOON? DO YOU KNOW WHAT TO DO DURING A FLOOD? HOW WILL YOU ACT AFTER A VOLCANIC ERUPTION?

EDUCATION FOR NATURAL DISASTER PREPAREDNESS TAKE CONTROL OF YOUR WORLD building sustainable education 18

ESD Currents: Changing Perspectives from the Asia-Pacific

Achieving Education for All: A Comment upon the Content and Purpose of Education

Interview with the Former Regional Advisor for the UNESCO Institute for Statistics, Ko-Chih Tung.

ESD Unit: What is the fundamental education with a social conscience and relationship between EFA (Education a deliberate purpose. for All) and ESD? ESD Unit: Based on findings from the Ko-chih Tung: ESD can be considered EFA Mid-Decade Assessment in the Asia- as the content of EFA. It seeks Pacific Region, how can ESD contribute to further answer the question, to EFA to reach the Dakar Goals? © UNESCO/P. Kulapongse “Education for what purpose?” What kind of society are we trying to create Ko-chih Tung: Among the findings of really needs to focus on the early through our teaching and learning the EFA Mid-Decade Assessment are stages of life in order to address the programmes? EFA addresses gender that there is not enough information structures of inequalities at the source. equality and social equality. These are about early childhood and no organized For ESD, this translates into the way related to human rights and the right assessment being performed. Many we have to look at education, in terms to education and also life skills. But countries did not regard this area to be of the incremental steps in the human societal goals, in the bigger context, part of formal education. Additionally, development cycle. If we miss this first is sustainable development. ESD is the life skills area is not thoroughly phase, we will miss the rest of life. not only supposed to be a course; covered because it is not part of the Another major finding is the importance instead, it goes right across EFA and formal education sector and there is no of the relationship between the is supposed to be mainstreamed systematic programme for the non- lingual-ethnic cultural diversity of into basic subjects. ESD is, therefore, formal sector. Sustainable development societies and, thus, teaching and 19

learning environments, as well as teaching materials and textbooks insuring harmony or discordance to support ESD? To what extent is between these two areas. The ESD embedded in these resources? ESD gives a rationale for the common underlying assumption when ESD has to be implemented through whole education system. It gives developing these policies is that we are curriculum reform. a heart to EFA which, before, was dealing with homogenous populations with a notion of centralized ESD Unit: Based on the EFA Mid- just a skeleton. government, providing education for Decade Assessment, what needs all. However, in reality, and especially still exist for monitoring education in Asia, we are working with multi- quality? behaviour sought, and start recording lingual, multi-ethnic societies. This the presence or absence of these results in an oppositional relationship Ko-chih Tung: A monitoring system behaviours on a checklist and perform in which pluralism based on diversity should track the full policy cycle, periodic measurements of appearance is not seen as a natural resource which is composed of a directive or disappearances to track changes in but is instead, suppressed. From a function, a mobilization function, behaviour. sustainable development point of an implementation function, and a view, we need to harmonize these delivery function. ESD Unit: Based on your experience contradictions. Education systems working with education monitoring and have to look at diversity as a source of We need to develop criteria that planning for almost 30 years, if you enrichment and creativity in order to allow us to determine to what could guide education into the future develop solutions to these problems. degree the current state of policy with a single message, what would the is in accordance with sustainable message be? ESD is, therefore, education development priorities. This could involve an inventory checklist of Ko-Chih Tung: Education pertains with a social conscience and a characteristics of SD - however, to teaching and learning. The most deliberate purpose. policy is more than just a statement. important aspect is that it all boils The extent of policy implementation down to an acquisition of knowledge can be measured in terms of and skills. The most essential part directives, budgetary allocation, of this acquisition of knowledge and Further implications for ESD involve designation of implementation skills is to answer the question, “for the development of an additional agency and different manifestations what purpose?” Education should give skills dimension: for sustainable of intention to mobilize resources. meaning to your life, meaning to what development, we need to go beyond you do with your life and should allow rote memory. We need to develop not ESD Unit: Some say that a you to make the best use of your life. only physical skills but also cognitive qualitative indicator is simply a set ESD is a comment upon the content skills. This was not part of the study of quantitative indicators that have and purpose of education. Education and is instead my own addition. There yet to be disaggregated. Along is a societal investment for sustainable is a new dimension of emotional skills these lines, then, is it also possible development with several levels of management which is also another to quantify ‘quality learning for development: individual, community, very important area to focus on. sustainable development?’ society and state. In terms of quantifying ‘quality ESD Unit: How can ESD link to EFA learning for sustainable development’, EFA will be increasingly regarded as a at the national level to move quality we can begin with some form of framework which will allow us to see learning forward? indicator of presence or absence; which important things have been even qualitative virtues, such as done in the education field, while ESD Ko-chih Tung: The question we need colour and love, are quantifiable. is an area which will be more and more to ask ourselves is to what extent is Thus, quality simply means a emphasized. ESD gives a rationale for sustainable development as a subject pre-systematized phenomenon. the whole education system. It gives a mainstreamed in the schools and Quantification starts with an heart to EFA which, before, was just a in national education systems? We analytical breakdown (or taxonomy) skeleton. The reason for EFA is captured have to update current monitoring of a concept into measurable in ESD. EFA now has a heart and and evaluation methods, and the discrete dimensions. In this case, has acquired a brain as well. To view end of decade assessment should be ESD attempts to bring about education merely as a quantitative goal, modified to include education content behavioural change: behaviour is with aims to produce more and more, from the viewpoint of sustainable manifested and observable and is is but a soulless approach. ESD, on the development. Are teachers getting thus, quantifiable. One can make other hand, gives a soul to education. trained in this area? Are there relevant an inventory of different types of building sustainable education 20

ESD Currents: Changing Perspectives from the Asia-Pacific

Ways To Move From Mass Schooling to ESD

By Sombath Somphone two years, and now expanded to more and school principles to adopt new than 100 schools, falling in line with approaches, and participation of Mainstreaming, or scaling up holistic the government’s policy to improve the community members, including education, often faces difficulties and quality of education. local religious leaders in fundraising challenges, especially from traditional Initial results in the 10 piloted primary activities; educators and parents. However, there schools are as follows: • An increased self-confidence of are ways to scale up the concept of students. alternative education, or education for sustainable development. It Quality education and holistic PADETC has drawn on their experience can be made more acceptable by with public schools, and from lessons the mainstream education system learning can be an important learned from the Roong Aroon School, through well thought out strategic entry point in changing located just outside Bangkok, Thailand, interventions, which must gain the the mindsets of the next to develop a general strategy for support of teachers, local education implementing ESD in formal education. authorities, parents, communities, and generation to value sustainable The General Strategy is as follows (to religious leaders. development and wellbeing. be implemented in any order):

The Participatory Development 1. No shock therapies - use Training Center (PADETC) based • A significant improvement in terminologies that are child-friendly, in , Lao PDR, has been academic performance of students empowering and non-threatening. introducing concepts and practices in all 10 schools (an estimated 20 2. Introduce activity-based and of more holistic, integrative, and percent to 30 percent increase) holistic learning, starting within sustainable education approaches into with much of the success due to the classrooms, and build experience to the Lao education system for over 10 introduction of well designed standard move out to the school yards and years. PADETC used methodologies lesson plans which guide teachers to then eventually, to encompass the to promote a more holistic approach be activity-based and child-focused; community. to education, initially in 10 schools for • Increased motivation of teachers 3. Consulting and involving members 21

Learning from farmers how organic rice is grown © PADETC

Students learn how to cook different ethnic foods in a camp © PADETC

Sombath Somphone is the Executive Director of the Participatory Development Training Centre (PADETC) in Vientiane, .

Leadership training game © PADETC

of the community to identify on official textbooks as the sole 14. A school committee is preferred important indigenous knowledge learning tool. over the parents association, as it (or livelihood skills) to be topics of 10. Setting up manufacturing of includes a wider representation of activity based learning. products which not only have stakeholders. Parents’ participation 4. Bring in members of the community economic significance but also have should be made mandatory at to be volunteer teachers on the an associated value the school can the onset, prior to accepting their subject of their specialty. identify with and be proud of, as a children into the school. 5. Use of student volunteers to assist part of experiential learning. 15. Connect the dots of good practices teachers in carrying out activities 11. Production of teaching tools of and sharing of resources locally, - really encourage peer-to-peer various formats, such as print and regionally, and globally. education, not in specific issues, but video films, can add much more Quality education and holistic learning as a regular practice; value to the work performed by can be an important entry point in 6. Balance the head and the heart: students and teachers. A forum changing the mindsets of the next competencies, ethics, and social to share and show these tools generation to value sustainable responsibility will promote a holistic culture of development and wellbeing. The 7. Identify important development learning. present generation of adults has a issues as study topics for students 12. Start with a small group of schools moral responsibility to set this future to work on, including fieldwork in which have open minded teachers generation in the right direction, or to the community (real-life evidence- and principals. Use their experience put them on a path different to the one based learning). to show and train others. we’re on today. 8. At the onset of each school year, 13. Establish a learning park or learning bring together teachers who teach corner at the school and then Adapted from S. Somphone (2007) the same grades to agree on topics slowly use the community real life “Possible ways to moving from mass for teaching their different subjects. setting to expand the “learning schooling to ESD”, delivered at The 3rd 9. Encourage students and teachers to park”. Eventually move towards International Conference on Gross National produce their own books as much as communities of learning centres/ Happiness, Bangkok, Thailand. possible to avoid total dependency parks. building sustainable education 22

ESD Currents: Changing Perspectives from the Asia-Pacific

Risk Communication and Participatory Learning: Focusing on Effective Disaster Education

By Yukiko Takeuchi and Rajib Shaw larger administrative units (such as the impact of the process on students’ municipalities or cities), in order for understanding of the potential risks Risk communication is defined as “an residents to recognize problems as a posed in their surrounding area. interactive process of the exchange group and to develop solutions together. of information and opinion about A similar approach has been flood risk among individuals, groups, In the aftermath of a devastating undertaken in Viet Nam. Also, coastal and administrators”. This approach typhoon season in 2004, Kyoto watching is a popular practice in the emphasizes that opinions and University has undertaken a unique southern part of the Indian state of information should be exchanged in neighbourhood watching programme in Tamil Nadu. In this case, the tsunami ways that encourage clear expression Saijo, a small coastal city in the Ehime generation model and the potential and mutual confidence. Prefecture of Shikoku Island, Japan. The protection offered by the coastal green city is surrounded by mountains and belt, is analyzed through experimental Effective school safety lessons begin the safety of the town is very much learning. through appropriate risk communication dependent on forest management of among students, teachers, parents and surrounding areas. Through these learning initiatives, other members of the community. To students’ understanding and enhance effective risk communication, A combination of “town watching” knowledge of the characteristics of it is of vital importance to break the and “mountain watching” natural disasters and resulting risks is “school boundary,” and to link schools experimentation was thus conducted significantly increased. A combination with their surrounding communities. with 12-year olds to assess the level of experimental learning and regional Thus disaster and risk communication of understanding between what watching provide holistic learning education begins through interactions these students witnessed and the opportunities for students, and have with the environment and its people. connections made to environmental made the disaster education process a risks. The unique aspect of this success for risk reduction. These types “Town watching” or regional watching town watching is the involvement of holistic learning processes outside is found to be effective for risk of wider stakeholders (students, school boundaries are necessary to communication learning with students. parents, teachers, neighbourhood provide appropriate disaster education Town watching is a participatory associations, community leaders and to students, and to make them and their technique used in communities or in city government). A survey taken before surrounding communities aware of the neighbourhood planning activities by and after town watching, measured potential risks and dangers they face. 23

Yukiko Takeuchi is a Lecturer in Kyoto University Graduate School of Global Environmental Studies and specializes in Risk Communication. Rajib Shaw is an Associate Professor in Kyoto University Graduate School of Global Environmental Studies and specializes in community based disaster risk reduction and environment-disaster linkages.

Neighbourhood watch programme in Saijo, Japan © Kyoto University/ Rajib Shaw building sustainable education 24

ESD Currents: Changing Perspectives from the Asia-Pacific

Capacity Building Institutions for Strengthening ESD in Formal Education

By Marie Neeser change in ESD work of the participating teams’ institutions. The project enables An understanding of different Education has long been recognized participants to link the learning from as a key response to issues of the programme to their own ESD work educational traditions is unsustainable development of our contexts. essential for understanding environment, societies and economies. challenges and barriers to Capacity development of practitioners This nine month, five phased, training in the formal education sector is programme is offered through a dual- implementation of ESD. important to make ESD effective. mode of learning - both face-to-face and through distance learning. Since The SIDA (Swedish International 2002, the programme has built the are necessary for individuals to Development Cooperation Agency) capacity of over 200 professionals from understand the processes of change sponsored International Training Asia and Southern Africa. for ESD that they themselves are Programme (ITP) in ESD in Formal part of; Education1 provides an opportunity to The major learnings in ‘Capacity • The relationship between individual exchange knowledge and experience Building for ESD’ as derived from the and institutional learning in ESD is in ESD in the formal education sector, experience of the ITP in ESD in Formal often complex, involving elements all across the world. The programme Education, include the following: of disagreements, debates and aims at increasing the understanding of • Policy and practice are dynamic discussions. To go beyond simplistic the different dimensions of sustainable processes which enhance each other: understandings of change, it is development and the educational policy though necessary, is not a important to introduce perspectives response required. sufficient instrument for change. of conflict and power regarding There is thus the need for policy to be the relationship between different The ITP in ESD in Formal Education is interpreted and implemented, so that contexts (e.g. policy and practice), an in-service training programme and lessons learned are applied in the between individuals, and between is built around the participants’ Change policy formulation process; individuals and institutions; Project, which acts as the key training • Knowledge and understanding • An understanding of different tool towards bringing about a positive of learning and socialisation educational traditions is essential

1 The ITP in ESD in Formal Education is sponsored by Sida and co-ordinated and organized by Ramboll Natura AB, Sweden in partnership with SADC-REEP, South Africa and CEE India. 25

Practitioners from different Asian countries in discussion © Ramboll Natura AB

An institutional team from China scanning ESD material © Ramboll Natura AB

for understanding challenges and as a ‘unit’ for ESD has been found to be through key global learning and barriers to implementation of ESD. effective in supporting the post-training literature on ESD and applying it into impact and application of newer ESD their ESD work. The new model of in-service training, learnings and experiences within the as tried in the ITP over the last participating institutions. two years, is about engaging an ‘institutional team’ (a participant, a With the use of e-communication Marie Neeser is the Programme co-participant and their supervisor), tools, the training team, located in Director of the International rather than an individual, in working three different development education Training Programme in ESD in towards a positive change in ESD work institutions in Sweden, South Africa Formal Education at Ramboll throughout the training programme. and India, supports the participating Natura AB, Sweden. The working of each institutional team teams and their institutions in scanning forward thinking 26

ESD Currents: Changing Perspectives from the Asia-Pacific

The Asia-Pacific ESD Monitoring Project: Lessons Learned for Developing National ESD Indicators

national representatives through an Challenges and Lessons By the ESD Unit, UNESCO Bangkok interactive online forum and project Learned meetings. The Asia-Pacific ESD Monitoring Since the conclusion of the country Project was launched in March 2006 Phase II of the project aimed to take update process in April 2008, many responding to the Decade of Education stock of the challenges, lessons people have asked, “What indicators for Sustainable Development (UN learned and next steps when using the did you develop?” However, this DESD) International Implementation Guidelines to develop a national ESD question misses the point. Indicators Scheme’s (IIS) recommendation to monitoring system. This undertaking are not the intended outcome: it is identify suitable and relevant ESD was been coined the Country Update the lessons learned from the country indicators at every level – local, national, Process and evolved from discussions update process that are important. regional and international – and for each during the Workshop for the initiative and programme. The project, Development of Asia-Pacific National Some of the core lessons learned funded by generous contributions from UN DESD Monitoring Systems held in include: 1) the need for the strong will the Japanese Funds-In-Trust, assists Bangkok, Thailand, from 2 to 4 April of government to lead and participate with the monitoring of progress and 2007. in the practice of developing a achievements during the UN DESD in national ESD monitoring system; the region. Every three months, beginning in June 2) the need to build on existing 2007, UNESCO Member States in the monitoring structures, such as those The first phase of the project was led Asia-Pacific were invited to submit of EFA, and linking to the work of by UNESCO Bangkok with assistance country update progress reports to national statistics offices; and, in from the Commission on Education UNESCO Bangkok, outlining their particular, 3) the underlying notion and Communication (CEC) of the achievements, challenges, lessons that an enabling environment for International Union for Conservation learned and next steps toward ESD is needed to pave the way of Nature (IUCN) and facilitated the development of their national for the development of national by Macquarie University (MU) in ESD indicators, data collection and ESD indicators. This enabling Australia. Phase I produced the Asia- reporting mechanisms. Responses environment, in many cases, involves, Pacific Guidelines for the Development were compiled and distributed in the establishment of a national of National ESD Indicators and the report form to UNESCO National ESD committee, the engagement of accompanying Quick Guide to provide Commissions in the region. All stakeholders from across sectors in UNESCO Member States in the region countries in the Asia-Pacific region ESD, the development of a national with a practical resource for developing were invited and encouraged to take plan for ESD and the creation of a of ESD indicators at the national level. part in the county update process. By working group to focus specifically The Guidelines were developed in April 2008, 18 countries in the Asia- on ESD indicator development and consultation with over 100 experts and Pacific were able to contribute. monitoring. 27

© UNESCO/D. Elias

Country Update Process Asia-Pacific Subregional Capacity Building 6 countries 8 countries 13 countries 18 countries reporting reporting reporting reporting Workshops (June 2007) (Sept. 2007) (Dec. 2007) (April 2008) (2008)

No country had developed a have yet to be identified to guide the and ongoing ESD initiatives; comprehensive framework of national development of indicators. • Establishing conceptual and practical ESD indicators by December 2008. linkages between ESD, ongoing To do so, core challenges still need Next Steps education initiatives such as EFA and to be overcome to move forward national sustainable development the development of national ESD To assist UNESCO Member States in strategies; and monitoring systems. Three of the addressing these challenges, UNESCO • Mapping national and subregional most notable challenges include: 1) Bangkok, in collaboration with UNESCO ESD resources, activities, actors and the need to co-ordinate the wide range field offices and UNESCO National their scale of involvement in ESD and and scope of ESD activities and actors Commissions in the Asia-Pacific region, their needs for moving ESD forward. at the national level; 2) the need to conducted a series of subregional raise awareness among potential key workshops in 2008, sponsored by Subregional workshops were intended partners that ESD is an intersectoral the Japanese Funds-in-Trust, to assist to assist countries in establishing an platform that goes beyond education Member States in: enabling environment for ESD to further and the environment to engage other • Building capacity for ESD leadership develop national ESD indicators and sectors such as science, culture and and co-ordination in an effort to monitoring systems. communications; and 3) national ESD strengthen political will for ESD; and priorities and goals in most countries link and establish support for new forward thinking 28

ESD Currents: Changing Perspectives from the Asia-Pacific

Sharing Local and Indigenous Knowledge: The Canoe is the People

traditional knowledge holders, present- By the ESD Unit, UNESCO Bangkok day navigators, voyaging societies, photographers and filmmakers, as By sharing indigenous knowledge and well as UNESCO’s offices in Apia and know-how between elders and youth, Bangkok. The idea of developing an the Local and Indigenous Knowledge educational resource on the theme of Systems (LINKS) project enhances indigenous navigation in the Pacific, the inter-generational transmission of was seen as an ideal project through knowledge. which to stimulate the interest of youth in their Pacific island heritage “The technology of building these – as well as building a sense of pride ocean canoes…that’s something to and accomplishment; and to bring be very proud of. And it teaches us about inter-generation knowledge self-esteem. We were something. We transmission. developed with the aim of integrating did something. Therefore we can do it into Pacific school curricula. The something now; and therefore we can LRP includes classroom materials for see a future for ourselves,” says Cook By sharing indigenous teachers and students that allow the Islands canoe builder and navigator, Sir knowledge and know-how seamless application of the CD-ROM Tom Davis (Papa Tom). in upper primary and lower secondary between elders and youth, LINKS schools. It includes a curriculum plan, Globalization is reaching every part enhances the inter-generational 26 lesson plans with detailed study of the world. More and more, young transmission of knowledge. guides, four assignments and many people abandon their cultural heritage suggested activities. Many practical in order to take part in mainstream examples and real life applications have society. Concerned about this trend, The interactive possibilities of the CD- been used to complement the existing UNESCO launched the LINKS project ROM format has enabled the inclusion curriculum to stimulate the interest in 2002 as one of a new generation of 77 videos, 41 traditional stories and of learners and to develop a lifelong of cross-cutting projects to maintain accounts and 40 images and diagrams interest in indigenous knowledge and the vitality of local knowledge within to help convey an understanding of its place in contemporary society. It communities. By sharing indigenous the complexities of navigation. A New is hoped that indigenous knowledge knowledge and know-how between Zealand (Aotearoa) Maori language will remain a dynamic, creative and elders and youth, LINKS enhances version of the CD-ROM was produced productive resource that remains highly the inter-generational transmission of with the assistance of the University of valued throughout the Pacific region. knowledge. This programme is now Waikato and launched in Christchurch, under the Science for Society section in New Zealand at the World Heritage A draft version of the LRP was UNESCO Paris Headquarters. Committee, July 2007. This is the presented to a Pacific Directors of first version in an indigenous Pacific Education meeting in May 2008. A The Canoe is the People CD-ROM language with more planned for the pilot project for 2009 is in development was launched in Paris in October future. to trial the materials and devise 2005 under the overall co-ordination approaches to integrate them into the of the LINKS programme and with To support the use of the CD-ROM, a local school curriculum in three Pacific contributions from academics, Learning Resource Pack (LRP) has been island countries. 29

A sample lesson plan from the Learning Resource Pack. forward thinking 30

ESD Currents: Changing Perspectives from the Asia-Pacific

The Eco GO Beyond Schools Sustainable Development Programme of MAS Holdings in Sri Lanka

By Amanthi Perera the Ministry of Education. Thereafter, the in-school workshops are held. ESD is thus an obvious choice MAS Holdings is an apparel solutions Each workshop includes audio visual provider in Sri Lanka committed to presentations, lecturing, playlets and [for corporate citizenship sustainable development. Launched mobile exhibits. efforts] as it creates a self in 2006, the Eco GO Beyond sufficient community and gives programme is a key strategic corporate The activation phase comprises of responsibility initiative which focuses the design and implementation of equal weight to economic on sustainable development education interventions that encourages students sustainability along with social and the creation of sustainable to enter the decision-making process and environmental sustainability. mindsets. To date, the programme has along with educators, to identify and involved over 11, 000 youth in 30 rural share best practices of SD in the school, schools in Sri Lanka. home and community. Activation takes conducted a project on the effective place via 30 Eco GO Beyond clubs and disposal of household waste Whilst sustainability is emerging as a culminates in school based exhibitions (glass, metal and paper). While the key global concept it is not incorporated and awards ceremonies. environmental sustainability element of in Sri Lanka’s school curriculum; this project was evident, the students the UNESCO/UNEP sustainable Many schools in Sri Lanka have the went on to show that economic consumption report of November tendency to concentrate heavily sustainability could be achieved through 2000 reiterates this. The model and on the environmental dimension of earning income by selling this waste to curriculum MAS Holdings advocates, sustainability, rather than incorporating a recycler, and that as all profits were was developed by accessing the work a more holistic approach towards donated to an orphanage in the area, of experts in the field, from the United sustainable development that also this project would also be contributing Nations Environment Programme comprises of social and economic to social sustainability. (UNEP), Youth Exchange (YXC) and the sustainability. Thus, a key challenge is to Consumer Citizenship Network’s (CCN) inculcate the importance and necessity Private sector involvement in ESD and “Looking for Likely Alternatives” (LOLA) of integrating all three dimensions of for that matter in any area of education, toolkit. This initiative is endorsed and sustainability in participating schools. should be done very carefully and in supported by the Ministry of Education. This is achieved by insisting that a focused manner. Traditionally, the all projects which take place in the sphere of education has not come under The process of the programme consists activation phase should demonstrate an the purview of the private sector; thus, of two phases: initialization and understanding from the perspective of schools may be reluctant to give private activation. Initialization occurs through all three sustainability dimensions. organizations access to decisions that introductory visits to the schools and a will affect their students. this is why it briefing meeting for principals held at A good example is a school which is essential to create partnerships for 31

Workshop Participants © MAS Holdings

ESD workshop playlet © MAS Holdings © MAS Holdings

credibility (MAS Holdings conducts ESD is a continuously evolving subject. in 2008, UNESCO Bangkok and MAS their programme under the patronage While the fundamental concept may be Holdings signed a MoU, where MAS of the Ministry of Education). concrete, the issues surrounding ESD will share the concepts used in this keep changing, thus it is very important programme for the formulation of a Companies such as MAS Holdings to keep updating the subject matter. toolkit by UNESCO Bangkok to further believe in corporate citizenship efforts This translates into an ongoing teaching promote ESD in Asia. Further, this which will have a long term benefit and learning process. At the end of this process has also been borrowed by the for recipients. ESD is thus an obvious two year launch, MAS has recognized Ministry of Education to initialize ESD choice as it creates a self sufficient the need for refreshed and revised in 40 more schools in the Western and community and gives equal weight training initiatives in 2009 for the Central Provinces of Sri Lanka. to economic sustainability along with schools which have already completed social and environmental sustainability. the initial school workshops. This is of more significance in developing nations where the economic The MAS Eco GO Beyond Sustainable Amanthi Perera is Executive, constraints on the community are great. Development Education Programme Strategic Corporate Social Another lesson learnt through the MAS has proven to be an effective process Responsibility, MAS Holdings. Eco GO Beyond programme, is that of advocating and embedding ESD and forward thinking 32

ESD Currents: Changing Perspectives from the Asia-Pacific

Open and Distance Learning Supports Teachers’ Professional Development in ESD: The case of the Green Teacher Programme1

By Shivani Jain teachers. The goal of the programme Individual discussions with Green is to empower educators with the Teachers on their programme projects A challenge faced by the Centre for knowledge, ideas and skills which can conducted by each of the six Study Environment Education2 (CEE) in help in “greening” their teaching. It Centre teams, supports the teachers’ reorienting teacher education for is hoped that by sharing innovative innovation and creativity in trying ESD, is how to introduce principles of experience and practice in ESD, this out new ideas on ESD within their good quality education into in-service programme will help inspire educators classrooms and schools. Further, the training, without necessarily having to develop creative ideas and programme is structured in such a way professionals take time off to come curriculum methodology and to further that it provides the freedom of learning to the classroom. Open and distance experiment in this area. This year long at one’s own convenience and style. learning (ODL) provided an obvious programme is currently offered in The Course is designed in a mixed alternative. It is within this context of English all over India through six Study format of face to face and distance ESD and continuing learning within the Centres. learning. Additionally, the course teacher community, that the Green requirements - time commitment, Teacher Programme is situated. CEE in A good in-service ESD training essential entry level qualifications partnership with the Commonwealth programme should be situated in the as well as utilizing expertise of the of Learning in Vancouver, Canada, practical and working environment learners to shape their new learning- undertook an experiment in the form of of the learners (or teachers in this are much more conducive to in-service an ODL teacher training programme in case). The programme (a four to five professionals and their training needs. ESD called The Green Teacher. month action-based teaching-learning programme embedded within the The Green Teacher programme has The Green Teacher Diploma is a education system) provides learners proved to be a classical example of distance education programme with practicals in a real-life classroom weaving the strengths of Open and providing continuing learning situation, thereby ensuring the transfer Distance Learning with the principles of opportunities in ESD to practicing of taught material and subject matter. good education and ESD.

1 For more information on the programme, write to [email protected]. 2 Centre for Environment Education (CEE) India is a centre of excellence supported by the Ministry of Environment and Forests, Government of India. CEE undertakes demonstration projects in education, communication and development that endorse attitudes, strategies and technologies that are environmentally sustainable. To this end CEE works at national, regional and international levels, developing relevant educational programmes and materials. 33

An outdoor classroom © Ravi Panchal/ Centre for Environment Education (CEE) India

A math teacher leads the school ESD movement! Biji Varghese, working as a mathematics teacher with Asia English School, Ahmedabad, India, enrolled for the Green Teacher programme in 2006. Today Biji is proud of completing the Green Teacher Diploma after which she was given more responsibilities related to Environmental Education (EE). The school principal put her in charge of an international ESD project called “Global Communities for Sustainability” (GCS), an exchange programme between a selected network of schools in Australia and India. GCS provides

exchange opportunities to key stakeholders from An outdoor classroom © Ravi Panchal/ Centre for Environment Education (CEE) India schools, youth groups and NGOs in order to facilitate learning for sustainability education. The Asia English School managers say that after completing the Green Teacher programme, Biji has refined her skills in not only interactive and innovative teaching-learning methodologies, but also in project management, Shivani Jain is the Senior Programme Co-ordinator for which is crucial for co-ordinating an international ESD Networking and Capacity Building at the Centre for programme like the GCS. Environment Education in India.

The Centre for Environment Education (CEE) India is a centre of excellence supported by the Ministry of Environment and Forests, Government of India. CEE undertakes demonstration projects in education, communication and development that endorse attitudes, strategies and technologies that are environmentally sustainable. To this end CEE works at national, regional and international levels, developing relevant educational programmes and materials. forward thinking 34

ESD Currents: Changing Perspectives from the Asia-Pacific

Training for the Future

By Nitin Verma and R. Kuberan project. These training programmes follow-up project of school restoration addressed issues such as technology in the Barmer district, and in 2008 upgrades in cases where there was a began implementing a similar process Training Artisans for transition from the building of adobe in a post-flood shelter project in the Sustainable Construction houses to Compressed Earth Block Balasore district of Orissa, India. Some Practices (CEB) construction, as well as issues of the members of the Barmer artisan on safe building practices against group are now key members of the Construction Artisans are key agents future risks, and correcting prevalent team imparting training to new groups for spreading sustainable construction anomalies in masonry and construction in different conditions. practices in the rural context. In a post techniques. disaster scenario where rehabilitation Risk Education for Sustainable and reconstruction is a daunting task, SEEDS conducted these training Development it is important to single out anomalies sessions in a sustained process that have led to maximum damage. over a period of time. To start with, SEEDS India’s learning model has Artisans thus play a key role as agents sensitisation workshops were been adopted for meeting this need by of change. conducted where the upgraded launching a “Certificate providing risk building material and technologies education for field practitioners who The Sustainable Environment and were introduced and these artisans work with communities for the welfare Ecological Development Society were trained in their construction of the people. They do not normally get (SEEDS) champions the cause of techniques. Workshops were followed access to formal education on disaster rehabilitation and reconstruction for by a hands-on training programme risk reduction. Also, the prospects for disaster hit rural communities. While which allotted a unit of shelter to each exchanging ideas with national and working with communities, SEEDS trainee to construct. SEEDS technical international experts are also bleak. imparts training to local artisan groups staff frequently visited these units Therefore, an open course on “Disaster for sustainable construction practices. and pointed out anomalies during the Management for Field Practitioners”, The training is case- specific and mostly building process. Finally, before allotting as part of the Global Open Learning hands-on in nature for the benefit of the more units for construction, a short Forum on Risk Education (GOLFRE) in target group. discussion session was conducted to affiliation with Centre for Development answer queries and to rehearse the and Emergency Practice (CENDEP) of The target groups are not only direct entire process and to absorb the learned Oxford Brookes University, is offered. beneficiaries like skilled masons and information. This three-month course is flexible and construction labourers but also local adaptable, fulfilling the specific needs of champions and young volunteers. This group of artisans are a force to Field Practitioners and others intending SEEDS strongly believes that rural reckon with; some of the trainees to work in the field. communities rely on each other’s became trainers and imparted experience and traditional knowledge training sessions to other groups. The rather than on modern technology artisan trainees reported that their and expertise, hence these artisan productivity had increased and most Dr. R. Kuberan is a Senior Advisor groups are key agents for promoting importantly, the message of sustainable and Nittin Verma is a Senior sustainable practices on the ground. construction was spreading beyond Programme Officer with SEEDS, a targeted intervention areas. ‘Artisans non-profit voluntary organisation In a similar intervention after 2006 Training’ had thus delivered its primary with a vision to make vulnerable floods in Barmer, a district of Rajasthan, purpose and was indeed a catalyst of communities resilient to disasters. SEEDS imparted training local artisan sustainable construction practices. Website: www.seedsindia.org. groups during its shelter rehabilitation SEEDS later replicated such training in a 35

© SEEDS

Forum of Asia-Pacific Parliamentarians for Education, Jakarta Declaration 2008

At the Regional Parliamentary Conference for Education in Asia and the Pacific in Jakarta, Indonesia which took place from 24 to 25 October 2008, 16 countries adopted the Declaration of Jakarta. This Declaration acknowledges the necessity for greater participation by parliamentarians in the work of the United Nations and their respective specialized agencies, thereby helping to bring those institutions closer to citizens and their representatives and vice versa.

The parliamentarians reaffirmed their commitment to UN guiding instruments, such as the World Declaration on Education for All (1990), the Dakar Framework for Action and Education for All goals (2000), and the UN Decade of Education for Sustainable Development (UN DESD) recognizing their singular and collective responsibility to the well-being and human dignity of their citizens through quality and equitable education systems. In particular, the participants reiterated their belief “that Education is the key to achievement of individual and social well-being and peace and that ignorance and illiteracy are obstacles to development and the construction of democratic societies”.

Participating countries pledged themselves to several goals, which include the following: to reassess constitutions, legal instruments, laws and regulations currently in force in member countries, so as to apply renewed energy to the right to basic education for all and to work toward its realization; to mobilize human, material and financial resources in order to facilitate the path towards achieving Education for All goals; to promote the education of girls and women in particular, in order to eliminate gender disparities and inequalities at all education levels; to promote the ethics and values of a culture of peace, tolerance, cultural diversity and sustainable development through education; and to recognize the role of teachers and educators and further encourage the development of quality teachers in order to achieve EFA goals.

In order to achieve these goals, the Members of the Asia-Pacific Parliamentarians pledged to establish a Forum of Asia Pacific Parliamentarians for Education (FASPPED). forward thinking 36

ESD Currents: Changing Perspectives from the Asia-Pacific

ASP-ESD Clubs in Sri Lanka

By Prasanna Chandith separate project proposals related to forward to imparting training through ESD concepts. teacher training institutes to enable all The Sri Lanka National Commission teachers to become peace educators for UNESCO (SLNCU) has registered The selected priorities include the in order to promote core values such 84 schools under the Associated following: solid waste management; as: respect for others; respect for Schools Project Network (ASPnet). peace and cultural diversity; health the environment; positive thinking; SLNCU, in collaboration with the promotion; sustainable agriculture; developing inner peace; learning to live Ministry of Education (MOE) has reduction of water and electricity together; critical thinking; resolving recently commenced a special project consumption in the schools; and the conflict non-violently and to build peace titled “ASP-ESD clubs in Sri Lanka”. development of school and class in the community. This is to be done The aim of the project is to popularize libraries. Thus far, promising project through holistic and integrated methods the concept of ESD among teachers proposals have been received from the in the teaching and learning processes and students in the ASP schools. targeted schools. in the schools, using the existing subject As a pilot project, we have selected matter, without overburdening the 42 ASP schools in the Western and The next step is for principals to school curriculum. Appropriate school- Central provinces to ensure easy sensitize their teachers and the ASP based monitoring and evaluation communication and follow up. The final club members to ESD concepts; this systems are also required to be put into objective of this project is to convert the step is then followed by peer group place in order to ensure the success of ASP clubs into ASP-ESD clubs in their activities to further promote ESD these programmes. respective schools. concepts in a wider circle which includes friends and parents. This Awareness programmes targeting ESD process thus encourages a larger concepts in schools and how to achieve network of participants, extending ESD ESD objectives in these schools have advocacy beyond the schools. Prasanna Chandith is the Deputy been carried out. These programmes Secretary General of the include the assignment of specific tasks Through these approaches we hope to Sri Lanka National Commission for to school principals to identify ESD create ASP-ESD clubs. Apart from these UNESCO. priorities in their schools, and to prepare specific projects, the SLNCU looks 37 ECCE & ESD A Promise of Dynamism, Synergies and Hope for “Our Common Future”

...our societies urgently require new kinds of education that can help prevent further degradation of our planet, and that foster caring and responsible citizens genuinely concerned with and capable of contributing to a just and peaceful world.

...these new kinds of education must be available to all – not only a handful of people – and take place in various settings, including families and communities.

...they must begin in early childhood, as the values, attitudes, behaviours and skills acquired in this period may have a long-lasting impact in later life. Thus, early childhood education clearly has an important place in the efforts to bring about sustainable development.

From ‘Introduction’ by Ingrid Pramling Samuelsson and Yoshie Kaga in “The contribution of early childhood education to a sustainable society”, UNESCO, Paris, 2008.

ECCE: Early childhood Care and Education Bottle photograph © Steve Wampler/Flickr higher education 38

ESD Currents: Changing Perspectives from the Asia-Pacific

ESD in Tertiary Education: A SANZ Partnership

DESD co-ordination and activities in opportunity to identify ways the ‘Every new day in the world New Zealand. This relationship has sector can exercise its mandate as the begins in New Zealand. Light and allowed SANZ to leverage matching critical conscience of society, support time start here. Youthful in age funding from other sources. leadership in tertiary institutions, and outlook, New Zealand is the respond better to the growing interest natural home for fresh ideas. Come SANZ has engaged with a wider in sustainability issues from leading catch some new light.’ range of stakeholders and recently New Zealand businesses and the completed a think tank process looking media, and to engage the central at future scenarios for New Zealand. government. By Kari Adams and SANZ is now working on the second Hayden Montgomerie stream of the NZ strategic plan, which Above all, participants recognized the aims to increase public education for need to take action that is outside the sustainability. This commenced in ‘business as usual’ paradigm of small, About the Partnership November 2008 with a forum that was incremental change. held to discuss how sustainability can In New Zealand, the National be embedded into tertiary education. The Need for Urgency Commission for UNESCO employed a half-time UN DESD Co-ordinator based A Case Study Engaging the The SANZ Chair, Dr. Wayne within the Secretariat of the National Tertiary Sector Cartwright, identified two areas of Commission for the first two years of development that require urgent the UN DESD. Throughout the tertiary education attention. First is education that sector, individual champions of strong prepares citizens for unprecedented Having established a relationship with sustainability have been working global and local change. Dr. Cartwright Sustainable Aotearoa New Zealand for years to raise the profile of solid notes that “straightforward foresight (SANZ) who organised the 2006 sustainability values and embed and scenario analysis has shown us Stakeholders Forum for the Decade, in sustainability principles into their that the global changes we will face as July 2007 the National Commission teaching programmes. From lessons soon as 2030 will be outside the range entered into a formal partnership with in eco-design in engineering through of prior human experience in terms of SANZ. to ‘green accounting’, New Zealand magnitude, speed and simultaneity.” tertiary educators have taken it upon This partnership focused on three themselves to develop better graduates: Secondly, SANZ calls for tertiary key deliverables: the finalisation of a graduates with a real appreciation of institutions to lead, to prepare, and strategic plan for the UN DESD in New the current global change drivers and to support students by guiding them Zealand including a monitoring and equipped with the skills to lead the towards a commitment to strong evaluation framework; the development paradigm shifts required. sustainability. “We must move of draft indicators for the UN DESD; beyond awareness-raising”, notes and providing a governance committee A Cross-Institutional Approach Dr. Cartwright, “and start to embrace for the UN DESD. The National the systemic principles of strong Commission has provided limited Representatives from every tertiary sustainability and the ethical stance funding to SANZ to provide for UN institution in the country used the needed for that commitment”. 39 International Conference: “Learning Together for Tomorrow: Education for Sustainable Development”

The 10th APEID International Conference held in Bangkok from 5 to 8 December 2006 focused on Education for Sustainable Development (ESD). It was funded by the Japanese Funds-in-Trust for ESD. The conference promoted the United Nations Decade for Sustainable Development (UN DESD) from 2005-2014 and strengthened UNESCO’s role as the lead agency for UN DESD. It brought together some 200 teachers, educators, the private sector, members of the media, curriculum developers, educational administrators and policy makers from informal, non- formal and formal education sectors in the Asia-Pacific region, to share ESD-related research findings, innovative practices, experience and lessons learned. The conference was successful in meeting its key objectives to strengthen co-ordination and collaboration among network members, raise awareness and understanding of ESD and serve as a catalyst for the creation of ESD action plans.

case, strong and innovative leadership Where To From Here? has led to the establishment of an Straightforward foresight and organisational goal that ‘every graduate Representatives from participating scenario analysis has shown may think and act as a “sustainable institutions have formed a working us that the global changes practitioner”.’1 group called STENZ (Sustainability in Tertiary Education in New Zealand). we will face as soon as 2030 Valuable insights were also shared This group met in November 2008 to will be outside the range of relating to increased student demand plan their collaborative journey towards prior human experience in and changing expectations. Also making this vision a reality within the discussed was the opportunity Decade. The group will look to work terms of magnitude, speed and that exists for the New Zealand in collaboration with the Ministry simultaneity. tertiary education sector to secure a of Education, the Tertiary Education ‘sustainability-minded’ position on the Commission and the Vice-Chancellors global stage. New Zealand continues Committee, as well as creating an Celebrating Success to attract international students, who online collaborative space to share also pack their expectations of pristine knowledge, experience and information Through sharing success stories it mountains, clean air and untouched between sustainability educators. is obvious that the New Zealand beaches. Given that international tertiary sector has already started education remains New Zealand’s For more information, please visit this journey. Examples from smaller fourth largest export industry2, there www.phase2.org. institutions such as Otago Polytechnic is a great opportunity to connect can now be told alongside stories from the nation’s tourism icons with the Scandinavia and the UK. In Otago’s education that helps to preserve them.

Kari Adams is a Consultant at Sustainable Aotearoa New Zealand (SANZ) and Hayden Montgomerie is a Programme Officer for Education, Youth and Human Rights for the New Zealand National Commission for UNESCO.

New Zealand Educated website: www.newzealandeducated.com

1 Otago Polytechnic, New Zealand. Education for Sustainability website, cited 12/12/08. http://www.otagopolytechnic.ac.nz/about/sustainability/education-for-sustainability.html 2 NZ Tertiary Education Commission Media Statement ‘International education: the way forward’, 17/08/2006. http://www.tec.govt.nz/templates/NewsItem.aspx?id=1051 higher education 40

ESD Currents: Changing Perspectives from the Asia-Pacific

Envisioning the Future of Agriculture: The ESD Way

© Obihiro University/Takayuki Maki

By Junichi Takahashi the globe in the latter part of the 20th land for agriculture has resulted in century. Taking into account increased deforestation and a loss of biological Obihiro University of Agriculture population growth in developing diversity. Global warming is leading to and Veterinary Medicine held the countries, as well as the deterioration changes in farming styles in rural areas Obihiro Asia and the Pacific Seminar of the Earth’s environment, collective in Japan. Moreover, these changes have on Education for Rural Development action is needed to face these also contributed to a spread of endemic (OASERD), in Obihiro, Japan, in challenges. infectious diseases in tropical regions August 2007. OASERD promotes and affected environmental hygiene ESD in agriculture and livestock According to data published by the related to securing safe water sources. production in the Asia-Pacific region. Intergovernmental Panel on Climate So far, specialists have participated in Change (IPCC) in 2003, anthropogenic discussions to further promote ESD sources of greenhouse gases (carbon for agriculture in rural areas, and to dioxide, methane, and nitrous oxide) Dr. Junichi Takahashi is a Professor produce more tangible programmes have abruptly increased due to at the Graduate School of Animal and outreach activities. Even with agricultural and livestock activities. Science, Sustainable Animal the support of modern and advanced Their sources range from enteric Science at Obihiro University agricultural technology in Japanese rural fermentation, animal waste and rice of Agriculture and Veterinary societies, recent global environmental paddies, to biomass burning, landfills Medicine, in Hokkaido, Japan. and food security and safety issues have and domestic sewage. Developing cast a pall over rural development.

The following updated seminar programmes will be offered: Food security stability and assuring 2009 “ESD on agriculture and livestock production and global environmental issues” food safety are problems in most 2010 “ESD on infectious diseases and global environmental issues” international communities today. 2011 “ESD on food security and global environmental issues” Because of globalization and the 2012 “ESD on human health and global earth environment” deregulation of food products, however, 2013 “ESD on distribution of agriculture and livestock products for zoonotic infections caused by livestock food safety and global environmental issues” pathogens, have quickly spread across 41

Higher Education in Environment and Disaster Management

By Rajib Shaw (focusing on, but not restricted to, post-graduate education). In order to make sustainable To address the increasing impact of • To seek mutual collaboration on field- disasters, the HFA1 (Hyogo Framework based action research. development in general a reality, for Action) Thematic Area 3 focuses on • To broaden the scope of education there needs to be a greater strengthening networks and promoting and learning in the environment and focus on higher education to dialogue and co-operation among disaster management field through technical and scientific specialists, collaboration with other stakeholders produce young professionals planners and other stakeholders. The like NGOs and local governments. who can in turn, provide and other emphasis of HFA is to include develop important tools and disaster risk reduction subject matter AUEDM has specific features: in formal, non-formal, and informal • Multi-disciplinary approach methodologies which contribute education and training activities. • Field-based action research to expert knowledge. However, in order to make sustainable • Linking academic research to field development in general a reality, practice there needs to be a greater focus on higher education to produce young The specific modality of the AUEDM is professionals, who can in turn, provide to promote close co-operation with civil and develop important tools and society organizations. Non-government methodologies which contribute to organizations (NGOs) have direct field expert knowledge. access and experience in grassroots project implementation. However, this To address the requirements and experience is not properly reflected in objectives of the HFA and ESD, and the education curriculum. Thus, the networks in the tsunami affected to further contribute to the higher network aims at bridging academic areas in Asia, thus ensuring education and research process, Kyoto research, education and field practice. that knowledge will have a wide University, in partnership with 15 other circulation. universities and organizations from 13 Some of the highlights of the university- 3. Ensuring sustainability: Through Asian countries, has formed the Asian NGO co-operation are: development of certificate University Network for Environment 1. Quality of knowledge and courses and customized courses, and Disaster Management (AUEDM). information: All participating professional development of the universities in the targeted countries young will be ensured, thus linking The objectives of AUEDM are as are esteemed organizations in the to the sustainability of the disaster follows: field of disaster risk management. preparedness activities in the • To share and work together Therefore, it promotes high quality targeted countries and communities. (bilaterally or multilaterally) in knowledge and information. promoting environment and disaster 2. Extensive network: The 15 For more information on AUEDM, management in higher education universities have their largest please see: www.auedm.net

1 More information on HFA can be found at: http://www.unisdr.org/eng/hfa/hfa.htm higher education 42

ESD Currents: Changing Perspectives from the Asia-Pacific

Developing an International Perspective on Agriculture and ESD

By Atsushi Tajima Symposium was held at the University international atmosphere, and also to of Tsukuba from November 4th to 11th, develop a student network for future Ag- The Agricultural and Forestry Research 2008. During the symposium, there ESD activities. Center of the University of Tsukuba was discussion to develop a university (AFRC-UT), Associate Centre of the network on Ag-ESD. A special lecture Education for sustainable development UNESCO APEID programme in Japan, describing the current situation of requires integration of the knowledge has launched a six year ESD programme Afghanistan was organized as a part and technology of many disciplines. focusing on higher agricultural of AFRC-UT efforts to support the A holistic approach will be one of the education titled the International reconstruction of Afghanistan. biggest challenges for the future Ag-ESD Agricultural ESD (Ag-ESD) programme. programme, since the academic specialty Student participation is the most at the university is usually based on a The main focus of Ag-ESD at AFRC- important element of the Ag-ESD reductionist approach. In order to be truly UT is to provide a framework for programme. Five graduate students holistic, the future Ag-ESD programme integrating diversified educational and registered for a one credit course, should cover not only the university research activities on agriculture at the “International Agricultural Internship”, level but also various formal and non- University of Tsukuba and four affiliated newly offered by the Graduate School formal education sectors. This will be an universities, namely Bogor Agricultural of Life and Environmental Sciences, important challenge. University of Indonesia, Ibaraki University of Tsukuba. Poster sessions University of Japan, Kasetsart University for graduate students and a Young of Thailand, and the University of the Researcher’s Forum for young Dr. Atsushi Tajima is the Assistant Co- Philippines at Los Banõs. researchers on sustainable agriculture Director at the Agriculture and Forestry were organized to encourage the University at the University of Tsukuba. The first international Ag-ESD younger generation to interact in an

Asia-Pacific UN DESD Interagency Steering Committee

The Asia-Pacific Interagency Committee for the United Nations Decade of Education for Sustainable Development is a forum consisting of fourteen UN agencies and affiliated partners to promote ESD in the region. The Interagency Steering Committee partners include the FAO, UNCRD, UNDP, UNEP, UNESCAP, UNESCO Bangkok Regional Bureau for Education, UNESCO Jakarta Regional Science Bureau, UNEVOC, UNICEF, UNISDR, UNU-IAS and affiliates, ACCU, ADB, APCEIU, and IGES.

The interagency nature of the Steering Committee underlines the importance of working jointly for the common goals of the UN Decade. The committee is a co-ordinating body which channels efforts for ESD in the Asia-Pacific region through preparation of advocacy materials, liaising with donor organizations to encourage appropriate funding of ESD initiatives in the region, and identifying projects that contribute to the implementation for the Decade. As of 2008, the Committee is beginning to move in the direction of joint planning and it has, in its 11th meeting, agreed to focus joint efforts to address climate change through education related activities. 43 Interdisciplinary Thinking with Mathematics in Globally Relevant Issues

By Bharath Sriraman The purpose of this approach was to implementation of interdisciplinary create a paradigm shift and humanize the activities that take place during Earth Interdisciplinarity has become relevant purpose and relevance of mathematics in Week involve science, maths, field trips for emergent sciences of the 21st global economies and societies of today. to local water treatment and recycling century. Yet mathematics in nearly plants, as well as to local landfills. This every country in the world is still Several scenarios were used in the can be followed by the presentation of rooted in rudimentary computational context of the culture and communities findings to the community by pre- processes and problems that emphasize that surround the students. Examples service students, teachers and school “simplistic thinking”. Curricular include comparing amounts of waste children. documents in Asia-Pacific, Europe produced in different countries to make and the , make a call for linkages between consumerism and the In conclusion, the future of our planet connecting mathematics internally and environment; debt calculations between is intricately connected to the concepts externally to relevant problems and the (ex-colonial) countries abundant in and skills that future generations derive promotion of mathematical literacy. natural resources, or the debtor, and from their school education. We need those that do not have the same to foster critical thinking and to develop The goals for educating current and magnitude of resources, the collector an awareness for the value of making future generations should have more to study equitable distribution of global reasoned choices that seek to will good emphasis on connections, coherence, resources; and, to compare data on for humanity. civic consciousness and cross- GNP per capita income and resource curricular competencies for solving consumption to highlight the reasons for problems confronting humanity. By civic discrepancies and their consequences in consciousness, I mean shared global OECD and non-OECD countries. Professor Bharath Sriraman, is problems e.g., fair trade, environmental a Professor of Mathematical indexes, ethical issues, information Sciences at The University of reporting (ability to fact check, source The goals for educating Montana. He has published check, detect biases). Most (maths) over 200 journal articles, books, education programmes typically do current and future generations book chapters, reviews and not prepare prospective teachers to should have more emphasis commentaries in the areas of incorporate interdisciplinary activities on connections, coherence, mathematics education, learning that cohere with reading, science, sciences, innovation, educational mathematics and societal issues. civic consciousness and cross- philosophy, sustainable curricular competencies for development, and international A research project1 was designed solving problems confronting policy/political issues in education. and implemented to connect the He is the founding editor of The standard curriculum to socially humanity. Montana Mathematics Enthusiast relevant problems, i.e., combine uses of and serves as the Associate Editor mathematics and critical thinking skills. There are numerous possibilities of a dozen journals in different In this project, scenarios were created and implications for the use of such areas of mathematics, philosophy, that involved making Fermi estimates, scenarios in professional development psychology and education. reasoning in ratios, and problem solving. programmes. For instance, the

1 Further examples of such implementable projects with measures of effectiveness can be found below: Sriraman, B. (2007). Interdisciplinarity in mathematics teacher education. Mathematische Forschungsinstitut Oberwolfach (Germany) Technical Report No. 52, pp.18-19. Sriraman, B., Knott, L and Adrian, H. (2009). The Mathematics of Estimation: Possibilities for Interdisciplinary Pedagogy and Social Consciousness. Interchange: A Quarterly Review of Education. Vol. 40, no.1. higher education 44

ESD Currents: Changing Perspectives from the Asia-Pacific

ESD Implementation and Promotion in Japan

By Isao Kiso and have been encouraged for building In addition to traditional educational ESD programmes. roles, higher education institutions In accordance with the United Nations are expected to contribute to research Decade of Education for Sustainable ESD requires not only individual and innovation. To address this Development (UN DESD), the programmes but also a comprehensive objective, the University of Tokyo Japanese National Commission for framework which connects diverse and other universities, established a UNESCO (“Japanese Natcom”) has education fields for example, research network founded with the been promoting ESD in co-operation environmental issues with international aim of serving as a global research with related ministries and stakeholders understanding. In this context, in 2008, and educational platform for based on Japan’s Action Plan for the the “Courses of Study” were revised “sustainability science”. The goal of UN DESD. in the national education curriculum sustainability science is to establish a of Japan and the concept of ESD was transdisciplinary academic structure For the implementation and promotion clearly specified and incorporated and foster specialists who can make an of UN DESD, the Japanese government within each subject, including science, active contribution to the construction established the Liaison Conference social studies, and moral education. of a sustainable society on the global of Ministries and Agencies (“Liaison stage. Conference”). In the 2005 fiscal year, In addition, the Japanese Natcom the Liaison Conference decided upon a has been promoting the UNESCO In addition, there are various ESD plan of implementation known as the Associated Schools Project Network activities implemented by UNESCO’s “Japan’s Action Plan for UN DESD”. (ASPnet) for building networks and for partners, NPOs (Non-Profit strengthening the collaboration among Organizations) and the private sector. Since Japan’s proposal for the Decade, schools which are implementing ESD The challenge is to link the Japanese in Johannesburg, indicated that activities. initiatives within a comprehensive ESD would be dealt with on a global framework of ESD. scale, the government pressed ahead Higher education institutions are and led domestic and international expected to contribute in various programmes. There are a wide range ways for the promotion of ESD in of issues to be dealt with in ESD Japan. Some universities of education programmes, such as incorporating are developing ESD curriculum for Isao Kiso is the Secretary- ESD concepts into basic education undergraduate students; others are General of the Japanese National and higher education. Research and developing the ESD teacher training Commission for UNESCO. innovation are thus of vital importance course in basic education. 45 Higher Education for Sustainable Development (HESD) Forum 2008 in Japan

© ESDRC (ESD Research Center of Rikkyo University).

By Osamu Abe universities reported their ESD activities Japan. Fourteen Japanese universities during the first session sharing their exhibited their ESD activities and five Japanese institutions for higher experience and lessons learned. universities made presentations at education convened a series of events The next session was devoted to the panel discussion. Approximately for higher education for sustainable discussions on curriculum development one hundred participants from the development (HESD) from 12 to and its institutionalization, as well as private sector were in attendance. 14 December 2008 in Tokyo. The networking and opportunities for further An International Symposium on Second HESD Forum was held on 13 collaboration. The direction of the HESD “Sustainability in Higher Education: December 2008 at Rikkyo University, Forum was discussed during Session Learning from the Experiences in following the First Forum in December 3. It was agreed to establish a drafting Asia and the World” was held on 14 2007 at Iwate University in Morioka. committee to formalize the HESD December at Rikkyo University with the It was organized by Rikkyo University Forum (which is, at present, an informal support of the same organizations for (the ESD Research Center) with the gathering of Japanese higher education the HESD Forum. support of Ministry of Education, institutions), for the Third Session of the Culture, Sports, Science and Technology Forum in November 2009 at Okayama (MEXT), Ministry of the Environment, University in Okayama. Japanese National Commission for Osamu Abe is the Director of UNESCO and the United Nations On 12 December, the ESD Seminar on the ESD Research Center at University – Institute of Advanced the “Challenges for Higher Education Rikkyo University and was also Studies (UNU-IAS). Approximately for Sustainability” was held at the Big the organizer of the 2008 HESD 86 experts from 35 higher education Site in relation to Eco-Products 2008, Forum in Japan. institutions participated. Eighteen the biggest environmental exhibition in the youth of tomorrow 46

ESD Currents: Changing Perspectives from the Asia-Pacific

Youth Volunteers Up-Front on Climate Change in Hanoi

“In my first year of university, I was a very average person; I would go to university and come back home. Somehow however, I was still looking for something else. With the involvement of the environmental club I have changed so much - I think I am a living person now and this feeling is very wonderful. I would like to better learn how to persuade other people to change too.” Thi, Go Green Club

Cycling for environment by C4E © Cycling for Environment joining English speaking clubs that “Last summer when I went “For me, in the club, the discuss and debate environmental to Japan with a scholarship relationship between friends is issues and provide opportunities for programme, people there were very important. We have a very information sharing. asking me - what you are doing good spirit in our team. After in Viet Nam for climate change? every meeting the members Visionary young individuals have Actually, at that time, I was not seem closer and this creates initiated this social movement. The clear on what exactly climate a good environment to work founding members of these clubs change was and whether it together. The friendship is are young people touched personally would ever come to Viet Nam.” important in being active.” Chi, by the urgency of environmental Duyen, Talking Green Club 3R (Reuse, Reduce and Recycle) protection and the degradation of their environment. Some youths have established clubs after participating By Katja Pellini a new form of youth engagement is in events organized by environmental growing in Hanoi and also in other NGOs, whereas others have Climate change models predict that towns of Viet Nam. Currently, around participated in workshops or have Viet Nam will be among the most 100 volunteers belonging to a network read articles that have changed their affected countries in the world because of at least eight independent youth thinking and understanding of the its long coastline is vulnerable to groups are now involved in raising issue of climate change. Web pages rising sea levels and the occurrence of the awareness of Hanoi residents and blogs are a common medium used intensified or more frequent natural on environmental issues including to share information to bring different disasters such as typhoons, floods and climate change. Over a thousand groups together. drought. young people and older members of various communities have participated Young people are often the first to in activities ranging from cycling, city Katja Pellini, UNV Specialist mobilize in response to the challenges clean-ups, environment conservation in Education for Sustainable we face. In addition to traditional petitions, organizing recycling fairs, Development in UNESCO Hanoi. activist organizations and social clubs, creating community art; or simply 47 FROM THE african elephant (Loxodonta africana) •n. was found in 37 CAN countries in sub-Saharan Africa. RED TO The species were found in dense forests, open and closed savannahs, grasslands and, at YOU THE BLACK considerably lower densities, even in arid deserts of Namibia LIST. and Mali. Youth Volunteers Up-Front fishing cat (Prionailurus SAVE viverrinus) • n. was a medium- sized cat and a skilful swimmer, ANIMALS mostly found in wetland habitats such as swamps and mangrove THEM? on Climate Change in Hanoi CURRENTLY areas. The species became extinct in 2034 due to threatened ENDANGERED wetlands and over-fishing. caspian seal (Pusa caspica) WILL BE EXTINCT • n. was one of the smallest members of the seal family . IN THE NEXT The species became extinct in 2801 due to unsustainable levels CENTURY IF of commercial hunting, habitat CURRENT degradation, pollution. TRENDS CONTINUE.

The IUCN Red List of Threatened Species TM catalogues and highlights those plants and animals that are facing a higher

risk of global extinction (ie. those listed as Critically Endangered, Endangered and Vulnerable). www.icunredlist.org © Paula Maggio

International Forum on ESD Dialogue 2008

The International Forum on ESD Dialogue was held in Tokyo, Japan from 2 to 5 December, 2008 and hosted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The forum was organized for a number of purposes: to use collective learning as a basis for enhanced future action; to identify results oriented strategic projects for the second half of the Decade; to explore the possibility of a global consortium on ESD involving the private sector and NGOs; and to consider the contribution of research and innovation to the Decade.

Recognizing that the 2009 World Conference on ESD will be an important opportunity to strengthen the implementation of the UN DESD, as well as the leadership role of UNESCO, participants of the forum developed a list of recommendations to the Bonn Conference and advised UNESCO Member States to:

• Incorporate the principles, values and practices of sustainable development as an important element of strategies in all educational settings; • Assist each other in the implementation of the UN DESD, for example, through the exchange of good practices and innovations in ESD; • Fully utilize the available networks and extended ESD community and partners, such as the Associated Schools Project (ASPnet) Network, the UNEVOC Centre and its global network, the UNESCO Chairs network, UNESCO Category 2 Centres and the UNU Regional Centres of Expertise on ESD (RCEs) as laboratories of ideas for innovative research, methods, teaching and learning in ESD, in particular, flagship projects and others which can guide stakeholders in implementing ESD; • •Strengthen partnerships with UN agencies, and build closer connections with stakeholders, higher education institutions, NGOs, the private sector and media.

Furthermore, forum participants also recognized the need for steps to be taken by UNESCO to assist Member States. Recommendations for UNESCO include the promotion of an accelerated implementation of the UN DESD; fostering a stronger relationship between EFA and ESD; and assisting Member States to develop ESD programmes in line with their national priorities. Additionally, facilitating intersectoral activities in ESD (such as UNESCO’s Man and the Biosphere Programme ) as learning laboratories for ESD which will provide support to the development of national research agendas, and to stimulate the capacity of higher education institutions for ESD research and innovations. the youth of tomorrow 48

ESD Currents: Changing Perspectives from the Asia-Pacific

Youth and Community Leadership in Sustainable Practices

By Iris Bergmann and Jodi-Anne Smith otherWISE; creating opportunities for youth to network and discuss, have Engaging key community Scenario Thinking for Climate Change access to information and learning Adaptation and Youth Leadership for about strategies to implement their stakeholders not only provides Sustainable Consumption are developed action plans is vital. Engaging key youth with action support and implemented by researchers at the community stakeholders not only networks, but also helps the Global Cities Research Institute of RMIT provides youth with action support University in Melbourne, Australia, networks, but also helps the programme programme become more locally in co-operation with community become more locally relevant, led relevant, led and ‘owned’. organisations. and ‘owned’. Participating community groups and government agencies can otherWISE – Youth Leadership use it as an opportunity to enhance adapt. This approach has been used for Sustainable Consumption is a their own sustainability networks and in the rural farming community of the collaboration between researchers at programmes. Hamilton region in Victoria, Australia, RMIT University and the International a region already experiencing climate Young Professionals Foundation (IYPF), Action projects developed by youth change. A prolonged drought has an Australian youth-led organisation. include sustainable fashion initiatives necessitated ongoing water restrictions otherWISE informs, inspires and equips – sewing skills development and and forced farmers to alter cropping young people aged 15-25 to take clothes swap events; a green music and stocking practices. Rainfall patterns action and demonstrate leadership and film night; the production of a are predicted to shift further towards towards sustainable lifestyles and documentary on uranium; a support the dry which will affect farm viability, communities. The programme group for young people striving to green as will increased transport costs. The facilitates stakeholder engagement, it their workplaces; information stalls challenges the community face have led provides resources, facilitator and youth about otherWISE youth activities at to high public interest in understanding training, and youth action support. It various community events; facilitation and responding to climate change. has been implemented in two capital of workshops at youth conferences; cities - Canberra and Melbourne - and participation of fair trade events, A scenario thinking workshop was Hamilton, a rural area in Victoria. public transport and similar forums; held in February 2008. Forty-one organisation of pre-loved goods representatives of different community otherWISE satisfies the need expressed exchange events; and the establishment sectors participated. They developed by many young people in Australia of native vegetation corridors. It is four different future scenarios and for the following: to learn more about planned to roll out otherWISE nationally undertook an analysis to identify their impact on the environment; to from 2009 with the support of a implications and adaptation strategies. understand how to use less resources; private/government sponsorship This revealed that climate change could to learn “what needs to be fixed and arrangement. have far more complex impacts than how to fix it”; how to live a more first imagined: higher levels of financial sustainable life; and, very importantly, Scenario thinking is a method of pressures, stress, mental illness how to encourage others to do likewise. engaging communities in discussions and addictive behaviours, affecting Building partnerships and collaboration about climate change, the possible community cohesion and quality among organizations, institutions and futures of their locales and the actions of life; plus possible farm closures, individuals is critical to the success of that they can take to mitigate and high unemployment and associated 49

the wider community, government thinking projects are part of the RMIT Scenario thinking can be agencies, businesses and other University Education for Sustainability sectors to analyse the scenarios and Research Programme. powerful in helping communities their implications, and to develop and understand the complexity of implement mitigation and adaptation More information can be found at: impacts that may occur with strategies. Scenario thinking is simply www.rmit.edu.au/dsc/otherWISE and one step in the journey towards www.communitysustainability.info/ climate change, in their own sustainable development. The local events/Scenario_Project.html language and about their local municipal council, regional health area, and potentially helps to service and others in Hamilton have used the workshop outcomes to rethink Dr. Iris Bergmann is a research fellow at RMIT University and Dr. Jodi-Anne Smith reduce the sense of isolation their strategic plans. is a Senior Research Fellow with the Global and helplessness. Cities Institute of RMIT University. The otherWISE and the scenario population losses affecting the viability of small towns. Strategies identified to reduce the region’s vulnerability included altering farming practices, ensuring water security, building social cohesion, attracting new residents and diversification of employment opportunities.

Scenario thinking can be powerful in helping communities understand the complexity of impacts that may occur with climate change, in their own language and about their local area, and potentially helps to reduce the sense of isolation and helplessness. Once the scenarios are created, considerable work needs to be performed to engage Scenario Thinking Workshop in Hamilton Victoria, Australia © Iris Bergmann

Young Minds in Action: UNESCO Youth Envisioning Contest

ESD calls for a lifestyle that contributes to a sustainable society and considers sustainability as a key part of decision-making. Youth between the ages of 15 to 24, can capture these values, ideals and goals and use them to shape our future. Youth are important partners and stakeholders in UNESCO’s approach to ESD.

In celebration of the UN Decade of Education for Sustainable Development (2005-2014) and to better understand youths’ perspectives on sustainable development, the ESD unit of UNESCO Bangkok in collaboration with UNESCO’s Associated Schools Project Network held a contest in 2006 to harness the creative potential of young people in the Asia-Pacific region. This “Youth Envisioning Contest” invited young people to depict in a variety of different media types, their concept of sustainable development. Recognizing that creative expression may take several forms, there were three categories in which submissions were judged: art, music and writing, allowing contestants flexibility in depicting their ideas. Over 150 entries were received from 10 countries throughout the region.

To retain a platform for youth to give full reign to their imagination, in 2008 UNESCO Bangkok held an “Education for Sustainable Development Mural Contest” to capture perspectives on sustainable development, and also to engage the wider community. The mural competition had several themes under the banner of sustainable development. They included sustainable urbanization, action for climate change, and the preservation of traditional and indigenous knowledge. The murals, created on free surfaces at a school or in the local community, were intended to be part of a community-led initiative for UN DESD and to create a legacy for future discussion and awareness on sustainable development. For more information and to view the winning entries for the 2006 and 2008 competitions, please visit: http://www.unescobkk.org/education/esd/esdmuralcontest. the youth of tomorrow 50

ESD Currents: Changing Perspectives from the Asia-Pacific

World Heritage in Young Hands

equip young learners to absorb these By the Culture Unit, UNESCO Bangkok values and to take a proactive stance in Understanding, valuing and transforming these values into action. Heritage underpins our diverse safeguarding natural and identities, shapes our environment and The UNESCO World Heritage cultural heritage is a vital provides a wellspring of resources for Centre launched the “Young People’s component for preparing the development of our economies Participation in World Heritage and societies. Understanding, valuing Preservation and Promotion” people of all walks of life to and safeguarding natural and cultural programme in co-operation with the find solutions for issues that heritage is a vital component for Associated Schools Project Network threaten the sustainability of our preparing people of all walks of life to (ASPnet) in 1994. The programme find solutions for issues that threaten encourages young people to learn more planet and the well-being of all. the sustainability of our planet and the about natural and cultural heritage and well-being of all. become active in safeguarding efforts by participating in various activities, Asian context. During the third South- Together, natural and cultural heritage such as youth forums, camps and East Asian teacher training workshop, reflect the interlinked economic, training workshops. which was held in Penang, Malaysia in social and environmental dimensions January 2006, teachers tested practical of sustainable development. By In South-East Asia, students and tools for learning about local cultural developing a better understanding teachers came together for the first resources through the arts, such as of these dimensions, people will be time in 2000 at the Sukhothai World cultural mapping. better able to assume responsibility for Heritage site in Thailand to put WHE creating a sustainable future. into practice. During the workshop, Creative arts can be used to they were introduced to The KIT: World discover and learn about the historic As such, World Heritage Education Heritage in Young Hands1 produced environment in a way that inspires both (WHE) is considered an important by UNESCO. The kit is designed to teachers and students alike. All aspects part of ESD. Many of the values help teachers raise the awareness of of the arts can be brought into the underpinning ESD are the same young people about the importance of learning process – visual and performing values that WHE attempts to instil, world heritage by incorporating world arts. Experts have found that using the notably: interdependence, stewardship, heritage issues into various subjects arts as a teaching technique allows promotion of biological and cultural in the school curriculum. It has been students to build on their creativity and diversity, intercultural tolerance, distributed to over 130 UNESCO help strengthen their expressive styles sustainable change, and respecting the member countries and is now available and skills in communication, interaction needs and rights of future generations. in 32 languages. and learning. These new pedagogical As young global citizens and the approaches can help mobilize young stewards of tomorrow’s world, the To supplement the WHE kit, local people to participate actively in world role of youth is paramount. WHE and teaching aids using the creative arts heritage protection and contribute to a ESD can work in harmony to better have been developed by teachers in the sustainable future together.

1 The KIT: World Heritage in Young Hands which is a World Heritage Education resource kit. For more information: http://whc.unesco.org/en/educationkit/ 51

The Asia-Europe Young Volunteers Exchange (AEYVE)

By Francesco Volpini participants gathered for an intensive of theatre performances to discuss four-days training focusing on two with university students and local The Asia-Europe Young Volunteers main issues: cultural diversity, in communities some of the main issues Exchange (AEYVE) is a project particular to the learning dynamics of identified during the training phase and established in 2001 and organised in an Asia-Europe intercultural project; the first days of the field visits. co-operation with the Asia-Europe and sustainable development, with a Foundation (ASEF) and the Co- progressive introduction and discussion In the third and final phase, participants ordinating Committee for International of the three pillars of ESD. The two returned to Thailand and, after a brief Voluntary Service (CCIVS). themes are strongly interconnected introduction to project planning and with continuous reference to culture as management in the Asia-Europe Its 7th programme was held in both a potential barrier and a powerful context, were invited to plan future November 2008, in Singburi, Thailand, tool to understand and address the actions addressing some of the and brought together 22 participants challenges of sustainable development issues raised during the training. The from 17 of the 18 countries represented in the diverse social and cultural project reinforced new and effective in the project: Bulgaria, Cambodia, realities existing in the two regions. partnerships in the field of international China, Estonia, France, Germany, India, voluntary service and education for Indonesia, , Japan, Myanmar, In the second phase, participants sustainable development. Netherlands, Philippines, Singapore, travelled to their field project sites in Slovenia, , Thailand and northern Thailand, Indonesia, Viet Nam, Viet Nam. The AEYVE 2008 fostered and Cambodia, and collected data to mutual understanding, co-operation address challenges at the grassroots and exchange between voluntary level. They then prepared and ran service organisations in Asia and specific actions using different tools, Francesco Volpini is the Director of Europe. from the promotion of environmental the Co-ordinating Committee for education and recycling using International Voluntary Service. During the first phase of the project, traditional knowledge, to the staging

ESD-Net: Reorienting Teacher Education to Address Education for Sustainable Development

To pursue the objective of reorienting education programmes to address sustainability, it is crucial that teachers are equipped with the knowledge, competencies and perspectives to incorporate education for sustainable development in their daily practices. To meet this challenge, UNESCO Bangkok initiated the establishment of the Asia-Pacific Regional Network of Teacher Education Institutes for ESD (ESD-Net) in 2006. Its main goal is to co-ordinate efforts by member teacher education institutes (TEIs) to incorporate ESD into their teacher education programmes. Work will continue on this programme through 2009 in APEID. issues at heart 52

ESD Currents: Changing Perspectives from the Asia-Pacific

ESD and Climate Change

be the first step, and we must rapidly By the ESD Unit, UNESCO Bangkok move towards action. Although scientists collectively The poster child of the international There are some signs that measures agree that climate change is community at the moment is arguably taken to mitigate climate change and taking place, we can at this stage climate change. Although scientists adapt to its impacts are being taken only make educated guesses collectively agree that climate change across previously separate sectors. For is taking place, we can at this stage example, mitigating climate change about just how dramatic and only make educated guesses about is a necessity, but equally important catastrophic the consequences just how dramatic and catastrophic for the safety of hundreds of millions of our actions will be. the consequences of our actions will of people is adapting to its impacts. be. What is certain is that those who Because the most extreme climate are already the most vulnerable and change impacts are essentially natural appeal of ESD is certainly not an optical susceptible to the adverse effects of disasters in one form or another, illusion. Quality education remains a climate change, will be hit the hardest. important linkages are increasingly critically important precondition to One can add with equal certainty being made between disaster risk sustainable development and structures that the price for both mitigation and reduction (DRR), education for natural in education must be changed in adaptation is rapidly increasing as we disaster preparedness (ENDP) and order to alleviate existing harmful wait to seriously tackle the challenges adaptation to climate change. patterns blocking the way to a healthier before us. development. ESD and Climate Change The waiting game we find ourselves Sometimes we tend to overlook playing is far from a passive one. In light of these challenges, educators the obvious: that education’s role in While debating possible scenarios and at different levels all over the development is really twofold – it does solutions, research indicates that we are world promote a perhaps unwise not inherently have to lead to something quickly approaching a level of CO2 in the expectation, sometimes in the form of that can be described as inclusive atmosphere that is estimated to have a an illusion that “education” will come development. As much as anything fifty per cent chance of bringing about to the rescue and save the world from else, education can be harnessed to devastation on a massive scale1. At the itself. The expectation is compounded serve the benefit of a few, and even same time, we are giving up on more and encouraged especially by those when development in general appears moderate levels of CO2 equivalents depending on funding from external to be “good”, it doesn’t necessarily as impossible or extremely difficult to donors. UNESCO cannot claim to be have to be sustainable in all senses of achieve. immune to this lure and ESD, possibly the word, like most of the developed the most amorphous concept among nations of the 20th century have shown The increasing number of thematic complex models in education, often by example. And where education conferences, workshops and appears in an especially appealing has been part of the challenges we publications in the last couple of years light for this purpose. now face, it is undoubtedly part of the is part of a vital stage that can prompt solution. The solution is, however, as future action. However, many actors, Granted, there has been some Albert Einstein has famously said, not including NGOs, are stressing that the misunderstanding about what ESD can achievable by applying the same logic exchange of information must simply do and with what schedule. But the that helped create the problem.2

1 Cf. Stern Review, www.hm-treasury.gov.uk/stern_review_final_report.htm 2 The saying “we cannot solve problems by using the same kind of thinking we used when we created them” is widely attributed to Albert Einstein. 53

© UNESCO/M. Cantell

Indeed, some of the obstacles to a significance through increased and more sustainable development have Mitigating climate change is a broader relevance, benefiting the whole been created in part by education sector. that has been considered good and necessity, but equally important well. In this context, ESD can provide for the safety of hundreds of Pushing the Limits Of the perspective and prioritization millions of people is adapting to Education on Climate Change needed in reform efforts, but the concept remains difficult because its impacts. But how does one make education there may not be a uniform definition work to combat climate change in and because it varies by context. concrete terms? It is only too obvious That, however, is also precisely the be dramatically different, even though that attention needs to be given to comparative strength of ESD. they may well share their root cause. understanding and differentiating between the greenhouse effect and While several themes deserve general ESD can function as an entry point anthropogenic global warming, and to universal attention – human rights, to global challenges and transform be able to see the causes for the latter. gender equality and climate change, education into a tool which provides Much of this is achievable through to mention but three – all of these solutions. There is one particularly quality science education. must be addressed at the local level to persistent illusion involved in be realized and to not remain hollow discussions around the concept of Education must also specify the local words in the text of a Declaration. ESD. With all the promise of education context as it relates to the emissions Climate change, for example, must in development, we must always from one’s own community, how these be understood in terms of a global acknowledge one of education’s most can be reduced, and how the potential challenge and phenomenon, but the salient if not obvious traits: because future risks of climate change can required changes will vary according to there are no shortcuts to learning, best be met and countered (e.g. by the specifics and level of development education is without exception a increasing awareness of what to do in of respective communities. By the medium- to long-term solution. Rushing case of a natural disaster, building more same token, the specific shapes in ESD, therefore, can mean a fundamental resilient structures, strengthening the which challenges to sustainable misunderstanding of the nature of capacities of citizens and authorities development take place in the rural changes it is dealing with. In a way, ESD alike to get relevant information). Much areas of Lao PDR and urban China, will is an opportunity for education to regain of this can be done through exchanges issues at heart 54

ESD Currents: Changing Perspectives from the Asia-Pacific

between the learning environment and the community and much of this has been done by environmental education. However, in most cases, this requires flexibility and strengthened capacities at the local level and making live linkages between different subjects, a task which, in most countries, is still experimental at best. It is all very much an ESD matter to (re)gain the relevance and update educational content to what really matters internationally, nationally and locally. © Enzo D Increasing the relevance of education Many developing countries see remains a major task for educators Quality education remains a their future in very uncertain terms. and politicians everywhere but, at critically important precondition This can be compounded with the the same time, making learning more sentiment that concrete targets in appealing and child centred is another to sustainable development and reining in greenhouse gas emissions contributing factor to attaining more structures in education must can be inherently unfair towards the sustainable development. To maintain be changed in order to alleviate least developed as the past growth the learner’s motivation, his or her of developed countries has, to a large curiosity for new knowledge and existing harmful patterns extent, only been possible and achieved new applications must be kept alive blocking the way to a healthier with the help of non-renewable and vigorously. It goes without saying that development. cheap energy. this cannot mostly be done by way of “making” the learner do things that Remembering Einstein, however, using the educator deems right. Of course, caught than taught. This means that the old ways of thinking and generating education is not meant to make substantial attention must be given wealth would be folly. Despite the everyone an Einstein who himself to the learning environment and the gloom and doom nature of climate resented much of formal education and ability and willingness of teachers to change and its impact on human failed an entrance examination to the lead by example. welfare, education must transform itself Institute of Technology in Zurich. He to be the starting point for thinking that can nevertheless be used as an example As noted above, the international in every crisis there is an opportunity to of quite unorthodox learning and free community’s commitment is a healthy help transform societies. thinking abilities. In his words, “it is, in signal as no one approach can claim fact, nothing short of a miracle that the to be enough. Education needs other Innovation and structures of new, more modern methods of instruction have not development sectors as much as vice sustainable economies will increasingly yet entirely strangled the holy curiosity of versa, and the education sector is need to reward producing, procuring inquiry” 3. While not true of every school far too valuable to be left operating and transporting more sustainably. and certainly not of every teacher, in a vacuum of its own. It needs and But because we have not yet reached detrimental attitudes sustaining top deserves embedding in the overall that stage and because the changes in down teaching models still abound in sustainable development community. existing structures, attitudes and values the 21st century. have yet to transform dramatically, Working together or not, tackling there needs to be a fundamental shift in Social and ethical issues are especially climate change is not going to be what education offers, too. apparent in the consequences that the easy. On the contrary, the steps that neglect of these dimensions provokes. need to be taken make most people Coercing values is a particularly relatively uneasy. These measures obvious contradiction in terms, and involve changing the status quo, changing our lifestyles to be more especially in the more affluent sustainable, a sense of solidarity countries, in terms of macro-level towards other peoples, or taking others policies like the price of energy and into consideration, is unquestionably a food production, as well as individual mixture of values and skills. The age old choices concerning mobility and adage is ever so true: values are more consumption.

3 Albert Einstein quoted in “Autobiographical Notes”, Albert Einstein: Philosopher-Scientist, Paul Schilpp, ed. (1951), pp. 17-19. 55 issues at heart 56

ESD Currents: Changing Perspectives from the Asia-Pacific

Gender Equality and ESD: Common Future – Present Inequality

By Stefan Bengtsson of national importance. A preliminary Building on the shared vision presented analysis of these ESD priorities in Johannesburg, the pedagogical UNESCO’s Director-General Koïchiro concludes that the reformation of means and values that are about to Matsuura’s address in Johannesburg in education practices to increase gender be implemented in education during 2002 on the shared vision of education, equality is neither a shared priority the second half of the decade, should removed all doubts concerning the nor identified as a means to achieve empower society to collectively address importance of reorienting education national SD priorities through ESD. If the challenges identified during the first systems and practices to empower this assumption is correct, that the first decade. Equal empowerment requires everyone, including men and women, half of the decade has mainly been not only the acknowledgement of to make decisions and act in ways about identifying sustainability issues existing inequalities but also adequate that are culturally appropriate and and ESD goals, then the second half of measures to address the causes of locally relevant in order to address the the decade should preferably focus on unsustainable development through problems that continue to threaten the means to address the underlying empowerment education. Social our future. As the Director-General’s causes of these challenges through learning as a central theme in ESD can statement indicated, increased education. be seen as a comprehensive means to equality in society is a prerequisite achieve identified national goals. for sustainable development; as such, social inequality is a large contributing Equal empowerment requires It is therefore of utmost importance that factor in unsustainable development. not only the acknowledgement future initiatives improve the scope of social learning in education and identify A brief look at the development of of existing inequalities but also obstacles towards sustainability in ESD in the Asia-Pacific region during adequate measures to address gender equality in daily interaction with the first half of the UN DESD indicates the causes of unsustainable the local community. Social learning that national contextualizations of the enables students to engage in future International Implementation Scheme development through objectives by identifying present have centred on the identification of empowerment education. obstacles that they have experienced sustainable development (SD) issues in their daily life and the means to 57

A secondary school pupil guides the class on the blackboard in Hanoi, Viet Nam © UNESCO/ Justin Mott

Below: A drawing on the wall depict children going to school as part of a campaign to promote school in Herat, Afghanistan © UNESCO/ Christophe Buffet overcome them. By critically examining common practices in ESD, education can be refocused to directly address the causes of unsustainable development instead of simply teaching about future challenges of such development.

Inequality in all its forms and especially gender inequality, is a central obstacle to a more equal society, which is not sufficiently or comprehensively addressed in current ESD initiatives. If not addressed by proper educational means throughout the second half of the decade, the lack of progress toward gender equality might impede both the achievement of national SD goals and SD in general.

Stefan Bengtsson is currently a Ph.D. candidate at the Department of Curriculum Studies at Uppsala University, Sweden. issues at heart 58

ESD Currents: Changing Perspectives from the Asia-Pacific

Education for Natural Disaster Preparedness at UNESCO Bangkok

preparedness into school curricula at By the ESD Unit, UNESCO Bangkok the national level. In order to further ensure the sustainability of this project, In the wake of the 2004 Indian the “Asia-Pacific Regional Workshop Ocean tsunami, UNESCO Bangkok in on School Education and Disaster collaboration with the UNESCO New Risk Reduction” was held in 2007 and Delhi and Jakarta offices, commenced a provided an opportunity for dialogue on regional project focusing on developing ENDP between practitioners, curriculum materials for education for natural developers and policy makers from a disaster preparedness (ENDP) in the large number of countries throughout Disaster Master, an educational board game that helps players understand what natural hazards are and what context of education for sustainable the region. actions can be taken to reduce the impact of natural development. In-country teams from disasters © UNESCO India, Indonesia, Maldives and Thailand The educational materials produced, produced educational materials namely an ENDP board game Disaster of ENDP integration. The highlights relevant to local needs indentified Master and a landslide hazard from each country are: China has through consultations with community awareness video, were disseminated to always attached great importance to members and representatives. Input relevant audiences in order to spread disaster prevention and mitigation work was also provided from partner important messages about natural and thus has sufficient educational organizations. disaster preparedness. materials on this topic. However, a majority of schools in the country have The objectives of the project were Following the Asia-Pacific Regional not yet set up prevention and mitigation to develop ENDP materials that Workshop, UNESCO Bangkok co- programmes and still lack quality integrate key principles of ESD, and ordinated with six countries in the disaster prevention and mitigation to communicate and disseminate Asia-Pacific - China, Japan, Philippines, materials. On the other hand, Japan information to assist in the formulation Sri Lanka, Thailand and Vanuatu - in has the most successful education of education policy for natural disaster order to integrate education for natural for natural disaster preparedness preparedness. Joint initiatives with UN/ disaster preparedness in school programmes in its schools. The ISDR (United Nations International curriculums. Philippines is at the stage of recognizing Strategy for Disaster Reduction) and and implementing policy to address the UNICEF resulted in the integration Each of the six countries has different issues hindering ENDP. The significance of education for natural disaster priorities and are at very different stages of ENDP has only really come to light 59

Rebuilding after the tsunami, January 2005, Koh Surin, Thailand © UNESCO/ D. Elias

in Thailand after the 2004 tsunami. disaster risk management curriculum. ongoing and projected natural disaster Therefore, Thailand is at a very early However, it is one of the first countries preparedness related activities in stage of ENDP implementation, starting to systematically implement the each country; a directory of contact in schools in the six coastal provinces Hyogo Framework for Action and the information and focal points for affected by the tsunami. Sri Lanka is Regional Frameworks of Action for persons/organizations relevant to in the process of integrating a holistic DRR (Disaster Risk Reduction) and DM ENDP; a situational analysis report approach to disaster management into (Disaster Management) which have documenting ENDP in schools and its education system in an attempt to been mainstreamed into all sectors, as disaster management activities; and a create synergies between its curricular reflected in its National Disaster Plan. curriculum recommendation document and co-curricular programmes. for the integration of ENDP into school The project outcomes achieved curricula. Vanuatu has no existing policy on a include: a mapped understanding of issues at heart 60

ESD Currents: Changing Perspectives from the Asia-Pacific

Promoting ESD Through the Framework of EIU

By Jeongmin Eom concepts such as human rights, economic viability and equity, and Those who have not had any Pursuant to its mandates, the cultural diversity and heritage. APCEIU Asia-Pacific Centre of Education strives to articulate this vision in its in-depth exposure to ESD tend for International Understanding programmes and in so doing, actively to perceive it as a concept that (APCEIU) as a UNESCO Category engages in promoting ESD through the is synonymous with education II centre, has convened a number of development and implementation of training workshops and developed training programmes and educational for advocacy purposes, on a series of education materials to materials. environmental pollution and promote education for international degradation issues. understanding (EIU) towards a ESD is often misunderstood in the culture of peace in the Asia-Pacific popular rhetoric as “environmental region. Education for sustainable education,” which poses several One Goal: Education for International development, or more precisely, its core limitations. Those who have not Understanding and Education for vision and goals, has been articulated had any in-depth exposure to ESD Sustainable Development in 2006; the and delivered in the mainstream tend to perceive it as a concept that annual Asia-Pacific Training Workshops activities of APCEIU since the Centre’s is synonymous with education for on EIU; Pacific Workshop on EIU for establishment in 2000. advocacy purposes, on environmental Sustainable Development: Towards pollution and degradation issues. Policy and Programme Development; An underlying theme that cuts However, the holistic approach of the Sub-regional Consultation on across all of APCEIU’s programmes ESD that encompasses a wider range Development of EIU Policy: Education is the goal of peace education, which of overarching concepts and goals towards Peace and Sustainability in inherently includes the idea of global including human rights, economic South Asia held in 2008; and, the sustainability as one of the main viability and justice, and cultural SangSaeng magazine. In the future, conditions for peace. EIU and ESD heritage, is relatively unfamiliar to them. what needs to be pursued further is the significantly overlap each other and can In general, however, ESD is perceived as development of modules and teaching be seen as complementary: the former less politicized than human rights and resources to promote participatory and enriches the latter, both conceptually democracy education that EIU pursues, action-oriented pedagogies in the field and pedagogically, by adding the and thus provides a relatively easier of ESD. value of peacefulness to the notion of entry point for more in-depth education sustainability. The concept of global towards peace and sustainability. sustainability clarifies and refines the Jeongmin Eom is the Chief of goals and focus of education for a APCEIU has been conducting training the Research and Development Culture of Peace as they are demanded workshops and policy meetings under Team at the Asia-Pacific Centre and articulated by most current global the title “education for peace and of Education for International concerns and discourses. At the same sustainability.” Worth noting is the Understanding under the auspices time, both EIU and ESD recognize collaboration between APCEIU and of UNESCO (APCEIU). and incorporate other overarching UNESCO Bangkok on Two Concepts, 61

Ethics of Energy Technologies in Asia and the Pacific

By the Social and Human Sciences in Asia and the Pacific, UNESCO Bangkok

The Regional Unit in Social and Human Sciences in Asia and the Pacific (RUSHSAP) at UNESCO Bangkok is responsible for the co-ordinated management of UNESCO Social and Human Science sector projects in 47 member countries. The Ethics of Energy Technologies in Asia and the Pacific project (EETAP), launched in September 2007 and hosted by UNESCO Bangkok, has opened up ethical and value questions that have often been neglected.

The project was launched with a three day conference in collaboration with the Ministry of Science and Technology and the Ministry of Energy, Thailand, attended by representatives from over 20 countries, from many sectors and the fastest annual growth in energy in Asian philosophical and religious backgrounds, with a range of views on demand in the world and meeting this traditions affect the sustainability of our these issues. demand over the next two decades will relationships with our environment? be a tremendous challenge. The ethics The UNESCO Conference on Ethics of all energy choices, including fossil Fourteen working groups have been of Energy Technologies and Human fuels, biofuels, nuclear energy, fuel cells, formed on the following topics: Rights, held in August 2008 called for renewables, etc., need to be considered developing dialogues throughout the holistically. How will energy production The aim of the working groups is to region on future research needs and affect the environment and other living develop dialogue around these issues policy recommendations in regard to organisms? How will changing energy with a focus on environmental ethics the ethical issues of energy-related prices affect the poor? What are our and human security. Each group will technologies and related environmental, ethical obligations for consultation produce a report with policy options human security and human rights with local people? What are our ethical that can be used by policy makers, issues. obligations to future generations philosophers, scientists and researchers and what vision for the future do we to consider the ethical dimensions of The Asia Pacific region is experiencing hold? Do environmental values held energy policy. issues at heart 62

ESD Currents: Changing Perspectives from the Asia-Pacific

Thailand Case Study on Health Promotion: Healthy Sexuality Education

Museum of Thailand, in collaboration through a comprehensive, interactive By the HIV Coordination, Adolescent with UNIFEM, PLAN, and the Women’s and provocative examination of human Reproductive and School Health Unit Health Advocacy Foundation (WHAF), sexuality. More than an exhibition, this UNESCO Bangkok are developing a comprehensive 1,000 will be an exploratory “experience”. square meter exhibition on healthy It will offer a thematic intersection New HIV incidence rates have sexuality targeting Thai adolescents. of many aspects of sexuality, with a increased alarmingly among young special focus on gender issues, the people. However, one of the biggest Among the difficulties related to need for good communication skills, challenges in HIV education is the teenage sexuality are increasing fertility and safe sex. difficulty of getting meaningful rates and unplanned pregnancies. In and comprehensive sex education 2004, the age-specific fertility rate for As in most other countries, gender programmes integrated into regular females aged 15-19 was 47.3 per 1,000 inequities underpin many societal school curricula. Therefore, an females, up from 31.1 in 2000.1 A study problems in Thailand. Violence against innovative approach is required in 2000 showed adolescents accounted women and girls is perhaps the most to ensure that Thai youth get close to 30 percent of all abortions in blatant and shameful. The content of the information they need, and Thailand.2 The exhibition will seek to this exhibition on healthy sexuality simultaneously develop the shed light on these and related topics offers a unique opportunity to initiate communication skills to get them safely and engage today’s youth in an effort to dialogue with and among adolescents through this critical period of their lives. reduce unintended problems. to address this serious problem.

In recognition of this need, UNESCO Adolescence is a transitional phase The exhibition is scheduled to open in Bangkok and the National Science in life. This exhibition will target teens June 2009.

1 Ministry of Public Health: Health Information Unit, Bureau of Health Policy and Strategy (2005), Number and Age Specific Fertility Rate per 1,000 female by Age group of Mother, 2000 - 2004 2 Boonthai Nongluk and Warakamin Suwanna (2000) Induced Abortion: Nationwide Survey in Thailand http://mwia.regional. org.au/papers/full/14_nongluk.htm accessed 07/11/2007

Untouched World™

In November 2007, Untouched World™, an ethical lifestyle fashion brand in New Zealand, became the first fashion company in the world to be given permission to carry the United Nations Decade of Education for Sustainable Development (UN DESD) logo on its labelling. The company grew out of a desire to create a positive, sustainable future with social, cultural and environmental sustainability built deep within the DNA of the business. Providing Untouched World™ with the rights to use the UN DESD logo recognizes their efforts in the area of corporate education for sustainability. The UN DESD logo can be seen in Untouched World™ store fronts in New Zealand, on garment tags and on the company website www.untouchedworld.com. 63

80% REDUCTION

OF CO2 BY 2050. POSSIBLE?

WE COULD ALWAYS START LOOKING FOR A NEW HOME. © NASA issues at heart 64

ESD Currents: Changing Perspectives from the Asia-Pacific

Bringing Abstract Ideas to Life

By Ampai Harakunarak programmes from the grassroots level to the national level. Selected under [“Sufficiency Economy”] Since the financial and economic the 2006-2010 ACCU-UNESCO crisis in 1997, Thailand has explored a Asia-Pacific Centre of Excellence concentrates on building developmental model of “Sufficiency (COE) Programme for the Promotion of people’s capabilities to develop Economy” that lays the foundation for Education for Sustainable Development their full potential towards and inspires the country’s short- and (ESD) supported by UNESCO/Japanese long-term development strategies. Funds-in-Trust, TEI aims to advance its a sustainable future, with “Sufficiency Economy” is a much role as a catalyst in the development knowledge and integrity as admired philosophy bestowed by His and implementation of national ESD safeguards against external Majesty King policy. TEI also attempts to target the (Rama IX) to his subjects through royal improvement of education research challenges. remarks on many occasions over the and capacity building activities in past three decades. schools and communities. The institute has been taking steps to promote the community and possible threats The philosophy stresses a middle “Sufficiency Economy” education from climate change, in order to make path as the overriding principle for through school and community linkages about the relevance of the balanced and reasonable conduct by development activities, whilst building “Sufficiency Economy” philosophy to the people. It concentrates on building effective networking partnerships for current practices in the village. This will people’s capabilities to develop their sharing ESD-related knowledge at all facilitate the learning process of the full potential towards a sustainable levels. local school and community to achieve future, with knowledge and integrity as sustainability within their existing safeguards against external challenges. For example, as a part of the ACCU- environment. Putting this philosophy in a global UNESCO Asia-Pacific COE Activity on context, “Sufficiency Economy” “Innovation in Teacher and Community It is anticipated that the project will is closely related to the model of Leader Environmental Education in the contribute to further development of sustainable development that integrates Context of Education for Sustainable ESD efforts in both formal education economic growth, social development, Development”, TEI has recently worked and non-formal education, aiming environmental protection and cultural with both national and local partners to to improve essential development traditions as interdependent and implement a pilot project on “Learning skills and productivity of the rural mutually supportive elements of long- to Live Sustainably with Environmental populations, to be promoted elsewhere term development. Change” in a small village situated on in Thailand. a major dam and reservoir area in the In conjunction with various Thai mountains of western Thailand. The public and private entities, Thailand village was relocated to its present Environment Institute (TEI), a setting in 1977 to allow dam and non-government and non-profit reservoir construction. The project Dr. Ampai Harakunarak is a organization, is applying the aims to trace the history of community Senior Director at the Thailand “Sufficiency Economy” concept to its relocation and to examine the current Environmental Institute. research, development and education situation and asses the well-being of 65

© TEI

© TEI variable strategies 66

ESD Currents: Changing Perspectives from the Asia-Pacific

The Pacific Regional ESD Strategy

“[The] Pacific region can, should and will be a region of peace, harmony, security and economic prosperity, so that all of its people can lead free and worthwhile lives. We treasure the diversity of the Pacific and seek a future in which its cultures, traditions and religious beliefs are valued, honoured and developed. We seek a Pacific region that is respected for the quality of its governance, the sustainable management of its resources, the full observance of democratic values and for its defence and promotion of human rights. We seek partnerships with our neighbours and beyond to develop our knowledge, to improve our communications and to ensure a sustainable economic existence for all.” (Vision for the Pacific, Forum Leaders, 2004)1

cultural, environmental and economic references for the second half of the By the ESD Unit, UNESCO Bangkok needs and aspirations.”2 decade. Several of these activities have already been implemented A key feature of the Pacific region The Pacific ESD Framework takes the including, under the community is the co-ordinated approach that international vision and specific goal based education priority area, Live the Pacific Islands often take to for the Pacific, and translates these & Learn’s Rivercare programme implement international priorities. objectives into focused priority areas which recognizes the role of youth Since the launch of the UN DESD, the for action at local, national and regional in managing future environmental New Zealand National Commission levels, appropriate to the Pacific context. issues by promoting action-based for UNESCO has worked with the This framework provides an umbrella and discovery learning by students, UNESCO Office in Apia, Samoa, for co-ordinated and collaborative teachers and communities. UNESCO Bangkok and the Pacific action to achieve a common vision Centre for Environment and to integrate and mutually reinforce At the 2007 FEdMM, held in Sustainable Development (PACE-SD) and make linkages between the three Auckland, New Zealand, Ministers of at the University of the South Pacific pillars of economic development, Education endorsed an ESD Pacific (USP) to raise the profile of the UN social development and environmental Regional Action Plan which was DESD in the Pacific Islands. At the conservation. The flexible nature of the developed in recognition of the cross- 2006 Meeting of Pacific Island Forum framework allows for the development cutting and inter-disciplinary nature Education Ministers (FEdMM) held in of local ownership, respecting local of ESD. Immediately following the Nadi, Fiji, the Ministers of Education context and culture, and is an important FEdMM, the New Zealand National formally discussed education for aspect of the implementation of ESD at Commission for UNESCO and PACE- sustainable development in the all levels. SD convened the Pacific Regional UN Pacific, agreed to take a co-ordinated DESD Implementation Workshop that approach to ESD, and endorsed the Three priority areas for action developed project proposals to guide Pacific ESD Framework. were developed based on what are the future implementation of the UN considered as the key issues facing the DESD in the Pacific throughout the rest The Framework states the goal for Pacific - formal education and training; of the Decade. the Pacific as one which seeks to community-based education; and “empower Pacific people through all policy and innovation. For each priority The first biannual report on Pacific ESD forms locally relevant and culturally area, objectives have been identified Framework is to be completed in 2009 appropriate education and learning to further enhance the focus on that and in 2011, the Pacific ESD Framework to make decisions and take actions area. Example activities for each priority will be reviewed, and target areas and to meet current and future social, area were provided as best practice objectives will be further refined.

1 Action Plan for Implementing Education for Sustainable Development in the Pacific Islands 2008-2014, 2007 2 Pacific Education for Sustainable Development Framework, September 2006 67 Saving Our Home: An Intelligent Approach to Sustainable Development

By Daniel Calderbank is leaving graveyards of hazardous Education for Sustainable Development waste like computers, mobile phones (ESD) is taking a lead role in addressing Theodore Roosevelt, the first United and television sets. We are also losing this problem. ESD envisions a world States president to consider the long- valuable raw materials to the scrap where every person has the chance to term need for efficient conservation of heap and squandering energy on benefit from education opportunities national resources, once wrote: “The making new products. and to learn the lifestyles and values nation behaves well if it treats natural necessary to create a sustainable future. resources as assets that it must turn Mankind is also increasingly crowding over to the next generation increased, into urban sprawls. Almost half the ESD is a process through which not impaired, in value.” world’s population now live in cities societies change their ways of thinking that take up less than two percent of and behaviour toward life, work and If he were with us today, Roosevelt the Earth’s land surface but use 75 well-being. ESD aims to empower would be aghast that Planet Earth is percent of the planet’s resources. people to link personal well-being reaching a point where it can no longer with societal well-being and the sustain consumption levels. If we want respite from hectic city life, sustainability of ecosystems on which our search for untouched destinations all human life is dependent. Doom-laden data on soil erosion, takes us to some of the world’s most retreating glaciers, deteriorating fish beautiful environments. However, Due to the increasing importance being stocks and deforestation are raising providing facilities like flush toilets and attached to ESD by UN Member States fears over future food production swimming pools can put a huge strain in the Asia-Pacific region, UNESCO techniques. on regions where water and power are Bangkok has upgraded its ESD sector in short supply. to a separate unit. This has added There is widespread hunger today significance as UNESCO is the lead despite the dramatic increases in global Refuse disposal, managed for and by agency in the United Nations Decade of production of cereals, meat and milk. villages, breaks down because of its Education for Sustainable Development volume and the inability of villagers to (UN DESD), an initiative launched in Increased food production has been recycle large amounts of exotic rubbish. 2005. achieved through new farming practices and the development of irrigation With a soaring global population that UN DESD aims to improve networking services, but these have often had a could pass the eight billion mark by among stakeholders in ESD, improve detrimental impact on the environment 2025 and limited resources, how do teaching in ESD and provide countries through the use of chemical pesticides we provide energy, food, water and with new opportunities to incorporate and, in the case of irrigation, salination consumer goods for the generations ESD into education reform efforts. of the soil. without depleting our natural assets and leaving a planet-sized rubbish ESD also strives to preserve languages And our hunger for the latest gadgets dump? and cultures and promote human variable strategies 68

ESD Currents: Changing Perspectives from the Asia-Pacific

rights and gender equality. The loss of Her Royal Highness Princess Maha If we follow this sustainable path, we languages is a major concern. Every Chakri has also been can help preserve our planet for future fortnight, another language dies, at the forefront of ESD projects generations. As a Kenyan proverb says: and some 40 percent of the world’s to develop the well-being of “Treat Earth well. It was not given to you languages are thought to be at risk. disadvantaged youth in remote by your parents. It was loaned to you by areas of the kingdom. Their your children.” In Thailand, His Majesty the King has implementation focused on “Total for decades promoted the “sufficiency School Development” by addressing Adapted from Daniel Calderbank economy” philosophy and urged all multiple dimensions of development “Saving our Home”, Bangkok Post, Thais to practise it to the greatest - food and nutrition, health and November 18th, 2008. Full article extent possible. hygiene, education, training in available at: vocational skills and cooperatives, as www.bangkokpost.com/181108_ He once said: “If one is moderate in well as environmental and cultural Learningpost/18Nov2008_lern72.php one’s desires, one will have less craving. conservation. If one has less craving, one will take less advantage of others. If all nations hold The royally-initiated programmes this concept of moderation, without have enhanced the potential of Daniel Calderbank is a Public being extreme or insatiable in one’s many children, reinforcing their Information Assistant at UNESCO desire, the world will be a happier self-sufficiency and improving their Bangkok. place.” quality of life.

ESD in Tonga

The United Nations Decade of Education for Sustainable Development (UN DESD) was officially launched in Tonga on September 12, 2007, signifying the nation’s commitment to fostering meaningful involvement of all parts of the community in working towards the country’s long term development needs. Tonga is the first Pacific island country to take significant steps to observe the Decade and implement the ESD framework. The Honourable Minister for Education, Women’s Affairs and Culture, Dr Tevita H. Palefau, also announced a government decision to establish a national task force for the Decade. The task force, to be chaired by the Ministry of National Planning, will have responsibility for co-ordinating ESD activities in the country.

Representatives from various government sectors, the diplomatic corps, donor agencies, businesses and cultural, youth and civil society groups attended the event, which was marked by cultural dances and presentations by several organisations on their role in and expectations of education for sustainable development.

The underlying theme throughout the presentations and speeches was the importance of identifying and clarifying values for sustainability and developing a Tongan identity in the context of a changing world. The Honourable Minister for Education noted the need to articulate our common values and to reach an understanding of what is important for sustainable development in Tonga.1

1 Adapted from Press Release Nuku’alofa, Tonga by Lucy Moala-Mafi 69

Disaster Risk Preparedness in Myanmar

the organization of training, seminars, Humanitarian Appeal (Flash Appeal) By the ESD Unit, UNESCO Bangkok workshops and implementation of with the support of Plan International DPRE at the school level. Inc. The titles of these projects are: The ESD unit of UNESCO Bangkok acts 1. Capacity building for disaster as the Asia-Pacific Natural Disaster To date, UNESCO has organized nine response and resilience in education Focal Point and participated in the meetings of the DPRE working group. administration and management. emergency Education Cluster (under During these meetings, the terms 2. Capacity building in community- the UN Humanitarian Response) for of reference for the working group based education in emergencies and Cyclone Nargis, led by UNICEF and were agreed upon, resource materials disaster risk reduction education for Save the Children. Since October 2008, shared, and specific activities for the affected communities. UNESCO has convened the Disaster working group were suggested. The Preparedness and Response Education working group, which is comprised of These projects are part of the (DPRE) working group in Myanmar, a representatives from UNICEF, Save UNESCO Myanmar Education sub-working group of the Education the Children, World Vision, UNESCO, Recovery Programme (MERP) that Cluster. As of December 2008, the Plan International and officials from seeks to complement and further Education Cluster became dormant. the Ministry of Education in Myanmar the educational efforts of the However, due to the active participation is currently working on an advocacy Government of Myanmar. Activities of the Ministry of Education in strategy and teaching and learning for will concentrate on areas where Myanmar and upon request from the DPRE. The translation of DPRE resource UNESCO holds particular expertise education stakeholders, UNESCO materials from English to Myanmar was and where gaps have been identified continues to convene DPRE working undertaken. Recently, a consultative by the Government and the Education groups. workshop with a small group of Cluster. The MERP’s interventions teachers from two townships severely are prepared in consultation with the The objectives/goals of the DPRE WG affected by Cyclone Nargis in Yangon Ministry of Education in Myanmar, are as follows: to recommend to all was conducted to adapt the translated and with technical input from the education stakeholders in Myanmar, resource materials. Education Sector for Post Conflict and resource materials and best practices Post Disaster Situations (PCPD), the on DPRE relevant to Myanmar; to UNESCO Bangkok Projects in Disaster Inter-sectoral Platform on PCPD and promote DPRE as national priority and Risk Reduction (DRR) Myanmar: the Bureau of Field Coordination (BFC) a normal practice implemented in all UNESCO has two projects totalling based in UNESCO Headquarters in Myanmar schools; and to facilitate USD600,000 under the Revised Paris. variable strategies 70

ESD Currents: Changing Perspectives from the Asia-Pacific

ESD-J as the National Platform for UN DESD/ESD Promotion

By Fumiko Noguchi and Osamu Abe 1. Proposing and improving the Activities ESD implementation framework The Japan Council on the UN Decade of at the national level with related Four activity pillars - policy advocacy, Education for Sustainable Development, stakeholders in order to secure local networking/training, information or ‘ESD-J’, is a nationwide network the effectiveness of the UN DESD sharing /public relations and organisation founded in 2003. ESD-J Action Plan by the government; international networking - and a wide recognizes that the root causes of 2. Seeking and developing “the variety of ESD/UN DESD promotion, sustainability problems are closely mechanism model to promote ESD have been conducted at the national linked, and that a comprehensive at the local community level;” level and the Asian regional level. approach to promote these issues 3. Developing the human resource that through education is necessary. Hence, is required for ESD promotion; ESD-J has been acting as a platform 4. Increasing the understanding of ESD to connect stakeholders from various by stakeholders in the education Osamu Abe is the Chair of the fields and sectors to promote the field; and Japan Council on the UN Decade Decade of Education for Sustainable 5. Conducting ESD promotion of Education for Sustainable Development (UN DESD). projects through dialogue and Development (ESD-J) and Fumiko in collaboration with various Noguchi is the Coordinator at Objectives stakeholders, including NGOs, the Secretariat for International governments, business and Programmes. ESD-J’s objectives are the following: educational organisations. 71

ESD Initiatives in Australia

By Gregory Manning and skills required for sustainable development; and The focus of education for sustainable • An effective research programme to development in Australia is on systemic underpin the approaches adopted. change. Through information and awareness, but more importantly, by In order to demonstrate the potential of building individual and organisational education for sustainable development, capacity, ESD is increasingly important Australia is involved in a portfolio of in efforts to reorient the way Australians projects across business and industry, live and work. It plays a critical role formal schooling, further and higher alongside other policy tools used by Solar array at Lajamanu, Northern Territory © DEWHA/ education and community education. governments, including legislation, Dragi Markovic The need for Green Skills is emerging market based instruments and as an area of specific importance, technology, targeted at environmental • Partnerships and networks, across particularly in relation to the proposed and sustainability outcomes. and within sectors, to enhance introduction of Australia’s Carbon successful delivery. Pollution Reduction Scheme. Progress in education for sustainable • Integration of education for development in Australia has been sustainable development with other Further information is available at achieved through the establishment of government policy tools. www.environment.gov.au/education. a national policy framework. Australia’s • Access to increased and more first national action plan (2000) set up targeted funding opportunities. important institutional arrangements • Training and professional including a national council, national development in education for network and a research institute. These sustainability in a variety of contexts bodies have proven invaluable in raising including industry, formal education the profile and impact of education for and the community, with particular sustainable development as a credible emphasis on national training policy alternative. Other important packages, and undergraduate teacher policies include: “Caring for Our Future: training. The Australian Government Strategy • Awareness, knowledge and for the UN Decade of Education information about learning and for Sustainable Development” and behaviour change models, and Examining water quality © DEWHA/ Lyle Radford “Education for a Sustainable Future: effective learning for sustainability a National Environmental Education methodologies. Statement for Australian Schools”. • Co-ordinated availability of teaching and learning materials and resources, Gregory Manning is the Assistant Challenges and priorities for the future including best practice case studies. Director of the Knowledge of ESD have been identified through • Publicity and advocacy to Management and Education an extensive community consultation demonstrate the benefits of Branch in Department of the process. These include the need for: education for sustainability. Environment and Heritage, in the • Leadership and co-ordination from all • Community engagement for the Australian Government. levels of government. development of knowledge values variable strategies 72

ESD Currents: Changing Perspectives from the Asia-Pacific

Preparing Children for Sustainable Living and Development: The Case of ESD Learning in China

higher-order skills such as critical core values of ESD, which is popularly By UNESCO Beijing (Education) with thinking and problem solving on the known as the Four Respects: Respect inputs from the Chinese National part of learners, which are at the heart for All, Respect for Cultural Diversity, Commission for UNESCO of ESD. Respect for Nature and Respect for Science. ‘Go to Our Community’ is the For over a decade and half, China The New Curriculum provides for mode of learning to enhance hands- has taken several initiatives to at least two levels of curriculum on experience of sustainable living. integrate education for sustainable organization and implementation – Teachers move beyond the boundaries development (ESD) into all aspects national and local or school-based of their disciplines and design and of the education system. Curriculum - with particular emphasis on its implement interdisciplinary projects, is one key component where the core decentralized implementation. The which are well integrated into their skills, values and principles of ESD are school-based curriculum carries 10 lesson plans, teaching, interaction and being integrated. For instance, the New percent of the total curriculum hours. assessment. Many schools use school- School Curriculum introduced by the In many Chinese schools, ESD forms based textbooks that promote the Chinese Government in 2001, proposes an integral part of day-to-day teaching fundamentals of the ‘Four Respects.’ a fundamental shift in the processes and learning as part of school-based Many such schools are now known as as well as the outcomes of learning in and/or local curriculum. Many schools ‘ESD Schools’ that have successfully schools, with emphasis on cooperative are actively involved in providing such transformed the school culture and and interactive learning instead of an education at the school level. The environment to promote learning for traditional rote learning. Apart from purpose of these schools is not just sustainable living and development. addressing core issues related to ESD, teaching some ESD related topics. the new curriculum aims at enhancing Instead, they emphasize the learning of 73

Visit to world heritage site © Changshengyuan Primary School, China / Wang Tieying

Group discussion in class © Changshengyuan Primary School, China / Wang Tieying

Environment protection team in action © Changshengyuan Primary School, China / Wang Tieying variable strategies 74

ESD Currents: Changing Perspectives from the Asia-Pacific

Mongolia and the UN Decade of Education for Sustainable Development

on the principles of ESD, was drafted for Mongolian Challenges By the Mongolian National Commission the years 2006-2015. for UNESCO • The need to promote linkages among Devoting special attention to this area, ministries, national and international The Government of Mongolia is UNESCO has played an important role in organizations and NGOs in charge committed to the implementation of the establishing and developing non-formal of ESD involving a wider frame of UN Decade of Education for Sustainable education through the implementation stakeholders. Development and has joined the global of the projects “Gobi Women” and • There is no clear distinction between community in striving for a socially, “Learning for Life” in co-operation with education for sustainable development economically and environmentally the Government. The project “Non and environmental education among balanced developmental process. Formal Education Capacity Building for a wide range of the public and In line with these goals, Mongolia’s ESD in Mongolia” implemented by the stakeholders. development is targeted at ensuring National Center for Non Formal and • Knowledge management: teachers’ ecologically oriented as well as social Distance Education with co-operation of attitudes and behaviour towards ESD and economic growth inspired by the ACCU, specifically included ESD issues are not stabilized. MDGs (Millennium Development in the field of non-formal education. • Human resource improvement is Goals) and the Rio Convention. needed. The International Implementation • There is a lack of publications and other The National Council for Sustainable Scheme for the Decade of ESD, materials for school children. Development was established in developed by UNESCO, has been • Lack of financial resources and 1996 to oversee the development translated into the Mongolian language, facilities. and implementation of Mongolia’s adapting the information to the local • Increasing public awareness on sustainable development strategies. context and making it more suitable and education for sustainable development The responsibilities of organizations understandable for the public. is essential. Education methods for related to ESD were clearly stated. ESD should be promoted simply in A national seminar was organized by Mongolia; for example, to increase The Ministry of Education, Culture the Mongolian National Commission the capacity and skills of Mongolian and Science is currently in charge of for UNESCO and the Environmental people to live and work and connect formal and informal education; and the University ECO ASIA on 7th August, sustainable development to the Ministry of Nature and Environment 2007, in order to create a space for information society. Thus, it is is in charge of public awareness of the discussion on the strategies of the necessary first and foremost to improve environment. Decade of Education for Sustainable the training curriculum. Mongolians Development, which would then be face the challenge of introducing the With respect to policy frameworks, a further revised and adopted. The education for sustainable development Draft National Programme on ESD was seminar was attended by about 60 concept into all educational levels; and jointly developed by the Ministry of representatives from the government, to foster an attitude and behavioural Education, Culture and Science and the civil society organizations, academic and change which should result in improved Ministry of Nature and Environment. scientific organizations, universities and livelihoods through the integration of Additionally, the Master Plan for institutes, local educational departments tradition and customs. Education Sector Development, based and business sectors. 75

BIODIVERSITY OF THE SEAS: KILL ONE SPECIES IN THE FOOD WEB AND YOU SET OFF A CHAIN OF ALTERATIONS ABOVE AND BELOW!

According to some scientists: 90% of large predatory fish have gone! In estuaries and coastal waters, 85% of the large whales have disappeared!! AS LITTLE AS 5% of coral reefs can now be considered pristine, a quarter have been lost and all are vulnerable to global warming!!! © Christian Moser/Flickr

It is clear, in any event, that man must change his ways. Humans could afford to treat the sea as an infinite resource when they were relatively few in number, capable of only rather inefficient exploitation of the vastly deep and without as yet a taste for fossil fuels. A world of 6.7 billion souls, set to become 9 billion by 2050, can no longer do so. The possibility of widespread catastrophe is simply too great. - the Economist, Dec. 30th 2008 76 ESD Publications

UNESCO Bangkok Publications

1. ESD on the Move: National and Sub-regional ESD Initiatives in the Asia-Pacific Region (2008) 2. Asia-Pacific Guidelines for the Development of National ESD Indicators (2007) 3. Monitoring and Assessing Progress during the UN DESD in the Asia-Pacific Region: A Quick Guide to Developing National ESD Indicators (2007) 4. Bridging the Gap between the Rights and Needs of Indigenous Communities and the Management of Protected Areas: Case Studies from Thailand (2007) 5. Education for Sustainable Development: Linking Learning and Happiness (2007) 6. Natural Disaster Preparedness and Education for Sustainable Development (2007) 7. A Situational Analysis of Education for Sustainable Development in the Asia-Pacific Region (2005) 8. Working Paper: Asia-Pacific Regional Strategy for Education for Sustainable Development (2005)

Other Featured UNESCO Publications:

1. Young Consumers’ Guide to Eco-Friendly Living (2008 Paris) 2. Framework for a UN DESD Communication Strategy in Support of the UN Decade of Education for Sustainable Development (2007 Paris) 3. Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability (2005 Paris) 4. Links between the Global Initiatives in Education (2005 Paris) 5. Teaching and Learning for a Sustainable Future - A Multimedia Teacher Education Programme (2006 Paris)

All publications can be accessed online at: www.unescobkk.org/education/esd/resources/publications Information Kit What’s Inside:

Presentations Teaching and include: Learning for • Education for a Sustainable Sustainable Future, a Development multimedia • The Head, professional Heart and development Hands of programme for ESD EFA: educators Linking with the Decade of Education for Sustainable Easily Development downloadable • National ESD publications! Monitoring • Asia-Pacific System Regional Development Strategies in the Asia- • Asia-Pacific Pacific Region Guidelines for the Development of National ESD Indicators • Natural Disaster Preparedness and Education for Sustainable Development www.unesco.org

© Perry-Castañeda Library (PCL) of the University of Texas at Austin