Dear Kinh,
Education for sustainable development in developing countries comes up against a number of problems:
1. Sustainable development is rarely a requirement in national and provincial programs studies.
2. The teacher certification at the guidelines do not mention sustainable development.
3. There is little or no properly trained specialists familiar with Education for sustainable development.
4. Financial and material resources are lacking or insufficient.
5. There is little or no support for Education for Sustainable development measures in national, provincial and local policies.
6. The institutional climate does not favor - or too little - creativity, innovation, and taking the risks necessary to support efforts to transform education for the shift to sustainable development.
7. Establishments or teachers who set off programs Education for sustainable development are not rewarded, or not at all.
To institutionalize education for sustainable development, the following proposals are necessary in my humble opinion:
1. Creation of institutes and centers of education for sustainable development.
2. Establishment of committees and focus groups on Education for Sustainable Development at the level of institutions.
3. Launch of an environmental education cyberinstitut.
4. Establishment of partnerships with governments and local and regional NGOs.
5. Launch Research on inclusion of education for sustainable development in teacher training at national level.
6. Organization of Schools Recognition programs and institutions that promote education for sustainable development (as, for example, the movement of eco-schools).
7. Building Trade Partnerships conscious development sustainable in order to promote ESD.
8. Development of extramural training projects for teachers set implemented with the support of the local community in disadvantaged neighborhoods to better educate young people whose educational level is insufficient.
9. Establishment of regional teams responsible for drafting programs Studies of ESD.
10. Establishing a link between the educational and training center business school to develop joint programs professional development on ESD for senior officials administrative educational.
11. Manual Production, texts, websites and other educational materials on sustainable development for primary and secondary schools.
12. Use of geographic information systems and other approaches based on information technology to monitor the issues related to sustainable development at the community level.
With my best regards
Prof. Bachir ACHOUR
Dear Kinh,
Education for sustainable development in developing countries comes up against a number of problems:
1. Sustainable development is rarely a requirement in national and provincial programs studies.
2. The teacher certification at the guidelines do not mention sustainable development.
3. There is little or no properly trained specialists familiar with Education for sustainable development.
4. Financial and material resources are lacking or insufficient.
5. There is little or no support for Education for Sustainable development measures in national, provincial and local policies.
6. The institutional climate does not favor - or too little - creativity, innovation, and taking the risks necessary to support efforts to transform education for the shift to sustainable development.
7. Establishments or teachers who set off programs Education for sustainable development are not rewarded, or not at all.
To institutionalize education for sustainable development, the following proposals are necessary in my humble opinion:
1. Creation of institutes and centers of education for sustainable development.
2. Establishment of committees and focus groups on Education for Sustainable Development at the level of institutions.
3. Launch of an environmental education cyberinstitut.
4. Establishment of partnerships with governments and local and regional NGOs.
5. Launch Research on inclusion of education for sustainable development in teacher training at national level.
6. Organization of Schools Recognition programs and institutions that promote education for sustainable development (as, for example, the movement of eco-schools).
7. Building Trade Partnerships conscious development sustainable in order to promote ESD.
8. Development of extramural training projects for teachers set implemented with the support of the local community in disadvantaged neighborhoods to better educate young people whose educational level is insufficient.
9. Establishment of regional teams responsible for drafting programs Studies of ESD.
10. Establishing a link between the educational and training center business school to develop joint programs professional development on ESD for senior officials administrative educational.
11. Manual Production, texts, websites and other educational materials on sustainable development for primary and secondary schools.
12. Use of geographic information systems and other approaches based on information technology to monitor the issues related to sustainable development at the community level.
With my best regards
Prof. Bachir ACHOUR
Dear Prof. Bachir Achour,
Thanks a million for your professional reply. I highly appreciate your suggestions to institutionalize ESD at TEIs in developing countries. At least, in my research in Vietnam, some of barriers have been solve and the Ministry of Education paid much attention to climate change education, sustainability and so on. I think this attempt will somehow encourage ESD.
Do you have/recommend any good journals on this issue?
I look forward to receiving your advices in the future!
All the best,
Kinh
For me the main thing is to raise awareness about climate change first, and explain the role of sustainable develop on all aspects of life. Although the living conditions are very difficult in developing countries.
Dear Kinh,
I think Prof. Bachir Achour has given the best answer possible.
To my understanding, the ideal way to proceed is to act from a bottom-up perspective, trying to raise the interest (among common people) for an topic that could be in future be taken into consideration at the institutional level.
I bring a successful example that a couple of my former colleagues developed in Milan about the urbanisation of agricultural land.
First, nobody cared about this topic. Then, some people agreed to establish a 'research centre for land consumption'. Then again, spreading the work of this 'lab', they were able to connect with environmental organisations. Then again, this topic was raised at regional level and a law on land consumption was drafted.
This took some years, and basically succeeded because of the many connections that the research centre was able to establish with other environmental organisations, academics, and professionals.
I think this could be a good example about how to pursue the goals that Prof. Achour stated in his answer.
Referring to your question, Kinh, I think one of the early steps could be to make public the fact that there is an interest to raise that issue, by a teacher or a group of teachers. Communication is the key to make ideas 'walk with their own legs'.
I wish you all the best for your academic and professional career.
Kindest regards,
Umberto
Dear Umberto,
I totally agree your suggestion. I keep doing research on how to increase their capacity to encourage the teachers "walk with their own legs".
I look forward to listening to more stories.
Best regards.
Kinh
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