A Situational Analysis - UNESCO Bangkok

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People’s Republic of China Du Yue Chinese National Commission for UNESCO Shi Gendong and Qian Lixia Chinese National Working Committee for EPD
STATE OF ESD IN THE PEOPLE’S REPUBLIC OF CHINA 21 People’s Republic of China China covers an area of over 9.6 million square kilometres, with coasts stretching more than 18,000 kilometres in length. It is the most populous country in the world, with an estimated 1.3 billion inhabitants in 2004. It is predicted that the population will expand by more than 10 million annually over the coming decade. The Chinese Government views sustainable development as essential to meeting the challenges of the 21 st Century. In 1992, Agenda 21 for China clearly stated that addressing issues such as overpopulation, exploitation of natural resources, over consumption, environmental pollution and urban/rural development is imperative in order to achieve sustainable development. EPD in China Education for Environment, Population and Sustainable Development (EPD) is a key ESD initiative. Although specifically aimed at teenagers, EPD seeks to provide all members of society with knowledge about environment, population and sustainable development issues. The rationale and operational modes strive to make practical connections between international ESD initiatives and national environmental, economic and socio-cultural characteristics. Initiated in 1998 by the Chinese National Commission for UNESCO, EPD has received support at high levels of government, has involved more than 1000 schools and is designated as a UNESCO flagship project. EPD Rationale and Approaches EPD purports that education and learning play key roles in the process of implementing sustainable development strategies. The basic content of EPD focuses on enhancing interdisciplinary and moral education using nationally relevant sustainable development issues like environmental pollution, resource shortages and overpopulation. The programme asserts that the implementation of EPD in the school curriculum will improve the quality of teaching and learning. Teacher training is an essential component of the programme. Partnerships and cooperation between all-levels of government, universities, NGOs and other relevant stakeholders are also important elements. EPD Objectives EPD uses innovative teaching and learning methods, such as inquiry-based approaches, inclusiveness, cooperative activities and experiential learning. The following activities are either planned or underway as part of the EPD initiative: • A regular national workshop and international forum to discuss EPD issues; • Construction of a teaching model of inquiry-based approaches and inclusiveness; • Enhance educators’ understanding and ability to work on EPD issues through training methods based on quality education • Enhance students’ knowledge about EPD issues, and cultivate their scientific abilities and skills • Foster a new generation with creative spirits, abilities and ideas for sustainable development • Work with other nations to combine education about the environment and population with sustainable development in order to improve the global living environment in and achieve sustainable societal development for all
Page 1 and 2: In collaboration with A Situational
Page 3 and 4: A Situational Analysis of Education
Page 5 and 6: UNESCO Asia and the Pacific South-E
Page 7 and 8: Pacific......63 Pacific Island Nati
Page 9 and 10: NCFAW NEEC NETTLAP NIER NGO NSW NT
Page 11 and 12: Acknowledgements Firstly, we would
Page 13 and 14: Photo credits: Asia/Pacific Cultura
Page 15 and 16: Selected Abbreviations Preface Ackn
Page 17 and 18: documents on ESD and surveyed both
Page 21 and 22: Monitoring and evaluation will be e
Page 25 and 26: North Asia
Page 27 and 28: CURRENT STATE OF ESD IN THE REPUBLI
Page 29 and 30: CURRENT STATE OF ESD IN JAPAN 15 ES
Page 31 and 32: The Ministry of Education assumes t
Page 33: diversity, gender equality, peace,
Page 37 and 38: pedagogical innovations, such as th
Page 39 and 40: CURRENT STATE OF ESD IN MONGOLIA 25
Page 41 and 42: A recent writing competition for se
Page 43 and 44: South-East Asia 1 2 3 4 5 9 6 8 7 1
Page 45 and 46: CURRENT STATE OF ESD IN SOUTH-EAST
Page 47 and 48: Values Education 33 Despite educati
Page 49 and 50: job market within the existing econ
Page 51 and 52: Socialist Republic of Viet Nam Do T
Page 53 and 54: Core Issues of ESD Values Education
Page 55 and 56: Lack of computers and ICT-related e
Page 57 and 58: Central Asia
Page 59 and 60: CURRENT STATE OF ESD IN CENTRAL ASI
Page 61 and 62: this presents an enormous challenge
Page 63 and 64: Kazakhstan is still in the early st
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Page 67 and 68: South Asia
Page 69 and 70: CURRENT STATE OF ESD IN SOUTH ASIA
Page 71 and 72: Health Education Governments, inter
Page 73 and 74: South Asian illiteracy rates are th
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Page 77 and 78: Pacif ic 3 1 2 4 5 9 6 7 10 8 11 15
Page 79 and 80: CURRENT STATE OF ESD IN THE PACIFIC
Page 81 and 82: In Fiji, the concept of values educ
Page 83 and 84: (PFNet). PFNet was established in 2
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Training The development of special
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Australia Daniella Tilbury Australi
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The purpose of the Network is to ex
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local communities, with a view to d
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Selected Abbreviations Preface Ackn
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Asia/Pacific Cultural Centre for UN
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United Nations Environment Programm
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United Nations University Institute
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Research strengthen cooperation bet
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National Institute for Educational
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ESD and Natural Disaster Preparedne
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• Sustainable forestry, agri- and
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Fien, J. 1993. Education for the en
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SACEP. 2004. South Asia Co-operativ
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for the International Implementatio
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Lanka Academic Network (Sri Lanka)
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Reproduction is authorized providin
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