ESD Proceedings by wuzhengqin

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									                                        September
EDUCATION FOR SUSTAINABLE DEVELOPMENT
                                          25, 2011


 LEYTE NORMAL UNIVERSITY
        Tacloban City
        S.Y. 2011-2012



A SEMINAR ON EDUCATION FOR
 SUSTAINABLE DEVELOPMENT



            Proceedings



    Center for Teacher Excellence
         September 24, 2011


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EDUCATION FOR SUSTAINABLE DEVELOPMENT
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                                    Foreword

       We read and hear that it was Einstein who said: “No
problem can be solved by the same consciousness that created it.
We have to learn to see the world anew.” Education for
Sustainable Development is a new vision of education, a new
approach to learning where educators become facilitators of
learning and agents of change as they begin to address the
complexity and interconnectedness of our existing problems.


       “Education is critical for achieving environmental and
ethical awareness, values and attitudes, skills and behaviour
consistent with sustainable development and for effective public
participation        in     decision-making.”   However;      Sustainable
development can only be achieved when people are well informed
of the challenges and have the relevant knowledge, skills and
motivation      to        address   them.   Education   for   Sustainable
Development introduces a focus on values and ethics, and on new
challenges for multi-disciplinary and interdisciplinary dialogue,
teaching and research. It also encourages the pre-school, primary,
secondary and even universities to enhance their role in shaping
society’s future, and in seeking solutions to the Philippines’
environmental and developmental challenges.

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           Let me take this opportunity to commend the organizers of
this event who had given extra effort to come up with a very wide-
ranging input and discussion on Education for Sustainable
Development. To our instructor, Mr. Chris Rey Macasil, to the
lecturers who willingly shared their knowledge on ESD, to all the
participants from different schools and universities, and to
everyone, who in one way or another, made this event possible, I
would like to give my deepest gratitude.


           I wish all participating schools and universities the success
in implementing this initiative, and look forward to seeing the
results,     which   I   believe   will   contribute   significantly to
environmental sustainability and the achievement of the goals in
the Philippine Educational System.


                                          Mr. Michael M. Tantoy
                                          Student, Master in English




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                  TABLE OF CONTENTS

Foreword by…

Table of Contents…

Objectives………………

Seminar: Topics and Discussions

      Education for Sustainable Development:
      An Overview, Dennis Bruce Lerion …………….

      Better Schools in Pre-school, Primary and
      Secondary Schools through Education for
      Sustainable Development, Dennis Bruce Lerion ….

      Education for Sustainable Development and
      Lifelong Learning, Mrs. Thelma Presbitero………

      Technical and Vocational Education and Training
      (TVET) for Sustainable Development,
      Evangeline Nidea……………………………………


Appendices

      Seminar Programme ……………………………….

      List of Participants…………………………………




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EDUCATION FOR SUSTAINABLE DEVELOPMENT
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Objectives:


       The seminar on Education for Sustainable Development
held on September 25, 2011 pursued four main objectives, which
were to:
    1. Highlight the essential contributions of Education for
           Sustainable Development to all of education and to
           achieving quality life.


    2. Promote all sustainable development programs in all three
           spheres of sustainability—environment, society and
           economy.


    3. Revisit the different programs launched by government in
           support to Education for Sustainable Development
           Campaign.


    4. Discuss the emerging challenges and opportunities lead to
           the development of new strategies for the implementation
           of ESD in the years ahead.




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              SEMINAR: Topics and Discussions

 EDUCATION FOR SUSTAINABLE DEVELOPMENT: An
         Overview, Mr. Dennis Bruce Lerion
             Student, Master in English

       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.

               A healthy, prosperous society relies on a healthy
                environment to provide food and resources, safe
                drinking water, and clean air for its citizens.

               Thus, I 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.

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


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necessary to create jobs and industries that are "greener" (i.e., those
having lower environmental impacts) and more sustainable.

        Generally, research shows that basic education is the 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.

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.



  BETTER SCHOOLS AT PRESCHOOL, PRIMARY ANS
 SECONDARY SCHOOLS THROUGH EDUCATION FOR
SUSTAINABLE DEVELOPMENT, Mr. Dennis Bruce Lerion
             Student, Master in English


        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.
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        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.

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

        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.

        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.




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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 can be of great help
in saving the planet. 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.

       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.

         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.

         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

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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.

ESD in the Philippines

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

“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.

“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.


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       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.

“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.

“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.

“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.

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       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.

“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.

“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).

       In summary, Education for Sustainable Development is
a program that can transform our society from a destructive,
irresponsible and wanton user of nature’s resources to one
committed to their protection and preservation.
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EDUCATION FOR SUSTAINABLE DEVELOPMENT AND
   LIFELONG LEARNING, Mrs. Thelma Presbitero
            Student, Master in English


Background

                Globalisation should...lead to the promotion of
                 shared understanding, values and cooperative
                 actions on a transnational and trans-societal level. It
                 would be a movement that recognizes and respects
                 the diversity, variety and richness of local
                 discourses, codes and practices, while developing
                 viewpoints and the understanding that facilitates
                 cooperation and coordination at a global and totally
                 inclusive level. (Catherine Odora, 2003, p. 14)

                Learning for sustainable development is a process
                 that continues life long and therefore takes place in
                 a whole range of learning environments that may be
                 formal, non-formal and informal in nature; the
                 ultimate objective is ‘a better future for all’.
                 (Heideveld & Cornelissen, 2008, p. 15)

                One of the challenges of lifelong learning for
                 sustainable development is how to put global
                 solidarity, rather than international competitiveness
                 at the heart of learning. (Scandrett, 2008, p. 7)



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Statements of LLLSD

     LLLSD should develop those competences that people
      require to develop appropriate technologies and sustainable
      livelihoods within the informal economy.

     LLLSD should develop those competencies that would
      improve the labour market for environmentally friendly
      technologies, and thus LLLSDs relevance for employment.

     LLLSD should not develop pre-determined competences.
      Those that people require will only emerge as they address
      issues facing their community and learn alongside others.

     LLLSD should develop those competences that people
      require to resist the further dispossession and privatisation
      of environmental knowledge and resources and work with
      others to realize environmental justice.

     LLLSD should develop those competences that people
      require to understand their relations with one another and
      the rest of nature and realise forms of citizenship that
      enable the continued co-evolution of human and non-
      human nature

Domains of ESD

     Improving basic education

     Reorienting existing educational programs

     Developing public awareness

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     Understanding of sustainability

     Training

UN Decade for Education for Sustainable Development (2005-
2014)

     A world where everyone has the opportunity to benefit
      from quality education and learn the values, behavior and
      lifestyles required for a sustainable future and for positive
      societal transformation.”

Overall Goal of DESD

     to integrate sustainable development values into all aspects
      of learning to encourage behavioral change compatible
      with a sustainable and just society for all.

Four Objectives for the Decades

• Facilitate networking, linkages, exchange and interaction among
  ESD stakeholders
• Foster improved teaching and learning in ESD
• Help countries make progress towards attaining Millennium
  Development Goals (MDGs) through ESD efforts
• Provide countries with new opportunities to incorporate ESD into
  their education reform efforts

Three Key areas of sustainable development

     Society

     Environment
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     Economy

        ….and the outcome will impact the lives of thousands of
        communities and millions of individuals as new attitudes
        and values inspire decisions and actions making sustainable
        development a more attainable ideal.


   TECHNICAL AND VOCATIONAL EDUCATION AND
    TRAINING FOR SUSTAINABLE DEVELOPMENT
                Ms. Evangeline Nidea
              Student, Master in English


What is sustainable development?

        It is development that meets the needs of the present
without compromising the ability of future generations to meet
their own needs.

Three Dimension of Sustainability:

1. Social Sustainability—involves ensuring that the basic needs
          of all people are satisfied and all, regardless of gender,
          ethnicity or geography, have an opportunity to
          develop and utilize their talents in ways that enable
          them to live happy, healthy and fulfilling lives

2. Environmental Sustainability— it requires a change from
        “business as usual approach” to Sustainable
        Development approach of using natural resources
        wisely, minimizing waste and limit damage to
        atmosphere and check harmful climate change. This
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          involves the responsible use of raw materials; energy,
          water etc. and awareness of the impacts of production
          processes and environmental auditing system.

3. Economic Sustainability— it requires a different and wider,
        set of economically related knowledge, skill and
        attitude regarding economic literacy, sustainable
        production and consumption and management of
        small enterprise.

  . . . since education is considered the key to effective
development strategies, technical and vocational education and
training (TVET) must be the master key that can alleviate
poverty, promote peace, conserve the environment, improve the
quality of life for all and help achieve sustainable development.
(An International Experts Meeting on Technical and Vocational
Education and Training, entitled ‘Learning for Work, Citizenship
and Sustainability’)

Technical and Vocational Education and Training (TVET)

   …is an important educational sector that through its graduates –
directly influences the sustainability of society, economy and
environment, and therefore is a critical contributor to sustainable
development.

VISION ESD through TVET

     Aims at developing values, work ethics, lifelong learning
      skills, occupational knowledge and skills to conduct
      sustainable practices in the workplace.

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     Exerts a strong influence in increasing sustainability of
      communities by increasing employability and by
      developing entrepreneurial skills that lead to self-
      employment and job creation.

TVET CLIENTS in the Philippines

    -   Employed workers who want skills upgrading
    -   Returning Overseas Filipino Workers
    -   -High school graduates
    -   -Secondary School Leavers
    -   -college undergraduates and graduates
    -   Unemployed Persons who are Looking for Work

         Four Types of Skills Formation Systems (based on
        location of training)

                The school-based programs refer to the direct
                 delivery or provision of TVET programs by the
                 TESDA-administered schools. Totaling to 57, 19
                 are agricultural schools. 7 are fishery schools and
                 31 are trade schools. These school based programs
                 include post-secondary offerings of varying
                 duration not exceeding three years.

                The center-based programs refer to training
                 provisions being undertaken in the TESDA
                 Regional (15) and Provincial (45) Training Centers
                 totaling 60 in selected trade areas in the different
                 regions and provinces in the country.


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                Community-based Training for Enterprise
                 development Program is primarily provided to the
                 poor and marginal groups, particularly those who do
                 not have access to formal training provisions. Most
                 of the beneficiaries of this program have low levels
                 of skills and have very limited access to capital as
                 most of them are not qualified to access formal
                 credit programs. The program goes further than just
                 mere skills training provision. It is purposively
                 designed to create livelihood enterprises that are
                 meant to be implemented by the trainees,
                 immediately after the training. It is likewise
                 designed to attract partner agencies such as LGUs,
                 NGOs, people organizations and other organizations
                 with mission to provide poor but deserving
                 beneficiaries to engage in productive undertakings
                 that would enable them to contribute to the
                 economic activities in their communities.

                Enterprise-Based Programs are training program
                 being implemented within companies/firms. These
                 programs can be any of the following:

                         ENTERPRISE-BASED PROGRAM

                              Apprenticeship Program is a
                               training and employment program
                               involving a contract between an
                               apprentice and an employer on an
                               approved apprenticeable occupation.

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                    Generally, it aims to provide a
                    mechanism      that    will     ensure
                    availability of qualified skilled
                    workers     based     on      industry
                    requirements.    The     period     of
                    apprenticeship covers a minimum of
                    four months and a maximum of six
                    months. Only companies with
                    approved        and         registered
                    apprenticeship    programs       under
                    TESDA can hire apprentices.

                  Learnership Program is a practical
                   training on-the-job for approved
                   learnable occupations, for a period
                   not exceeding three months. Only
                   companies with TESDA approved
                   and registered learnership programs
                   can hire learners.

                  Dual Training System is an
                   instructional mode of delivery for
                   technology-based education and
                   training in which learning takes
                   place alternately in two venues: the
                   school or training center and the
                   company.




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Basic Policy

    Item 6, Article 15 of the Philippine Labor Code

     institutionalizes the vocational guidance and testing
      system in aid of proper human resources allocation

     Technical Education and Skills Development Authority
      (TESDA) of the Department of Labor and Employment
      (DOLE) as the focal agency (RA No. 7796)

TVET Enrollment and Graduates by Delivery Mode: 2005 –
2007:

                2005                2006              2007*

Enrollment     1,683,382            1,736,865         2, 142, 41

School         431,008              673,947           883,839

Center         56,078               98,179            -

Enterprise     59,003               98,329            108,574

Community 482,938                   657,966           806,209

Others         654,355              208,444           338,263

Graduates      1,154,333            1,340,620         1, 702, 30

School         204,713              337,146           485,136

Center         51,538               90,133      -

Enterprise     58,122               71,725            96,536
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Community 474,318                    632,148           744,488

Others         365,642               209,468           358,583



TVET enrolment has improved in 2007, reaching a training
capacity of 2.142 million with a 23% growth rate from 2006.

FUTURE CHALLENGES

“Sustainable development depends critically on the competencies
of all of our population --- with competencies understood to cover
knowledge, skills, attitudes and values.”

                                 - (OECD Education Ministers)




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Appendices

Seminar Programme




List of Participants




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