Education for Sustainable Development: Complementing Initiatives for EFA (Feb 2008)


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Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008

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Education for Sustainable Development: Complementing Initiatives for EFA (Feb 2008)

  1. 1. Education for Sustainable Development: Complementing Initiatives for EFA UNESCO Bangkok, Asia and Pacific Regional Bureau for Education South-East Asia EFA Mid-Term Policy Review Conference and Launch of the 2008 Global Monitoring Report 18-21 February 2008, Jomtien, Thailand
  2. 2. Developing good relationships with others Developing self competence and confidence Developing spiritual, moral, social & cultural values Developing an aesthetic appreciation for the environment National identity Physical health Vocational skills Learning society Universal Education Goals
  3. 3. Providing access and quality education for all Empowering people through education to create a sustainable future UNIVERSAL EDUCATION GOALS EFA ESD
  4. 4. EFA Comparative Advantages ESD UNIVERSAL EDUCATION GOALS <ul><li>Increasing primary enrollment rates for girls and boys </li></ul><ul><li>Increasing survival rates to Grade 5 for girls and boys </li></ul><ul><li>Reducing S/T ratio </li></ul><ul><li>Increasing youth and adult literacy </li></ul><ul><li>Increasing enrollment in TVET for boys and girls </li></ul><ul><li>Increasing % of teachers with required qualifications </li></ul><ul><li>Quality teaching (student-centered, locally-relevant, project-based, experiential, etc.) </li></ul><ul><li>Locally-relevant lesson planning </li></ul><ul><li>Encouraging community participation in education </li></ul><ul><li>Engaging students and youth in decision making </li></ul><ul><li>Developing skills and competencies for good citizenship, social behavior and cont’d learning </li></ul>Quality, relevant learning
  5. 5. <ul><li>Sustainability “ presents a challenge of learning how to live differently, and education is key to this. But the issue is not just one of putting ESD into the curriculum and teaching materials, important though this is. It is also about cultivating capacities of critical understanding, careful analysis, respect for others and forward-thinking capacities, which enable people to reflect upon and change their behaviour, values and life-styles.” </li></ul><ul><li>Mr. Koichiro Matsuura, Director-General of UNESCO, to 96 Ministers of Education gathered the Ministerial Round Table on Education and Economic Development, Paris,1 9-20 October 2007. </li></ul><ul><li>(Communiqué can be downloaded at: ) </li></ul>UNESCO General Conference (Paris, October 2007)
  7. 7. EFA Global Monitoring Report 2008 Quality monitors three dimensions: Assessment of learning performance, enabling conditions for teaching and learning, and quantity and quality of the workforce. But assessments rarely examine values, attitudes and other non-cognitive skills.
  8. 8. <ul><li>Education and training of in-service primary school teachers to improve teaching and learning methodologies; </li></ul><ul><li>Improving the quality of pre-service and in-service teacher training; </li></ul><ul><li>The present basic education curriculum is ‘overloaded’ leading to a need to review and decongest the curriculum; and </li></ul><ul><li>Building capacity for monitoring, evaluation and reporting at all levels (down to the districts and schools). </li></ul>South East Asia and the Mekong: Quality Needs
  9. 9. Life Skills: Another of Many Links <ul><li>Effective communication </li></ul><ul><li>Critical thinking, problem solving </li></ul><ul><li>Systemic thinking </li></ul><ul><li>Independent learning </li></ul><ul><li>Team work, cooperation </li></ul><ul><li>Interpersonal relations </li></ul><ul><li>Quality awareness </li></ul><ul><li>The capacity to use these processes: knowing, inquiring, acting, judging, imagining, connecting, valuing, and choosing </li></ul>ESD <ul><li>Youth literacy </li></ul><ul><li>TVET </li></ul><ul><li>Knowledge, skills and attitudes toward personal health </li></ul><ul><li>Transitioning to secondary and higher education </li></ul>EFA ESD
  10. 10. <ul><li>Training programmes need to better match the needs of either the trainees or labour market demand; </li></ul><ul><li>The revision and development of TVET programmes that serve today’s labour market as well as tomorrows </li></ul><ul><li>Mainstreaming entrepreneurship skills in TVET; and </li></ul><ul><li>Systematic and comprehensive data collection mechanisms and tools yet to be established to provide accurate and up-to-date information on skills training programmes. </li></ul>South East Asia and the Mekong: Skill Needs
  11. 11. EFA EFA National Coordinator National EFA Forum EFA National Action Plan ESD National ESD Focal Point National DESD Committees / Working Groups National DESD Goals & Priorities Complementary Structures
  12. 12. Recommendations <ul><li>1. Conduct a mapping of ongoing quality education and skills initiatives at the national level: </li></ul><ul><li>How can these initiatives link EFA and ESD? </li></ul><ul><li>2. Assist ESD programmes to identify national sustainable development priorities: </li></ul><ul><li>How can these priorities complement EFA in national sustainable development strategies? </li></ul><ul><li>How can ESD goals and priorities complement the National EFA Action Plan? </li></ul><ul><li>3. Link EFA and ESD programmes at the national level through representation in the national EFA forum and National ESD Committee. </li></ul>
  13. 13. <ul><li>“ One of the challenges of EFA is to produce a harmonious society. All our efforts to fill the gaps between disparities (gender, rural/urban, linguistic, etc.) are not to produce statistics, but the aims are to develop a harmonious and sustainable society.” </li></ul><ul><li> </li></ul><ul><li> Mr. Herwindo Haribowo </li></ul><ul><li> Advisor of the Minister of National Education, </li></ul><ul><li> Indonesia </li></ul>
  14. 14. UNESCO Bangkok, Asia and Pacific Regional Bureau for Education [email_address]