Transcript Экостратегия ВЕКЦА. Цель 6.3 «Экологическое

Specifics of the EECCA Sub-region
with Regard to ESD
Implementation:
Good Practices, Needs and
Possibilities
Victoria Elias,
ECO-Accord (Russia)/
European-ECO-Forum
ESD: conceptual background
(theory)
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ESD includes:
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Environmental education
Economic background of SD
Social aspects and ethical values (integration into
coltural, ethical background and ideology of modern
society)
Continuinity of education and awareness and
education for all ages
Establishing a model of responsible behavior aimed at
SD in all spheres of life
Broad public raising on SD
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Some specific characteristics of educational
systems in EECCA (from ESD point of view)
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High scientific, methodological and organisational level
Centralised approach, state educational standards
Reach experience and high qualification of teachers
Established system of basis curricula
Traditions
Obligatory secondary education for all
Big experience in informal and non-formal education
Integration of citizens’ education, high commitment and readiness of all interested
groups of the society to interaction and cooperation
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Lack of knowleadge and understanding of SD
Lack of resources, low salaries of teachers, brain drain and outflow of qualified stuff and
young people from education sector in some countries
Insufficient cooperation of secondary and high schools and other sectors
Lack of motivation of teachers under the pressure of a bifg volume of required palns,
reports, etc.
Difficulty of access to modern data
Problem of training and re-training
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Development of formal ESD in EECCA
(Practice)
General approach: “Environmental Education for Sustainable Development”
Pre-School
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Rare author’s teaching programmes on EE
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No ESD (an attempt to develop Local Agenda 21 for Kindergartens in Russia)
Secondary
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EE is included in curricula as a part of a number of subjects in all countries. ESD – only
in authors’ programmes.
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In informal education – EE everywhere, ESD – widely, but financial barriers remain
Secondary professional
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EE- much less, ESD – practically abscent
Higher
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EE - in all countries for environmentally “profiles” specialities
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ESD – in selected universities mostly as a part of original authors’ programmes or in
connection to EE
Students and pupils research
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EE – up to 5%,
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ESD – less then 0.5% in general, but in a number of universities and schools – more
(Institute for Problems of SD of Russian Chemical-Technological Univ., Yerevan State
Univ., Moscow State Univ., Bishkek, etc.)
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Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Awareness systems and non-formal
ESD in EECCA
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Various national materials, rich traditions and experience in
environmental awareness raising, but not ESD .
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Main focus – nature conservation (biodiversity, pollution). In a
majority of countries – Aarhus Centres (environmental
information) or Information Centres of Ministries of the
Environment
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At local level – recourse centres are mostly established and
supported by NGOs in the conditions of constant continuous
fundraising
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SD: a lot of information, but no offical portals-catalogues.
Problem to assess the quality of materials (printed and
available on the web in EECCA)
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Insufficient coverage of SD problems by mass media
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Legislative Support of ESD in EECCA
countries
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Mostly – EE is reflected in laws on environmental protection
adopted in 1990ies
2 countries – Armenia and Azerbaijan – laws on EE
Georgia (2005) – Parliament considers a possibility of a law on
ESD
Mainly – EE – Ministries of the Environment (in Russia and
Ukraine – passed to Ministries of Education completely)
In national programmes and plans – most often EE (Kazakhstan
– EE Concept; Armenia – NEAP, Turkmenistan – Programme of
biodiversity conservation, etc.)
There is no special progammes to support ESD
EE and ESD are declared to be conceptually separated only in
Belarus
(according to European ECO-Forum Review of EECCA Strategy
Implementation, October 2006)
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Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
EE and ESD in international
agreements of the EECCA sub-region
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UNECE Strategy on ESD (March 2005) provided for
conditions at national levels
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EECCA Environmental Strategy – Strategic Goal 6.3
(May 2003) – inclusion of ESD in educational systems
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Interstate programmes on EE and ESD in Central Asia
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Perspectives: “Environment and Security”, SCP
initiatives, sub-regional initiatives, etc.
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???- other sectors ?
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Multistakeholder cooperation on ESD
in EECCA
Formally:
 Since March 2005 Multistakeholder bodies (councils,
commissions) on ESD were established (f/ex. in Kyrgyzstan,
Moldova, Ukraine)
 Interagency Commission on Implementation of the UN Decade on
ESD was established in Armenia
 Central Asian Working Group (CAWG) on ESD (cooperation of
Ministries of Education and the Environment, academia, NGOs)
 Hearings, meetings, consultations on ESD (Kazakhstan,
Kyrgyzstan, Russia, Ukraine)
 NGO progects are mostly supported by foundations and donor
countries (partly – by states – Armenia, Russia, Ukraine)
Really:
 Cooperation is only at a starting point
 Private sector, business /CSR - ???
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Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
ESD in EECCA – problems
(formal education)
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ESD promotion - educators, scientists, NGOs working on EE
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ESD is understood as a «green problem», there is no conceptual
ceparation of EE and ESD
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There is no legislative base for ESD. Low priority of ESD in
educational programs and in national\state priorities
Support at national level – most often by Ministries of the Env. Or
Ministries of the Env and Education (and similar regional and local
bodies) – lack of motivation for cooperation
Weak multistakeholder cooperation
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Insufficient practical application of SD principles (estate
management, procurement, energy efficiency, responsible
consumer behavior)
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
ESD in EECCA - problems
(formal education / 2)
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Priority is given to translated materials. Quality assessment is a
problem.
Outdating handbooks, limited access to modern data
Strong limits of curricula – lack of experience, materials, skills on
interdisciplinary approach and use of interactive materials
Limited circulations of ESD teaching materials
Limited use of Higher education and research institutions’
opportunities
Lack of ESD-qualified teachers – problem of training and re-training ,
“brain drain” from education sector and from EECCA
“Paid – free” education problem - limited resources and opportunities
of education institutions (especially schools)
Insufficient use of NGO capacities – problem of implementation in
formal education, problem of getting official recommendation for the
materials to be used for education purposes
Lack of private sector support
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
ESD in EECCA - problems
(non-formal education)
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Insufficient understanding of sense and tasks pf SD, limitation of
SD to nature conservation and pollution prevention
Minimal coverage of SD in mass media
• ESD does not belong to “hot” themes
• Absence of TV programs and magazines on SD (only EE)
• Decline of national documentaries production
• Insufficient knowledge on SD by journalists
• Social advertisement on EE – up to 2 %, ESD - no
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The need to systemize the available resources and prepare
modern awareness materials on SD
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Theory and practice are not connecetd to each other (education,
management and business)
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Other problems
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Lack of support to ESD at the state/national level. No
“niche” for ESD in formal education (only EE)
Issue of stuffing (trained specialists)
Lack of understanding and interest from economists,
sociologists, managers, psychologists and other
“non-green” specialists
Gap and unequal opportunities between urban and
rural areas
Insufficient interaction on ESD between secondary
schools and higher education institutions
Insufficient legal awareness for ESD
Lack of financial resources
Other…???
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
ESD in EECCA – NGO opportunities
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High level of motivation and interest to ESD
Human resources (aslo coming from academia and education to
NGOs)
Experience, interest to intersectoral cooperation
Participation in decision-making process (consultative bodies<
multistakeholder groups, international cooperation)
Raising additional resources for ESD projects
Publishing activities, awareness campaigns on national
languages
Opportunities to use different methods and forms of work to
public
Support to educators
Perspectives to use NGO materials in formal education if
necessary expertise and certification organised
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Needs
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Conceptual separation of ESD and EE. Attraction of support by
economists, sociologists, psychologists, etc.
Legal support to ESD, inclusion of ESD into educational
standards
Copperation btw Ministries of Education and Ministries of the
Environment, other sectors of the society
Training and retraining of specialists for ESD
Development. Publication and re-publication of teaching materials
for ESD , catalogisation of Internet resources (in Runet)
Exchange programs on ESD for EECCA
More active involvement of NGOs
Cooperation with mass media, using the opportunities of social
adverticement on TV, radio, FM radio, external adverticement,
etc.
Involving private sector in cooperation on ESD
Attraction of budgetary, extrabudgetary, donor financial resources,
liberalisation of fiscal regime for those who supports ESD
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Suggestions
Call upon Governments and international organisations in the framework of
the UNECE Strategy on ESD implementation (art. 67)
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To develop (?) a regional Program of support to ESD in EECCA, including:
• Trainings for national ESD coordinators, including multistakeholder
cooperation, monitoring, assesssment, etc
• Systematization of ESD resources, establishing national portals and EECCA
portal on ESD
• Sudents and professionals exchanges in EECCA
• Trainings on ESD for decision-makers and educators
• Involvement of NGOs in formal education
• Support to research and awareness projects on ESD
• Training for journalists
• Awareness on sustainable consumption and production, support to SCP
initiatives
• Publishing and re-publishing of national ESD materials
• Regular meetings of national ESD coordinators and their partners at EECCA
level
Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Suggestions (2)
To donors:
 Establish a fund to support a Program for ESD in EECCA.
Invite national gov’ts of EECCA, private sector, non-for-profit
private foundations to participate in the Program. Prioritise ESD
in international programs and projects in EECCA
To education governing bodies:
 Ensure ESD implementation in formal education, re-training,
materials development…
To NGOs:
 Promote and actively participate in non-formal ESD
development
To private sector: ….
To other sectors…
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Victoria Elias, Workshop for EECCA sub-region on UNECE Strategy on ESD implementation. 08.11.2006, Moscow
Thank you