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Esd in action, Ukraine 2013

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Education for Sustainable Development as implemented in the Ukraine school system. Results from the first year of a three year collaborative project between Teachers for Democracy and Partnership and Global Action Plan International.

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Esd in action, Ukraine 2013

  1. 1. ESD in Action, Phase 2 Summary report from Year 1 February–December 2013 Prepared by Teachers for Democracy & Partnership and Global Action Plan International December 2013
  2. 2. Major objectives 1. 2. 3. 4. Advocacy School ESD program Adult ESD program Competence building
  3. 3. Overview of presentation Some notable achievements Objectives and results: 1. 2. 3. 4. Advocacy School ESD program Adult ESD program Competence building Risk assessment Plans and opportunities
  4. 4. Notable achievements Activities completed, despite late start  Successful integration of new oblasts  ‘Sustainable Schools’ award  Adult program initiated 
  5. 5. Results in relation to objectives All activities are on track 1. Advocacy 2. Schools 3. Adults 4. Competence
  6. 6. Results in relation to objectives All activities are on track 1. Advocacy ◦ Media attention ◦ Cooperation with authorities developing ◦ New partnerships (including Crimea) 2. 3. 4. Schools Adults Competence
  7. 7. Results in relation to objectives All activities are on track 1. Advocacy 2. Schools ◦ ◦ ◦ ◦ ◦ 3. 4. New materials and pupil groups, as planned Developing cooperation with parents ‘Old’ oblasts: demand is expanding further ‘New’ oblasts: effective teams in place ‘Sustainable School’ award launched Adults Competence
  8. 8. Results in relation to objectives All activities are on track 1. Advocacy 2. Schools 3. Adults ◦ Cautious optimism; functioning program developed ◦ Cooperation with EU-sponsored CELLS project ◦ Possible opportunities in current situation ◦ Need for base in more than one oblast 4. Competence
  9. 9. Results in relation to objectives All activities are on track 1. Advocacy 2. Schools 3. Adults 4. Competence ◦ Recruitment: satisfactory ◦ Effective routines established ◦ Training needs identified
  10. 10. Activities on track: advocacy Objective Results Research interventions disseminated Ongoing events Build partnerships Report widely 15+ events in UA 20+ NGOs, Aarhus Centre, Ministry of Ecology… Media 200+ publications, attention including ca 20 TV items Publish 2 issues journal
  11. 11. Activities on track: schools (1) Objective Result Publish materials drafts New edition Grade 8, Training: - Teachers trained 800 - Trainers trained 16 Launch schools award Grades 1+2, pre-school, Research report 846 17 73 applicants
  12. 12. Activities on track: schools (2) Objective Result Support actions:  Pupils 35,000 Follow-up 61,000 Revised online reporting Unexpected interest from pupils Resource savings  Energy  Water  Solid waste On-line reporting system Recorded so far: 12.6’ kWh, 14% 673’ l, 12% 23’ kg, 16% Used by 919 schools
  13. 13. Activities on track: adults Objective Result Develop materials test Train: - Coaches, 25 - Coach trainers, 6 Conduct program with test teams, 20 Monitor Household workbook in 23 8 22 Manual system during test
  14. 14. Activities on track: competence Objective Result Recruit Develop routines Successful staffing Satisfactory
  15. 15. Project assessment Monitoring and assessment procedures  Learning for Change methodology  Risk assessment  Opportunities  Review of plans 
  16. 16. Assessment: procedures          Research on effective interventions Reporting routines: monthly, quarterly, annually Statistics re participation Statistics re program results Monthly online meetings TDP-GAP Bi-monthly follow-up with regions Visits by project office to regions Bi-annual meeting with coordinators and trainers Annual Learning for Change workshop
  17. 17. Assessment: Learning for Change Use of methodology continued  Major input to assessment process  Achievements, strategies, risk assessment Growing interest by teachers and others to learn the method  Possibility to translate book from English 
  18. 18. Risk Assessment: highlights (1) Risk Actions 1. programs Reduced optional curriculum time in schools Strengthen non-curricular & partnerships Train home-room teachers and school psychologists Support school & community projects More focus on pre-school and primary school
  19. 19. Risk Assessment: highlights (2) Risk Actions 2. Conservative ESD events attitudes among school administrators; lack of understanding of ESD Regular information about ESD Invite administrators to (local, national, international) Recruit administrators to ESD teacher training Support most active schools and administrators to publicize success Attract attention through ‘Sustainable School’ award Lobbying
  20. 20. Risk Assessment: highlights (3) Risk Actions 3. Contingency crisis management plan, Unstable national eg to pause activities in case of situation strikes affecting schools/education. Motivational support for teachers. Look for opportunities engendered by crisis, eg - Focus on non-curricular programs - Review household program for relevance
  21. 21. Assessment: opportunities Increasing demand ◦ ◦ ◦ ◦ Training and methods More cooperation with teacher training institutes Additional material to engage parents Publication National situation ◦ Home economics ◦ Community economics
  22. 22. Review of plans Risks and opportunities to be integrated into plans by end January 2014 No major changes anticipated unless additional funding found to take better advantage of opportunities
  23. 23. ESD in Action Regarded internationally as an outstanding example of a national ESD program for schools, and one of few that demonstrate successful partnership between NGOs, academia, and the public sector.

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