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Esd in action, Ukraine 2013

Legacy17
Legacy17

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, Phase 2
Summary report from Year 1
February–December 2013
Prepared by Teachers for Democracy & Partnership
and Global Action Plan International
December 2013
Major objectives
1.
2.
3.
4.

Advocacy
School ESD program
Adult ESD program
Competence building
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
Notable achievements
Activities completed, despite late start
 Successful integration of new oblasts
 ‘Sustainable Schools’ award
 Adult program initiated

Results in relation to objectives
All activities are on track
1. Advocacy
2. Schools
3. Adults
4. Competence
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
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
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
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
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
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
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
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
Activities on track:
competence
Objective

Result

Recruit
Develop routines

Successful staffing
Satisfactory
Project assessment
Monitoring and assessment
procedures
 Learning for Change methodology
 Risk assessment
 Opportunities
 Review of plans

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
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

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
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
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
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
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
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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Esd in action, Ukraine 2013

  • 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. Major objectives 1. 2. 3. 4. Advocacy School ESD program Adult ESD program Competence building
  • 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. Notable achievements Activities completed, despite late start  Successful integration of new oblasts  ‘Sustainable Schools’ award  Adult program initiated 
  • 5. Results in relation to objectives All activities are on track 1. Advocacy 2. Schools 3. Adults 4. Competence
  • 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. 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. 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. 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. 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. 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. 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. 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. Activities on track: competence Objective Result Recruit Develop routines Successful staffing Satisfactory
  • 15. Project assessment Monitoring and assessment procedures  Learning for Change methodology  Risk assessment  Opportunities  Review of plans 
  • 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. 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. 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. 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. 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. 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. 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. 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.