Image: courtesy of Ho Chi Minh City Department of Education and TrainingA poster promoting recycling, made by schoolchildren in Ho Chi Minh Cityclimate changes. As a result, a national response programmefor climate change has been prepared and put into action byvarious government agencies and organizations. Ministriesincluding the Ministry of Education and Training are draftingtheir action plans. In this national programme, the educationsector is responsible for improving the population’s awarenessand for the training of a specialized workforce to meet the challengesof climate change.Challenges to overcomeESD has been part of education in Viet Nam for a long time. Theimportance of ESD has been recognized and realized in many waysin the system. However, given the lack of a consistent roadmap forimplementing ESD and the lack of resources to bring ESD up to dateand train the necessary qualified human resources, theresults of ESD activities in Viet Nam over the last yearshave not gone as expected.As a country with rich biodiversity and naturalresources, but also constrained by its developmentneeds and the large population living under the povertyline, Viet Nam has to overcome many issues before it isable to realize sustainable development and DESD goals.In this context, education plays a very important roleand the government and other non-government organizationshave to work together to reach the objectivesof ESD. Cooperation, local and international, is alsoneeded to enhance the ESD activities and to improvethe effectiveness of ESD.[ 119 ]
Caring for people through educationPatricia Gallardo, Director of Corporate Social Responsibility and Sustainability,Shangri-La International Hotel Management Ltd.Shangri-La Hotels and Resorts envisions a community ofresponsible and educated citizens who are environmentallyconscious, practise social responsibility in their daily livesand inspire others to do the same.In 2005 the company launched its first corporate social responsibility(CSR) initiatives, which were streamlined and refined in 2009with the hiring of a dedicated corporate level CSR specialist. Threekey programme areas were also formalized in 2009: Sustainability,Embrace and Sanctuary.Sustainability, Shangri-La’s Social Responsibility programme,systematically addresses issues that concern the environment,supply chain, employees’ health and safety and stakeholder relations.In this way, CSR becomes a good way of doing business, aswell as a tool towards genuine development.Beyond investing in its own people, Shangri-La believes that socialdevelopment is best instigated with young people from the localarea. Because the group operates in areas with disparate social andeconomic inequalities, Shangri-La needs to work with local educationand health organizations if it wants to effect real impact andmeaningful change over a longer time period.Rasa Sentosa Resort Chef coaches a teenaged boy in the basics of cookingImage: Shangri-La’s Rasa Sentosa Resort, SingaporeEmbrace, Shangri-La’s Care for People Project, waslaunched in September 2009, requesting that each hotelmakes a 10-15 year commitment to a chosen organization– be it a school, health centre or orphanage – thatbenefits the local community. This is chosen basedon criteria including beneficiary status/need, a matchwith hotel resources and skills, and accessibility to ahotel to encourage consistent employee volunteering.A template on education and health project developmentis made available, and hotel management andstaff work with the named beneficiary to define yearlygoals and targets. At the end of the commitment period,it is envisioned that the children have finished highereducation, are able to look after their own health andare ready for employment based on their own merits.Hotels are encouraged to look at running hotel skillstraining programmes to entice these graduates to workin the industry and secure a sustainable career for themselves.The Embrace programme therefore represents aninteresting contribution from the private sector to ESD.As of July <strong>2010</strong>, 91 per cent of the hotels havestarted to work on various education projects such asschool refurbishments, scholarships, hotel training andapprenticeships and support for children with specialneeds. Health projects include raising funds for surgeryand rehabilitation of children with various ailments. Inthe last decade, Shangri-La Hotel Kuala Lumpur andTraders Hotel Kuala Lumpur have raised over twomillion Malaysian Ringgit (USD585,820), helping atotal of 118 children undergo urgent heart surgery.With their rare cases of cardiopathy and other heartconditions, these children had to undergo immediateoperations in order to survive. Both hotels have beenworking on supporting the recovery and return tonormal living arrangements of these children, resultingin over 60 per cent of them now attending school.Dignity and sense of purposeBeyond books and classrooms, education is a powerful toolin restoring a sense of worth, especially to individuals whomay not have the capacity for self-awareness. Since 2008,Shangri-La’s Tanjung Aru Resort and Spa in Kota Kinabaluhas partnered with Seri Mengasih, a school for more than100 intellectually and physically challenged children. <strong>2010</strong>marks the third year of full school fees support, increasingstudent performance and eventually enticing morestudents who can be apprentices at the hotel.[ 120 ]
- Page 1 and 2:
TOMORROW TODAYUnited NationsEducati
- Page 9:
THE HONOURABLE DIANE MCGIFFORD, CHA
- Page 15 and 16:
ANNA TIBAIJUKA, EXECUTIVE DIRECTOR,
- Page 17:
KONRAD OSTERWALDER, RECTOR, UNITED
- Page 25 and 26:
Image: Lyle BenkoMid-Decade Assembl
- Page 28 and 29:
levels, and is an efficient mechani
- Page 32:
levels of education, taking part in
- Page 35 and 36:
Sustainable school feedingNancy Wal
- Page 37 and 38:
Image: WFP/Rein SkullerudImage: WFP
- Page 39 and 40:
How the Education for Rural People
- Page 41 and 42:
Image: FAOThe Education for Rural P
- Page 43 and 44:
Education for sustainable citiesTra
- Page 45 and 46:
Image: UN-HABITATChild washing hand
- Page 47:
sustainable land management practic
- Page 52:
Image: Inpyoung Elementary SchoolIm
- Page 55 and 56:
Reaching young people with sexual a
- Page 58 and 59:
Image: © BBC World Service Trust 2
- Page 62 and 63:
Image: Nat. Comm. UNESCO ChinaThe S
- Page 64 and 65:
Image: Japanese Nat. Comm. for UNES
- Page 66:
in July 2005, the RCE network has c
- Page 69 and 70: Image: SEAMEO RIHEDThe third meetin
- Page 71 and 72: Image: CEEImage: CEEYoung graduates
- Page 73 and 74: Developing informed fishingcommunit
- Page 75 and 76: Image: S Jayaraj, BOBP-IGOImage: S
- Page 77 and 78: Let’s take care of the planet:edu
- Page 79 and 80: Image: Ministry of Education, Brazi
- Page 82 and 83: ten provinces and three territories
- Page 84 and 85: provide tools and materials to supp
- Page 86 and 87: • Projects for senior citizens, w
- Page 88 and 89: From activists to the inclusion of
- Page 90 and 91: Sweden’s pioneering role ineducat
- Page 92 and 93: • Exposure to Swedish and interna
- Page 94 and 95: To strengthen ESD work in the Nordi
- Page 96 and 97: From personally relevant experience
- Page 98 and 99: Image: © Peter PurgBBCC members at
- Page 100 and 101: Beyond boundaries: implementing edu
- Page 102 and 103: Hurricane Gustav over the Caribbean
- Page 104 and 105: the first thirty years of the life
- Page 106: Image: NIE, SingaporeThe purpose-bu
- Page 109 and 110: Image: USM(ii) Alternative universi
- Page 111 and 112: Citizenship Project brings sustaina
- Page 113: During the workshop, the undergradu
- Page 117 and 118: GLE research campImage: GLOBE Thail
- Page 119: Minister. This is a step towards en
- Page 124 and 125: Politics and civil society in the U
- Page 126 and 127: National Committee in three ways. F
- Page 128 and 129: critically highly skilled human res
- Page 130 and 131: Child rights and equity throughclim
- Page 132 and 133: Image: © UNICEF/NYHQ2007-1390/Giac
- Page 134 and 135: Perspectives on higher education fo
- Page 136 and 137: Image: © RCE Graz-StyriaSignboard
- Page 138 and 139: African higher education networking
- Page 140: Collaborative links within an RCESo
- Page 143 and 144: Image: © RCE ZombaImage: UNU-IASSt
- Page 145 and 146: esearchers from developing countrie
- Page 147 and 148: Change for a better world:assessing
- Page 149 and 150: Learning for change: the key to a s
- Page 151 and 152: Curriculum and Instruction: Interna
- Page 153 and 154: identified. 8 These agents of chang
- Page 155 and 156: Turning today’s youth into tomorr
- Page 157 and 158: and implementation is based on an i
- Page 159 and 160: Image: Paulo Freire InstituteSeeds
- Page 161 and 162: Helping people take control of thei
- Page 163 and 164: Sihuan, China - Bio-digestors addre
- Page 165 and 166: of ‘sustainability’ that is mos
- Page 167 and 168: Entrepreneurship as thefishing rod
- Page 169 and 170: Image: GET’10 in East AfricaImage
- Page 171 and 172:
WikiQuESD authoring and learning pl
- Page 173 and 174:
Transforming childhood: from reinfo
- Page 175 and 176:
Young students plant a vegetable ga
- Page 177:
Image: © UNESCO/Katy AnisEducation
- Page 180 and 181:
Democratizing education:the quantit
- Page 182 and 183:
Image: FLAMEThe quality of college
- Page 184 and 185:
The foundations of ESDin early chil
- Page 186:
Free-range ecological hens, indoors
- Page 189 and 190:
Waste in and around schoolscommunit
- Page 191 and 192:
Promoting education for sustainable
- Page 193 and 194:
of Education for Sustainable Develo