UNESCO Education Sector

UNESCO Education Sector

Education is UNESCO's top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations' specialized agency for education and the Education Sector provides global and regional leadership in education, strengthens national education systems and responds to contemporary global challenges through education with a special focus on gender equality and Africa.

The Global Education 2030 Agenda

UNESCO, as the United Nations' specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.

Integrating Education for Sustainable Development (ESD) in Teacher Education in South-East Asia

A Guide for Teacher Educators

Published in 2018 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France and UNESCO Bangkok Office

? UNESCO 2018

This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (. open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.

Project co-ordinator: Ushio Miura Production co-ordinator: Sirisak Chaiyasook Copy-editor: Daniel Philip Calderbank Graphic designer and cover photo: Warren Field

TH/C4-3413/EISD/18/034-E

TABLE OF CONTENTS

Table of Contents

List of figures.........................................................................................................................................................................................4 List of tables...........................................................................................................................................................................................5 List of boxes...........................................................................................................................................................................................5 Acronyms ................................................................................................................................................................................................6 Foreword ................................................................................................................................................................................................7 Acknowledgements..........................................................................................................................................................................8

PART I ESD Integration in Teacher Education ...................................................................... 9

1 Introduction.................................................................................................................................................................................. 10 1.1 The ESD integration guidebook: what does it aim to achieve?................................................................. 10 1.2 How to use the guidebook............................................................................................................................................. 10 1.3 Structure and content: a preview.................................................................................................................................11

2 Education for Sustainable Development: An Overview.................................................................... 13 2.1 Understanding ESD.............................................................................................................................................................. 13 2.1.1 What is sustainable development?................................................................................................................ 13 2.1.2 What is ESD?................................................................................................................................................................ 16 2.2 Integrating ESD in teacher education....................................................................................................................... 17 2.2.1 What is ESD integration?...................................................................................................................................... 17 2.2.2 ESD integration framework................................................................................................................................ 18 2.3 Action research approach to ESD integration......................................................................................................20

Part II Guide to an Action Research Approach to ESD Integration ................... 24

3 Reflect................................................................................................................................................................................. 26 3.1 Conducting a baseline survey.......................................................................................................................................26 3.2 Engaging your colleagues...............................................................................................................................................27 3.3 Celebrating existing knowledge and practice....................................................................................................27 3.4 Lessons from practice.........................................................................................................................................................27

4 Plan......................................................................................................................................................................................................... 31 4.1 Developing a shared vision............................................................................................................................................. 31 4.2 Stakeholder mapping.........................................................................................................................................................32 4.3 Action planning......................................................................................................................................................................32 4.4 Lessons from practice.........................................................................................................................................................32

5 Act and Observe........................................................................................................................................................................34 5.1 Identifying and overcoming blocks to change...................................................................................................34 5.2 Observing the change process.....................................................................................................................................38

6 Evaluate.............................................................................................................................................................................................40 6.1 Evaluating ESD integration in institutions..............................................................................................................40 6.2 Evaluating Teacher ESD Competencies...................................................................................................................42

7 Disseminate...................................................................................................................................................................................43 7.1 Outreach ESD Integration Workshops......................................................................................................................43 7.2 Building a movement for change...............................................................................................................................44 7.3 Lessons from practice.........................................................................................................................................................44

Integrating Education for Sustainable Development (ESD) in Teacher Education in South-East Asia: A Guide for Teacher Educators

Annexes

ANNEX 1: ANNEX 2: ANNEX 3:

Sample learning activities....................................................................................................................46 ESD integration tools...............................................................................................................................54 Online ESD resources for further reading...................................................................................64

Reference list

................................................................................................................ 67

List of figures

Figure 1: Mapping the chapters to the action research cycle...............................................................11

Figure 2: Three pillars of sustainable development.................................................................................... 14

Figure 3: Four dimensions of sustainable development......................................................................... 14

Figure 4: Dimensions and main goals of sustainable development................................................ 15

Figure 5: Conceptual core of the ESD Integration Framework............................................................ 16

Figure 6: ESD Integration Framework................................................................................................................. 19

Figure 7: ESD Integration Framework with surrounding elements...................................................20

Figure 8: ARIES action research cycle.................................................................................................................. 21

Figure 9: The REFLECT stage....................................................................................................................................26

Figure 10: Figure 11:

The ESD Integration Framework with the institutional mission statement project as the entry point......................................................................................................................28 The ESD Integration Framework with an institutional waste management project as the entry point......................................................................................................................30

Figure 12: The PLAN stage........................................................................................................................................... 31

Figure 13: The ESD Integration Framework with capacity building focused on understanding the ESD concept in the context of the community....................33

Figure 14: The ACT and OBSERVE stage...............................................................................................................34

Figure 15: The ESD Integration Framework identifies the challenges of working across different disciplines to implement cross-curriculum change........................... 37

Figure 16: The ESD Integration Framework identifies the contribution of a university plastic bag ban initiative.................................................................................................38

Figure 17: The ESD Integration Framework expanding the impact of a university plastic bag ban, together with a co-curricular student activity that also engaged the community............................................................................................................39

Figure 18: The EVALUATE stage.................................................................................................................................40

Figure 19: Evaluating the implementation of the ESD Integration Framework........................... 41

Figure 20: The PLAN/DISSEMINATE stage...........................................................................................................43

Figure 21: The ESD Integration Framework is fully embraced by the UGM KKN programme of curriculum and institutional mainstreaming...........................................45

Figure 22: 4-Ds of Appreciative Inquiry Process.............................................................................................. 51

Figure 23: Action Planning...........................................................................................................................................57

Figure 24: Stakeholder mapping as co-agents of change........................................................................ 59

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TABLE OF CONTENTS

List of tables

Table 1: ESD Integration Elements........................................................................................................................ 19 Table 2: Stages of organizational change process.......................................................................................35 Table 3: ESD integration evaluation checklist................................................................................................. 41 Table 4: Suggested ESD integration workshop design.............................................................................44 Table 5: Using the elements to present the ESD Integration Framework......................................49 Table 6: Matching local examples with elements of ESD Integration Framework...................50 Table 7: The Appreciative Inquiry 4-D Cycle....................................................................................................52 Table 8: The Appreciative Inquiry 4-D Cycle Steps......................................................................................53 Table 9: ESD and Teacher Education Mainstreaming Survey................................................................55 Table 10: Example of a General Plan of Action.................................................................................................57 Table 11: Example of a Detailed Plan of Action Table..................................................................................57 Table 12: Stakeholder Analysis....................................................................................................................................58 Table 13: Evaluating ESD Competencies..............................................................................................................63

List of boxes

Box 1: What is ESD?..................................................................................................................................................... 17 Box 2: Using Appreciative Inquiry for the REFLECT stage....................................................................27 Box 3: Vision and Mission as an entrypoint for ESD................................................................................28 Box 4: Waste management as an entry point for ESD...........................................................................29 Box 5: Community outreach as an entry point for ESD........................................................................30 Box 6: Capacity building as a foundation for ESD integration..........................................................32 Box 7: Stakeholder partnerships as a foundation for ESD integration.........................................33 Box 8: Social media and sustaining stakeholders engagement for ESD integration..........35 Box 9: Cross-curriculum example of ESD integration.............................................................................36 Box 10: Whole-of-institution and community example of ESD integration...............................38 Box 11: Co-curricular activity as an entry point for ESD integration................................................39 Box 12: Building a movement for change.......................................................................................................45

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Integrating Education for Sustainable Development (ESD) in Teacher Education in South-East Asia: A Guide for Teacher Educators

Acronyms

ARIES CNU CTU

UNDESD DRR EFS ESD IRRM KTTC LTTC

MGIEP NIE PAR PBL PNU RSM SCP

SDGs SEAMEO

TEI TLSF

UN UNESCO

WCED UGM USJ-R

Australian Research Institute in Education for Sustainability Cebu Normal University Cebu Technological University United Nations Decade of Education for Sustainable Development Disaster Risk Reduction Education for Sustainability Education for Sustainable Development Indonesian River Restoration Movement Khangkhay Teacher Training College Luang Prabang Teacher Training College MGIEP ? Mahatma Gandhi Institute for Peace and Sustainable Development National Institute of Education (Cambodia) Participatory Action Research Project-Based Learning Philippine Normal University River School Movement Sustainable Consumption and Production Sustainable Development Goals Southeast Asian Ministers of Education Organization Teacher Education Institution Teaching and Learning for a Sustainable Future United Nations United Nations Educational, Scientific and Cultural Organization World Commission on Environment and Development Universitas Gadjah Mada University of San Jose-Recoletos

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