JSPS Core-to-Core Program
Formation of International Center of Excellence
to Promote Teacher Education on ESD

4th Meeting of the Asian Network
to Promote Teacher Education on ESD
Meeting Proceedings
University of Toyama
Toyama, Japan
June 9-12, 2018

Welcome Message
Dear colleges and guests,
I am very glad to see the successful launch of the 4th Meeting of the Asian Network to Promote
Teacher Education on Education for Sustainable Development (ESD). The meeting, supported by theJapan Society for the Promotion of Science (JSPS), will be held at University of Toyama, from June
9th to 12th, 2018. On behalf of all participants, and in particular on behalf of those who have comefrom overseas, I would like to thank especially Dean Nobuyuki Ohkawa, Vice-Dean Yo Tokuhashi,
and Professor Toru Doi at the Faculty of Education, University of Toyama, and the meeting officers
for inviting us and welcoming us to this august international forum.
The purpose of this meeting is to discuss the integration of teacher education with ESD and thedevelopment of training programs for teachers. The members of our joint research project from Asian
seven countries have developed some guidelines and recommendations to reorient teacher educationin Asia to address sustainability. It is hoped that the meeting will both encourage international
cooperation and stimulate researchers to conduct research on ESD for achieving the Sustainable
Development Goals (SDGs).
I deeply appreciate your coming to share with us this unique, memorable experience in this beautiful
city Toyama, Japan.
Sincerely,

Hiroki Fujii
Professor, Graduate School of Education, Okayama University, Japan
Director, Okayama University ESD Promotion Center
Coordinator of the JSPS Core-to-Core Program “Formation of International Center of Excellence toPromote Teacher Education on ESD”i

PROGRAMS-1 to S-9: Senior researchers’ presentation
Y-1 to Y-4: Young researchers’ presentation

1st day, June 9th (Saturday)
Name of Rm
9:30 – 12:00
12:00 – 13:00
12:30 – 13:00
13:00 – 13:10

Lecture room 112, Faculty of Human Development, University of Toyama
Meeting (For research project members)
LunchRegistration
Opening
Yo Tokuhashi, Vice-Dean, Faculty of Human Development, University of
ToyamaHiroki Fujii, Coordinator, JSPS Core-to-Core Program “Formation ofInternational Center of Excellence to Promote Teacher Education on ESD”,
Okayama University, JapanCountry Report
Chair Shigeyoshi Watanabe, Kumamoto University, Japan
13:10 – 13:30 C-1 Indonesia
Students’ perception and the strategy of infusing ESD on pre-service
physics and science teacher curriculum in Indonesia
Wijaya, A. F. C., Indonesia University of Education
Rusdiana, D., Indonesia University of Education
Hariyono, E., Indonesia University of Education
Muslim, Indonesia University of Education
13:30 – 13:50 C-2 Japan
Prospective science teachers’ training programs incorporating ESD:
Based on Lesson Study
Hiroki Fujii, Okayama University
13:50 – 14:10 C-3 Lao PDR
Integrating curriculum to address sustainability in Lao PDR
Sompong Siboualipha, Bankeun Teacher Training College
14:10 – 14:30 C-4 Mongolia
Activities for sustainable future
Dulguun Jalgalsaikhan, National University of Mongolia
Burmaa Banzragch, National University of Mongolia
Oyuntungalag Orsoo, Institute of Teachers’ Professional Development
Munkhjargal Ochirbat, Orkhonschool of Mongolia
Uuriintuya Dembereldorj, Institute of Teachers’ Professional Development
14:30 – 14:50 C-5 Myanmar
ESD practices in Myanmar education
Yin Mar Win, Sagaing University of Education
San San Maw, Sagaing University of Education
14:50 – 15:20 Refreshment
15:20 – 16:00 Discussion & Feedback
Derek Cheung, The Chinese University of Hong Kong, China
Sun-Kyung Lee, Cheongju National University of Education, Korea
ii

Research Presentation 1
Chair Kazutaka Yamada, Okayama University, Japan
16:00 – 16:20 S-1
An analysis of characteristics of collaboration among the participants of
the Dreaming Eco School Project
Hyungson Ju, Korea National Open University, Korea
Jaeyoung Lee, Kongju National University, Korea
Suejung Jung, Korean Environmental Education Program, Evaluation andResearch Center, Korea
Jungnan Kwak, Korean Environmental Education Program, Evaluation andResearch Center, Korea
Yeona Son, Dankook University, Korea
Kangseok Kim, Sungshin Girls’ High school, Korea
16:20 – 16:40 S-2
A trial of music composition on a theme of the marching season fromspring to summer around the Japan Islands (An interdisciplinary classfor the university students toward the cultural understanding in ESD)Haruko Kato, Gifu Shotoku Gakuen University, Japan
Kuranoshin Kato, Okayama University, Japan
S-3
Toward the development of study programs on the seasonal cycles ofweather and climate systems around Japan on ESD
Kuranoshin Kato, Okayama University, Japan
Yusuke Kuwana, Okayama University, Japan
Hideki Morishita, Okayama University, Japan
Haruko Kato, Gifu Shotoku Gakuen University, Japan
Kazuo Otani, Okayama University, Japan
16:40 – 17:00 S-4Comparison with the current state of the alien species problem anddescription of textbooks in Japan
Toru Doi, University of Toyama, Japan
17:00 – 17:20 Y-1
Education for sustainable development (ESD) learning material development
for science secondary school curriculum
Wijaya A. F. C., Indonesia University of Education, Indonesia
Muslim, Indonesia University of Education, Indonesia
17:20 – 17:40 Y-2
Integrating a curriculum for the secondary teacher education program
which majored in biology at Bankeun Teacher Training College to address
sustainability
Sompong Siboualipha, Bankeun Teacher Training College, Lao PDR
17:40 – 18:00 Refreshment
18:00 – 20:00 Banquet at University Restaurant

2nd day, June 10th (Sunday)
Name of Rm
8:40 – 9:00

Lecture room 112, Faculty of Human Development, University of Toyama
Registrationiii

Keynote Speech 1
Chair Sun-Kyung Lee, Cheongju National University of Education, Korea
9:00 – 9:40
K-1
A pedagogy for hope: science and sustainability
Ralph Levinson, Institute of Education, University College London, UK
Keynote Speech 2
Chair Tomonori Ichinose, Miyagi University of Education, Japan
9:40 – 10:20 K-2
Japanese experience on ESD and teacher education for ESD
Katsunori Suzuki, ESD Resource Center of Japan, Japan
Research Presentation 2
Chair Kuranoshin Kato, Okayama University, Japan
10:20 – 10:40 S-5
Lesson trial of the content plant body at elementary school science: Focusing
on promoting pupils’ scientific thinking
Hironori Kanae, Elementary School attached to University of Toyama,Japan
11:40 – 11:00 S-6
Development and practice of ESD program to understand local environmental
issue by high school students
Kiyoyuki Ohshika, Aichi University of Education, Japan
11:00 – 11:20 Refreshment
11:20 – 11:40 Y-3
In-service teachers’ perception towards Education for Sustainable
Development (ESD) in Myanmar
Yin Mar Win, Sagaing University of Education, Myanmar
San San Maw, Sagaing University of Education, Myanmar
San Aye, Sagaing University of Education, Myanmar
11:40 – 12:00 Y-4
Implementation form of “Global Action Program” in school
Dulguun Jalgalsaikhan, National University of Mongolia, Mongolia
Burmaa Banzragch, National University of Mongolia, Mongolia
Oyuntungalag Orsoo, Institute of Teachers’ Professonal Development ofMongolia, Mongolia
Munkhjargal Ochirbat, Orkhonschool of Mongolia, Mongolia
Uuriintuya Dembereldorj, Institute of Teachers’ Professonal Development ofMongolia, Mongolia
Research Presentation 3
Chair Kiyoyuki Ohshika, Aichi University of Education, Japan
12:00 – 12:20 S-7
Possibility of using Omoshiro Jikken (the fascinating experiment) toteach science
Shinichi Furihata, Tokyo University of Agriculture and Technology, Japan
Sachi Kawamura, United Graduate School of Tokyo University ofAgriculture and Technology, Japan
12:20 – 12:40 S-8
Proposal of a procedure to make student teachers recognize their gained skills
and competencies of ESD
Hironori Sasaki, Chugokugakuen University, Japan
iv

12:40 – 13:00 S-9
Introduction of the effectiveness and barriers of school-enhancing education
for sustainable development in Japan
Tomonori Ichinose, Miyagi University of Education, Japan
13:00 – 13:30 Closing
Hiroki Fujii, Coordinator, JSPS Core-to-Core Program “Formation ofInternational Center of Excellence to Promote Teacher Education on ESD”,
Okayama University, Japan
13:30 – 14:30 Lunch
14:30 – 16:30 Workshop for Young Researcher

3rd day, June 11th (Monday)
9:30 – 12:30

12:30 – 14:00
14:00 – 16:00

School Class Observation on ESD
Attached Elementary School and Junior High School, Faculty of Human
Development, University of Toyama
Lunch
University Class Observation on ESD
Attached Farm, Faculty of Human Development, University of Toyama

4th day, June 12th (Tuesday)
9:30 – 16:00

Excursion on ESD: ESD Activity in Local Communityv

1st day, June 9th (Saturday) Country Report Research Presentation1

2

C-1 Indonesia

Students‟ Perception and the Strategy of Infusing ESD on Pre-service Physics
and Science Teacher Curriculum in Indonesia
Wijaya, A. F. C., Rusdiana, D., Hariyono, E., and Muslim
Indonesia University of Education
agus.fany@gmail.com
Abstract Expanding on the concept of Education for Sustainability Development (ESD) that according to
the community's problems and the geographic conditions of Indonesia is indispensable now. Teachers
have an important role to touch learner‟s brain and heart effectively in purpose. In that way, teacher
potentially became an agent of change in creating more sustainable future through their classroom with
their future generation skills and knowledge. Indonesia‟s Society and environment crisis need to behandled and solve in an appropriate way, which is education ways, so that preparing teacher with ESD
literacy has to be initiated as soon as possible. On the other hand, students must be taught the art ofliving sustainably right from early childhood. Now a day, people are not living with environmentally
sustainable lifestyles due to lack of knowledge, lack of potential skill or tradition, and lack of community
spirit. The students are to be taught the practical skills needed to help and solve the local environmental
issues. That so, literate them with ESD perspective is a key to prepare them facing the future. Throughseveral studies and research on pre-service physics teacher program within several academic years inorder to identify three main goals in the first year research stage, those are students perception on ESD,
re-orienting lecturer curriculum, and developing themes and learning materials. As a result, it revealed
that in common students perception on ESD can be classify into two out of three different stages (Lane,2010), that is, the majority of the students‟ perception are on the Selection stage and the small part ofthem are on the Organization stage, while there are no students has a perception on the Interpretation
stage. The students in the highest year hold the highest stage of the perception. This situation is affected
generally by expectation and cultural aspect while emotional and motivational aspects have an effect in asmall part of the students‟ perception on ESD (McLeod, S. A., 2007). Through a critical andtransformative model, students were able to reconstruct the way to learn and also to design teaching andlearning proses in Physics infusing issues of ESD. The 1st year students performed a new way to come up
with their own ideas based on the theories in order to solve the issues which has been provided. On theother hand, 3rd year students were able to deconstruct and reconstruct the way they teaching andlearning design on Physics not only providing a practice issues on applying physics in daily live, but also
infusing ESD issues in a different integrated curriculum ways. The 1st year students changes were their
way to learn from acquiring information into inquiring information, while the 3rd year students transformtheir teaching orientation from instructivism in to constructivism way. Finally, the process of a criticaland transformative model gave an alternative way to infuse the ESD in pre-service Physics teacher
education. The Volcano Learning Project (VLP) as an innovation in project-based geoscience learning is
the focus on this program. This program not only supports the strengthening of geoscience knowledge but
also emphasizes how prospective teacher students can contribute to solving problems related to volcanic
phenomena in Indonesia. Students are given the opportunity to interact with the environment andsociety in solving environmental problems associated with the volcano. The three main pillars of VLP:
think critically, reasoning logically, and create productively.

Students Perception3

Our lifestyle, somehow influence by our environment. In contemporary civilization, the environment
surrounding also influence the development process. The future generation who are supposed to be thefuture decision makers, may take an action for changes in their way interact with environment. Dealwith the environment as a life style is not the only thing the young generation should align. In a very
dynamic condition of the earth, they should be balance their perspective with economic and social
development dimension too. In the era of industry 4.0, we faced a big challenge to build a new life style in
one side, and conserve the sustainable condition on the other side. As the fourth industrial revolution,
Industry 4.0 connected to the current trend of automation ad data exchange in manufacturing
technologies. It includes cyber physical systems the internet of things, cloud computing and cognitive
computing. This revolution, since the mechanization, water power, and steam power stage (Industry 1.0)
change into mass production, assembly line, and electricity power stage (Industry 2.0), and Computerand automation stage (Industry 3.0), given the pathway, surely, to develop effectively, but the main
problem is, does it sustainably?
As a developing country, Indonesia rapidly develop the nation through many dimensions,infrastructure, industry, economic, education, etc. Generally, development goal is to make people can life
better. Nothing wrong with this perspective, otherwise, we need to enrich this perspective with two basic
characteristics, it should be sustained and ethical. To become a sustainable development, we need toconsider that the benefits that we are getting now, should be transferred to the next generation. While,
ethically, we also need to think about whatever the benefits, a person or a species enjoyed, should notharm other individuals or species. Those two characteristics should be socialized to all citizen in order toprepare and enhance the quality of live in Indonesia. Education for sustainable development (ESD) canbe the proper way to reach this target. However, ESD is not a really familiar term for Indonesiancompare to environmental education. This situation driven by the lack of knowledge of the educational
practitioners how to infuse the ESD terms and issues into the curriculum. We all agree that education
should play an important role in enabling people to live together in ways that contribute to sustainable
development (UN, 2012; p.6). That‟s why, we should be encourage education to transfer every benefits
that development process gave us, to the future generation properly and proportionally.
In order to implement sustainable development, it is necessary to develop the ideas further in terms ofdefining what sustainable means and the relevance of development and distinguishing it fromenvironmental education (Johnston, 2007; p.9). What we know, somehow, reflecting what we stand for.
Without knowing what we do, we will not got a meaningful achievement. To educate people about ESD,
we need to know where are they stand for now. Prospective teachers are the key point to spread out the
ESD efficiently, effectively, and for sure, sustainably. Pre-service teachers positioned themselves as agentsof change, with a responsibility to help effect meaningful change in their society (Down, in Unesco, 2007;
p.9). As the next classroom manager who will influence hundred or could be thousand future generations,prospective teachers will determine where the next generation will go. When the pre-service teachers
understand how perception affects communication, communication can be done in complete manner(Lane, 2010). Understanding the perspective of prospective teacher on ESD can lead us to theappropriate communication approach and also appropriate knowledge, attitude, and skills.
Commonly in Indonesia, pre-service teacher program utilized with the concurrent curriculum. In
concurrent curriculum, students learn educational material and subject matter material (such as
Natural Science, Social science, Physics, or Chemistry, etc.) in the same time, the highest the level the
deepest the material. In the 1st year stage, students learn basic material both educational and subject
matter, while in the 4th year stage, students are directing to implement what they have already learn
both in administrational and practical aspects. In the 2nd and 3rd year stage, the curriculum provide a
bridging condition to elaborate the subject matter into a teaching and learning material, while thebroadness of subject matter became more complicated. These characteristics became a basic
consideration to provide the proper way to introduce the ESD approach.
4

Table 1 The perception process stages (Lane 2010)
No
1

Stages
SELECTION(we select from the environment thestimuli to which we will attend)

2

ORGANIZATION(categorize the stimuli we have selectedfrom the environment to make sense of it)

3

INTERPRETATION(assign a meaning to the stimuli)

Sub-stages
Salience (stimuli that are selected from the environment based on
their interest, use, and meaning to us)
Vividness (stimuli that are selected from the environment because
they are noticeable)
Schemas (mental templates that enable us to organize and classify
stimuli into manageable groups or categories)
Figure-ground [a portion of the stimuli selected from the environmentis the focal point of our attention (“figure”) and the rest is placed in the
background (“ground”)]
Proximity (when we group stimuli that are physically close to eachother ) & Similarity (tend to group elements together based on size,
color, shape, and other characteristics)
Closure (filling in the “missing pieces” to form a whole or complete
picture)Expectancy (what we expect to perceive / accustomed to seeing stimuli
in certain ways and therefore often don‟t perceive the obvious)
Familiarity (How familiar we are with the stimuli)

By involving students from various levels, ESD delivered with several steps, which are: introducing
ESD as an approach to view daily issues (different level different way of introduction), identifying someissues connected to the lecturer materials and concept, discussing the connection lecturer material withthe problem solving possibilities, and elaborating the idea within the classroom. On the first stage
introduction, lower level (1st and 2nd year) student introduced into the ESD approach with the real case of
ESD issues closed to their daily live. For example: they count each different kind of vehicles across theuniversity main road and then try to identify which vehicles gave the biggest pollution and what should
we do to reduce the effect of the pollution. The higher level (3rd and 4th year) students introduced into the
ESD approach within articles and implementations models related to the lecturer material that they
have been learn. In this approach, students equipped by several scientific articles (journal and books)
related to the lecturer material, and then we asked them to provide some ideas how to infuse the ESD
term into Physics-science secondary school curriculum.
The next steps, which are identifying, discussing, and elaborating the idea, implemented in the same
way within all levels of students. In identifying step, after introducing the ESD approach, we asked
students to mentioning and classifying the issues connected to the lecturer materials and concepts.
Furthermore, the students try to deliver their finding in a small group discussion to come up with specificidea and its reasons. Finally, in the last stage, we asked students to presenting their small group ideas
into a real representation (such as media, students learning materials, etc.) and make a classroom
discussion as an elaboration step. Ideas that comes up in the final steps are the evidence of students‟
perspective on ESD. As a results, Students‟ perception condition on ESD provided by Figure 1.

Figure 1 Students‟ perception stages

5

In general, students understand the schema and or “the illustration” of ESD with proximity andclosure meaning with their own perceptions. There were no students idea classify as an interpretation
stage, which means, the students interpretation on ESD are no longer assign a meaning to the stimuli.
Figure 2 provide an example of students‟ idea on different context and different stages. Figure 2 (a) shownthat students come up with teaching demonstration media to explain how we can separate and clean an
oil pollution in at the river issues. Here, they provide the media to explain how water and oil willseparately differentiate when we put in the same container, this idea explain how conceptually different
magnitude of fluid density can affect the position of the fluid in the container. However, this idea cannot
support what the problem need, that‟s why, this idea classify into selection stage of perception. This idea
shown us a stimuli that are selected from the environment because they are noticeable.
Response on Figure 2 (b) and (c) shown how the student ideas related to their perception on ESD thatclassify into organization stage. In Figure 2 (b)., students come up with an idea of another teaching andlearning demonstration media on how to prevent overheated in a stoves. In this product, students choose
the bimetal characteristics to be the thermometric properties with regard to the issue. This idea has a
portion of the stimuli selected from the environment is the focal point of our attention (“figure”) and therest is placed in the background (“ground”). In line with the Figure 2 (b), Figure 2 (c) students come up
with the worksheet for teaching and learning activities, their try to answer the challenge to control thefood waste that came from the students‟ lunch box issue. In this idea, students try to correlate thethermodynamics concept with the proper lunch box container design to keep the food good. From the idea,
clearly we can found the mental templates that enable us to organize and classify stimuli into
manageable groups or categories.

F

(a)

(b)

(c)
Figure 2 Students ideas on ESD

When we classify the Students‟ perception based on their level, figure 3 shown us the profile as follow:

6Figure 3 Students‟ perception stages based on students‟ level

Students‟ perception growth is parallel with their level of study length. The characteristics shown inthis data reveal that students‟ learning experience in university level, naturally develop their stage ofperception. However, the Interpretation level did not develop, since the students‟ cognitive development
somehow become a hindrance in perceiving ESD. This was likely to happen due to social and cultural
background of the students. The structure and unstructured interview reveal that the tendency to view aproblem in a separate way became one of the factor that drive their idea into those stages. This condition
influence socially developed within their interaction among the students in their own level and also theculture that awakened automatically through the experience presented at each level.
Furthermore, to reveal how the students‟ perception can developed, we need to elaborate more whatkind of influences that related to the students‟ perception. Figure 4 presents data derived from theinterview and field notes along the lecturer process. The profile shown that generally expectation andculture factors influence the students‟ perceptions in all level.
Motivation as a reason or reasons for acting or behaving in a particular way and emotion as a strong
feeling deriving from one's circumstances, mood, or relationships with others, basically came frominteraction among students. On the other hand, expectation factor as believing that something should bea certain way, influences the students‟ perceptions through what they had learn from the classroom
experiences. While, the culture factor as the ideas, customs, and social behavior of a particular people orsociety, influences the students‟ perceptions through their surrounding environments. Figure 5 presents

Figure 4 Influence on students‟ perception

7

Figure 5 Influence on students‟ perception based on students‟ level

how each factors proportion in each level in order to clarify how can each these factors influence thestudents‟ perceptions.
Back to the characteristics of the curriculum of pre-service teacher in Indonesia that adhere to the
concurrent curriculum, expectation factor changed dramatically with the cultural factor because of theirexperiences on teaching practices and school environment interactions. While, motivational factors
developed since their expectation factors also developed, which was influenced by the development of
their pedagogical knowledge. Furthermore, the emotional factor showed a decrease. This happened
because as they learned, students developed motivation through interaction, and used less emotion inlearning. On the other hand, cultural factor shaped by the experienced that student got along theteaching and learning process in the initial level. In the 2nd and 3rd level we can call it as a transitional
equilibrium stage, in this stage, students try to comparing and finding a new condition and situation. In
this case, the 1st year students influence by their culture in senior secondary school, while the 4th year
students influence by the new culture in the university level.
Students‟ perception on ESD majority is on the Organization stage and the small part of them are on
the Selection stage, while there are no students has a perception on the Interpretation stage. The
students in the highest year hold the highest stage of the perception. This situation is affected generally
by expectation and cultural aspect while emotional and motivational aspects have an effect in a smallpart of the students‟ perception on ESD. Physics Education Department Curriculum has an appropriate
structure to lead students‟ Perception on ESD, however it still need to enhance the portion on how wereorientation of education towards sustainable development rather than “implementation” term only.
Cultural factor as the biggest influence to the higher stage of the perception need to be packed properly ina transitional equilibrium stage in order to enhance the students‟ perception as early as possible in orderto develop proper ESD literacy in our students.

Infusing ESD into Curriculum
Environmental Education (EE) has been more popular than ESD. This finding revealed from the8previous research. Each approach involve values. EE encompasses raising awareness, acquiring new
perspectives, values, knowledge and skills, and formal and informal processes believed to change
behavior in support of an ecologically sustainable environment. In terms of teaching about environmental
problems in science subjects, Environmental Education is not sufficient to meet the needs envisaged for asustainable development (Loughland, 2006). In other words, ESD is not intended to replace EE but toenrich it. ESD also involves topics outside the common EE subject matter and is often problem-based.
According to this understanding, Education for Sustainable Development promotes the development ofcritical thinking, the creation of protective attitudes and an active participation in decision-making. It is
not only stimulated and inspired from the ecological sphere, but from the social and economic spheres.
The following comparative table outlines some of the main differences between EE and ESD.
Sustainability cannot be separated from education. Education and sustainability are interconnected,
but ESD and Education somehow come up for many confused. ESD load with it the attached idea of
implementation programs that are locally relevant and culturally appropriate. As we know, ESD as asustainable programs should be take into consideration of local economic, societal, and environmental
conditions. According to the situation, ESD will take many forms (Padmanabhan and Rao, 2011). There
are three areas that directly Education affects sustainability: Implementation, Decision Making, andQuality of Life.
National scope of sustainability can be limited or enhanced by the level of education attained by thenation‟s citizens. Development option are limited when the number of unskilled and illiterate nation‟s
citizens high. In fact, at that situation, the country should buy most part of their needs from othercountries with a very hard currency. Furthermore, to fulfill the hard currency leads the country to do avery high exploitation on their natural resources. That‟s why, an educated workforce is the key for moving
beyond an extractive and agricultural economy (Sharma, 2006). This is how the education affects
sustainability in an implementation areas.
When the citizens well educated, the „greener‟ development options will also expands. Citizens can act
to protect their community by acquiring what, why, and how to solve their problems by collecting andanalyzing data. In order to create ecologically literate citizens to adequately address environmental
problems, there is a logical connection between sustainability education and engaging students in thecommunity, which can serve as a relevant forum to address sustainability issues (Bowling, 2011). Good
community-based decision can lead into social, economic, and environmental well-being, for sure it isdepends on educated citizens.
When the sustainability develop in a nation based on their education, there is no doubt, will also
improve the citizen‟s quality of life. Economic status can raised life condition, lower infant mortality, andalso improves the educational attainment of the next generation, and for sure, it will improves the next
generation‟s change into social and economic well-being. The improvement of education quality affectedboth national and individual implications.
The characteristics of ESD is multidisciplinary discipline including implicate capacity building forcritical thinking and problem solving. Skills, global perspectives, and also knowledge deliver in ESD.
Diversity, culture, and gender should be considered when we implement ESD. It is participatory and isbased on learning with peers. It can give smaller gains that are of deep significance (Sungoh, 2007).
Millennium Development Goals aim to improved quality of life, promoting of human right,
commitment towards environmental sustainability and education resulting in sustainable development
deliver by ESD. Characteristics of Education for sustainable living are (Singhal and Shrivastava, 2004):
 It makes people understand the interdependence of all living beings and the consequences of
their actions.
 It increases awareness about the environmental issues and complex system which have abearing on sustainable development.
 It develops people‟s competence, attitudes and values, enabling them to associate themselves9actively in the process of sustainable development.
To infuse ESD into curriculum, there is several consideration should be done. When ESD is an isolatedsocietal issue to be squeezed into curriculum, then we cannot expect a big progress will be made.
Rethinking the whole system on a participatory basis and seeing things differently as a changing the
educational paradigm steps need to be considered. Analyzing the formal education from the perspectiveof sustainable development incorporate with underlying issues, needs, and challenges to put ESD into
practice should be the first stage need to be done. Incorporating sustainable development as a central
theme in formal education and give it an enhanced profile, fostering increased quality of teaching andlearning, facilitating links and networks, exchange and interaction among various stakeholders of ESD
will help in the effective implementation of ESD in formal education system (Reddy and Reddy, 2003)
Based on the characteristic of pre-service teacher curriculum in Indonesia, there are three different
approach possibilities to infuse ESD into curriculum: ESD on Curriculum
The first approach to infuse ESD into curriculum is putting the ESD‟s issues as a theme for
Teaching and Learning activities. In this approach, subject content derived the issues that can beinfuse into curriculum. Frame work of 10 ways to integrate curriculum (Fogarty, 2008) can beconsider to implement it into practice. The goal of this approach is identifying competencies andcontent of science curriculum align with ESD. For example, in Earth and Space Science Course,
students asked to learn about volcanism disaster risk reduction based on the condition of thenearest volcano to their place to be a part of specific activities on volcanism‟s chapter. Thisapproach is suitable to a subject matter courses, which are difficult to put another subjects or
chapter on it.
 ESD in Curriculum
Another approach of infusing ESD on curriculum is assigning ESD as a part of subject content.
Here, we can put an ESD material as a part of course‟s subjects or a chapters. The goal of thisapproach is Identifying ESD content that fit into science teacher competencies. Holistic
Curriculum perspective can be the frame work to implement this approach, covered there
different perspectives, which are: changes to formal curriculum development process and/or
frameworks; action to improve the graduate profile and student learning experiences; andstrategic enhancement activities to improver teaching and learning practice. For example, in the
Curriculum Study and Instructional Design of Physics course, students learn specifically the termof ESD in a new chapter. They explore ESD from different kind material such as journals, books,
and other material connected to ESD issues. This approach is suitable to an educational courses,
which are possible to put another subjects or chapter on it.
 Curriculum of ESD
The last approach that could be considered to infuse ESD into curriculum is use ESD as a subject.
When we have an opportunity to design a new material on curriculum, it is suitable to propose
ESD as a new subject or part of the curriculum independently. For example, to enhance in-service
teacher knowledge and understanding of ESD, South-East Asia Ministry of Education
Organization (SEAMEO) on their Quality Improvement of Teacher Education Program (QITEP)
in Science organized Environmental Education for Sustainable Development (EESD) Course. In
this course, in-service teacher has an opportunities to elaborate more their understanding andknowledge of EESD.

Volcano Learning Project (VLP): A Potential Learning Program to Support
the Success of ESD in Indonesia (ESD on Curriculum)10Earth and Space Science is one of the lecture subject in physics education program. This lecture subject
classify as the transitional equilibrium stage in the curriculum. As the recommendation of the previous
research, this stage became the important stage to enhance the students‟ awareness on ESD. Earth andSpace Science learning material covered not only the earth science or geoscience, but also space science orastronomy. Those two learning material coverage can be delivered within ESD on Curriculum approach.
The Volcano Learning Project (VLP) as an innovation in project-based geoscience learning is the focus
on this program. This program not only supports the strengthening of geoscience knowledge but alsoemphasizes how prospective teacher students can contribute to solving problems related to volcanic
phenomena in Indonesia. Students are given the opportunity to interact with the environment andsociety in solving environmental problems associated with the volcano. The three main pillars of VLP:
think critically, reasoning logically, and create productively.
As a simple virtual simulation model, VLP has developed to accommodate futuristic geosciencelearning. VLP as a software provides an opportunity for students to take advantage of technology
facilities (Palma, 2014), interaction with a wider and access more diverse range of authentic information
sources based on the real data of volcanic activity in Indonesia which less underutilized as a learning
resource. This model becomes a virtual media to provide knowledge about geoscience and can be used toexercise the geosciences skills to equip students to be more capable to solve the problems based on thereal of geological data (Wysession, 2014), to describe basic geosciences phenomena in the various contexts(Fermeli, 2014), to get better understanding the science behind phenomena (Luo, 2016), and help
students to understand volcanic activity that cannot be directly observed (Harpp, 2005). Become a hope,the software capable of supporting the physics student has a high-level order thinking (Chang, 2010).
As a learning Program, VLP begin with classroom activities of exploration on VLP software as aninterface and volcano characteristics discussion. The next activity is a group discussion on „Know more
your volcano‟ project. In this activity, student asked to come up with volcanos‟ issues to be discussed, suchas volcano disaster mitigation, economic value of volcano natural resources, etc. Furthermore, students
construct a proposal as group discussion product which will then be used as the basis for conducting fieldstudies.
To implement what their already construct in the proposal, students conduct a field study activities. In
this activities, they visited the nearby volcano to study more about the characteristics of volcano, theculture of surrounding community, and ecological profile around the volcano. That so, they are not only
learn the volcano as an object but also find out how the volcano affect to the cultural and ecological profilearound it. In this field study, students do some observation on the volcano and ecological features to findout its characteristics and profiles. Furthermore, they do some interview with the people who lives
around the volcano to explore their experience and perspective related to the activities of the volcano.

Figure 6 VLP classroom activities in earth and space science courses

11Figure 7. VLP field study activities in earth and space science courses

Finally, to measure students‟ predicting skills and students‟ sustainability awareness as an impact oflearning activities using VLP, the final test using predicting skill test and also filling out thesustainability awareness is done. Hereby, the statistical analysis on the students‟ predicting skills.
Table 2 Description of physics students predicting skills by using paired sample test

The result revealed, based on paired sample test (Table 2), VLP learning program significantly
influence students‟ predicting skills. It shown that significant value (2-tailed) of 0.000< 0.050, whichmean that VLP learning program on Earth and Space Science Course can improve students‟ predicting
skills. Furthermore, we can discuss more on each ability in predicting skills as follow:
Table 3 Profile of student ability in developing predicting skills.

As shown on table 3, the ability to process information (89.16%) is the highest ability students canachieve, which mean students‟ skill on gathering, reading, and compiling data got a biggest effect as the
VLP program implemented. On the other hand, students‟ skill on translating data into another form
became the lowest achievement, as shown on the data of the ability to present data in graphical form
(59.72%). While students‟ skills on interpreting and analyzing data was the fair achievement, as shownon the data of formulate a conclusion and predicting skill (66.67 %). This condition lead us to conclude
that understanding the data from the graphical representation is easier than making a graphicalrepresentation. In line with Francis (2014), that drawing a graph as a visual representation requires anunderstanding of the content, context, and construction. Also Evagorou (2015) said that the success ofdrawing graphs is closely related to the science process skill, especially in making the conclusions andprediction.
There were 15 items questionnaire to profiling students‟ sustainability awareness consist of 3 different
perception on sustainability attitude, value, and practice in their daily lives (Hasan, 2010).
12

Table 4 Students‟ sustainability awareness
Item
Statement
Sustainability Practice Awareness3
I always discuss about environmental problems
with my friends
9
I composting the food residue to become fertilizer
10
I do not use plastic bag to wrap things
13
I deliver informations on environment to my family
members
14
I involve in the environmental awareness activitiesin school
Behavioral and Attitude Awareness1
I read about environmental issues in the massmedia
6
I appreciate biodiversity
7
I concern about smoke that is omitted by vehichels
8
I try to reduce amount of waste at home bycollecting materials that can be recycled11
I conserve the use of electric energy at home
12
I conserve the use of water supply
Emotional Awareness2
I concern about environmental problems at myplace
4
I feel dissapointed with air pollution
5
I feel dissapointed with river pollution
15
I aware my responsibility towards environment

Total „Yes „ Response

Percentage Response

12
5
9
14

40.77%

13

18
22
24
12

76.92%

22
22
22
25
26
24

93.27%

Table 5 Categories of Sustainability Awareness
No
A
B
C

Percentage
Response
0.0 – 39.9
40.0 – 69.9
70.0 – 100.0

Categories
Practices that seldom or dislike to be done
Practices that are done/ happened moderate/medium
Practices/feelings that are most likely one/happened

This students‟ response on the questionnaire of sustainability awareness appears as an influence of
VLP learning program on Earth and Space Science Course. To analyze it, we need to interpret the data
based on the students‟ preferences of responses as shown on Table 5 (Hasan, 2010).
Based on Table 5 interpretation, the result revealed students‟ awareness categorized as a Practices thatare done/ happened moderate/medium on the sustainability practice awareness aspects, while behavioral
and attitude awareness and emotional practice awareness aspects categorized as the highest category, aPractices/feelings that are most likely one/happened. It can be conclude that students‟ sustainability
awareness has been developed by the VLP learning program well. Nevertheless, the gap between
emotional, attitude and behavioral aspects with the practice awareness need to be noted as an
improvement window on the VLP learning program implementation into the future.

Acknowledgment
This Joint Research (The Asian Network for Promoting Teacher Education) “Formation ofInternational Center of Excellence to Promote Teacher Education on ESD” was supported by the JSPS
Core-to-Core Program.
13

References
Bowling, E. E. (2011). Coupled pedagogy: A study of sustainability education and community-basedlearning in the senior capstone program at Portland State University (Dissertation). Available from Pro
Quest database. http://search.proquest.com/docview/ 897910894?accountid=29925
Chang, C. Y. (2010). Per Sci Educ, 40 103.
Evagorou, M., Erduran, S., & Mӓntylӓ, T. (2015). International Journal of STEM Education, 2, 11.
Fermeli, G., Steininger, F., Dermitzakis, M., Melendez, G., & Page, K. (2014). Geophysical Research
Abstracts, 16, EGU2014-8678.
Fogarty, R. & Stoehr, J. (2008). Integrating curricula with multiple intelligences (2nd ed.). Thousand Oaks,
CA: Corwin Press.
Francis, K., Jacobsen, M., & Friesen, S. (2014). Journal of Information Technology Education Research,
13, 233.
Hariyono, E. et al. (2017). VLP simulation: An interactive simple virtual model to encourage geoscienceskill about volcano. J. Phys.: Conf. Ser., 895, 012142.
Harpp, K. S., Koleszar, A. M., & Geist, D. J. (2005). Journal of Geoscience Education, 53, 173.
Hassan, Arba‟at et al. (2010). The status on the level of environmental awareness in the concept ofsustainable development amongst secondary school students. Procedia Social and Behavioral Sciences,2, 1276–1280.
Lane, S. D. (2010). Interpersonal communication: Competence and contexts. New York: Pearson
Education, Inc.
Luo, W., Pelletier, J., Duffin, K., Ormand, C., Hung, W., Shernoff, D. J., Zhai, X., Iverson, E., Whalley, K.,
Gallaher, C., & Furness, W. (2016). Journal of Geoscience Education, 64, 60.
O‟Sullivan, E. (2003). Sustainability and transformative educational vision. In P. Corcoran & A. Wals
(Eds.), Higher education and the challenge of sustainability (pp.163-180). Dordrecht: Kluwer Academic
Publishers.
Padmanabhan, J. & Rao, M. P. (2011). Increasing awareness and participation: ESD is essential.
Edutracks, 10(7), 21-24.
Palma, J. L., Courtland, L., Charbonnier, S., Tortini, R., & Valentine, G. A. (2014). Journal of Applied
Volcanology, 3, 2.
Reddy, K.P. & Reddy, N. (2003). Environmental education, New Delhi. Neelkamal Publications Pvt. Ltd.
Sharma, B. M. (2006). Teaching environmental education, New Delhi: Akansha Publishing House.
Singhal, P.K. & Shrivasthava, P.(Eds.). (2004). Challenges in sustainable development. New Delhi: Anmol
Publications Pvt. Ltd.
Sungoh, S.M. (2007). Environmental education and sustainability: An environmental concern in higher
education. University News, 45(44), 76-82.
UNESCO. (2005). The United Nations Decade of Education for Sustainable Development: International
implementation scheme. Retrieved October 25, 2005, from www.unesco.org
Wijaya, A. F. C. (2016). Perceptions toward Education for Sustainable Development (ESD) in scienceeducation among pre-service physics teacher in Indonesia. EASE 2016 Symposium: Development ofscience teachers' training program focused on ESD: The experiences in Asian countries, Tokyo
University of Science.
Wysession, M. E. (2014). Earth Future, 2, 299.

14

C-2 Japan

Prospective Science Teachers‟ Training Programs Incorporating ESD:
Based on Lesson Study
Hiroki Fujii
Okayama University, Japanfujii-hi@okayama-u.ac.jp
Abstract The purpose of this study was to develop and conduct a prospective science teachers‟ program on
ESD based on Lesson Study and to evaluate the merits and values of the program based on the evolution
in their understanding of science lessons. On the basis of Stufflebeam‟s CIPP evaluation model, theprogram was developed for third-year undergraduate students in the science education department.
After conducting a two-month trial of the program, it is believed that the program promoted theirunderstanding of science lessons, namely, what science teachers should help pupils acquire throughscience lessons incorporating ESD. This is a significant merit of the program that was developed.
Keywords ESD, science teacher training program, Lesson Study, CIPP evaluation model

Introduction
Education for Sustainable Development (ESD), in which UNESCO has taken the initiative since 2005,
is now undertaken in the Global Action Programme (GAP) on ESD, with the purpose of its worldwide
spread. The overarching goal of the GAP is “to generate and scale up action in all levels and areas ofeducation and learning to accelerate progress towards sustainable development” (UNESCO, 2013). Oneof priority action areas of the GAP is to increase the capacities of educators and trainers to deliver more
effectively ESD so that teacher education institutions are expected to distribute pre-service and in-service
training programs on ESD (e.g. Mckeown, 2012).
During this time, Okayama University, which holds the UNITWIN/UNESCO chair programme inresearch and education for sustainable development and participates at the Okayama Regional Centre ofExpertise on ESD authorized by the United Nations University, has tackled teacher education on ESD;
therefore, we have advanced the pre-service teachers‟ training programs at the undergraduate andgraduate levels, as well as in-service teachers‟ training programs, in cooperation with the boards ofeducation (Yutani & Fujii, 2014).
Highlighting the pre-service science teacher programs, we incorporated the contents, such as the ideas
and purposes of ESD, the linkage between science education and ESD, and examples of science lessons
on ESD, into the compulsory courses, “Elementary Science Education Methodology” and “Secondary
Science Education Methodology”. In the content of the linkage between science education and ESD, forexample, we introduced how to link science education and ESD with the consideration of the purposes,
contents, and activities of science as a subject, individually or as a learning system. Through these
program developments, we revealed that science teacher education on ESD should be based on Lesson
Study and should also be linked to teachers‟ professional knowledge of education and scientific literacy
related to the major themes of ESD, such as climate change/energy problems, biodiversity, andprevention of natural disasters.
Presently, we have been developing two new prospective science teachers‟ training programs on ESD.
First, we focus on the program with a special emphasis on Lesson Study over a compulsory course of twomonths, “Elementary Science Education Methodology Development” and “Secondary Science Education
Methodology Development”, in which third-year undergraduate students enroll and participate directly
15following school practice for one month. In these courses, students conduct Lesson Study such as creating
a lesson plan, practicing demonstration lessons, and reflecting on the lessons that are practiced in orderto practically learn the science education methodology. Moreover, they are required to incorporate theideas and purposes of ESD into units and topics of science lessons in such a way that students will wantto practice and complete them.
Second, we focus on an elective course offered at the undergraduate and graduate levels, “Science
Education and ESD”, which has the aim of training talented science teachers; the course helps students
learn about the development and utilization of bioenergy. The students registered in this course take alecture which cover junior and senior high school chemistry lessons focused on sustainability (Fujii et al.,2012) and visit sites of a biomass town where bioenergy based on woody biomass is developed andutilized. Moreover, they are required to expand their ideas of how to incorporate the idea and purposes of
ESD into the contents and topics of science lessons.
In this report, we will present the development, trial, and evaluation of the aforementioned firstprospective science training program.

Program Development
To develop a prospective science teachers‟ training program, we adapted a framework informed by
Stufflebeam‟s Context, Input, Process and Product (CIPP) evaluation model (Stufflebeam, 2003), which
has been used for the evaluation of curricula and educational programs as a management-oriented
evaluation tool. The CIPP evaluation model can provide the key information necessary for making adecision on how to develop curricula and educational programs; therefore, the model provides asystematic perspective on the development, practice, and evaluation of ongoing program development(Nozawa, 2012).
The CIPP evaluation model is composed of four components: context, input, product, and productevaluation. The context evaluation is often referred to as needs assessment. It asks the question, “Whatneeds to be done?” and helps with the assessment of problems, assets, and opportunities within a definedcommunity and environmental context (Stufflebeam & Shinkfield, 2007). It clarifies the objectives ofprogram development. The input evaluation prescribes a project to address the identified needs. It asks
the question, “How should it be done?” and identifies procedural designs and educational strategies thatwill most likely achieve the desired results. It defines the structure and contents of the program. The
Table 1 Procedure of program development adapting the CIPP evaluation model
Context evaluation
We identified the needs of university teachers and students for school science lessons incorporating ESD and the topics thatstudents must learn to be able to provide such science instruction; therefore, we conducted initial quantitative assessment using aquestionnaire.
Input evaluation
We created a plan for the teacher training program corresponding to the identified needs, reviewed relevant literatures, andconsidered the advice and expertise of individuals such as other university teachers. Also, we created a framework to evaluate theplan and confirmed whether it meets the needs that were identified.
Process evaluation
We monitored the program process and potential procedural barriers, and identified students‟ needs for program adjustments, thatis, their current questions and difficulties related to the processes of Science Lesson Study incorporating ESD. Therefore, we
observed Lesson Study activities and kept a log of activities, interviewed the students, and reviewed their self-reflections. Also, we
provided advice relevant to the students.
Product evaluation
We measured, interpreted, and judged teacher training program outcomes; therefore, we conducted an initial quantitative
assessment using a questionnaire for university teachers and students and reviewed the students‟ self-reflection through groupinterview and their final reports.

16

process evaluation monitors the project implementation process. It asks the question, “Is it being done?”and provides an ongoing check on the project‟s implementation process. It documents the process andprovides feedback regarding (a) the extent to which the planned activities of the program are carried out
and (b) whether adjustments or revisions of the plan are necessary. The product evaluation identifies andassesses project outcomes. It asks the question, “Did the project succeed?” and is similar to an outcome
evaluation. It measures, interprets, and judges a program‟s outcomes by assessing their merit, worth, significance, and probity.
Referring a previous example of program development (Zhang et al., 2011) used the CIPP evaluation
model, we conducted a procedure to analyze the information obtained in each component and to carry out
the development, practice, and evaluation of the program (Table 1).

Prospective Science Teachers‟ Training Programs Incorporating ESD
The “Elementary Science Education Methodology Development” Course
We organized a compulsory course titled “Elementary Science Education Methodology Development”
as a training program for prospective science teachers. Sixteen third-year students belonging in the
Department of Science Education, Faculty of Education, Okayama University, registered themselves forthe course. Moreover, this course had a duration of two months (from December 6, 2016 to February 7,2017) and was held just after one month‟s school practice; it consisted of 32 hours in total (four hours pera week for eight weeks).
Table 2 shows the learning objectives and syllabus planning of the course. On the basis of school
practice experience, the students conducted a lesson study activity, which included making lesson plans,
practicing demonstration lessons, and reflecting on practiced lessons, in order to gain a practicallyunderstanding of science education methodology. In addition, they were required to incorporate their own
ideas and the purposes of ESD into science lesson units and topics that the students wanted to practice.
Context Evaluation
In order to set up the purposes of the program, we conducted the initial quantitative assessment by anadministering questionnaire to 16 students and two university teachers (Table 3). The students‟
representative quotes were enclosed in quotation marks (“”), while the number of respondents as
multiple-response items were indicated in parenthesis.
Regarding Question 1 (“Is it necessary to conduct elementary science lessons incorporating ESD?”), all
the students responded positively. The total number of responses to the question “Why do you think so?”was 17. A variety of reasons were provided, which were derived from various aspects of society, especiallytackling environmental problems (9) (e.g., “The environmental problems are causing a grave situation.”).
Moreover, they were described based on the aspect of children‟s development (7) (e.g., “The pupils canthink about systems of environment, energy, and so on.”).
Regarding Question 2 (“What kind of elementary science lessons incorporating ESD should bepracticed?”), the total number of reasons provided was 23. These reasons were described based on the
aspect of learning objectives (9) (e.g., “In the lessons, we should help pupils think about what they can doto the natural environment.”). Moreover, they were described based on the aspect of learning contents (9),especially natural disasters (4) (e.g., “Emphasis on natural disaster topics”) and resources/energy (3) (e.g.,“We should discuss the period of years within which energy will be depleted.”) Moreover, they were
described based on the aspect of learning methods (5) (e.g., ［“ In the lessons］…we should help pupils solve
problems involving the natural environment along with the law of nature. This is an advantage of science
lessons.”).
Regarding Question 3 (“What should you learn to practically conduct the above-mentioned elementary17

Table 2 Course “Science Education Methodology Development” as prospective teacher training program on ESD
Learning objectives
The students will learn science education methodology through Lesson Study.
Syllabus planning
1st: 1) Reflection on experienced school practice and completed science education courses and 2) Attendance of a lecture on the social
background of the promotion of ESD, ideas and purposes of ESD, and an exemplar of elementary science integrating ESD
2nd to 4rd: Selection units and topics for lesson design and then development, presentation, and modification of lesson plan
5th to 7th: Demonstration of a lesson and reflection of its effect
8th: Presentation of learning outcomes
Table 3 Questionnaire used for context evaluation and product evaluation
Q1Is it necessary to conduct elementary science lessons incorporating ESD? Why do you think so?
Q2 What kind of elementary science lessons incorporating ESD should be practiced?
Q3 What should you learn to practically conduct the above-mentioned elementary science lessons in school?

science lessons in school?”), the total number of responses provided was 24. The reasons described werebased on the aspect of research on a particular subject matter (12), especially research on materials forthe lessons (7) (e.g., “I need to understand the business efforts extended in the development of energy.”)and research on ESD (5) (e.g., “I should gain knowledge on the essentials of ESD through my own
efforts.”). In addition, the relevant descriptions were based on the aspect of research concerning teaching
methodology (6) (e.g., “I have to understand the results of ESD and the points in it that can be improved;
I should also understand what ESD lessons are currently being carried out in schools.”). On the other
hand, some responses were related to the students‟ own behavior (4) (e.g., “I will take action with regard
to energy problems and thus show the appropriate actions to pupils.”).
Thus, it is believed that: 1) many students understood the necessity for science lessons thatincorporated ESD based on the aspects of tackling environmental problems as well as children‟sdevelopment of thinking; 2) they thought that these science lessons should deal with natural disaster andenergy/resources contents and enable pupils to think and also teach how to act; and 3) they thought that,by conducting these science lessons, they would gain an understanding of ESD itself through theexamples in lessons and related teaching materials.
Input Evaluation
Corresponding to the identified needs, we made a plan for a teacher training program for prospective
science teachers. In addition, we referred to the relevant literatures and expert advice provided byuniversity teachers from the Department of Science Education. First, in order to enhance the students‟
understanding of ESD, we intended to explain the social backgrounds of the promotion of ESD and its
idea sustainability and introduce examples of elementary science lessons that incorporated ESD(Shinkosyuppansya Keirinkan, 2015). Second, we intended to support the students‟ Lesson Study
activities, which they utilize to enhance their understanding of the main topics in ESD, such as climatechanges/energy, biodiversity, and natural disasters, and develop their understanding of why and how weincorporated ESD into science lessons; that is, we intended to introduce them to the learning objectives
and learning contents/methods of science lessons on ESD. Finally, we created a framework in order toevaluate and confirm whether the plan met the needs.
Process Evaluation
Through the processes of the program, we helped students reflect on their school practice experienceand science education courses that they completed. Subsequently, the students first took a lecture about
the social backgrounds underlying the promotion of ESD, the ideas and purposes of ESD, and examplesof elementary science lessons that had incorporated ESD. Second,they selected units and topics for lesson
18

Table 4 Units and topics of elementary science lessons incorporating with ESD
Third grade

Fourth grade

Fifth grade

Sixth grade

Working of Wind and Rubber
Pupils try to stop handmade car at a specific location through the use of energy of rubber and understand theway their project utilizes energy.
Season and Living Things
Pupils understand that animals and plants are changing their shape and surviving their life, corresponding to
the four seasons.
Running Water
Pupils consider levees that are the strongest and eco-friendly and understand the relationship between natureand human beings.
Landscape and its Change
Pupils reflect on why a famous Japanese volcano, “Sakurajima,” has connected to the main island and discover
the greatness of nature.
Utilization of electricity
Pupils understand the bidirectional linkage between electricity and energy converted into electricity.

Figure 1 Unit “Running water”: A model of the strongest levee

Figure 2 Unit “Landscape and its change”: A lava flow model of the volcano “Sakurajima”

making (Table 4), and then presented and modified their lesson plans. Third, they demonstrated theirlessons, which were based on the lesson plans they had created, and reflected on their own lessons(Figure 1 and 2). Finally, they presented the learning outcomes of the program.
In the above-mentioned second step, we conducted the process evaluation and monitored the program
process while placing a special emphasis on the students‟ activities. In actuality, they often asked
themselves the question “What is ESD?” They also had many questions and talked about their difficulties
regarding the setting up of the learning objectives and the framing of learning contents. We provided
them with the minimum necessary amount of advice and helped them improve their own problem
solving.
Product Evaluation
We conducted the same initial quantitative assessment by administering the questionnaire to sixteen
students and two university teachers. Regarding Question 1, all the students responded positively again.
The total number of reasons provided in response to the question “Why do you think so?” was 18. The
19

number of responses to the item based on the aspects of children‟s development was nine; it focused on
promoting children‟s cognitive development and behavior (e.g., “Because through science lessons thatincorporate ESD…I think that children might change and deepen their view of nature and theenvironment near them as well as living things. Moreover, the children might change their behavior andtheir attitude toward the environment near them.”).
Regarding Question 2, the total number of responses was 26. The responses based on aspects of thelearning objectives of science lessons with ESD (6) were, for example, “［Science lessons that incorporate
ESD］should help children acquire the competencies necessary for the future and basic ways of thinking
about these competencies,” “I think that, considering science lessons from various aspects, we need tocarry out education and lessons in order to enable our decision making,” and “In science lessons thatincorporate ESD…it is necessary to help children change their self-recognition from being human being
centered to being human being in nature.” Furthermore, the responses based on aspects of learning
contents (11) were included not only in those related to the subject matter itself (e.g., energy/natural
resources) but also in those related to the organization of teaching materials. An example of the later was
as follows: “If we find a familiar natural phenomenon that is useful for ESD, we should incorporate it intoscience lessons as teaching material.” Furthermore, there were various responses regarding the aspect oflearning methods (9). Their descriptions were categorized into problem solving, for example, ［“ For science
lessons incorporating ESD］…it is very important for children themselves to inquire how to solve
problems by using the basis of previous learning experiences.” and lessons with realistic emotions (e.g.,“The lessons should provide an opportunity to help children think about how the learning contents are
relevant to their own lives and help them gain real feelings.”).
Regarding Question 3, the total number of responses was 26. The responses regarding aspects ofresearch concerning the subject matter of science lessons with ESD (13) were categorized on the basis oflearning of materials for lessons (5), learning ESD itself (3), and learning how to incorporate ESD into
teaching materials (3). An example of the later was “The most important thing is researching the subject
matter. I need to inquire about and determine the parts of the science lesson units into which we canincorporate aspects of ESD.” Moreover, there were responses about the teaching methods (9), especiallywith regard to learning how to incorporate ESD into teaching methods (4) (e.g., “I need to consider what
content we allow children to grasp, in terms of approaching aspects of ESD.”). Furthermore, there weresome responses on research concerning children (4), especially children‟s thinking in ESD lessons (3) (e.g.,“Considering children‟s thinking….I have to be able to look at and think about things from various
viewpoints and standpoints.”).
Subsequently, we reviewed the students‟ self-reflection at the end of the course (verbal data) and their
final written reports (descriptive data). These data showed results that were very similar to those of
Question 3 of the questionnaire.

Findings
After conducting a two-month trial of the program, it was concluded that the program promoted thestudents‟ understanding of science lessons incorporating ESD.
First, the students understand the necessity of science lessons incorporating ESD better, especiallywith regard to aspect of children‟s development. Regarding the reasons for elementary science lessons‟incorporation of ESD, they pointed out not only the promotion of children‟s thinking but also behavior.
Second, about desirable practices for science lessons incorporating ESD, the students imagined various
ideas for learning objectives, contents, and lesson method. For example, they pointed out that the setting
up of learning objectives should place a special emphasis on promoting a view of nature that is inaccordance with the motto “Human being in Mother Nature.” Moreover, they mentioned that it was20necessary to organize the teaching materials utilized in science lessons incorporating ESD. Finally, thestudents understood more clearly the necessity of their own learning in order to conduct science lessons
with ESD. In particular, they mentioned the importance of researching the subject matter and teaching
methods as well as the process and expandability of children‟s thinking.
Thus, it was shown that, by understanding what ESD is, the students enhanced their understanding ofwhat science teachers should help pupils acquire through science lessons that incorporate ESD; that is,they gained an understanding of setting up appropriate learning objectives for science lessons
incorporating ESD. This is a significant merit of the program that was developed.
This program focused on the development of each unit and lesson but not the curriculum. One of the
future potential directions for training programs for prospective science teachers with regard to ESD is tofoster students‟ understanding of science curricula that incorporate ESD. We should face this difficult
task while promoting the circulation of idea between the research on ESD curricula and school lessons
and the research on ESD teacher education. For this reason, the Lesson Study should be used as a tool
both for driving innovations in teacher training programs with ESD and for developing ESD instructionof the teaching professions.

Acknowledgement
The work described in this report was supported by the Japan Society for the Promotion of Science,Core-to-Core Program, B Asia-Africa Science Platform. The author gratefully acknowledges thecollaboration of Shinichiro Yashuhara and Kosaku Kawasaki in developing the program.

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Yutani, M. & Fujii, H. (2014). ESD practices linked comprehensive learning and subjects‟ learning: Focus
on utilizing “ESD calendar”. The Bulletin of Japanese Curriculum Research and Development, 36(4),111-114. (in Japanese with English abstract)
Zhang, G. et al. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as acomprehensive framework to guide the planning, implementation, and assessment of service-learning
programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84, 2011.
21

C-3 Lao PDR

Integrating Curriculum to Address Sustainability in Lao PDR
Siboualipha Sompong
Bankeun Teacher Training College, Lao PDR
Somepong55@gmail.com
Abstract This report outlines the team‟s recommendations for building a comprehensive new system of
professional education anchored in a practical, cross-disciplinary approach to continuous learning
throughout the life cycle of a sustainable development. Throughout this report, issues in education andspecial needs from baseline survey were considered to develop training on ESD, it integrating andconducting model lessons. The first professional training was conducted and intended to help Laotianscience teachers understand the ESD and its integration into science lessons. The program also aimed toenhance trainers‟ knowledge of and attitudes toward ESD. Within the program, trainers were expected toanalyze science (biology, chemistry, and physics) lesson plans that incorporated the idea of sustainability
as well as to develop model lessons. In a model lesson, teachers were expected to develop analyzing skills
on issues and lessons. At the same time, they developed a research lesson focusing on developing
students‟ learning outcomes and enhancing their attitude towards ESD. A research lesson suggested that
integrating ESD should be included with Mapping Curriculum. So, the following study purposed to map
an existing curricular, implement issues‟ identification and association with it requirements, connect
identified issues with learning outcomes, and identify it opportunities for integrate ESD. Recently,
teachers have continued to map, identify, connect and integrate it requirements to a science andmathematics curricular, and demonstrated lessons based on lesson study cycle.
In the training, framework for developing the program was informed by Stufflebeam‟s (2003).
A curriculum for the secondary teacher education program which majored in Biology at BTTC was
mapped in order to college‟s calendar. The model used for mapping was included 1) Essential questions,2) Content, 3) Skill, and 4) Assessment.
From the assessments after lessons, students gained an understanding of what makes insects a uniquepart of the animal kingdom and how they compose into bodies‟ systems. They received an introduction to
the types of arthropods groups by studying main organs in systems to classify insects or other arthropods.
They gained an understanding of how insects‟ adaptations help them survive and thrive in a variety ofhabitats. They could introduce to the many roles insect play in natural communities. Furthermore,
students could be able to define endangered or extinct, identify relationship between insects and theirhabitats, identify human activities that harm insects and suggest ways to protect them by working ingroup to promote by creating posters.
Keywords Lao Education, ESD, CIPP, Mapping Curriculum

Introduction
Education System in Lao PDR
Lao People‟s Democratic Republic (Lao PDR) is a land-locked, ethnically diverse and mountainous
country with an estimated population with 6.8 million (The United Naition in Lao PDR, 2015). The
majority of population lives in rural villages. The country is situated between China, Myanmar, Vietnam,
Thailand and Cambodia, that its geography is one of mostly rugged mountain terrain with 47 percent
forest and only 4 percent arable land (Benveniste, Marshall, and Santibanez, 2007). The economic andsocial progress in Lao PDR is needed to rely on important source of human capital which referred to22country‟s young population. Based on King and Walle (2005), the 41% of its roughly 6 million people, theages are between 0 and 14; 19 years old for the median age; while 5-19 age group is expected to keep
growing at rates of 7-8 percent in the next few years.
Lao PDR has an education system very much influenced by its colonial heritage (MacKinnon andPhonesavanh, 2014). The country is now in transition from an agricultural economy to an industrialized
economy, moving toward a market economy and privatization. Education and training are very
important for preparing citizens for this transition. The immediate educational policy in Lao PDR is todevelop quality human resources to meet the needs of the socioeconomic development of the nation. The
government has begun to reform the education system, with the goals of linking educational development
more closely to the socioeconomic situation in each locality, improving science training, expanding
networks to remote mountainous regions, and recruiting minority teachers.
General education, vocational and technical education, and higher education are consisted of in theformal education system. General education includes preschool (childcare for children up to 2 years old
and kindergarten for children aged 3–5) and 12 years of primary and secondary education combined –divided into primary (five years of schooling for children aged 6–10), lower secondary (four years forchildren aged 11–14) and upper secondary (three years for children aged 15–17), and the basic education
is defined as primary and lower secondary school, and comprises nine years of education (McLaughlin,2011).
There are eight Teacher Education Institutions (TEIs) offering pre-service training for future pre-school,
primary and lower secondary teachers (Benveniste, Marshall, and Santibanez, 2007). Five of these are
Teacher Training Colleges (TTC), while three are Teacher Training Schools (TTS). TTCs prepare trainees
for secondary school teaching (11+3), issuing high level certificates. TTS train future pre-school andprimary teachers (11+1, 8+3 and 5+4). Graduates receive medium level certificates. It is envisioned thatin the near future these institutions will be harmonized as Teacher Training Institutions (TTI). In
addition, the Faculty of Education at the National University of Laos (NUOL) offers a degree level
program for upper secondary teachers.
According to Vegas (2005), teacher working conditions or the context under which teachers are
expected to perform their jobs, play an important role in determining school outcomes meanwhile, it has
been well established that good working conditions help support classroom teaching as well as foster
learning. The typical Lao classroom appears to be strongly structured through lesson-planning andinstructional time is well prioritized (Benveniste, Marshall, and Santibanez, 2007). In principle, teachers
place great emphasis on developing thinking skills and problem solving. In practice, the primary methodof instruction in Lao PDR schools is frontal lecturing, copying lessons on the blackboard and encouraging
recitation and memorization. Students are mostly passive recipients of instruction, while there is some
opportunity for copying exercises there is comparatively little time devoted to practical exercises orapplication of knowledge. Efforts could be channeled into modernizing the pre-service and in-service
teacher training curricula to better equip teachers with child-centered teaching and learning
methodologies.
Bankeun Teacher Training College and the Performance of Training System
Bankeun Teacher Training College (BTTC) was established and agreement of Ministry of Educationand Sports by its initially known named as the Local Teacher Training School in 1968 then was improved
and development becoming as (BTTC) since 1990 to present. Bankeun Teacher Training College (BTTC)
is on over at road No. 10, KeunNeua village, Thoulakhom District, Vientiane Province. It is far from thecapital about 70 kilometers, with approximately 167.006 square meters and is surrounded by villages
and fields. The landscape is a plain area that is well-suited to the livelihood of staff, teachers andstudents). BTTC, now has 144 staffs with 72 females, and total number of students is 1633, included
female students number is 1003.
23

BTTC has the role and mission of building and maintenance of kindergartens, primary teachers,
secondary school teachers and bachelor degree. Also, college has developed faculty personnel of theCollege of teachers to have the knowledge, skills, and ethics of teaching and learning arrangements tomeet the objectives of course. One more major is to build teachers education for creative thinking andrank number one of study the biology and Lao language teachers. In addition college has the goal to
become a university of education as a center of development and a center of excellence in the future andalso to promote multi-faceted cooperation in the establishment of regional and international linkages topromote national culture and environmentally friendly.
According to the content of the college's development policy from 2016-2020, BTTC has placed
institution‟s development policy in order meet the target goal to become a university of education as acenter of development and a center of excellence in the future The policy lays on continue to follow theplan of the Teacher Training Department to carry out the upgrading of the general education of teacher
training standards are provided, especially in the maintenance of a teacher training course, ensuring acontinuous vocational development system, with the improvement of the network for the development ofa teacher-training school, such as a demonstration school, a college campus experience. There is also
improving teaching and learning by focusing on student performance and also using various laboratories,
including more academic learning centers. The main deal on encouraging all teachers to improve theirown teaching in the form of doing (Lesson Study) and UBD teaching is various noted.
In order to be successful the action plan, BTTC has considered the development of teacher personnel,
teaching courses, teaching methods, how to manage and evaluate curricula is essential and urgent forteacher training college. To ensuring the quality of teacher training and creating a centre of excellence,
considered as a challenge and an important job for staff in teacher training institutions. The institutions
use approved courses; establish pre-schools, primary seminars and experience-training schools to develop
the career-oriented development of teachers in society, the region and the international community. So,
study on ESD and it integration have been considered to develop both curriculum and teaching-leaningoutcomes since 2012 to present.
Key Concepts on Education for Sustainable Development (ESD)
ESD is education that is concerned with transforming today‟s society, so as to achieve sustainable
societies in the future (UNESCO, 2012). To achieve this, ESD reorients existing educational program
towards sustainability. This involves rethinking what is taught and how it is taught. ESD involves theformation of values, skills, attitudes and behaviors that prepare learners to anticipate, think critically,
and tackle and resolve problems relating to sustainability.
According to the enforcement plan, the goals of ESD are: “1) everyone can enjoy the benefits ofhigh-quality education, 2) the principles, values, and actions needed for sustainable development can betaken into all fields of education and learning, and 3) education and learning can bring the changing ofpeople‟s actions for realizing a sustainable future in the aspects of environment, economics, and society.”(Liaison Committee among Ministries and Agencies on UNESCO (2006). These concepts relate to thenatural, social, and economic environments surrounding human beings, regions, societies, nations, etc.
Moreover, concepts like circulation, diversity, ecosystems, symbiosis, preservation, respect for life,
continuity of life, etc., are also mentioned (NIER, 2007).
The objective of ESD is to equip learners with the necessary skills, knowledge and compassion to act
responsibility for a sustainable future. It enables learners to understand the challenges andtransgressions faced in the social, environmental and economic spheres (Pillai & Achilles, 2015). In thisstudy, we tried to explain the meaning of sustainable development and described its most obvious
features to the participants (science teacher trainers) and then the practices of ESD integrated on theircurrent curriculum that they are teaching.
One of the key features of the last decade has been the growing awareness of the process of24

globalization. Globalization is manifesting itself on several levels: economic, ecologic and social (Sleurs,2008). From this feature, they were introduced to the new opportunities and also new and often
unexpected challenges and problems considered from a global perspective, such as global warming,
climate change etc.
Practices of ESD in Lao PDR
The practices have started since 2012 to present which purposed to engage understanding of andattitudes towards ESD in the institution and schools levels. The first performing was implemented by abaseline survey to examine the 14 primary schools in the north Laos about problems or issues in
education systems in 2012. Then, data on education system issues were used to consider for a technicaltraining to improve and resolve teaching-learning outcomes by integrating of ESD into curriculum. In
2016, a training was implemented. Participants were introduced to the understanding of and attitudes
towards ESD and the ways to integrate it to their institute‟s curriculum. In the same year, a model oflesson was conducted in the institute. After that, in 2017, an investigated of ESD was implemented
cooperated between institution and school teachers by integrated ESD to the primary science‟s
curriculum. At the end of year, institute‟s curriculum was integrated to address sustainability. Finally, in
2018, team have continued to add ESD on science and mathematics‟ curriculum and implemented
lessons to the classes. However, few developments are currently prepared to design and implement
integrated solutions that would promote sustainable development in BTTC. Even withindevelopment-related programs focusing on problem solving, often discouraging practical connections
across communities of expertise. So, the practices should include more communities, institutions anddiverse schools‟ conditions.
Applying CIPP (Context, Input, Process, and Product Evaluation) Model
To identify successful of program providers‟ learning needs and beneficiary, the context evaluation
components were implemented using CIPP (Context, Input, Process, and Product evaluation) model
which applied from Stufflebeam (2003) and Zhang et al. (2011). According to Zhang et al. (2011), the input
evaluation component can help prescribe a responsive program that can best address the identified needs,
while the process evaluation component monitors the program process and potential procedural barriers,
and identifies needs for program adjustments. Finally the product evaluation component measures,interprets, and judges program outcomes and interprets their merit, worth, significance, and probity.
Holland (2011) suggested that a more comprehensive evaluation model for assessing service-learning
based on goal-variable-indicator-method design, which can be best characterized as an objectives-based
evaluation approach. So, our context evaluation model was adapted from this CIPP model as described in
the following methods.

Research Purpose
This report outlines the team‟s recommendations for building a comprehensive new system of
professional education anchored in a practical, cross-disciplinary approach to continuous learning
throughout the life cycle of a sustainable development. Throughout this report, issues in education andspecial needs from baseline survey were considered to develop training on ESD, it integrating andconducting model lessons.
The first professional training was conducted and intended to help Laotian science teachers
understand the ESD and its integration into science lessons. The program also aimed to enhance
trainers‟ knowledge of and attitudes toward ESD. Within the program, trainers were expected to analyze
science (biology, chemistry, and physics) lesson plans that incorporated the idea of sustainability as well25

as to develop model lessons.
In a model lesson, teachers were expected to develop analyzing skills on issues and lessons. At thesame time, they developed a research lesson focusing on developing students‟ learning outcomes andenhancing their attitude towards ESD.
A research lesson suggested that integrating ESD should be included with Mapping Curriculum. So,
the following study purposed to map an existing curricular, implement issues‟ identification andassociation with it requirements, connect identified issues with learning outcomes, and identify it
opportunities for integrate ESD.
Recently, teachers have continued to map, identify, connect and integrate it requirements to a scienceand mathematics curricular, and demonstrated lessons based on lesson study cycle.
Research Team Building and Limitation
The baseline survey was to assess the teachers‟ perception, attitudes and their training need in
education, and the status of literacy learning skills of primary students to promote the effectiveness ofteachers‟ performance. The survey was conducted in north Laos (Bokeo province) in (2012). The finding of
this survey was to informing the future support for improving in-service teacher training, teaching andlearning science and mathematics.
In a professional training, we selected a teacher training institute (Bankeu Teacher College, BTTC) toenroll teacher trainer participants in a training course. A training program was focused on nine scienceteacher trainers included with 3 of each biology, chemistry and physics teachers; and 3 science classes
were selected for the implementation of model lessons. The program contents covered of an overview of
ESD in teaching and learning, issue analysis, lesson plans analysis, and a development of lesson plans
based on ESD. Program was conducted on 8-12 February 2016.
To develop a model lesson, 7 biology teachers from BTTC and 5 school teachers from attached schools
were included. The two science classes were used as implementation of a model lesson. Program contents
were covered by introduction of ESD and Lesson Study, Issue analysis, Developing a lesson plan, andImplementation if a research lesson. Program was conducted on January to April 2017.
In September to November, 2017, an existing curricular was mapped, identified, connect, andintegrated by ESD concepts based on Schreiber and Siege (eds.) (2016 and UNESCO MGIEP (2017)
models.
Finally, a selected curricular was mapped, identified, connected and integrated it requirements, anddemonstrated by teachers on March to May 2018.

Research Methodology
The baseline survey was conducted to sort out general problems in education, special needs of school
teachers and analysis of literacy learning skills of students in Bokeo province (2012). The methods andinstruments were indicated in Table 1.
The framework for developing the training program was informed by Stufflebeam‟s (2003) Context,
Input, Process and Product (CIPP) evaluation model. The instruments to assess this CIPP model andprogram outline were specified in Table 2.
To develop a model lesson, teachers were briefly introduced an understanding of Lesson Study and
ESD integration, and including issue analysis, lesson analysis, developing new lesson with ESD
integration, analysis of teaching-learning materials, conducting and observing new lesson. Then,
teachers implemented issue analysis and lesson analysis, developed, conducted and evaluated a researchlesson.
In September to November, 2017, an existing curricular was mapped, identified, connect, and26

integrated by ESD concepts as indicated in Figure 1.
On the same way, biology curricular was mapped, identified, connect, and integrated as a method
mentioned.
Table 1 Methods and instruments
Methods
General problems in Education byinterview school teachers and observe
schools

Instruments
The individual note

Student tests on the basic knowledgeof third grade

The test of Lao Language, World
Around Us and MathGroup interview: Assessment of school
teachers‟ perception, attitudes andtraining need
Observe school teachers conducting
the classes

Interview guides by filling in thequestionnaire
Observation sheets

Comments
The data was recorded by team survey
to the individual note that focused onmain problem which they‟veencountering and special need in
education.
The pupils in fourth grade were asked
to do a test of these three main
subjects.
Group interview was conducted withschool principals
Data was gathered of all classroom
observation that focuses on grade 1- 3.

Figure 1 Mapping, identifying, connecting and integrating curriculum

Results and Discussions
Baseline Survey

General problems in education- Teachers‟ competence: hard to engage students whose first language was not Lao to participate inlearning and teaching, some of them were not ready to teach subjects they are not competent or familiar
with, difficult to teach the multiple classes in a day or many subjects without any orientation or guidance.
- Classroom interaction: overcrowded of students, maintaining eye contact with students, notparticipate in activities, repetition after teacher, writing on the blackboard, answer the questions, point
students to demonstrate in front of class, low quality of assessment each student learning outcomes.
- Unconditional family status and student‟s health: Hard daily lives such as some of them have tofollow their parents to work in the fields (banana fields).
- Schools‟ infrastructure and teaching materials: insufficient teaching materials while there is overloading textbooks or even they have some materials, but they are not familiar with them.
27

Table 2 Training program for science teachers at Bankeun Teacher Training College on February 2016.
Dates/times

Title/Activity

MethodFacilitator

08/02/2016

Training course on understanding as theme of ESD

8:00-9:00
9:00-10:30

Register and open ceremony-- Chairman

Assessment

Sompong Siboualipha

10:30-10:45

Teachers‟ conception and aptitude assessment
and pre-test
Coffee break

10:45-12:00

ESD and ESD lessons

LectureSompong Siboualipha

12:00-13:30

Lunch

13:30-14:45

Competences of ESD

LectureSompong Siboualipha

14:45-15:00

Coffee break

15:00-16:30

Competences of ESD (cont.)

LectureSompong Siboualipha

09/02/2016

Training course on understanding as theme of ESD

8:00-10:30

Integration of ESD into lesson plan

LectureSompong Siboualipha

10:30-10:45

Coffee break

10:45-12:00

ESD and ESD lessons

LectureHiroki Fujii

12:00-13:30

Lunch

13:30-14:45

Integration of ESD into lesson plan (cont.)

LectureSompong Siboualipha

14:45-15:00

Coffee break

15:00-16:30

Integration of ESD into lesson plan (cont.)

LectureSompong Siboualipha

10/02/2016

Training course on understanding as theme of ESD

8:00-10:30

Issue analysis

Workshop

Sompong Siboualipha

10:30-10:45

Coffee break

10:45-12:00

Lesson Study

LectureSompong Siboualipha

12:00-13:30

Lunch

13:30-14:45

ESD lesson Plans

LectureHiroki Fujii

14:45-15:00

Coffee break

15:00-16:30

Lesson Study (cont.)

11/02/2016

Develop ESD lesson plans

8:00-10:30

Develop ESD lessons

10:30-10:45

Coffee break

10:45-12:00

Present ESD lessons (1)12:00-13:30

Lunch

13:30-14:45

Revise ESD lessons (1)14:45-15:00

Coffee break

15:00-16:30

Present and revise ESD lessons (2)12/02/2016

Conduct ESD lessons and feedback

8:00-09:30

WorkshopWorkshopParticipants

WorkshopParticipants

WorkshopParticipants

WorkshopParticipants

Conduct and observe lesson (1)Teaching

Participants

09:30-10:30

Conduct and observe lesson (2)Teaching

Participants

10:30-10:45

Coffee break

10:45-12:00

Conduct and observe lesson (2)Teaching

Participants

12:00-13:30

Lunch

13:30-14:45

Feedback to each lesson

WorkshopParticipants

14:45-15:00

Coffee break

15:00-16:30

Post test, Post assessments, group interview andreflection to the program

Assessment

Sompong Siboualipha- From the classroom observations, the teaching-learning was implemented. Teachers found that there
were many difficulties during conducting the lessons as well absent of students, different group of them,28and lots of them couldn‟t speak Lao Language fluently. From these impacts, it caused the learning
activities went out so slowly; and sometimes teachers jump up to another activity without theunderstanding of all students. So, it was sure that both teachers and students couldn‟t reach to theirobjectives of learning.
- On the other hand, almost of teachers didn‟t use any teaching materials except the text books on theirhands and following the activities on them. Almost of them still used teacher center learning way toprocess their daily classes. Similarly, some of them could not make a better relationship to their students
mean as some of them didn‟t see or take care all of students showed as students never volunteer toanswer the questions or doing activities by them. They couldn‟t see all of their student could get theunderstanding of lesson or not. Sometimes, the explanations to the lessons were not clear and didn‟t focus
on the important points. Otherwise, some of them could encourage their students to pay attention andjoin all activities during the classes especially in mathematic lessons, WAU and Lao Language.
- To get a better teaching and learning, teachers should use various activities and teaching aids ormaterials to probe their teaching and get an enthusiastic to their students. Teachers also should givevarious examples which related to students daily life or using concrete objects when teaching.

Special needs of school teachers included with the following list:- A specific technical training on how to used and creates concrete objects or/and teachingaids/materials modifying from the used in their daily life.
- A training how to provide the best teaching-learning for the special need of students.
- How to encourage students to love writing and reading and also participate with all activities in theclass, and- Need to train of how to implement the lesson in a double or triple class as well as possible.
A Development of Science Teachers‟ Competences on ESD in Bankeun Teacher Training College (using
CIPP Evaluation Model)
Key findings from the analysis of questionnaires relating the four evaluation components were as
follows.
The data was collected in a survey within 9 science teacher trainers (BTTC) on 8th February 2016. A
total of 9 science teacher trainers (included with 2 females) were asked to have an assessment to probe
their perception, attitude and practice in literacy teaching.

Context Analysis (analysis of pre-test)
A pre-test was used as an assessment for participants‟ training needs and understanding of ESD. The
Fig.2 is showing the questions assessing the trainers‟ understanding of ESD indicated by the percentagesof correct and wrong answers.
Problems currently encounters to the institute (the most pressing environmental, societal andeconomic issues) were included with: low scientific background of students, low income of staff, notbalance in recognition of education, incorrect usage of environmental resources, lack of goodenvironmental conservation and protection, other factors such as climate change, disasters, global
warming, air pollution, drought disaster, hunger, some species of endangers and near extinction.
Competences/skills participants that participants were expected from this training program (range 0-3)
were indicated in table 3.

Input Evaluation
For the input evaluation component, the program contents were prescribed, corresponding to theidentified training needs such as critical thinking and problem solving, acquiring these skills would allow
the trainers to develop innovative learning opportunities within science lessons etc. The Input Contents
29was started by introduction to ESD and ESD lessons. Contents and activities for this part of program
were described in order below.
1) An introduction of Education for Sustainable Development (ESD)
From a lecture, “ESD supports five fundamental types of learning to provide quality education andfoster SD such as 1) learning to know, 2) learning to be, 3) learning to live together, 4) learning to do, and
5) learning to transform”;→ Participants discussed and presented the components of ESD2) Competencies for Education for Sustainable Development (ESD) teachers
There are three overall competencies: 1) teaching, 2) reflecting/visioning, and 3) networking. The fivedomains of competencies were explained to the participants as well knowledge, systems thinking,emotions, ethics and value, and action.
√ Participants demonstrated on knowledge building for the ESD competencies regarding to holistic
approach, envisioning change, and achieving transformation.
Once, on knowledge building, participants were asked to play a game by putting the cards whichshould be belong to the competences statement given.
3) Integration Sustainable Development into Education: the participants were introduced into therelationships between BTC„s vision and principal of ESD and then integrated context of ESD model andcompleted filling the statements into Table 4.

Figure 2 Percentages of respondent to the pre-test questions
Table 3 Competences/skills respondents expect from this training program
Range of expectation
2.3
2.7
2.7
2.3
2.7
2.7
2.6
2.7
2.4
2.6
2.4

Competences
Context rational thinking
Critical (systems) thinking and problem solving
Adopt research methods responding to the project goals
Co-operate with different people
The know-how to develop innovative learning processes
Integration sustainable development into education
Issue analysis
Using ESD to support qualitative learning-teaching
Reorienting curriculum
Lesson study and analysis based on ESD
Teaching and learning materials analysis

Process Evaluation
The Y project (Lecture and seminar)√ Teachers reorient current curriculum units to address sustainability. The Y project was used (toolkit
adapted from Regina Rizzi model (UNECO, 2006).
- Three lessons were identified: 1) Rubbish disposal, 2) The heat produced by black box, and 3) Soil and30

its characteristics.

Issue analysis
Three groups of participants were set (Biology, Chemistry and Physics). In analysis, we divided into
three parts such as issues, causes and findings. The findings of each group were concluded in thefollowing list.
Table 4 Basic components of ESD (A case study in BTTC)
Environment

Society

EconomyIssuesAir pollution due tothrowing garbage reckless- Depression- Natural disasters and plague- Filthy, infectious- Cannot run any businesssuch as: restaurants, quest
house...
- Low productivity- Waste money to cure
- Slow economic growth

Knowledge- Find out the causes ofpollution- Find the ways to manage
and reduce pollution- Get to know thecharacteristics of good andbad environments- Building knowledge torelated units for study andimprove garbage disposal- Ways to classify andrecycling- Ways to manage- Good environment,
should not throw garbage
reckless- Environment should be
kept clean in future- Garbage control andprevent- Separate before dispose,
Reduce waste, Reduce
pollution!
- Reduce waste with 3R(Reduce, Reuse, Recycle)- Everybody should know and understandenvironmental problems- Know how to confront and response to natural
disasters- Building knowledge to community on the garbage
disposal- Running business adapted
to environment- Running mixed business- Revenue from the sale ofgarbage- Open opinions to everyone on how to improve- Capacity on adaptation and resolve problems
primarily- Create rules and ways to improve garbage disposalby sharing ideas with communities- Capacity on reduce, reuse,
and recycle- Capacity of how to makeprofit from garbage- Gathering information from communities on theenvironmental problems- Good social, Good health, Good management on
waste!
- Sustainable social consumption- Campaign and/support
activities in social- Create natural tourist sites
with a campaign of waste
management- Sustainable consumption- Good health, decrease depress on air pollution- Good hygiene , good life
- Consciousness in maintaining good environmental- Worthy waste, creating good society!
- Good pollution‟s control for community with allparticipation- Good economics, goodenvironments- Promoting products thatare environmentally friendly

SkillsPerspective

ValuesGroup 1: Rubbish disposal (Biology group)
Issues1) Students couldn‟tclassify and mange waste

Causes1) Students did not understandtypes of waste and attitude
toward waste management

Findings
1) Educate to students
2) Fieldwork study to the disposal sites (survey the sources, causes
and effects)
3) Encourage students give ideas on the waste management ingroups and then summarize

Group 2: The heat produced by black box
Issues1) Students cannot
explain and understandthe experiments results

Causes1) Many students don‟t read thelesson before class2) They are not interested in

Findings
1) Ask students to read lesson before class as their home works (setthe points to read)2) Stimulate them by giving score31

2) Students don‟t know
how to use theknowledge about heat totheir daily life

learning
3) Not participate in any
activities
4) Too many members in agroup work5) Too many contents/topics forlearning in a session3) Try to give opportunity for all of them to pay attention in activities
4) Reduce group size and divide into sessions5) Classify and order the more important of contents/topics whichshould be learnt in a class or at home as home works or individual
works etc.
6) Building students‟ attitude toward heat and energy from naturalGroup 3: Soil and its characteristics- Problem: Students cannot explain the characteristics of soil
- Causes:
SocialEconomyHuman’s activities cause the changes of soil

Soil for cultivating(properties and quality), soil erosion, and lack ofsoil nutrients

Soil and it characteristics

Environment
Was destroyed by changing it characteristics and quality, soil pollution, low production in harvesting- Findings (Teaching and learning processes):+ Economy: Educate/raise awareness students to choose the right soil for captivating to increase
productions+ Social: Raise awareness and attitude toward soil protection to students and social+ Environment: The knowledge on soil and causes of pollution, types of soil and usage of each for theright plants on cultivation
Lesson Study in this lecture session, Siboualipha started to motivate participants by using discussed
questions such as: 1) before you conduct a lesson in your class, what did you prepare for?; 2) how did you
prepare?; and 3) how did you assess your lesson after the class? After the discussion, we summarized thatsteps to conduct a lesson include with PLAN (design a better lesson), DO (teacher conducts the lesson
while other teachers observe it), and SEE (teachers reflect on the lesson together). Members in eachgroup analyzed issues and topics that would be taught (Fig.3-5). Topics or lesson that they have choose
consist of 1) Rubbish disposal; 2) Soil and it characteristics; and 3) The heat produced from black box.

Products Evaluation
Evaluation of ESD lessons‟ conduction
The feedback of each lesson was implemented by all participants. Each of them shared and exchanged
ideas toward three lessons by separated into advantages and things to improve as indicated in thefollowing inclusions.

Rubbish disposal (Lesson plan)# Advantages:- Meet all objectives of teaching and learning- Both teacher and students have good interaction; and students are interested in each activity as they32all participated and shared ideas in discussion.
- Almost of them understand the contents of lesson learned as well as rubbish disposal, and it basicallymanagement.
# Things to improve:- Time management in each activity- Few students didn‟t understand lessons such as: rubbish types (hazardous chemicals, waste recycled
and/or transform).
- Activities in lesson are basic. We should apply more scientific skills to students for practice and thinkcritically.
- Very simple teaching/learning materials- Activity to create conscience, attitude, and perspective on sustainable development is just a basic inlearning to transform.
- Teacher should provide more activities to support learning in create conscience and campaigns forstudents and community.

Soil and its characteristics (Lesson plan)# Advantages:- Meet all objectives of teaching and learning- Both teacher and students have good interaction; and students are interested in each activity as they
all participated and shared ideas in discussion.
- Almost of students understand contents shown as they can identify types of soils and describe theirproperties- Students have attitude on agriculture land used and choosing the suitable plants to produce highquality of products and save land.
# Things to improve:- Time management in each activity- Knowledge area is very basically because they have used only one property (property to absorb water)
to identify type of soils.
- Teacher should provide more activities to get students think critically- Scientific skills should be added more to support transformative learning.
- Activity to create conscience, attitude, and perspective on sustainable development is just a basic inlearning to transform.
- Very simple teaching/learning materials- Teacher should provide more activities to support learning in create conscience and campaigns forprotection agriculture land used.
- Should provide fieldwork activity to support students‟ learning especially in some local agriculture
lands.

The heat produced from black box (Lesson plan)# Advantages:- Meet all objectives of teaching and learning- Both teacher and students have good interaction; and students are interested in each activity as they
all participated and shared ideas in discussion.
- Almost of students understand the lesson especially term of heat absorption and dissipation, and heatproduced from black box...
- Teaching-learning materials are very suitable for students‟ learning.
# Things to improve:- Time management in each activity
33

- Should add more activities to get students think critically- Activity to create conscience, attitude, and perspective on sustainable development is just a basic inlearning to transform.
- Teacher should provide more activities to support learning to create conscience and campaigns forstudents and community to save energy or use renewable energy.

Analysis of post test
A post test was used as an assessment for Product evaluation based on the participants‟ training needs
and understanding of ESD. According to an analysis in a pre-test (7 questions), one more question wasadded to a post test (From this experience, what are differences between your past teaching plan and thislesson plan based on ESD?). Analysis of percentages of right and wrong answers was indicated in Fig.6.
Problems that pressing their community are drugs, township development, the expansion of agriculture
land used, deforestation, odor pollution, the garbage increased, poverty, improvement ofteaching/learning materials, improvement of lessons, and create innovative learning experiences. For thecompetences/skills that participant gets the most benefit from this training program specified in table 5.

An assessment for participants‟ participating in ESD program
At the end of program, participants were asked to do a check list (YES or NO) of how they participatedor what they did during program. A check list was included with 15 questions specified in the following
list. From this assessment, we found that all of them responded to YES for these questions. It means that
all of them have well participated and worked for ESD as a primarily experiences. In conclusion,
participants have:- contributed to identification of a problem or issue,- investigated the issue using a range of different knowledge resources,- proposed realistic strategies for what needs to be done,- helped with decision-making on what to do next,- been able to work co-operatively with colleagues,- identified social, economic, environmental and cultural aspects of the issue,- identified why and how these different aspects are contributing to the issue,- exposed to the importance of ESD,

Figure 3 Teachers analyzed issues and topics which will be taught for lesson study (PLAN)

Figure 4(a) Teaching and learning ESD lesson (Biology: Rubbish disposal) (DO)34

Figure 4(b) Teaching and learning ESD lesson (Chemistry: Soil and its characteristics) (DO)

Figure 4(c) Teaching and learning ESD lesson (Physics: The heat produced from black box) (DO)

Figure 5 Feedback session to each lesson plan after conducted in classrooms- realized that ESD build their commitment and capabilities to implement and develop their lessonplans,- developed an understanding of the contribution of Education for Sustainable Development to quality
education,- developed an understanding of how to implement ESD as s cross-curricular theme,- developed an understanding of the relevance of all subjects to ESD and how integrating ESD into
subject teaching, and- developed the skills to use a variety of teaching and learning approaches to achieve the wide range of
ESD objectives.

Figure 6 Percentages of respondents to the post test questions

35

Table 5 Competences/skills that participant gets the most benefit from this training program
Range of benefit
2.4
3.0

Competences
The ability to look at a certain topic from different viewpoints (“context rational thinking”)

2.8

The capacity for critical (systems) thinking and problem solving
The capability to adopt research methods responding to the project goals

2.6

The ability to co-operate with different people

2.6

The know-how to develop innovative learning processes

3.0
2.4
3.0
2.3

Integration sustainable development into education

2.4

Issue analysis
Improve quality of teaching and learning by using ESD to support
Reorienting curriculum
Lesson study and analysis based on ESD

2.4

Teaching and learning materials analysis

From this comparing, we realized that respondents understood the most on how to do to improve
everyone‟s quality of life, including that future generations; followed by an understanding of SD and ESD
definition and how they can make it happen, and the roles of ESD in societies, environment, economics
and cultural, respectively.
On the same way, after investigated ESD, respondents could identify problems that currently
encounter to their institute.
Furthermore, participants‟ understanding of ESD was ranged from the majority which focused on theenvironment, then included the social and economic conceptions that corresponds with a study of(Summers, 2013).
Due to our study was the first started in Lao PDR, so our participants‟ understanding of ESD is stillbasic.
The most successful competences that benefit to them are the capacity for critical (systems) thinking
and problem solving; integration sustainable development into education; and improve quality ofteaching and learning by using ESD to support.
In critical thinking and problem solving, respondents demonstrated the most in issue analysis bychoosing problems that encounters to their institute, then they tried to find the causes and effect andways to resolve systematically with all dimensions (environmental, social and economic) as in the threelesson models.
However, until the development of this training, the program team had not considered developing thecurriculum to include the sustainability agenda. It was just aimed to get participants understanding ofand attitude toward sustainability and ESD. Further program should be added to assess theirunderstanding of and practice as such developing the curriculum to include sustainability agenda, andalso demonstrate good practices in the institute and/or national level; and applied and explored to theircolleagues or other institutions.
An Implementation of Environmental Management Lesson for Science Teacher Trainees through ESD in
Bankeun Teacher College
Subject: Environmental management (for second year in education: science teacher trainee students).
- Problem: Low learning outcome of student including their perception and aptitude towards
environmental issues.
- Causes: Low scientific skills in students, don‟t know how to use the connection between daily life tolesson or lesson to daily life, some of them don‟t play attention to activities provided, insufficient activities
to encourage students.
- Finding (by integrating ESD): Provide more activities to individual students, encourage36

learning-teaching base on problem solving to resolve problems that they encounter in the daily life to live
more sustainability, for example, using 3R technique to reduce garbage, etc.

To integrate ESD into curriculum of this learning unit, teachers provided:- Teaching-learning strategy: analyze figures by group activity, survey the disposal site of garbage (incurriculum).
- Example of previous learning event: classify garbage types in figures given and then take a survey thedisposal site around the institute (in curriculum).
- Integrating ESD: 1) Take a survey the disposal sites and collect some of them to classify (observe thesource of garbage), 2) compare the sources, types of each type between figures and garbage that students
have collected and then classify them into groups (using vocabulary cards matching to the expression),and 3) give details of management of controlling of each type in concept of sustainable development (takea survey b interview friends to find the ways of garbage disposal, and present their findings).
A pretest and post test of students‟ performances on this lesson were compared by percentage of writeor wrong on the answers as specified in Figure 7 and 8. The figures showed that there are highpercentages on the post test.

Figure 7 A pre-test to students learning garbage disposal

Figure 8 A post test to students learning garbage disposal

Development of Lower Secondary School Students‟ Learning Science through Lesson Study in theConcept of ESD

Subject: Plant classification (Monocotyledon and dicotyledon)- Problem: Low learning outcome of students including demonstration of lessons, repetition after
teacher, and in classifying plants, they misunderstanding of the criteria, and the connection of plants into
daily life.
- Causes: Low scientific skills in students, don‟t know how to use the connection between daily life to37

lesson or lesson to daily life, some of them don‟t play attention to activities provided, insufficient activities
to encourage students.
- Finding (by integrating ESD): 3 main activities had provided as well 1) compare characteristics ofseeds (between mono and dicotyledon germinating seeds), students observed how cotyledons growing(have them observe how could seeds germinated); 2) compare leaves and classify into groups (encouragethem to the use and important of each leave); and 3) Compare flowers of each group and identify others to
the appropriate groups (have them understand how flowers become the fruits and the distribution ofseeds such as the grass, etc.).
To implement this lesson plan, a model teacher introduced herself about teaching materials, ways ofteaching (including activities), and methods for evaluation before started a lesson. Then, she conducted alesson belonging to lesson planed while other observed teaching, learning outcomes, and effects ofmaterials using. And, we finally processed a feedback to the lesson after each teaching.
The students‟ performance was analyzed by a comparison between two classes in day 1 and day 2 as
specified in Figure 9 and 10. The figures show the high percentage of students‟ learning outcomes.

Fig.9 An evaluation of learning outcomes (in percentages)

Fig.10 An evaluation of teacher‟s implement a lesson (in percentages)

The beneficially of using ESD integration through a lesson:# Advantages of developing a lesson plan during two classes are summarized as in the following list:- met all learning objectives- good interaction between teacher-students and students-students- in activities, students learned from real situation, materials that related with their daily life whichlead them to understand the contents- students demonstrated and exchanged ideas to each other on both classification (parts of plants) and
importance of plants (including usage and conservation)- students demonstrated and exchanged ideas to each other on both classification (parts of plants) and38

importance of plants (including usage and conservation) (more than the first day)
- activity1: students identified clearly types of plants using cotyledon structures, and also determinedthat seeds could be germinated by water or humidity whereas some of them can be food for them- activity2: they identified groups of plants using leaves‟ structures, and classified of those could be food,herbs, grass etc. based on their eating habit or usages, and- activity3: they solved a misunderstanding of flower‟s structure, and explored knowledge from flowers
to seeding by winds, insects, birds etc.

# Improvement:- time management and controlling classroom- should have a teacher demonstration first better than students‟ demonstration after explanation (esp.
leaves‟ structures)- deep explanation the structure of flowers and how the criteria to classify- in assessments, were focused only groups‟ assessments, and- in assessments, better to apply various ways of assessment such as playing game with vocabularycards, interview etc.
From the use of Lesson Study cycle for developing this research lesson, the processes in our study wasaccordingly to Baba (2007) that stating problems in a classroom or during teaching-learning, and thendeveloping, conducting and evaluating lesson (respectively). For the issues to be discussed, were
including teacher competence, classroom interaction, school infrastructure, ability to demonstrate lessons,and ability to identify living thing as well as the plants using criteria. According to Vegas, (2005), teachingconditions are affected to students‟ learning outcomes, our study was explained the effects of thoseconditions. It‟s also corresponding to Isoda (2010) that a study was consisted of study cycle, model of
implementing (teacher model and observers), some differences between title and objectives, not fix typesof lesson plans, teacher‟s commitment, and study results.
The activity 1 (87.5-93.8%, from day1&2, respectively), students applied knowledge on monocotyledonand dicotyledon using seeds to their germination, selection for food (beans and nuts), and preservation
through discussion. In activity 2 (90.6-96.9%, from day1&2, respectively), they identified parts of different
leaves and then grouped to types by demonstration; herewith, they explored knowledge on leaves to thegrass, garden or farm plants. And, activity 3 (87.5-96.9%, from day1&2, respectively), they could wellidentify structures of flowers, and explored to the seeding from it flower. However, activities should apply
more games, interview or study outside campus etc.
Integrating Curriculum to Address Sustainability at BTTC (November, 2017)

Curriculum mapping (Subject-based)
A curriculum for the secondary teacher education program which majored in Biology at BTTC was
mapped in order to college‟s calendar. The model used for mapping was included 1) Essential questions,2) Content, 3) Skill, and 4) Assessment as Table 6.
Table 6: Curriculum mapping for the secondary teacher education program which majored in Biology at BTTC
Essential Questions
Content
SkillsAssessment-

Week 5- What are the structures and their functions characteristic of Phylum Plathyhelminthes- What are representative examples and their classification level?
- What is the significance of the Plathelminthes to the environment and/or humans?
Phylum Plathyhelminthes- Reading fact sheet about Plathyhelminthes (body form, feeding, reproduction)- Classify flatworms- Analyzing and evaluating diagram of life cycles, ecology, infection, and prevention- Determining the most important ones
Worksheet questions and demonstration about selected worms‟ ecology and life cycles

39Integrating to address sustainability
In this example, we use the potential of the STSE model for embedding ESD in our curriculum
including with 3 steps as well: 1) issue identification and association with curriculum requirements, 2)connecting issues with learning outcomes, and 3) identifying curriculum opportunities for embedding
ESD. STSE: Science, Technology, Society, and Environment approach or model of teaching.
Step 1: Issue identification and association with curriculum requirements:
Issue: Liver flukes (flat worm, Phylum Plathyhelminthes) are common parasites found in central andsouthern Laos and constitute a major public health problem in the country.
Table 7 Issue identification and association with curriculum requirements
Learning outcomes (original):

Suggested ESD learning outcomes:

Learners should be able to:- use the principles established in
the classification of animals

Learner should be able to:- use the classification system to group animals and identifying relationship among them (rolein ecology, importance or impact to the environment as well as to response with issue in healthconsumption)

Step 2: Connecting issues with learning outcomes

Step 3: Identifying curriculum opportunities for embedding ESD

40

An implementation a lesson plan
Topic: Animal Classification, Phylum Plathyhelminthes (Flat worms)
Deepen: Students were asked to discuss and explain the body parts, habitats, movements, and feeding
after filling the worksheet (and focus on how a free living flatworm). Then, teacher demonstrate a brief
lecture about flatworm characteristics and also it classification. After that, students were asked to classify
figures of other flatworm species and group them into parasites or non-parasites (free-living) (11).
Elaborate: Students were asked to investigate the affect of parasitic flat worms on human especiallyliver flukes that constitutes a major public health problem in country. Students worked as the samegroup to conduct and evaluate the explanation about life cycle, important role or affect to human or cause
human disease. They created their works on the big sheet papers and designed them to answer the ESD
questions from teacher that included:- importance characteristics (life cycle) and relationship between host-parasites, and delivery;- causes and effects (to animal/human, social, economy and environment); and- ways to resolve, awareness, and also conservation for good health consumption. Classroom resources
include science books, videos, science website were allowed for them.
From this study, a curriculum for the secondary teacher education program of BTTC was mapped inorder to college‟s calendar that providing into: 1) essential questions, 2) content, 3) skill, and 4)
assessment. The most important skill to integrate idea on ESD is about analyzing and evaluating
diagram of life cycles, ecology, infection, and prevention and Determining the most important ones (foranimal classification, subject based ). For integrating, there was included with 3 steps as well: 1) issue
identification and association with curriculum requirements, 2) connecting issues with learning outcomes,
and 3) identifying curriculum opportunities for embedding ESD. To connect issues and develop lesson
plan, a model of STSE model was used. Teaching-learning method: a problem-based learning was
implemented. From the implement, we found that students engage understanding of and attitudes
towards good health consumption (Figure 11). They demonstrated a classification of animals‟ groups andevaluated about their role, importance and be aware for their long lives and ready to explore experiences
when they have to teach their future students.
Integrating curriculum to address sustainability at BTTC (2018)

Step 1: Curriculum mapping (Subject-based)
A curriculum for the secondary teacher education program which majored in Biology at BTTC was
mapped in order to college‟s calendar. The model used for mapping was included 1) Essential questions,2) Content, 3) Skill, and 4) Assessment as Table 8.

Figure 11 Teaching-learning animal classification: flatworms

41

Table 8 A curriculum for the secondary teacher education program which majored in Biology at BTTC
Essential questions

Contents
SkillsAssessment

Week 13- What are the general characteristics of Arthropods?
- How many groups of Arthropods? examples- Explain about exoskeleton, muscle, circulatory and respiratory systems of some Arthropods?
- Tell and explain about ecosystem of some Arthropods and their roles?
- Analyze their importance, usages, and affects from some Arthropods in their own locals?
- Find the ways to conserve some important insects or arthropods, and how to prevent or avoid the negative
effects from some insects.
Unit 9: Arthropods (Exoskeleton, muscle, circulatory and respiratory systems)
Learners should be able to:- Tell the general characteristics of some Arthropods- Explain about exoskeleton, muscle, circulatory and respiratory systems of some arthropods.
- Identify and explain characteristic of their ecosystems and the roles in the system.
- Analyze their importance, usages, and affects from some Arthropods in their own locals.
- Find the ways to conserve some important insects or arthropods, and how to prevent or avoid the negative
effects from some insects.
- Understanding of general characteristics and processes of body systems from worksheet and test.
- Understanding of and attitude towards animals‟ ecosystems and their roles from worksheet and test.
- The analyzing or classifying about their importance, usages, and affects from some insects and otherarthropods to environment in their locals.
- Understanding of and be aware on the conservation and protection.

Step 2: Analyze/identify issues and connect to the curriculum requirement
Topic: Arthropods: Characteristics, Ecology, Importance and Conservation
Issue: Arthropods is a large Phylum of animals that have caused some students couldn‟t identify its
specific characteristics, habitats and importance.
Table 9 Analyze/identify issues and connect to the curriculum requirement
Learning outcomes (existed in the
curriculum):
Learners should be able to:- Tell characteristics of somearthropods- Tell the exoskeleton, muscle,
circulatory and respiratory systemsof some arthropods

Learning outcomes (after mapping curriculum):
To response problems and the needs in education, environment, socials and economic;
we have designed learning outcomes as the following list:
Learners should be able to:- Tell the characteristics of arthropods (included main organs of each body‟s systems)- Identify and determine about their ecosystems and the roles- Tell and explain the importance, usages, and affects of some arthropods in their local- Tell and explain the conservation and protection of some arthropods

Step 3: Develop new lesson plan after connect or integrate issues to the curriculum requirements
Topic: Arthropods: Characteristics, Ecology, Importance and Conservation
Activity 1: Study physical characteristics, exoskeleton, muscle, circulatory and respiratory systems of
Arthropods
Students were asked to set into groups as appropriated to study animals‟ structures, body parts,
exoskeleton, muscle, circulatory and respiratory systems from slideshow, video and live animals. Then,filling statements to the worksheets and introducing to the class and exchange ideas with other groups.
Each group received different species of arthropods such as honey bee, freshwater prawn, grasshopper,
butterfly and spider. From here, we found that students cold tell and explain about animals‟ body systems
to the class and also exchange and give comments to each other.
Activity 2: Arthropods, Ecology and ImportanceStudents in individual group were asked to read and get understanding of a short story and diagram
about animals such as habitats, status of increment, reducing or extinction, importance, usage and rolesin the food webs. Then, they were encouraged to analyze those stories and diagrams by filling their own
42statements into the appropriate blanks below the diagrams. After that, they presented their findings to
the class to share and exchange ideas with other groups.
Activity 3: Arthropods‟ posters
Students in group were encouraged to build their own posters from the worksheets and diagrams byarranging them to a future board. In the board, name if animal, body systems or structures, habitats, life
cycle, ecology, usage, conservation or protection were included. After rearranging, students wereencouraged to practice and finally presented their posters. Posters would be stored in their own
classroom.
From an assessment, we found that this poster‟s building is the primarily way to get them attitude
towards and be aware on the living thing as well as these arthropods affecting and relating to theircurrent daily lives.
From an assessment after lesson, students gained an understanding of what makes insects a unique partof the animal kingdom and how they compose into bodies‟ systems. They received an introduction to thetypes of arthropods groups by studying main organs in systems to classify insects or other arthropods.
They gained an understanding of how insects‟ adaptations help them survive and thrive in a variety ofhabitats. They could introduce to the many roles insect play in natural communities. Furthermore,
students could be able to define endangered or extinct, identify relationship between insects and theirhabitats, identify human activities that harm insects and suggest ways to protect them by working ingroup to promote by creating posters.
However, this lesson is still basic. So, the next investigation should be more specifically and actively
such as have them to discuss what they could do in their own homes to help protect the insects that livearound them. Guide them to evaluate each other‟s works and display completed posters in an
appropriated area of the school.

Acknowledgement
This program was fully supported by Bankeun Teacher Training College (BTC), Ministry of Educationand Sports, Lao PDR., and the JSPS Core-to-Core Program “Formation of International Center of
Excellence to Promote Teacher Education on ESD”.

References
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educational improvement (1st ed., p. 280). World Scientific Publishing Co. Pte. Ltd.
Benveniste, L., Marshall, J., & Santibanez, L. (2007). Teaching in Lao PDR. Human Development Sector,
East Asia and the Pacific Region, The World Bank : Ministry of Education, Lao People‟s Democratic
Republic.
Holland, B. (2011). A comprehensive model for assessing service-learning and community-university
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Isoda, M. (2010). Lesson study: Problem solving approaches in mathematics education as a Japaneseexperience. Sciece Direct, 8, 17–27.
King, E. & Walle, D. van de. (2005). Schooling and poverty in Lao PDR.
MacKinnon, A. & Phonesavanh, T. (2014). Educational reform on Laos: A case study. International
Journal of Education Study, 1(1), 19–34.
NIER (2007). Guidelines for instruction of environmental education. For elementary school (in Japanese).
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Pillai, J. & Achilles, V. (2015). Learning with intangible heritage for sustainable future: Guidelines foreducators in the Asia-Pacific region. In E. Meleisea (Eds.). The United Nations Educational, Scientificand Cultural Organization.
Sleurs, W. (2008). Competencies for ESD (Education for Sustainable Development) teachers: A
framework to integrate ESD in the curriculum of teacher training institutes. Brssels, Belgium.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In D. L. Stufflebeam & T. Kellaghan (Eds.),
The international handbook of educational evaluation. Boston, MA: Kluwer Academic Publishers.
Summers, D. (2013). Education for Sustainable Development in initial teacher Eeucation: From
compliance to commitment - Sowing the seeds of change. Journal of Education for Sustainable
Development, 7(2), 205–222.
The United Nation in Lao PDR. (2015). Country analysis report: Lao PDR: Analysis to inform the Laopeople‟s democratic republic–United Nations partnership framework (2017-2021).
UNESCO (2006). Education for sustainable development toolkit. Learning and training tool. In United
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44

C-4 Mongolia

Activities for Sustainable Future
Dulguun Jalgalsaikhan2, Burmaa Banzragch2, Oyuntungalag Orsoo1,
Munkhjargal Ochirbat3, and Uuriintuya Dembereldorj1
1 Institute of Teachers‟ Professonal Development, Mongolia
2 National University of Mongolia, Mongolia
3Orkhonschool of Mongolia, Monogolia
uuree9@gmail.com
Context
1. Brief introduction about Mongolia and Mongolian educational system (BatchuluunYembuu, 2010)
2. Master Plan to develop education of Mongolia in 2006-2015 (MongoliaGoverment, 2006)
3. Mongolia Sustainable Development Vision 2030 (Mongoliagreat khural of State, 2016)
3.1. Knowledge-based society and a skillful Mongolia
4. Institute of teacher‟s professional development
4.1. Background ITPD
4.2. ESD Project implemented in ITPD
4.2.1. Strengthening the teacher‟s professional development system through applying ESD Contents
in teachers and school administrator‟s professional development curriculum (ITPD, 2017)
4.2.2. Integrating ESD into lessons and activities in primary and secondary school
5. Implementation form of “Global Action Program” in school project

Brief Introduction about Mongolia and Mongolian Educational System
Background
Located between Russia and China, Mongolia is the world‟s second-largest landlocked and least
densely populated country in the world. It spans a territory of 1565000 km2. The country is divided
administratively into 21 provinces, including the capital city, Ulaanbaatar. Mongolia‟s relatively goodeducation system during the socialist period included free and widespread access, good quality,
impressive levels of attainment, a policy on nondiscrimination, and measures to deliver education
services to the nomadic population through boarding schools. Mongolia claims one of the highest literacy
rates (97.8%) in the world (the percentage of male literacy was 98.7% and female literacy was 99.2%). By
the mid twentieth century, literacy rates throughout Mongolia increased drastically with the shift fromtraditional Mongolian script to Cyrillic. The national education system consists of a complex set of
successive education programs, including formal schooling and a non formal education (NFE) sector.
Goals of the Education System
The Mongolian Constitution (1992) guarantees its people general education free of charge. The
fundamental assumptions stated in the Education Law reflect the principle of equality in education:
every citizen has equal rights to his or her education regardless of race, ethnicity, nationality, sex, religion,
disability, social status, and economic condition. Furthermore, „„education shall be humanistic anddemocratic, universally available and continuing.‟‟ These provisions state that Mongolia must gear
toward a public education system grounded upon equality in educational opportunities. The Education
Law and sub-sector-specific laws, including the Pre-school Education Law, the Primary and Secondary
Education Law, Vocational Education Law, and Higher Education Law, have been enacted. The recent
45amendments (2006) to the Education Law of Mongolia provide a legal framework for school structuralreform (from 10- to 12-year system); upgrading teachers‟ social status through the rationalized pay andincentive system and better protection of the rights of children.
Structure and Operation of the Education System
The Mongolian education system consists of preschool education, primary education, secondary
education, technical and vocational education and training, and higher education and a broad range of
NFE activities devoted to the various target groups of the population. The new structural reform of theeducation system moved from a 4-4-2 system to a 5-4-2 and then to a 6-3-3 in line with international
practices. Beginning with the 2004–05 school year, schools began to serve 7-year olds, and from the
2008–09 school years, the school entry age is being reduced to 6.

Master Plan to Develop Education of Mongolia in 2006-2015
Before ESD 17 goals Government of Mongolia ratified the Master Plan to Develop Education ofMongolia in 2006-2015 and issued a resolution to implement it. The main thrust of Mongolia's Education
Master Plan is on quality education. The main aim is to create an enabling environment for quality
education at all levels.
Objectives of the plan (2006-2015)
Early childhood
Education

Primary andsecondaryeducation

Non-formal andadult education

Non-formal andadult education

Technical
education andvocational
training

AccessObjective 1. Increase thepreschool gross enrollment
up to 99%
Objective 1. Reduce
disparities in unequal
opportunities to obtain
quality education among
students and support toenjoying right to study
Objective 1. Reduce
disparities in unequal
opportunities to obtain
quality education among
students and support toenjoying right to study
Objective 1. Provide
continuous educational
services in conformity withneeds to study and live ofpeople, and improveaccessibility of non-formal
and adult educational
services
Objective 1. Increaseenrollment in technicaleducation and vocational
training by 56.1%

QualityObjective 2. Create quality
educational services toensure needs of development
for children of early childhood
Objective 2. Create
environment and conditions
to provide quality services ofprimary and secondary
education

Management
Objective 3. Improve policy,
legislature and managementof early childhood education

Objective 2. Create
environment and conditions
to provide quality services ofprimary and secondary
education

Objective 3. Improve anddevelop policy andmanagement to support
school development

Objective 2. Upgrade
quality and environment andnon-formal education at alllevels and improve capacityof resources

Objective 3. Improve policy
and strategies of non-formal
educational sector and create
information and financial
systems

Objective 2. Improve qualityof training in technicaleducation and, vocational
training create supplies ofhuman resources to work inlabor market, which willmeet demands of market

Objective 3. Renew
management of technicaleducation and vocational
training

46

Objective 3. Improve anddevelop policy andmanagement to support
school development

Higher
education

Objective 1. Improvecoordination of enrollment inhigher education

Objective 2. Create favorable
conditions to ensure quality
guarantee of higher
educational training

Objective 3. Improve
management and financial
system of higher education

Support will be provided to analyze whether existing education policies and strategies are ensuring
quality education for all. Measures to enhance quality education will include advocacy for early childhood
education and care especially for ethnic/linguistic minorities, nomadic populations and vulnerable groups;
provision of bi-lingual education for linguistic minorities; integration of inclusive education, human nrights education, education for 52 sustainable development, peace education, value education, life skills
education, HIV and AIDS prevention education, etc. into education policy and school and teacher training
curricula; increased access to and application of best practices and innovative approaches in teacher
training and school classrooms; support to improve curricula; and develop measures that improve teacher
supply, teacher motivation, professionalism and accountability.

Mongolia Sustainable Development Vision 2030
The Mongolian government has recognized the urgency of creating an environmentally, socially andeconomically sustainable future.
State Great Khural of Mongolia has passed Mongolia Sustainable development vision 2030 by Annex
to State Great Khural Resolution No 19, 2016. Mongolia Sustainable development vision state that:
By 2030, Mongolia aspires to be amongst leading middle-income countries based on per capita income.
It hopes to be a multi-sector stable economy, and a society dominated by middle and upper-middle income
classes, which would preserve ecological balance, and have stable and democratic governance. Also for
Education, Mongolia would achieve the Increase the enrollment rate in primary and vocational education
to 100 percent, and establish lifelong learning system in education system through implementation of theMongolia Sustainable Development Vision 2030. Education area are shown 2.2.3 part of Mongolia
Sustaibanle Development Vision 2030.
2.2.3 Knowledge-Based Society and a Skillful Mongolia

Objective 1. Ensure that every child is enrolled at pre-school education facilities, meeting the standard
requirements and providing the basis for learning the Mongolian language and culture.
Phase I – (2016-2020): Expand the types and forms of the pre-school education system, improve their
quality, and build an environment in which 70 percent of all pre-school age children are enrolled at
pre-school education facilities.
Phase II – (2021-2025): Further advance the pre-school education system, improve the quality of thesystem, decrease the number of children per pre-school teacher to 25, and build an environment in which
80 percent of all pre-school age children are enrolled at pre-school education facilities.
Phase III – (2026-2030): Decrease the number of children per pre-school teacher eto 20 and build anenvironment in which 90 percent of all pre-school age children are enrolled at pre-school education
facilities.

Objective 2. Improve the general education system to the international benchmark levels to educate
Mongolian citizens and ensure impartation of quality education.
Phase I – (2016-2020): Arrange for the preparations to be evaluated by the Program for International
Student Assessment (PISA), build an environment to ensure that all general education schools have two
shifts, develop and implement an education program that (also) fits the traditional nomadic lifestyle, and47

assure that every child with high school education has a professional orientation.
Phase II – (2021-2025): Have the evaluation carried out by the PISA, decrease the number of general
education schools having two shifts by up to 30 percent, and decrease the national average of students ina class to no more than 25 per class.
Phase III – (2026-2030): Improve the rank in the PISA score by five places, supply all schools withlaboratories, equipment and technical facilities, decrease the number of general education schools having
two shifts by up to 50 percent, and decrease the national average of students in a class to no more than 20
per class.

Objective 3. Improve vocational education and training system conjunct with development priorities, andequip the graduates with strong professional skills.
Phase I – (2016-2020): Strengthen the teaching capacity of the vocational education and training systemon the basis of social partnership, expand its technical capacity, and increase the number of students to
60 thousand.
Phase II – (2021-2025): Improve the vocational education and training system based on demand andincrease the number of students in this line of training.
Phase III – (2026-2030): Meet the national workforce demand fully from the national pool of skilled andprofessionally trained persons.

Objective 4. Advance the tertiary education system to meet the sustainable development goals, andimprove the lifelong education system.
Phase I – (2016-2020): Establish a tertiary education system matching international standards built on a
„training-research-industry‟ cooperation model, which would provide equal, inclusive and quality tertiary
educational services.
Phase II – (2021-2025): Build a science and technology cluster and park in accordance with priority
development areas, and ensure that no less than four Mongolian universities are ranked among Asian
top universities.
Phase III – (2026-2030): Establish a tertiary education system capable of turning out educated andskilled graduates, capable of competing in the international labor markets.

Objective 5. Ensure the coordination and coherence of science and industry, and develop aknowledge-based society.
Phase I – (2016-2020): Expand the cooperation for science organizations and industry to promote andadopt innovation, and increase the expenditures for financing of science, technology and research to 2
percent of the Gross Domestic Product.
Phase II – (2021-2025): Further increase the expenditures for financing of science, technology andresearch to 2.5 percent of the Gross Domestic Product.
Phase III – (2026-2030): Continue increasing the expenditures for financing of science, technology andresearch to 3 percent of the Gross Domestic Product.

Institute of Teacher‟s Professional Development
Background ITPD
ITPD is focusing on the MECS policies to provide and to support for teachers and staff professional
development and sustainable, effective working condition with the reason of the main role of reforming
the education sector of Mongolia.

Main Scope of Activities
48







Support continuous and sustainable development of preschool, primary and secondary
school teachers, administrators and staff members
Support implementation of education policies and strategies
Set up online environment for the support of teachers‟ development
Organize teacher development activities as providing teaching certification andqualification
Extend cooperation with international and national organizations

ITPD Support Continuous and Sustainable Development of Preschool , Primary and Secondary school
teachers, Administrators and Staff Members

IN-SERVICE TEACHER TRAINING
Regardless of the property type, provide preschool and secondary school teachers‟ professional
development every five years within the state budget. (Article 40.8, Law on primary and secondary
education) Duration of the basic training for teachers will be 50 days, and 35 days for administrators andother staff members.
Face-to-face training
Professional development training for teachers andschool staff members is conducted at nationwide level.
It is aimed to provide professional theoretical andmethodological support based on target groups‟
needs.
Online training
Online training is organized 14 days before
face-to-face training, and during 30 days of online
training through an e-campus. Target groups are
involved in online workplace training.
In order to achieve the Sustainable Development
Goals on 2030 Agenda for Sustainable Developmentfrom UN, ITPD has been working with “Educationfor Sustainable Development” project in Mongolia
since 2014, and conducted training for teachers andstaff members to introduce the ESD concept, develop
a training module and guidelines, and strengthen
capacity building of ITPD employees. ITPD is cooperating with “Education for Sustainable Development”
project of GIZ in ESD field and focuses on mainstreaming education for sustainable development
principles, approach into in-service teachers‟ professional development of general secondary school andpreschool organizations as well as its implementation and outcomes assessment. There are 2 projects
which were implemented by ITPD last year.
49

A. Strengthening the teacher‟s professional development system through applying ESD contents inteachers and school administrators professional development curriculum
B. Integrating ESD into lessons and activities in primary and secondary school
ESD Project Implemented in ITPD

Strengthening the Teacher‟s Professional Development System through Applying ESD Contents in
Teachers and School Administrator‟s Professional Development Curriculum (ITPD, 2017)
OBJECTIVE:
To support learning how to implement ESD methods for teachers and school administrators throughtrainings of “Strengthening the teacher‟s professional development system”.
TARGET GROUP:
Methodologists and officers of Institute of Teacher‟s Professional Development
DURATION: from 15 June to December 15, 2017
EXPECTED OUTCOME:
OUTCOME 1: To identify the suggestions to improve for legal documents through comparative
researches.
Course of action:
1.1 To identify the suggestions to improve for legal documents through the comparative
researches.
1.2 To cultivate the sample procedure for legal documents regarding.
OUTCOME 2:
Education and culture departments‟ officers be able to cohere ESD in professional development
curriculum.
Course of action:
2.1 To cultivate the curriculum based on needs.
2.2 To conduct training titled as “Methods to implement ESD in local professional developmenttrainings”.
2.3 ESD methods including the provinces features will be cultivated by Education and culture
departments
2.4 To train the secondary education teachers in order to implement core curriculum in a range ofeducation quality reform /To develop the capacity of trainers and teams of provinces/
OUTCOME 3:
To be able to develop online contents for professional development activities.
Course of action:
3.1 To cultivate training of methods of conduct online trainings for ITPD methodologists with thepartnership of professional organizations.
3.2 To develop instructional design and e-content to improve conducting trainings and to
specialize by the majors.
3.3 To experiment with the cultivated sample in the trainings for 1 year experienced teachers.
3.4 To provide devices to protect software of online trainings.
Organization and responsibility
Course of action

Department in charge

OutcomeResearch, summary and translation of legal
documents whether ESD contents included or not
which are related to teacher‟s professional
development

Linguistics andhumanities sciences
training department

Draft ofsuggestions toimprove forresearch reportand procedure

50

Work group or partnergroupsTeam includes therepresentatives of ITPD
and internal consultants

To improve capacity of Education department officers
in Ulaanbaatar and provinces
Methods for integrating ESD includes features ofprovinces will be cultivated by Education and culture
departments

Natural Sciences training
department

Training for secondary education teachers

Planning and monitoring
department

To apply online training in professional development
activities

E-Learning department

Main leader

Mrs. Oyuntungalag.O,
Deputy director,
Mrs.Solongo.I

Training report
Report forexperimenting ofcultivatedmethods
Training report

Training andexperimenting
report (in English
and Mongolian),
online tasks fundFinal report/project
implementing
activities andfinancial/

Other departments will
be company forcontribution

Work group which sat up
according to theresolution number 424
from the Minister of
Education, Culture andScience will company
with other departments
Workgroup which will be
set up under the
resolution from thedirector of ITPD
Departments and workgroup in charge

Activities Plan
Expecting result

Activities

OutcomeV

Expecting result 1:
1.1
Development of a
guidance on improving
legal environment byinspecting/researching
1.2
policies of teacher‟sprofessional
development
Expecting result 2:
Local educational
department officers
and administrations
will get a capacity tointegrate ESD to local
professional
developmenttrainings/programs, its
curriculums andactivities.

1.1 Development of a guidanceon improving legal
environment byinspecting/researching policies
1.2 Development of asuggestion to improving certain
policies according to guidance
2.1 Development of curriculum
which is based on needs.

2.2 Implementation of training“Methodology of integrating
ESD concepts on local
professional developmenttrainings”
2.3 Local educational
department will develop the
ESD methodology which is
focused on certain local
specialty
2.4 To train the secondary
education teachers in order toimplement core curriculum in arange of education quality

Report ofinspection/resea
rch, Guidance
SuggestionЖурмын
төслийн загвар
Approved
curriculumБатлагдсан
сургалтын
хөтөлбөр
3 daysclassroomtraining

Integrated
methodology of
21 /provinces
and 9 districts
Report andsuggestions toimprove for the
trainings

51

VI

Duration
2017
VII
VIII IXX

XI

Expecting result 3:
To get a capacity todevelop online training
contents for activities ofteachers‟ professional
development

reform /To develop the capacityof trainers and teams ofprovinces/
2.5 Wage of trainers of training
as secondary education
curriculum methods
2.6 Assignment and travel costof trainers of training as
secondary education
curriculum methods
3.1 ITPD methodologists willdevelop the design of the online
training guidance and willorganize trainings with thehelp of professionalorganizations on how to guide
online training
3.2 To develop integrated
instructional design, e-content
guidance on improving online
training and develop on eachsubjects.
3.3 Development of
guidance/handbook for teachers
3.4 To implement/test newly
developed design on first year
in-service teachers‟ training.
3.5 To get certain devices andsoftware for online trainings
Report

4 times oftrainings

Developed
designs

Report of
implementation
Purchased
devices andsoftwareSummaryreportIntegrating ESD into Lessons and Activities in Primary and Secondary School
INTRODUCTION:
Result of the joint project of the Standing Conference of the German Ministers of Education andCulture (KMK) and the German Federal Ministry of Economic Cooperation and Development“Curriculum Framework Education for Sustainable Development” 2nd updated and extended edition is
published on 2016.
By correlating special features of Mongolian curriculums, the general outcomes of the project arereflected on the teacher‟s guidance that developed by Institute of teacher‟s professional development.
Under the context of integration of ESD in education, learning objectives, the content of the study topic,
training approaches and evaluations will be transformed into education for the ESD and will contributeto the development of the Comprehensive Competence of the SD.
In framework of integrating ESD into lessons and activities in primary and secondary school, we havedone followings:
 Integrate ESD into curriculum goal and objective (Detect links)
 Integrate ESD into curriculum content (Detect links)
 Integrate ESD into methodology (To develop skills)
The guidance provides a structural basis for Education for Sustainable Development (ESD) in schools.
It offers support for developing curricula, for designing lessons/learning units and for defining andassessing standards in this learning area. Even though the guidance does not systematically define
learning objectives or educational content, or propose a chronology or specific learning methods, leaving
52

these tasks to the state or school curricula, it does make suggestions for the elaboration ofcompetencies that students should develop,thematic areas and contents that are important and suitable for developing these competencies,Performance standards to be achieved.
OBJECTIVE:
To develope and distribute a guidance “Integrating ESD into lessons and activities in primary andsecondary school” for various activity of supporting continuous development of preschool, primary andsecondary school teachers, adminstrators and staff members.
TARGET GROUP:
Institute of Teacher‟s Professional Development‟s methodologists and teachers.
DURATION: from 15 June to October 15, 2017
EXPECTED OUTCOME: Will be developed general and every subject‟s guidance for integration ESD
into lessons and activities in primary and secondary school
OUTCOME 1:
Methodologist‟s be able to identify ESD and core competences in study curriculum.
Course of action:a. To enhance knowledge about SD and ESD and to learn how to apply content of ESD toprofessional development trainings and other activities, and methodology of how tointegrate teacher‟s competencies of ESD
b. Methodologists learned how teacher‟s compentency and content of ESD connected totheir subjects indirectly and directly and increased their understandings the knowledgeof ESD.
c. To determine correlation of comptences and topics between subjects.
OUTCOME 2:
Will be developed general and every subject‟s guidancea. Will be developed general guidance with general understanding about Competencies,
themes, standards, design of lessons and curricula
b. Will be developed every Subject-related competencies (Secondary School Certificate/10
school years) linked to the core competencies of Global Development Education/ESD
General understanding
COMPETENCY AREAS
The division of Global Development Education/ESD competencies into the areas of
Recognizing. Within the competency area recognizing, the ability to gain knowledge in atarget-oriented manner is of particular interest, since the exponential growth of knowledge in many disciplines makes it more and more difficult to define fundamental knowledge and to continually stay up to
date. Which interdisciplinary knowledge is necessary depends upon the topics covered in the learningarea
Assessing. The boundary to the competency area assessing is fluid when it comes to the ability
to use media critically and the key ability to recognize the suitability and worth of information and its
sources.
Acting. There is a connection to the competency area acting by communicating feedbacks but
also in successful actions and failures as well as in the interactive process of information acquisition. The
acquisition and processing of information as well as the acquisition of knowledge are the necessary basis
for the formation of opinions and decisions and for responsible action.
EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS LEARNING OBJECTIVES
Recommendations for SDG learning topics and approaches
 Cognitive domain: comprises knowledge and thinking skills necessary to better understand the53specific SDG and the challenges in achieving it
 Socio-emotional domain: includes social skills that enable learners to collaborate, negotiate andcommunicate to promote the SDGs as well as self-reflection skills, values, attitudes andmotivations that enable learners to develop themselves
 Behavioral domain: describes action competencies
PROMOTION OF KEY COMPETENCIES FOR SUSTAINABILITY
 Systems thinking competency
 Anticipatory competency
 Normative competency
 Strategic competency
 Collaboration competency
 Critical thinking
 Self-awareness competency
 Integrated problem-solving competency
ESD enables all individuals to contribute to achieving the SDGs by equipping them with theknowledge and competencies which are needed to not only understand what the SDGs are about, but tobecome engaged in promoting the transformation needed.

Implementation Form of “Global Action Program” in School
The global future of social development is defined as "sustainable development". As for Mongolia,
everyone including a president is discussing about Sustainable development. There are multiple
activities and several documents are conducted/developed by UNESCO in 2013-2015 regarding ESD.
Implementing activities of the concepts of those documents a
As of Mongolia is a member of UN and UNESCO, we are responsible to participate those activities andto contribute world‟s sustainable development. As for schools and teachers, they are front facing on theimplementation of goal which is focused to cultivate each child to have proper knowledge and skill which
can make a contribution to SD. To create the suitable environment for students‟ development, teachers
face to demands to have proper knowledge on ESD as well as implementing skill of it. Most importantly,
teachers needs to change their teaching methods regarding the ESD concepts. In order to provide
teachers with research studies based proper information of how to integrate ESD concepts into lesson, we
have implemented a project at school #65 of Ulaanbaatar where locates rural area of city, which supports
teachers‟ teaching activities and provide teachers with technical and theoretical advices. Following
activities are done, such as;
1. Training
a. 17 SDGs
b. Global action programc. Road map
d. Teachers action and global action program
2. Joint programs / activities
a. Research on teachers‟ previous assumptions
b. Research on students‟ previous assumptions
c. Projects
 Incorporating/integrating school curriculums into sustainable
development
 Incorporating/integrating syllabus into sustainable development
54



Focusing to develop students to have have skills of sustainable
development competencies through school training
Results of projects could be divided into following levels, such as;
Teachers:
 Understanding of ESD in teachers has expanded, introduced to global policies and papers of ESD,
learned ideology of intergrading ESD into their teaching.
 Every teacher has conducted a unit plan including ESD‟s issues of their teaching field.
 Five Grade8 students and five Grade11 students have participated in the first ESD Olympiad
organized by City Education Department.
 Majority of teachers live in rural area so they have planted potatoes, onions and turnips in theirbackyards and were tutored the care for vegetation and a planting of onions was done by bothteachers and students.
 Each classroom got three types of garbage can made out of cupboards by teachers and students
learned to sort their trash.
These activities have stimulated Strategic competency, Collaboration competency, Critical thinking
competency and Self-awareness competency.
Primary students:
 Taking public transportation instead of being driven to school in warmer seasons.
 Finish their food without leaving leftovers.
 Putting up saving electricity and water indications by light switches, plugs and water taps.
These activities have practiced Anticipatory competency, normative competency, Strategic competency,
Critical thinking competency and Self-awareness competency.
Middle and high schoolers: They were asked to think about what they can do for a safe and healthy
environment. Activities for restoring nature and environment included:
 Planted trees in National park and school area with a watering schedule.
 Learned to sort their trash and collected plastic bags and bottles to sell them to recycle. Moneyearned is used for buying cleaning materials.
 Every students started to own a notebook for exam where they take all of their tests in order todecrease paper for copying of tests and exam papers.
 Grade 12 students were actively involved in the project “Making box for dangerous waste”. At theschool “Box for dead batteries” was placed by Ministry of Environment and Tourism. Students
have brought unused batteries from their home and put them into the box. When it was full,
specialists came to replace it. Students were aware of advantages of using recharged batteries.
 Students of Eco club are going use and fill in the “Green Passport” of Ministry of Environment
and Tourism.
These activities practice Systems thinking competency, Anticipatory competency, normativecompetency, Strategic competency, Critical thinking competency and Self-awareness competency.

55

C-5 Myanmar

ESD Practices in Myanmar Education
Yin Mar Win and San San Maw
Sagaing University of Education, Myanmar
yinmar.sioe@gmail.com

Country Context
Myanmar has a long coastline, abundant fertile lands, a rich endowment of natural resources and oneof the lowest population of 53.9 million (2014 Census) and annual population growth of 0.89 percent.
Myanmar‟s recent economic growth has been impressive. The Asian Development Bank estimated GDP
growth had increased from 5.5 percent in 2012 to 6.8 percent in 2014. However, Myanmar‟s economy isheavily reliant on the agriculture sector and extractive industries (Ministry of Education, 2016). Natural
resources play a key role in Myanmar‟s development, with forests covering an estimated 45% of the landarea. However, Myanmar has one of the poorest records globally in environmental management, and inrecent decades environmental degradation has emerged as a critical issue. This is demonstrated by
Myanmar‟s rate of deforestation, which is among the highest in the Mekong sub-region and estimated as
the third highest globally (Ministry for Foreign Affair, Finland, 2017). Therefore, in order to achievesustainable economic development, Myanmar needs to reduce its reliance on natural resources andexpand the services and manufacturing sectors. In addition, there are also other key challenges that thecountry needs to address to achieve sustainable development and equitable economic growth such as thegrowing disparity between wealthy in access to essential services, especially between citizens living inurban and rural areas, internal and external migration, human trafficking and drug abuse. The
provision of quality and equitable education plays an important role to help the government to addressthese challenges (Ministry of Education, 2016).

General Background
Myanmar‟s Education System
1. Early Children Care and Development (ECCD)
The Ministry of Education (MOE) and Ministry of Social Welfare, Relief and Resettlement (MSWRR)
are the lead ministries involved in the provision of ECCD services. In addition, there are a number of
non-governmental and private sector organizations actively supporting communities with the provisionof ECCD services.
2. Basic Education
The current basic education system comprises of five years of primary education (KG to Grade 4), four
years of lower secondary and two years of upper secondary education. There are currently 47,363 basic
education schools in Myanmar reaching approximately 9.26 million students. The majority of theseschools is managed by the Department of Basic Education under the MOE. In addition, a significant
percentage of students accesses basic education through monastic, private, community and other types ofschools.
3. Alternative Education
The MOE provides access to alternative education through a Non-formal Primary Education
Equivalency Programme (NEPE EP) for out-of-school children and a Summer Basic Literacy Programme(SBLP) for adults. The NEPE EP is currently being implemented in 89 townships where it is reaching
11,234 learners. The SBLP was restarted in 2013 and it reached 22,444 learners. This figure doubled in2014 to 46478.
56

4. Technical and Vocational Education and Training (TVET)
Access to technical and vocational education and training in Myanmar is provided by relevant
ministries and the private sector through 372 technical and vocational and training centre.
5. Higher Education
Myanmar has 171 higher education institutions (HEIs) which are overseen by eight ministries. In the2015 academic year, there were 225,178 students studying full-time in HEIs under the responsibility of
the MOE, while an additional 411,164 students were accessing higher education through Distance
Education Universities (Ministry of Education, 2016).
Key Challenges of the Current Education System
The MOE established National Education Strategic Plan 2016-2021 which addresses the following
challenges that the Myanmar education system is currently facing, . The key areas facing challenges are;Area 1. Preschool and kindergarten education
Area 2. Basic education – access, quality and inclusion
Area 3. Basic education curriculum
Area 4. Student assessment and examination
Area 5. Teacher education and management
Area 6. Alternative education
Area 7. TVET
Area 8. Higher education
Area 9. Management, capacity development and quality assurance
In addressing the challenges of basic education sector, in order to improve the student learningachievement, it is necessary to conduct some reforms in basic education – access, quality and inclusion,
basic education curriculum, student assessment and examination, teacher education and management.
Basic Education- Access, Quality and Inclusion
In recent years the MOE has undertaken a wide range of basic education reforms in order to improveaccess to quality basic education including launching free and compulsory primary education,
establishing a national school grants and stipends programme stating a commitment to restructuring thesystem to include a kindergarten (KG) year and 12 years of subsequent schooling and raising teacher andcivil servant wages. Within the monastic education sub-sector, the government has started to provide
teacher salary subsidies. Importantly, there is emerging evidence that many of these reforms are
beginning to have a positive effect; according to reports, the increase in the number of children enrolled inprimary and secondary schools in the 2014-2015 school year was due to the reduced cost of education forparents among other factors.
In 2015-2016 academic year the government basic education system consisted of 35,650 primary, 6,224
middle and 3,513 high schools serving 8,853,480 students. In addition, almost 300,000 children attended
1,538 monastic education schools, which teach the basic education curriculum and are administeredunder the Ministry of Religious Affairs and Culture (MoRAC). Other types of schools providing basic
education include 438 private schools and schools managed by ethnic education department, however,there is no comprehensive data on the coverage of these schools. The basic education system isadministered by the Department of Basic Education, which oversees state/region education offices, anddistrict and township education offices.
Despite the impressive reform achievements of the last few years, the basic education system continues
to face major challenges relating to school access, retention and inclusion: and school quality and quality
improvement monitoring. Most children in Myanmar have the chance to go to school, and the number ofboys and girls who enroll in school is almost equal, although many children enroll late, particularly boys.
However, very few children receive more than four years of schooling. There are multiple and complex,
57and often context –specific, reasons for children dropping out of school at primary and secondary levels, ofwhich poverty, language difficulties, disability and lack of interest are the most common.
The poor quality learning environment in many schools, combined with an overloaded and outdated
curriculum and teacher-centered pedagogy that emphasize rote memorization for examinations, havecontributed to a “lack of interest” among children in basic education which leads to their dropping out
from school.
The school environment needs to be improved so that it is conducive to quality teaching and learning.
Monastic education schools face particularly entrenched challenges relating to school quality due to lackof resources. Many children learn very little in school, with children in Grade 3 still struggling withreading comprehension and basic mathematical skills. Of the minority of students who make it to Grade11, only about one-third pass the matriculation exam each year.
In many schools parents have to additional private tuition fees, which are the largest component ofhousehold expenditure on education in Myanmar. In addition, parents often focus on test results – which
are not reliable indicators of education quality – which may create a bias towards rote learning in schools.
Myanmar also does not have a school quality assurance framework that sets out minimum quality
standards for teaching and learning, school management and school facilities.
Gender dynamics may mean that access, inclusion and quality issues are different for boys and girls;
however, the lack of Myanmar – specific studies of gender and education means that very little is known
about whether this is indeed the case.
Increasing access to basic education in Myanmar is vital for the country‟s growth and equity. However,efforts to increase access to education must be supported by efforts to improve education quality. The
strategies that can address the challenges of access, quality and inclusion area are (1) Enable universal
access to free basic education, (2). Support compulsory and inclusive education, and (3). Improve school
quality through a national school-based quality assurance system.
Basic Education Curriculum
A quality basic education curriculum is a critical building block for Myanmar‟s socio-economic
development and it is an essential prerequisite of quality education and improvement of student learningachievement. The curriculum is the key reference point for teachers.
The MOE is committed to improving the basic education curriculum to make it more relevant to thelives of students by focusing on 21st century skills, soft skills (including personal development andemployability skills) and higher order thinking skills.
In recognition of the importance of a sound and updated curriculum, the MOE launched acomprehensive review of the basic education curriculum – Grades 1 to 11 under the landmark CESR
research and Education Working Group policy review initiatives. The CESR and Education Working
Group reviews recommended upgrading and improving the basic education curriculum to: (a) ensurehorizontal and vertical content and competency linkages; (b) reduce overload and address gaps in content
coverage; (c) ensure alignment between the new curriculum, pedagogy and learning assessment reforms;(d) align with the planned restructuring of school grades KG+12 (5-4-3); (e) meet the needs of atechnology-based society facing rapid socio-economic development; and (f) improve quality and align with
ASEAN regional and international standards.
Related basic education reforms aimed at strengthening pedagogy, providing quality teaching andlearning materials, and strengthening student assessment and national examination systems willcomplement and support the new basic education curriculum. Together, these integrated reforms will
improve learning outcomes and promote equitable and inclusive learning among all children.
International evidence clearly highlights the added value of an emphasis on 21st century skills, soft
skills and higher order thinking skills in the new basic education curriculum. Many governments
worldwide explicitly state that the national curriculum should have relevance for all students by58

equipping them with the knowledge and practical skills they need for life, the workplace and forcontinuing education.
The strategies that can address the challenges of basic education curriculum area are (1) Redesign thebasic education curriculum emphasizing 21st century skills, (2). Build the professional capacity ofcurriculum development teams, and (3). Implement the new curriculum through strengthened
curriculum management, dissemination and monitoring, and evaluation system.
Student Assessment and Examination
Assessment is used across all levels of a country‟s national education system for the purposes ofaccountability, school and system improvement and to support student learning. However, the ultimate
purpose of assessment is to improve education quality, which leads to improvements in student learning
outcomes. Effective student assessment enables teachers and students to track learning progress andidentify areas for improvement it also enables students to demonstrate their achievements throughqualifications they gain as the result of assessments. Assessments enable Ministry of Education (MOE)
official to hold schools and teachers to account for their performance and to develop and refine policies.
Assessment can help countries to improve the equity of their education system, with a focus on areas
where students need greater support in summary assessment is the cornerstone of a high-performing
system.
The Government is committed to improving the quality of education as an integral part of major
ongoing social sector reforms and expanded national economic development. A key focus of these reforms
is a move away from an assessment and examination system focused on the accurate repetition of
acquired content knowledge to a more balanced education system tht assesses student learning progressagainst national learning standards related to child educational development and the skills they willneed for lifelong learning.
The shift is in line with international research that demonstrates the importance of monitoring a
student‟s ability to engage in and complete complex thinking and problem-solving tasks and develop
self-learning skills. These are skills that students need for personal and professional development andthat a nation needs for a successful workforce.
The MOE will undertake assessment reforms as part to the basic education reforms to improveclassroom teaching and student learning achievement. Assessment reforms will be closely aligned with
the introduction of the new basic education curriculum. International research shows the importance of
curriculum evaluation and student assessment being integrated across all levels of the national
education system.
The Department of Myanmar Examinations (DME) has the overall responsibility for assessment ofbasic education in Myanmar. Currently, the DME oversees three major types of student assessment: theContinuous Assessment and Progression System (CAPS), year-end examinations in Grades 5 and 9, and
the Grade 11 matriculation exam. These assessments all reinforce patterns of rote memorization andrepetitive teaching.
While the CAPS system, practiced in previous years was intended to promote classroom-based
assessment focused on measuring student learning, the lack of an integrated implementation approach
has meant that it has had limited impact in changing the focus on rote learning in fact, there is someevidence that the Chapter End Test component of CAPS may have even reinforced this focus. The CAPS
system has most likely contributed to poof learning outcomes in the basic education schools. In addition,
parents have felt compelled to tuition fees to help their children do better at tests and exams, adding
significantly to the cost burden of education.
Many countries in the Asia Pacific region have recognized the national and global opportunities to begained from changing from content to skills-based assessment systems. Skills-based systems prioritise
the acquisition of skills that students will be able to use throughout their lives. In order to put in place59

such a system the MOE will set out the minimum assessment standards against which to measurelearning achievement. These standards will define what the MOE expects students to know and be able
to do as a result of their time spent in school.
The MOE will adopt an assessment system that links to a continuous cycle, whereby teachers andstudents participate in assessments, and teachers, students, parents and education managers learn fromand respond to assessment results. Reliable assessment tools will be developed for teachers to measure
student performance against expectations and national standards. Data collected from these tests will
inform new policies and target assistance to schools with consistently low-performing students. The MOE
will strengthen the professional capacity of officers responsible for managing the assessment system andcommit to maintaining a modern assessment infrastructure.
The strategies that can address the challenges of Student assessment and examinations area are (1)Improve assessment and examinations and (2). Strengthen co-ordination, management and monitoring.
Teacher Education and Management
Improving the quality of classroom teaching is essential to improve student learning achievement inschools and educational institutions in Myanmar. This includes having a sufficient number of qualified
teachers in every school, in order to achieve the minimum teacher student ratios and qualification
standards set by the MOE. Currently the MOE is facing a number of challenges in deploying qualified
teachers to all schools, especially schools in remote rural areas. Therefore, the MOE has prioritised an
integrated and comprehensive approach to teacher education and management reform under the NESP.
The National Education Law (NEL) (2014) and NEL Amendment (2015) provide a clear legal
framework for progressive, integrated and comprehensive teacher education and management reforms.
The NEL, CESR Phase 2 Teacher Education Reports and Education Working Group Reports, allrecognize that a motivated and well-trained teaching force is a prerequisite for quality education, andthat this can only be realized through improving the status, quality, management and professional
development of teacher. It is also widely recognized that complementary improvements in the education
system are also needed such as greater investment in infrastructure and instructional materials and an
effective student assessment system that supports teachers and engages parents.
In high-performing education systems worldwide teachers have a central role to play in improving
educational outcomes. International research shows that the way that teachers teach has a greater effecton student learning outcomes than any other factor. When teachers have strong subject and pedagogic
knowledge they are more effectively able to diagnose and solve children‟s learning problems andintroduce a dialogic, mixed-method teaching style. Myanmar has a long history of interactive pedagogy,
dating back to at least the Innwa era (the 14th century), but, for various reasons, this is not widelypracticed.
In order to support teachers in their professional development and to improve all aspects of teachingpractice a sound and supportive teacher management policy is essential. Such a policy needs to be wellresearched widely consulted upon and reflect the cultures and communities in which teaching takes
place. The teacher management policy also needs to clearly explain professional development pathways
for teachers.
To date, the MOE has launched a number of projects with international partners to improve thequality of teacher education in Myanmar. These include strengthening teacher education management,teacher education curriculum reform, pilots to improve in-service teacher education, and upgrading theEnglish language and methodology skills of teacher educators. These projects will support the successful
implementation of the strategies and programmes.
The strategies that can address the challenges of teacher education and management area are (1).
Strengthen teacher quality assurance and management, (2). Improve the quality of pre-service teacher
education, and (3). Improve the quality of in-service teacher professional development.
60

ESD Teacher Training in Myanmar
In Myanmar, an in-service teaching program was initiated as Disaster Preparation and Response
Education (DPRE) in cooperation with UNESCO after Cyclone “Nagis” hit severely in May 2008.
Education for Sustainable Development was introduced as adjectival education such as DPRE.
In 2016, the Ministry of Education and UNESCO in partnership with Panasonic launched“Strengthening Schools for Education for Sustainable Development” (SSESD) project in Nyaung U
Township, Myanmar. The project aims to empower Myanmar‟s learners to lead and promote sustainable
lifestyles as socially responsible global citizenships and leaders of the future. 400 in-service teachers
joined trainings on teaching materials to integrate education for sustainable development (ESD) into thebasic education curriculum. Seven school regions Nyaung U township, Mandalay Region, Myanmar
hosted three day trainings for teachers from all grade levels.
HlaHla Win (2007) analysed the extent to which ESD concept is integrated in basic education
curriculum in Myanmar. In science curriculum of the elementary level, ESD themes include personal
hygiene and family health, respect for the natural environment, curiosity in the natural environment andthe importance of natural resources for daily life. The curriculum aims to educate the children tounderstand and apply the importance of natural resources, to love and cherish the natural environmentand conserve and utilize it in sustainable manner, and also safeguard self-body and health.
At the lower secondary school level, in the science curriculum of Grade 5, the students have to learn
about Environmental Conservation of the Earth in the chapter 5 of Earth and Space. This chapter
consists of two components, namely environment and Space and Weather/Climate In the component ofEnvironment, they have to study Atmosphere, Hydrosphere (Resources of Fresh Water), Lithosphere(Types of Land, Soil) and Biosphere (Wild Animals, Forest, Sea Animals). And in the section of Space andWeather/ Climate, Solar System and Space and Usefulness of Space are taught.
Likely, students have to study about EE and ESD in the same chapter of Grade 6. The title of thechapter is Earth & Space (Environmental Conservation of the Earth). The students must learn about
Man & Environment, Human Beings (Part of Ecosystem), Environmental Degradation (Impact of
Human Factor), the Reasons of Environmental Damages, Population Explosion, Poverty,
Industrialization, Increase of Vehicles, Modern Life Styles, Environmental Conservation for Mankind,
Environmental Education, Environmental Movements, Space, Weather & Climate, the influence ofWater Vapour, The Importance of Atmosphere, Agriculture and weather.
In Grade 7, occurrence of Earth Day, World Environmental Day, United Nations' Environment
Programme; history of environmental conservation; problems like air pollution, global warming,
extinction of rare species, ozone depletion, acid rain, the causes of those problem, theirs consequences
presented and instructed comprehensively.
In Grade 8, deforestation, the reasons to cause of deforestation, the related environmental
degradations are taught logically. Moreover, afforestation and forest conservation, eco- tourism etc arealso described in detailed. Soil erosion, the related environmental problems and methods of are alsopresented in the environmental conservation of the Earth and Space. Hence, it can be said that thesustainable behaviours like afforestation, systematic forest production, substitute energy producing,recycling of used paper, preventing illegal firing forests, establishing natural sanctuaries & natural parks,
promoting eco-tourism, controlling shifting farms, controlling chemical fertilizer & pesticide, using
bio-fertilizer, systematic ways throwing away of industrial wastage etc are informed logically. Also,
preventing illegal trade of rare species of flora & fauna, preserving flooding areas etc are efficiently
educated. Thus, it can be concluded that the matter of ESD for the Junior High School students becomes
up-to- date and valuable.
At the Upper Secondary School Level, in Biology, Environmental Biology is introduced. The contents
are: A biotic or Physical Factors of an Eco-system, the Biologic Environment & Interrelations of61

Organisms, Symbiosis, Parasitism, Commensalisms, Mutualism, Cycles in an Eco-system, The Water
Cycle, Nitrogen-Cycle, Other Factors, Pollutions, Air Pollution, Land & Water Pollution, The Use andAbuse of Drugs (Drugs, Use of Drugs, Heroin), Alcohol, Smoking and Health. So, it could be concluded
that Biology is one of the most effective subject for informing EE and ESD in High School Level.
Another subject that can train EE and ESD in the High School Level is Chemistry. In the present
curriculum is Chemistry. In the curriculum, Chemistry in Society is the only one section, which inform
EE and ESD for the learners. The contents of this section are: Chemistry in Modern Agriculture,
Elements required by plants, Soil, Fertilizers, Natural Fertilizers, Chemical Fertilizers, Nitrogen,
Phosphorous and Potassium, Effects of Nitrogen, Phosphorous and Potassium, Classification of Chemical
Fertilizers, Nitrogen Fertilizers, Urea, Production of Urea, Reaction of the Soil, Ammonium Sulphate,Ammonium Nitrate, Calcium Nitrate, Super phosphate, Bone meal, Potassium fertilizers, Soil Reaction,
Test for Soil Reaction, Neutralization of soil acid, Neutralization of soil alkali, Insecticides, Growth
Substances, Cement Production, Cement, Raw Materials for Cement Production, Manufacturing Process,
Plaster of Paris POP, Salt Production, Traditional Method of Salt Production, Disadvantages of
Traditional Methods of Salt Production, Salt Production by Solar Evaporation and Bittern.
In baseline survey, lower secondary school teachers show interest in implementing ESD and exhibit apositive attitude towards ESD. However, it was noted that the participants‟ level of awareness of thevarious ESD concepts is rather low and they do not understand ESD concept clearly. According to thesurvey, although some topics related to sustainable development already exist in lower secondary sciencecurriculum, most of Myanmar teacher do not recognize the sustainability-related content and they do nothave the teaching skills to relate topics to the sustainability paradigm. So, it becomes necessary toprovide effective professional development practices for Myanmar teachers in order to implement ESD inteaching and learning.
Presently, we have been running an in-service teachers‟ training project entitled “Integration of
Education for Sustainable Development (ESD) in Lower Secondary Science Teaching through Lesson
Study”. It is intended to help lower secondary science teachers to develop lesson plan integrated with
ESD through lesson study as school-based professional development. 20 lower secondary school scienceteachers who were participants in baseline survey volunteered to participate in the training project.
Stufflebeam‟s (2003) Context, Input, Process, and Product (CIPP) evaluation model is used as aframework to systematically guide the conception, design, implementation, and assessment of training
project.
Based on the baseline survey results, firstly, a 3 day-workshop was held to introduce the themes of
ESD in teaching and learning situation and how to integrate ESD concept in science lessons. At the startof the workshop, the participants were interviewed, using semi-structured interview questions and had
pretest consisting of basic scientific concepts and ESD themes. And then, a science topic at the lower
secondary school level was given to the participants and they were asked to develop a lesson plan as theway they develop. Teachers‟ capacity assessment based on lesson observation and interviews was
conducted and their training needs were identified.
From semi-structured interview and pretest, it is found that most lower secondary school scienceteachers misunderstand the themes of ESD, and they mostly use teacher-centered approach in teaching
and learning. Moreover, in teaching science lessons, they emphasize on factual knowledge and rotelearning for examination. However, they believe that students should be led to live a sustainable life
through school subjects. As document analysis, on-site lesson plans were reviewed. It is noted thatteachers identify learning outcomes at the knowledge level and describe teacher-centered approaches as
their teaching techniques. After that, introduction of the themes of ESD and of how to integrate ESD
concept in science lessons was delivered to the participants. And then, with the help of the facilitators, theparticipants developed ESD integrated lesson plan. At the end of the workshop, semi-structured
interview was administered to the participants. It is found that the participants improve in the62understanding of ESD themes in teaching and learning and of how to integrate ESD concept in science
lessons.
Based on the workshop experiences, we decided to practice the lesson study as the school-based
professional development practice in implementing the training project. According to the school location,
the participants are divided into two groups. In each group, they will develop lesson plan focused on ESD,
implement the lesson in the classroom, observe and analyse the lesson together. The outcomes of the
project will be evaluated, based on observation on the participants‟ lesson presentation and student‟slearning outcomes.
Recommendations for Promoting Teacher Education on Education for Sustainable Development (ESD) Establishing school-based professional development practices focused on ESD for in-service teachers
instead of cost-training courses.
 Developing and Distributing teacher guides of ESD lessons
 Integrating ESD into pre-service teacher education program Promoting administrative support

63

S-1

An analysis of characteristics of collaboration among the participants of
the Dreaming Eco School Project
Hyungson Ju1, Jaeyoung Lee2, Suejung Jung3, Jungnan Kwak3,
Yeona Son4, and Kangseok Kim5
1Korea National Open University, Korea
2Kongju National University, Korea
3Korean Environmental Education Program, Evaluation and Research Center, Korea
4Dankook University, Korea
5Sungshin Girls‟ High school, Korea
Ecopia21_@hanmail.net
In the process of making a sustainable society, education is perceived as the most critical factor. In
particular, the knowledge level and passion of educators is regarded as one of the key factors for students
to understand the issues of SD (UNESCO, 2005). Then, how can we develop teachers‟ professionalism in
EE and ESD?
The paradigm for developing teachers‟ professionalism is shifting from an academic approach to areflective approach and to a community approach. The community approach places an emphasis on
developing professionalism collaboratively as teachers teach and learn from one another, criticizing
individualistic limitations of the reflective approach. The key to the community approach is collaboration(Seo, 2008).
This study began with the question of what type of collaboration would be possible in a professional
development of teachers of environmental studies, which was a selective subject introduced in 1992. The
teachers find it hard to form a curriculum consultative body or engage in regular collaboration since there
is usually just one environmental studies teacher assigned to each school.
This study was conducted to find out whether there was any collaboration among the participants ofDreaming Eco School project in the secondary schools where there were environmental studies teachers
who majored in EE, with a goal to vitalize school EE under the auspices of the ministry of Environment
in 2017. The key participants of the project were the teachers of environmental studies and researchers,
and as their interaction mainly took place in workshops, the workshops were the main subject of analysis.
The characteristics of collaboration among them were analyzed by investigating the workshop
information leaflets and minutes.
The findings of the study were as follows. The participants shared progress on school space creationand the joint project on fine dust at the workshops. Moreover, they learned about the integrity ofenvironmental studies class, community mapping and class criticism. With regard to the schedule, topics
and methods of workshops, they made decisions in consultation with one another. Such collaboration
showed the characteristics of contrived collegiality (Hargreaves, 1994), as it was the type of collaborationcompelled and imposed by the project participation. Nevertheless, there were voluntary activities such as
the joint project which had been proposed by one teacher and participated by 9 schools. Therefore,
although the collaboration among the participants started as contrived collegiality, voluntarycollaboration was shown with the progress of the project. There were obstacles in creating the community
culture, such as communication issues and tension to have their professionalism among the participants.
Despite these limitations, the collaborative interactions of the participants were meaningful as it brought
issues of what would be a highly integrated environmental studies aspired by the 2015 revised national
curriculum and how to implement it in school to the attention of the teachers and the researchers.

64

S-2

A trial of music composition on a theme of the marching season from spring to summer
around the Japan Islands (An interdisciplinary class for the university students
toward the cultural understanding in ESD)Haruko Kato1 and Kuranoshin Kato2
1Shotoku Gakuen University, Japan
2Okayama University, Japankuranos@okayama-u.ac.jp
All music works have their own background and it is necessary to understand the various backgrounds
for generation of the music works, in order to deepen the music appreciation and expression. The
climate is one of the important backgrounds, and to understand the climate there would be useful for
appreciate the context of music. Inversely, what we feel from the music expression could be also helpful
to understand the associated climate or weather situation there.
As such, the joint activity between the climate and music would be useful for promoting the educationof both climate variability and cultural understanding as the targets of the ESD. Besides, it could
contribute greatly also to promoting the students‟ and teachers‟ fundamental “ESD Literacy” itself, suchas thinking of various complex relations, diversity, etc., among the ESD targets (as will be discussed in
the other presentation by our group).
By the way, the seasonality is a common important feature characterizing the climate in the
mid-latitude regions. However, many different factors relating to the seasonal cycles result in the great
variety of the seasonal features from region to region even within the mid-latitudes. For example, there
are many stages with rapid seasonal transitions in East Asia, greatly influenced by the global-scale Asianmonsoon system. Such seasonal transition features also bring the remarkable change in the “seasonal
feeling” from month to month around the Japan Islands.
We will report an interdisciplinary lesson practice between music and climate education at such
viewpoint, for the students of Teaching Course of Music, Faculty of Education, Gifu Shotoku Gakuen
University made from April to July 2016 (with adding further consideration presented at the EGU2017).
As for the natural science, they have studied it only a little in the university to get license of primaryschool teacher, but they are specialized in music and music education to become a teacher. In this class,the students tried to compose on the theme of the marching season from spring to summer in the Japan,
including the pre-, mature- and post-Baiu (Meiyu/Chang-ma) seasons.
At the first lesson, they went around outside of the university to feel and enjoy the cherry-blossom
season of April. Then, they created music works to express their own seasonal feelings with musicalinstruments or voices. At the final stage of this activity, their works were performed with various
instruments and they had a chance to re-recognize the influence of seasonal climatic phenomena on our
feelings.
The students could have really experienced the detailed seasonal advance just during their activity andtheir works were classified roughly into the following two different types, 1) Scene depiction (ex.1:“Forerunner of the Baiu season”, ex.3: “The sun shine and the shade”, ex.4 : “The spring wind”, ex.6: “Thewind”), and 2) Feelings depiction (ex.2: “A feeling of the rain”, ex.5: “The sky full of hope-with my feelingthe wind-”). In the future, it is also necessary to develop study method through music to lead to promotealso the interests in climate, even for the students who do not specialize in science.

65

S-3

Toward the development of study programs on the seasonal cycles
of weather and climate systems around Japan on ESD
Kuranoshin Kato1, Yusuke Kuwana1, Hideki Morishita1, Haruko Kato2, and Kazuo Otani1
1Okayama University, Japan
2Gifu Shotoku Gakuen University, Japankuranos@okayama-u.ac.jp
To know the detailed seasonal cycles in various regions (including the tendency of the day-to-day andinterannual variations) is the common basis for deeper understanding of (1) seasonality of the dominant
daily weather systems and their variability, including the “extreme meteorological or climatologicalevents” and (2) an important background of the cultural generation affected greatly by the “variety ofseasonal feeling” in each region. Then, in the education of climate variation in the ESD including theregional climate response to the global-scale one, as well as in the cultural understanding education, it isalso necessary to lead the students‟ deeper understanding of the detailed seasonal cycles in that region as
an important base.
Besides, the education on climate system sciences including the climate variability is important not
only for providing the scientific backgrounds for the individual ESD activities (studies on environment,
disaster prevention and climate variability), but also for promoting the students‟ and teachers‟
fundamental “ESD Literacy” itself, such as thinking of various complex relations, diversity, etc., among
the ESD targets. Thus, in the climate education, topics on the seasonal cycles there which can lead also
to thinking of various complex or un expected relations, and so on, as well as the topics on the climate
variations, would be an effective way to promote the students‟ “ESD literacy”.
In Japan, the topics on the dominant daily meteorological situations in each season are one of theimportant contents in the earth science education at the junior high school and high school. Thus we
could construct these study plans by including not only the necessary information for a direct climate andclimate variation education in the ESD, but also the research-like activities with some brief analyses ofthe observation data or weather charts, and so on, which could contribute to promoting the students‟ ESD
literacy together with the information literacy.
For example, although the formation of the Siberian high, which affects the winter climate around
Japan greatly, is closely related to the seasonal development of the very cols Siberian air mass, locationsof these centers are rather different from each other. The very this situation is an essential cause for theespecially colder air intrudes into East Asia in winter than in the same latitudes. For another example,
daily Siberian high begins to develop seasonally already in October when the alternative passages of theextratropical cyclones and anticyclones still dominate around Japan. From such studies, students
would be able to recognize the variety of the seasonal cycles around Japan. The study materials for such
viewpoint could be provided from the precipitation features during warm season around Japan.
Although we are now considering these development of the study plans, we will briefly introduce theseideas which we would use for constructing our study plans, together with some of our previous activities
at the schools.

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S-4

Comparison with the Current State of the Alien Species Problem and
Description of Textbooks in Japan
Toru Doi
University of Toyama, Japan
torudoi@edu.u-toyama.ac.jp
Loss of biodiversity can‟t stop all over the world. One of the causes is fixing of the alien species
introduced by humans. In response to these circumstances, measures such as enforcement of the“Invasive Alien Species Law” (2005), formulation of “Biodiversity National Strategy 2012-2020” (2012)
and “Action plan to prevent the damage caused by alien species” (2015) have been developed one after
another in Japan. As a result, people‟s awareness of alien species has improved, and the activities of local
governments and NPOs are also increasing (Kishimoto, 2018). Action plan to prevent the damage causedby alien species has shown that promotion of education improves awareness of civilian alien species
problem and prevent introduction and escape of alien species. In other words, education is required tounderstand the facts of the alien species problem and comply with “Three Principles for Preventing
Damage to Alien Species”. However, it's the current state that it can't be said at all that three generalprinciples are obeyed. For example, about 200,000 Red-eared sliders keep being imported every year.
Garpike which is carnivorous and will grow up over 1-meter was sold until recently and escaped
individuals found in the field. Some people release crayfish which were breeding to the field.
Does the current school education in Japan encourage proper understanding of alien species problem
and compliance with the Three Principles? What kind of description is there about alien species? This
report shows the result. Survey subjects are follows;- Current elementary school Science textbooks 3rd～6th grade, total 25.
- Current Junior high school Science textbooks 1st～3rd grade, total 15.
- Current high school Basic Biology textbooks, total 5.
- Current high school Science and Our Daily Life textbooks, total 5.
- Current elementary school Living Environment Studies textbooks, total 16.
As a result, the following was identified. Descriptions of the background of the transfer and the historyof escape are extremely poor, compared with the description about alien species problem and thepost-escape, in every investigated textbooks. It will be extremely difficult to encourage compliance with
the Three Principles if students don‟t understand the background of the transfer and the history of escapeappropriately.

67

Y-1

Education for Sustainable Development (ESD) Learning Material Development
for Science Secondary School Curriculum
Wijaya A. F. C. and Muslim
Indonesia University of Education, Indonesia
agus.fany@gmail.com
The world is currently experiencing a crisis, not just an environmental crisis but also economic andsocial. On the other hand, UNESCO over the past decade has socialized that the sustainability of theworld depends very much on the three pillars, namely the balance between environmental, economic andsocial dimensions. The fact that happens shows how the tendency of thinking patterns to solve a problem
sometimes prioritize one dimension without considering the other dimensions in a balanced manner. The
condition also affects the educational situation in Indonesia, when students study the concept of sciencein the school, environment dimension has a very big role, while the economic and social dimensions areunder consideration. As a result, the teacher's perspective in considering the preparation of the learningmaterial as the meaningfulness of learning has not led to the real sustainability of thinking. Educationfor Sustainable Development (ESD) was introduced by UNESCO as part of the development of theMillennium Development Goals (MDGs) which later became Sustainable Development Goals (SDGs)
aimed at designing and preparing education as a medium for sustainable development. Through the
Research and Development (R & D) design with the implementation of ADDIE (Analysis, Design,
Develop, Implement and Evaluate) model, this research has to aims, the first one is to develop andvalidate the ESD Awareness instrument on Physics science materials at the secondary school level byidentifying and preparing ESD Awareness instruments related to Physics science materials, as well as
testing the validity and reliability of such instruments in the measure sustainability awareness of
secondary school students. While the second one is to develop the teaching and learning materials of
Science-Physics in high school through the process of identification and preparation of teaching materials
in accordance with ESD approach, as well as mapping the profile of sustainability awareness andincreasing knowledge of secondary school students. Using the sustainability awareness questionnaire
instrument and the students' cognitive achievement test, it is hoped that a suitable Science-Physics
ESD-based teaching and learning materials can be obtained for secondary school level in the form of astructured learning material.

68

Y-2

Integrating a Curriculum for the Secondary Teacher Education Program which
Majored in Biology at Bankeun Teacher Training College to Address Sustainability
Sompong Siboualipha and Chanhthamala Southammavong
Bankeun Teacher Training College, Lao PDR.
Somepong55@gmail.com
A curriculum for the secondary teacher education program which majored in Biology at Bankeun
Teacher Training College was mapped in order to college‟s calendar. The model used for mapping was
included 1) Essential questions, 2) Content, 3) Skill, and 4) Assessment. Then, issues were identified andconnected to the curriculum requirements. After that, a new lesson plan was developed anddemonstrated to the first year students at BTTC entitled “Arthropods: Characteristics, Ecology,
Importance and Conservation”. In a lesson plan, three activities were implemented as well as 1) study
physical characteristics, exoskeleton, muscle, circulatory and respiratory systems of Arthropods; 2)
Arthropods, Ecology and Importance; and 3) Arthropods‟ posters.
From an assessment after lesson, students gained an understanding of what makes insects a uniquepart of the animal kingdom and how they compose into bodies‟ systems. They received an introduction to
the types of arthropods groups by studying main organs in systems to classify insects or other arthropods.
They gained an understanding of how insects‟ adaptations help them survive and thrive in a variety ofhabitats. They could introduce to the many roles insect play in natural communities. Furthermore,
students could be able to define endangered or extinct, identify relationship between insects and theirhabitats, identify human activities that harm insects and suggest ways to protect them by working ingroup to promote by creating posters.
However, this lesson is still basic. So, the next investigation should be more specifically and actively
such as have them to discuss what they could do in their own homes to help protect the insects that livearound them. Guide them to evaluate each other‟s works and display completed posters in an
appropriated area of the school.
Keywords: Bankeun Teacher Training College, ESD, Mapping Curriculum, Arthropods

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70

2nd day, June 10th (Sunday)
 Keynote Research Presentation

71

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Keynote 1

A Pedagogy for Hope: Science and Sustainability
Ralph Levinson
Institute of Education, University College London, UK
Today the living world faces unprecedented global disturbances which are likely to cause devastatingharm to species survival, including that of Homo Sapiens. There are numerous research articles which
propose ways of promoting knowledge, attitudes and civic behaviour designed to ameliorate this harm.
But I will argue that such gradualistic changes are inadequate. Deeper philosophical, structural andpolitical changes are necessary for the livelihood of a sustainable planet and a citizenship committed toecojustice.
I will discuss the content of these changes for a sustainable society and what type of education ispresupposed by such changes. A sustainable future is predicated on a philosophy that questions the roleof modern science underpinned by a human-centred universe and the separation of Mind from Nature, inother words, a transformation towards ecologism or „green‟ politics. Such a deep-rooted change needs tostress interconnectivity between all aspects of Nature but also between diverse ways of understanding
the world: historical, cultural and techno-scientific. Finally it demands a citizenry which recognises thisinterdependence and is prepared to find creative solutions which benefit the planet as a whole.
Having set the scene for the preconditions of a sustainable society I will discuss a pedagogy of hope:securing diversity, compassionate justice and renewal of life (Simon, 1992). In arguing for a particularapproach to teaching I am inspired both by Hannah Arendt‟s notion of action (praxis) and EmanuelLevinas‟s Ethics of the Other. I illustrate a pedagogy of hope through an example of a young teacher
introducing 14 year olds to the idea of Interdependence.

73

Keynote 2

Japanese Experience on ESD and Teacher Education for ESD
Katsunori Suzuki
ESD Resource Center of Japan, Japansuzuki@esdcenter.jp
Japan has been actively promoting ESD since the launch of the United Nations Decade of Educationfor Sustainable Development (DESD) in 2005. Japan strongly promoted ESD in formal education. The
Ministry of Education, Culture, Sports, Science and Technology (MEXT) integrated ESD concept into
school education programmes by revising the “Course of Study” for elementary and junior high schools in2008 and for senior high schools in 2009. The UNESCO National Committee of Japan proposed in 2008
to use the UNESCO Associated School Project Network (ASPnet) as a tool to promote ESD at schools. A
network of higher education institutions to support ASPnet school (ASP UnivNet) was established in2008 initially with seven universities.
UNESCO associated schools in Japan are considered to be an ESD leader schools influencing
surrounding schools to promote ESD. The numbers of UNESCO associated schools rapidly increased inJapan from 15 in 2005 to 1,034 in 2017. UNESCO associated schools and their network (ASPnet), thus,
played a leading role to promote ESD in formal education sector. One of the important characteristics ofJapanese ASPnet is composition of school types. About half of the UNESCO associated schools are
elementary schools and one fourth are junior high schools, while high schools are dominant in schools
systems in most other countries. ASP UnivNet played an important role to support ASPnet schools by
assisting schools for developing ASP membership applications, providing schools with intellectual
resources of universities, encouraging cooperation with relevant stakeholders such as social education
institutions and NGOs, and linking Japanese UNESCO associated schools with those in other countries.
ASP UnivNet also increased from 7 in 2008 to 20 in 2017.
To create a platform for dialogue among different ESD stakeholders both in formal andnon-formal/informal sectors at regional/local levels, the United Nations University located in Tokyo
proposed a regional centres of expertise (RCEs). Following the concept of RCEs, MEXT started an
initiative on ESD consortium in 2014 to created multi-stakeholder network at regional/local levels.
Following the second stage of ESD with the Global Action Programme (GAP), the Japanese
Government, with the initiative of MEXT and the Ministry of the Environment, established a national
ESD promotion network with a national and 8 regional ESD resource centers. They are supposed tosupport local ESD centers (ESD partners), which support local level ESD actors.
In FY 2016 Nara University of Education conducted a research on teacher training programme inJapan and identified the following six abilities required for ESD teachers:
To have broad and deep basic knowledge on various ESD related topics such as environmental education,international understanding, disaster reduction, peace, human right, etc.;
To pay much attention to unique recognition of students, linkages among topics and processes fortransformation rather than results;
To develop leaning materials/processes with much attention to local resources and conditions;
To facilitate communication among students, teachers, experts, local resource persons etc.;
To respect diversity – both biodiversity and cultural diversity; andTo keep willingness to further develop better learning materials.

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Lesson Trial of the Content Plant Body at Elementary School Science:
Focusing on Promoting Pupils‟ Scientific Thinking
Hironori Kanae
Elementary School attached to University of Toyama, Japankanae@fes.u-toyama.ac.jp
The important thing is to update our thoughts on the subject. For that, we will take the following
methods.
① Children are confident in what they have already learned.
② Children clarify the difference between what they have learned and the event.
③ Children make their own hypothesis.
Specifically, I will explain the state of the lesson. It is a science class at the elementary school of 3rd
grade. Children raised their own plants. So, Children know that plants have leaves, stems and roots.
The purpose of the lesson is to think about the role of stem.
First, I show pictures to my Children. In the photograph, one plant in the schoolyard is shown.
Children mark the roots, stems and leaves of plants. Teachers make sure that Children understand thestructure of plants. Children have confidence in their knowledge. (①)
Next, the teacher shows the pictures of the cabbage selling to the store to the Children. The teacher again
instructs the Children to mark the roots, leaves and stems. Children are confused. There are leaves in thephoto of cabbage, but there is no stem or root. Children clarify the difference between what they havelearned and the event. (②)
However, Children think that plants must have leaves, stems and roots. Children have a hypothesisthat the stems of cabbage are hidden in its leaves. (③)
Students want to take leaves of cabbage and want to see inside. They will do experiments when their
feelings to confirm their hypotheses become stronger. They are very pleased when they find stems.
Children think why it is a stem, and think about the role of the stem. Children get new ideas about therole of stem.
We value these above three things in science education. Children will think on their own initiative.
Children can deepen scientific thinking.

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Development and Practice of ESD Program to Understand
Local Environmental Issue by High School Students
Kiyoyuki Ohshika
Aichi University of Education, Japanohshika@auecc.aichi-edu.ac.jp
A global Action Program (GAP) was adopted at the UNESCO world Conference on ESD, at
Aichi-Nagoya in 2014. Empowering and mobilizing youth, is one of five priority action areas indicated by
the global Action program. After the conference, it has developed several ESD projects targeting of youths
in Aichi Prefecture. As a program targeting university students, „Kagayake Aichi Sastina ResearchInstitutes‟ was started four years ago, and university students living in Aichi are working on activities tosolve environmental problem or tasks with collaborate companies. A new environmental learning
promotion project for high school students "Aichi's future creation club" has begun in 2017. The objectiveof this project is to develop an educational program to solve regional problems based on the results ofbiological survey by high school students as the main body. In 2017, five high schools in Aichi prefecture
were adopted for this project. The five high schools set a theme for each school, conducted research
activities for a few months, and developed educational programs to solve the results and problems suchas board game, quiz, Karuta and so on. For each school, the project was promoted by organizing acooperative team consisting of facilitators that summarize the whole activities and specialized advisors to
support the survey activities. In November when the project was over, all schools have participated at theenvironmental festival in Aichi Prefecture and introduced mutual educational programs to citizens atthat time. Furthermore, in some schools, high school students conducted practical lessons using theireducational programs at elementary and junior high schools in the area. As a result of class practice,elementary and junior high school students experienced the program with positive interest and highmotivation. Moreover, through its experiences, they noticed local issues and became aware ofenvironmental problems. Thus, the educational programs developed in this project was proved to be
excellent for understanding the local environmental problems. After completing all projects, it holds
forums that participate in 5 high school students, introduce each other's educational programs. At theforum, all members are discussed about local environmental problems and future activities by their own
playing with their developmental program by each other.

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In-service Teachers‟ Perception towards Education for Sustainable Development (ESD)in Myanmar
Yin Mar Win, San San Maw, and San Aye
Sagaing University of Education, Myanmar
yinmar.sioe@gmail.com
In 2005, the United Nations (UN) Decade of ESD was launched to enhance the role of education inpromoting sustainable development. At the UN Conference on Sustainable Development in 2012, theinternational community agreed to “promote education for sustainable development, and to integratesustainable development more actively into education beyond the UN Decade of Education for
Sustainable Development (UNESCO, 2014). Education for Sustainable development (ESD) is a type of
education that encourages students to be active citizens who have a role in transformation how oursocieties operate. Through ESD, children will be encouraged to see themselves as people who have an
active role in shaping a better future. This goal of ESD is reflected in the subject matter, and in the waythat ESD is taught (NZAID, 2009). In order to practice such type of education in Myanmar, it isimperative to explore the current situation of teachers concerning with the theme of ESD in teaching andlearning.
The aim of the study was to explore Myanmar in-service teachers‟ perceptions towards Education for
Sustainable Development (ESD). The research was intended to focus on lower secondary school teachers‟
level of ESD awareness and knowledge, their attitudes towards ESD, and their willingness to adopt ESD
within the classroom setting, and their ESD teaching skills. The instrument was developed, based on the
study of Cordina & Misfud (2016). Exploratory factor analysis was used to assess evidence for validity of
the instrument. The questionnaire of 60 items includes 17 items ESD awareness and knowledge, 23
items of attitudes toward ESD, and 20 items of ESD teaching skills. The quantitative research involved
the collection and analysis of the questionnaires. The data came from 248 lower secondary school
teachers from 30 schools. Data collection was conducted in December 2017, before conducting thein-service science teacher training focused on ESD. The data was analysed by descriptive statistic, using
Statistic Package for Social Science (SPSS) statistical tests. The findings showed that in general, lower
secondary school teachers show interest in implementing ESD and exhibit a positive attitude towards
ESD. However, it was noted that the participants‟ level of awareness is rather low and they do notunderstand ESD concept clearly. Moreover, it was found that most of teachers lack of adequate teachingskills. This study provided information needed for implementing the in-service science teachers‟ training
program focused on ESD.
Keywords: Education for Sustainable Education (ESD), Lower Secondary School Teachers, Perceptions

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Implementation Form of “Global Action Program” in school
Dulguun Jalgalsaikhan2 , Burmaa Banzragch2, Oyuntungalag Orsoo1,
Munkhjargal Ochirbat3, and Uuriintuya Dembereldorj1
1 Institute of Teachers‟ Professonal Development of Mongolia, Mongolia
2 National University of Mongolia, Mongolia
3Orkhonschool of Mongolia, Mongolia
uuree9@gmail.com
Nobody mustn‟t be left behind development! This is the slogan of sustainable development. Leaving
nobody out of it, “Global Action Program on ESD - 2030” project initiated in the UN‟s conference where
delegated Chief Executives in Rio De Janeiro in the year of 2012.
In September 2015, during the United Nations General Assembly, a new global development agenda
was adopted by all the Member states in order to define development priorities to 2030 in line with theMillennium Development Goals and the Education for All (EFA) goals, expired in 2015: the 2030 Agenda
for Sustainable Development. Education represents a strategic resource for building resilient andsustainable societies. Every development starts with the change of minds of people leading them to righttype of actions, attitudes and behavior, creating conditions for active and aware citizenship. The youth is
the key to sustainable and inclusive growth, therefore to guarantee sustainable development, the qualityof education system, especially of teachers, must be refined.
ESD requires to include key sustainable development issues into teaching and learning andencourages innovative, participatory teaching and learning methods that empower and motivate
learners to take action for sustainable development. There is therefore an urgent need to build thecapacity of educators, as well as trainers and more important thing is that to change every teacher‟smethodology regarding sustainable development. In addition to this, to implement ideas of sustainable
development, teachers need more precise information about sustainable development based on scientificresearches. To support teachers „activities and give them some orientations, there was chosen school #65,
which is located far away from Ulaanbaatar as a project implementing place.
1. Training
a. 17 goals of ESD
b. Global Action Programc. Teachers‟ action and Global Action Program
2. Cooperationa. Intergrading the curriculum with Education Sustainable Developmentb. Intergrading syllabus regarding Education Sustainable Development issuesc. Through the training, providing ESD‟s complex pantology to students
Outcomes of the training:
Teachers:
 Understanding of ESD in teachers has expanded, introduced to global policies and papers of ESD,
learned ideology of intergrading ESD into their teaching.
 Every teacher has conducted a unit plan including ESD‟s issues of their teaching field.
 Five Grade8 students and five Grade11 students have participated in the first ESD Olympiad
organized by City Education Department.
 Majority of teachers live in rural area so they have planted potatoes, onions and turnips in theirbackyards and were tutored the care for vegetation and a planting of onions was done by bothteachers and students.
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Each classroom got three types of garbage can made out of cupboards by teachers and students
learned to sort their trash.
These activities have stimulated Strategic competency, Collaboration competency, Critical thinking
competency and Self-awareness competency.
Primary students:
 Taking public transportation instead of being driven to school in warmer seasons.
 Finish their food without leaving leftovers.
 Putting up saving electricity and water indications by light switches, plugs and water taps.
These activities have practiced Anticipatory competency, normative competency, Strategic competency,
Critical thinking competency and Self-awareness competency.
Middle and high schoolers: They were asked to think about what they can do for a safe and healthy
environment. Activities for restoring nature and environment included:
 Planted trees in National park and school area with a watering schedule.
 Learned to sort their trash and collected plastic bags and bottles to sell them to recycle. Moneyearned is used for buying cleaning materials.
 Every students started to own a notebook for exam where they take all of their tests in order todecrease paper for copying of tests and exam papers.
 Grade 12 students were actively involved in the project “Making box for dangerous waste”. At theschool “Box for dead batteries” was placed by Ministry of Environment and Tourism. Students
have brought unused batteries from their home and put them into the box. When it was full,
specialists came to replace it. Students were aware of advantages of using recharged batteries.
 Students of Eco club are going use and fill in the “Green Passport” of Ministry of Environment
and Tourism.
These activities practice Systems thinking competency, Anticipatory competency, normativecompetency, Strategic competency, Critical thinking competency and Self-awareness competency.


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Possibility of Using Omoshiro Jikken (the Fascinating Experiment) to Teach Science
Shinichi Furihata1 and Sachi Kawamura2
1Tokyo University of Agriculture and Technology, Japan
2United Graduate School of Tokyo University of Agriculture and Technology, Japansfurihat@gmail.com
The Japanese Course of Study (MEXT, 2017) recommends “Curriculum to be created with the society(Shakai ni Hirakareta Kyoikukaei),” which is where schools and society create curriculum for the
betterment of society. We are undertaking efforts to make some qualities and competences available totrainee teachers in the subjects of science (Rika). In this presentation, presenters report an ideas andefforts for trainee teachers in science (Rika) in Japan.
First, presenters show a traditional content of a lesson we use to teach trainee teachers how to teachscience (Rika Kyoiku Ho). To develop an educational curriculum “Curriculum to be created with thesociety”, both teachers and supporters are required of the qualities and competences as an active learningfacilitator in the learning process of learning (Shutoku), utilization (Katuyo) and exploration (Tankyu).
Second, presenters report a development process of active learning in science at junior high school
through Omoshiro Jikken (the fascinating experiment). OJ is an experiment that makes students feel"science is interesting", it is possible to do without using special equipment and chemicals.
In this presentation, in addition to reporting the efforts of trial and error of the OJ, presenters give
discussion points of the possibility of utilization of OJ to teach science in the middle school in theperspective of ESD.

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Proposal of a Procedure to Make Student Teachers Recognize
Their Gained Skills and Competencies of ESD
Hironori Sasaki
Chugokugakuen University, Japanhironori_sasaki@sky.megaegg.ne.jp
The Sustainable Development Solutions Network (SDSN) released a guide in 2017 entitled “Getting
started with the SDGs in universities”. The guide helps universities, higher education institutions, andthe academic sector to accelerate their contributions to the Sustainable Development Goals (SDGs). It
points out that one thing universities can do is to provide students with the knowledge, skills, andmotivation to understand and address the challenges of the SDGs. In particular, they are Cross-cutting
skills and „key competencies‟ that are relevant to addressing all of the SDGs. Then, what kind of skills
and competencies does the pre-service teacher professional development course which I teach have to
educate pre-service student teachers? The guide refers to “Education for Sustainable Development (ESD)
Goals: Learning objectives” which UNESCO released in 2017 and describes the elements of skills andcompetencies. Some of the elements are as follows: “Reflect on the concept of sustainable development,
the challenges in achieving the SGDs, the importance of their own field of expertise for achieving theSDGs and their own role in this process” and “Reflect on the relationship of formal, non-formal andinformal learning for sustainable development, and apply this knowledge in their own professional work”.
Reflection on their ESD experiences as well as student teaching practice is so difficult for the student
teachers. I believe that reflection is not sufficient as a competency of ESD but recognition of their gained
skills and competencies is more important. In a previous study, I developed a procedure to make thestudent teachers recognize that they had gained practical knowledge during teaching practice. Therefore,
in this presentation, I adapt my approach to ESD teacher professional development and propose aprocedure to make the student teachers recognize their gained skills and competencies of ESD.
Dimova (2015) et al reorganized Dewey‟s phase of inquiry into three situations and six steps. I used thephase of inquiry and teach the student teachers that teachers can finally gain the practical knowledge
necessary through these steps. I assume that the procedure is useful for ESD professional development
and the student teachers can reflect on their experiences and realize they have gained the skills andcompetencies of ESD. Firstly, the student teachers write notes during the ESD practice in their field.
Secondly, they attend class and I allow them to reflect on experiences from adapting the procedure using
the newly developed worksheet. Finally, they recognize their gained skills and competencies of ESD.

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Introduction of the Effectiveness and Barriers of School-Enhancing
Education for Sustainable Development in Japan
Tomonori Ichinose
Miyagi University of Education, Japanichinose@staff.miyakyo-u.ac.jp
Under this Global action program, recently, ESD teacher training have launched in the different placeby the different institutions such as; Swedish International Centre of Education for Sustainable
Development at Uppsala (SWEDESD), Learning teacher Network (LTN) in Europe, Asia Pacific
Institution of Education for Sustainable development (API) supported by the International Network of
Teacher Education Institutions Address Sustainability (INTEIs). Last year Japanese Ministry of
Education (MEXT) also organized national level ESD teacher training in four different places in Japan.
Two essential features of ESD is important for the ESD teacher training: the first deals with content,
the second with pedagogy can be introduced. For the content, it should be involved three essential aspectsof holism: connect environmental, social, and economic dimensions of SD issues, integrate their past,present, and future implications, and focus on their local, regional, and global issues. The second essential
feature of ESD deals with the process of teaching and learning. ESD focusses on the development of skills
and action competence for sustainability. This pedagogy has been labelled pluralism. Although local
issues and policies for ESD can be different depends on the participant countries. Holistic and Pluralistic
approach are common for embedding ESD in each country.
Despite a global commitment to ESD as a teaching approach, there is very little empirical evidence forinternational comparison; one thing that would be useful to compare is the extent to which ESD is
implemented in the school and classrooms, and the effects ESD has on the school and students.
The main research questions are therefore the effects of a holistic ESD approach to content and apluralistic ESD approach to teaching in the context of Japanese formal education: What is the effect of
ESD for the students and in the school from the viewpoint of school teachers? In my presentation, I willshow the research effect of Questionnaires survey which were distributed in ESD, UNESCO-Associated
Schools of the Northeast part of Japan from 2014 to 2017.

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Organized byFaculty of Human Development, University of Toyama
Okayama University ESD Promotion Center
SponsorJapan Society for the Promotion of Science
Contact
Hiroki Fujii
Okayama University ESD Promotion Center
3-1-1 Tsushimanaka, Kita-ku, Okayama, 700-8530 Japan
Tel: -81-86-251-7637
E-mail: fujii-hi@okayama-u.ac.jp