Education for sustainable development:

1. An Overview Education for sustainable development: Presented by Mr. Dennis Bruce Lerion

2. What is Education for Sustainable Development? • It is the use of education as a tool to achieve sustainability. • Sustainable development is generally thought to have three components: environment, society, and economy. The well-being of these three areas is intertwined, not separate.

3. For example, a healthy, prosperous society relies on a healthy environment to provide food and resources, safe drinking water, and clean air for its citizens. • Thus, the authors consider sustainability to be a paradigm for thinking about a future in which environmental, societal, and economic considerations are balanced in the pursuit of development and improved quality of life.

4. The relationship between education and sustainable development is complex. When education levels are low, economies are often limited to resource extraction and agriculture. A higher education level is necessary to create jobs and industries that are "greener" (i.e., those having lower environmental impacts) and more sustainable.

5. Generally, research shows that basic education is key to a nation's ability to develop and achieve sustainability targets. Research has shown that education can improve agricultural productivity, enhance the status of women, reduce population growth rates, enhance environmental protection, and generally raise the standard of living.

6. Education is the Key to Quality Life Education is central to improving quality of life. Education raises the economic status of families; it improves life conditions, lowers infant mortality, and improves the educational attainment of the next generation, thereby raising the next generation's chances for economic and social well-being. Improved education holds both individual and national implications.

7. Better Schools at Preschool, Primary and Secondary Schools through Education for sustainable development Prepared By: Mr. Dennis Bruce A. Lerion

8. Objectives: This seminar will provide participants with an opportunity to— explore how the concept of sustainability can transform formal education at pre-school, primary and secondary levels; 2. consider in greater detail how education for sustainability can enrich and reanimate teaching/learning strategies, the curriculum, pedagogy and the role of the teacher, and the school environment 3. share and learn from each other about how schools in different countries are responding to the call for education for sustainability

9. Education for sustainable development implies a transformation in every aspect of school life at preschool, primary and secondary levels. The purpose of education is not just to support economic development, but to help individuals and societies develop to their fullest potential.

10. Education is fundamental for achieving sustainability and for creating a more sustainable future. All teachers can contribute to education for sustainability: mathematics can work with data that refer to pollution of environment, the poverty growth; linguistics can analyze the role played by means communication and propaganda in consumption habits; history and social sciences can discuss ethnic issues and gender inequality.

11. We need to re-orientate existent educational program in the sense of promoting knowledge, competences and abilities, principles, values and attitudes related to sustainability.

12. In terms of level of teaching, we have to adopt different strategies: in primary school, for example, our children need to know the plants‘ and animals‘ needs, their habitat, how to reduce, re-use and recycle materials that have been used, how to keep ecosystems attached to forests and water. In a more advanced level, we need to discuss biodiversity, environmental conservation, alternatives of energy and global warming.

13. At university level, we need to produce new knowledge and do research that aim at looking for a new development paradigm. We can highlight: educate for a global thinking; educate one’s feelings; teach our identity in the Earth as a vital human condition; educate for planetary awareness; educate for understanding and educate for voluntary simplicity and quietness.

14. What can schools do in order to save the planet? Implementing the concept of sustainability in school curricula, involving teachers, students, parents and communities, associating formal and non-formal education. The community, in and out of the school, meets in order to discuss the theme and to build eco-political projects in schools, attaching education and sustainability. The result is the construction of a eco-school.

15. Apart from building environmental awareness, and positive environmental attitudes and values, it also needs to be reflected in the day to day running of the school, in the non-formal curriculum or hidden curriculum. We cannot teach students about energy conservation in their science class, if the schools are not doing anything to reduce energy consumption as school level. Environmental awareness is necessary, but not enough.

16. A curriculum which promotes ESD must continuously be reviewed to address new environmental, social and economical crisis like climate change, sustainable consumption, human rights, living values and food security also need to be integrated in both the formal curriculum as well as the non-formal curriculum. Schools need to identify local problematic issues and see how it can be dealt with in their local context, through school based programme.

17. It must also involve the school population, not only the students, but also school managers, the teaching and non-teaching staff, the organizations and community groups which work with the school. But most importantly, ESD needs to get the support of authorities concerned; especially the Department of Education to ensure that is in cooperated in the school formal educational system.

18. ESD in the Philippines? The Philippines, in partnership with other Southeast Asian countries developed the following projects to promote ESD in the Philippines.

19. “Earn While You Learn” Project— This service is a sheltered workshop model program aimed in implementing a Work & Livelihood Education curriculum where children earn as they learn the skill in work education. It is initially implemented in work centers organized for children with special needs to make them economically self-reliant to make them worthy members of their community. This will respond to your country’s needs on education for sustainable development in terms of improving the lives of the handicapped and marginalized youth.

20. “Family Farm Schools” Program— This service aims to improve the quality of life of families of students who study there. It uses an alternating system of learning where students stay in school for a week and in the farm for two weeks where they are involved in different farm activities with the help of parents and the community. This will respond to your country’s needs in the following: multi-grade modules; spiritual and values oriented curriculum content; programs to bridge gap between urban and rural communities.

21. “Government Assistance to Students and Teachers in Private Education” Program— This service aims to improve or assist public high schools that cannot accommodate all students. The Department of Education sends children who cannot enter public schools to a selected private school. This will respond to your country’s needs in the area of practice expanding access to secondary education.

22. “Project EASE(Effective Alternative Secondary Education)”— This service is initially intended for students at risk of dropping out from school. This can also be addressed to migrant workers, child laborers and victims of violence or peace and order. This will respond to your country’s needs in reconstructing the present educational system as well as create the necessary modules on inclusive education.

23. “Open High School Programs (OHSP)”— This service is an alternative mode of secondary education using distance learning and catering to learners who are unable to attend regular classes. This will respond to your country’s needs as to pertaining youth with physical disability, financial difficulty as well as those of who are distant from school and other justifiable reasons.

24. “Training Program on Competency Standards Development”— This service is aimed in providing vocational teachers and curriculum developers to enhance their knowledge and skills in developing nationally-accepted competency standards which can be the basis in designing industry-relevant training programs. This will respond to your country’s needs in certifying workers especially those who gain competencies in the workplace without the benefit of a formal education.

25. “Training Program on Competency Assessment”— This service is aimed at providing training program for vocational teachers and curriculum developers who intend to enhance their knowledge and skills in planning and conducting competency assessment, and developing evidence-gathering instruments and assessment recording and reporting tools. This will respond to your country’s needs as TESDA can provide techvoc training as well as training and re-training of small and medium scale entrepreneurs (SMEs).

26. In summary, Education for Sustainable Development is a program that can transformation our society from a destructive, irresponsible and wanton user of nature’s resources to one committed to their protection and preservation.