The document discusses challenges and barriers to structuring and placing education for sustainable development (ESD) in the curriculum. It notes that true ESD gives students the skills, perspective, values, and knowledge to live sustainably, rather than just teaching about sustainability. Some challenges include that every country faces different decisions on addressing ESD strategies, and ESD may be ignored, barely addressed, or used to entirely reorient curriculums. Additionally, not all communities integrate informal, non-formal and formal education on ESD. The document also provides examples of implementing ESD and issues regarding its placement in Pakistan's curriculum.
5. Education for sustainable development enables people to
develop the knowledge ,values and skills to participate in
decision about the ways we do things ,individually and
collectively, both locally and globally ,that will improve the
quality of life now without damaging the planet for the
future.
7. CURRICULUM
It is “a plan or design for education/training that addresses the following
questions:
Who is to be taught?
What is to be taught and/or learned?
Why is it to be taught and/or learned?
How is it to be taught and/or learned?
Where is it to be taught and/or learned?
When is it to be taught and/or learned…”
8. STRUCTURING AND PLACING ESD
IN THE CURRICULUM
INTRODUCTION
Teaching about sustainable development is
like teaching the theory behind an abstract
concept or teaching the principles of
sustainability by rote memorization
9. ESD in it’s real and effective forms gives
student the skills , perspective , values , and
knowledge to live sustainably in the
communities
PRESPECTIVE
VALUES
KNOWLEDGE
SKILLS
10.
11. WHAT TYPE OF CHALLENGES AND BARRIERS
ARE THERE TO IMPLEMENT ESD IN THE
CURRICULUM?
12. CHALLENGES AND BARRIERS
1. Every country facing problems for fundamental decision in
addressing as ESD strategy.
2. In some communities , ESD will be ignored or in other it will be
barely addressed.
3. In some communities entire curriculum will be reoriented to
address sustainability.
4. True education is not indoctrination or inculcation.
5. In communities where informal , non-formal and formal
education unite to create an integrated ESD program for citizens
of all ages , a less intensive approach in the formal education
system might be effective.
13. HOW TO IMPLEMENT ESD?
Education related to sustainable development will be implemented
in a wide range , in both depth and breath’.
14. IMPLEMENTATION
• Each country must decide on a method of implementation-whether to create
another “add on” (e:g SD ,EE) or to reorient entire education programs and
practices to address sustainable development.
• Nation also need to clarify whether their educators are being asked to teach
about sustainable development or to change the goals and methods of
education to achieve sustainable development.
• Communities must be aware of the limitations of educating about
sustainable development.
• Flaws and questionable practice will need to be addressed as ESD continues
to develop and mature.
15. ESD PLACEMENT ISSUES IN
PAKISTAN
Contemporary issues;
This section illustrates ways in which a variety of curriculum themes may be recognized
to integrate an interdisciplinary emphasis on a sustainable future.
• Culture & religion for a sustainable future
• Indigenous knowledge & sustainability
• Women & sustainable development
• Population & development
• Sustainable economics
• Sustainable communities
• Globalization
• POLITICAL climate change (UNSTABILITY)
16. TEACHING & LEARNING STRATEGIES
FOR ESD
PROFESSIONAL SKILLS FOR USING TEACHING AND LEARNING STRATEGIES THAT CAN HELP
STUDENTS ACHIEVE THE WIDE RANGE OF KNOWLEDGE, SKILL AND VALUES OBJECTIVES OF
EDUCATION FOR SUSTAINABLE DEVELOPMENT:
• EXPERIENTIAL LEARNING
• STORYTELLING
• VALUES EDUCATION
• ENQUIRY LEARNING
• APPROPRIATE ASSESSMENT
• FUTURE PROBLEM SOLVING
• LEARNING OUTSIDE THE CLASSROOM
• COMMUNITY PROBLEM SOLVING
