ESD: Complementing Initiatives for EFA

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ESD Complementing Initiatives for EFA
UNESCO Bangkok, Asia and Pacific Regional Bureau
for Education
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(No Transcript)
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Universal Education Goals
Developing good relationships with others
Developing self competence and confidence
Developing an aesthetic appreciation for the
environment
National identity Physical health Vocational
skills Learning society
Developing spiritual, moral, social cultural
values
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UNIVERSAL EDUCATION GOALS
Providing access and quality education for all
Empowering people through education to create a
sustainable future
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Comparative Advantages
UNIVERSAL EDUCATION GOALS
EFA

• Increasing primary enrollment rates for girls and
  boys
• Increasing survival rates to Grade 5 for girls
  and boys
• Reducing P/T ratio
• Increasing youth and adult literacy
• Increasing enrollment in TVET for boys and girls
• Increasing of teachers with required
  qualifications

Quality, relevant learning
ESD

• Quality teaching (student-centered,
  locally-relevant, project-based, experiential,
  etc.)
• Locally-relevant lesson planning
• Encouraging community participation in education
• Engaging students and youth in decision making
• Developing skills and competencies for good
  citizenship, social behavior and contd learning

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UNESCO General Conference (Paris, October 2007)

• 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.
• Mr. Koichiro Matsuura, Director-General of
  UNESCO, to 96 Ministers of Education gathered the
  Ministerial Round Table on Education and Economic
  Development, Paris,19-20 October 2007.
• (Communiqué can be downloaded at
  http//unesdoc.unesco.org/images/0015/001542/15422
  9e.pdf)

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QUALITY
LIFE SKILLS
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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.
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South East Asia and the Mekong Quality Needs

• Education and training of in-service primary
  school teachers to improve teaching and learning
  methodologies
• Improving the quality of pre-service and
  in-service teacher training
• The present basic education curriculum is
  overloaded leading to a need to review and
  decongest the curriculum and
• Building capacity for monitoring, evaluation and
  reporting at all levels (down to the districts
  and schools).

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Life Skills Another of Many Links
EFA
ESD

• Effective communication
• Critical thinking, problem solving
• Systemic thinking
• Independent learning
• Team work, cooperation
• Interpersonal relations
• Quality awareness
• The capacity to use these processes knowing,
  inquiring, acting, judging, imagining,
  connecting, valuing, and choosing

• Youth literacy
• TVET
• Knowledge, skills and attitudes toward personal
  health
• Transitioning to secondary and higher education

ESD
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South East Asia and the Mekong Skill Needs

• Training programmes need to better match the
  needs of either the trainees or labour market
  demand
• The revision and development of TVET programmes
  that serve todays labour market as well as
  tomorrows
• Mainstreaming entrepreneurship skills in TVET
  and
• Systematic and comprehensive data collection
  mechanisms and tools yet to be established to
  provide accurate and up-to-date information on
  skills training programmes.

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Complementary Structures
ESD ESD Focal Point National DESD Committees /
Working Groups National DESD Goals Priorities
EFA EFA National Coordinator National EFA
Forum EFA National Action Plan
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Recommendations

• 1. Conduct a mapping of ongoing quality education
  and skills initiatives at the national level
• How can these initiatives link EFA and ESD?
• 2. Assist ESD programmes to identify national
  sustainable development priorities
• How can these priorities complement EFA in
  national sustainable development strategies?
• How can ESD goals and priorities complement the
  National EFA Action Plan?
• 3. Link EFA and ESD programmes at the national
  level through representation in the national EFA
  forum and National ESD Committee.

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• 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.
• Mr. Herwindo Haribowo
• Advisor of the Minister of National
  Education,
• Indonesia

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UNESCO Bangkok, Asia and Pacific Regional Bureau
for Education www.unescobkk.org/education/esd j.
bacha_at_unescobkk.org