Shamita Kumar Bharati Vidyapeeth University, Pune, India

1. Education for sustainable development: Experiences from a capacity development programaimed at implementing ESD in Germany, India, Mexico and South Africa Shamita Kumar Bharati Vidyapeeth University, Pune, India

2. Education Critical mass of aware individuals Understanding ESD Social factors Environmental factors Sustainable development Policies Economic factors Time

3. Background • Sustainable development without education?? • 2005-2014 : United Nations Decade of Education for Sustainable Development • On behalf of BMZ, GIZ in cooperation with Engagement Global are implementing a capacity development programme that aims at improving the implementation of ESD in Germany, India, Mexico, and South Africa.

4. Initiation of the program • Presence of ESD action plans • Inadequate opportunity for young professional • Presence of ESD experts, no networking • NeedsAssessment • Inadequate teacher training • Schools need advice on ESD • Inadequate distribution of ESD material

5. Concept of the program • www.esd-expert.net ESD LT Germany TOT TOT Common learning tool Dialogue ESD Expert Net India Mexico TOT South Africa TOT

6. 1. The ESD Expert Network CEE

7. 1. The ESD Expert Network International Conferences, Seminars and Network Meetings SET the future: Sustainability - Education –Transformation, 2012, Germany • ESD as modern education, 2011, Pune, India • Learning and Actingfor a SustainableFuture, 2011, Mexico • Understanding Present Trends, Pedagogy and Challenges, 2011, New Delhi, India • International perspectives on ESD: Strategies and experiences from Germany, India, Mexico, and South Africa, 2010, South Africa

8. 1. The ESD Expert Network

9. 2. ESD Leadership Training Design August 2012, 1. Generation August 2011, Generation 1 August 2012, Generation 1 Prepare e-learning Implement Innovation Project Training Course I Germany Internship Network meeting Training Course II Germany National Workshop September 2012, Berlin August2012, Generation 2 September 2012, Berlin

10. 2. ESD Leadership Training Phase 1: 2011-12: 19 participants Phase 2: 2012-13: 20 participants 5 4 2 3 6 5 9 5

11. 2. ESD Leadership Training Course Content ESD Topics • Concepts of ESD • Different Dimensions of ESD • Dimensions of ESD II – Whole School Approach and Educational Landscapes • School Management for ESD and the Whole School Approach • Development of Curricula and Learning Materials for ESD • Education Policy envisioning and promoting ESD/ ESD as part of a sustainability strategy

12. 2. ESD Leadership Training Course Content • Leadership Topics • Systems Thinking and Sustainability / Scenario Development • Stakeholder- and Cooperation Management • Leadership Skills • Training of Multiplicators

13. 2. ESD Leadership Training Course Content • Cross curricular • Internship in ESD institution • Preparation and implementation of innovation project

14. Some innovation projects Deepika Joon (India): Partners in Change: A School Mentorship program on sustainable handwashing behaviour with the use of soap. Status: Implemented Parks Leshaba (South Africa): The Enemy Within: Alien and Invasive Plants Status: Implemented Shalini Nair: New Thinking New Possibilities: A step forward inspiring change Status: Implemented

15. 3.Trainingof Trainers ‘Schools for Sustainability’ 9 TOTs 240 participants 31 70 65 74

16. 3.Trainingof Trainers ‘Schools for Sustainability’ Design

17. 3.Training of Trainers ‘Schools for Sustainability’

18. 4. Website • Website: www.esd-expert.net

19. Learning's from the Expert Network • Institutionalisaton of capacity building is crucial • New learning's of ESD arose from the diverse nature of participating countries in the Expert Network • Deeper understanding of concepts, ideas as well as different ‘doorways’ to ESD • Expert Network provided an opportunity for creating a global platform for ESD, through an inherent flexibility to make it country specific. • Initiated ‘new thinking and changes’ in the participating organizations.

20. Learning's from the TOT • Sharing of long standing knowledge and experience of the diverse experts enriched the common interdisciplinary curriculum for the ToT • Enabled moving from theory to practice of ESD • Selection of participants is crucial • Needs to be a continous process

21. Learning's from the ESD-LT • LT brought out a deep understanding of the need for change management for ESD implementation. • Internships during the ESD-LT provided opportunities for broader understanding of ESD • Innovation projects provided opportunities for testing out new approaches to ESD. • Created a network of young professionals in ESD • Program enabled the building of strategic patnershipsa among ESD engaged institutions

22. Challenges • Varying levels of involvement of the different Government Agencies • Motivating Government organizations • Holding the Expert Net together over a prolonged period • Creating enabling environments for ESD-LT once they are back within their organizations to use the expertise acquired. • Developing a core curriculum for ToT and customizing it to regional needs

23. Outcomes/Outputs • Establishment of institutional patnerships committed to ESD • Establishment of the website: www.esd-expert.net • 5 concept papers on different aspects of ESD • ESD Leadership Training Program • International ToT Manual on ESD (with four country specific manuals)

24. Output/Outcomes • Promotion of ESD through accreditation – Mexico • Establishment of training courses in ESD (nationally) • Shift from EE to ESD - India • Development of the ESD strategy for the education sector – South Africa • Promotion of the whole school approach • Input of ideas into various other national and international networks

25. Thank you Dr. Shamita Kumar Institute of Environment Education and Research Bharati Vidyapeeth University, Pune, INDIA shamita@bvieer.edu.in