RCE Penang - 2018

Empowering Preschool and primary school teachers’ capacity in infusing water education: development of a module
Basic Information
Title of project : 
Empowering Preschool and primary school teachers’ capacity in infusing water education: development of a module
Submitting RCE: 
RCE Penang
Contributing organization(s) : 
RCE Penang
International Hydrology Program IHP UNESCO Centre, Department of Irrigation and Sanitation Malaysia
School of Educational Studies, Universiti Sains Malaysia
Iman Ehsan Pre School
Permatang Tok Jaya School
Focal point(s) and affiliation(s)
Name: 
Nooraida Yakob
Organizational Affiliation: 
RCE Penang
Name: 
Nasarudin
Organizational Affiliation: 
IHP UNESCO Malaysia
Name: 
Mohd Zohir Shaari
Organizational Affiliation: 
School of Educational Studies, Universiti Sains Malaysia
E-mail: 
Name: 
Mazlipah Ibrahim
Organizational Affiliation: 
Iman Ehsan Preschool
Name: 
Fazilah Embi
Organizational Affiliation: 
Sek Men Permatang Tok Jaya
Format of project: 
manuscript module, power point, workshop
Language of project: 
Malay Language and English
Date of submission:
Tuesday, October 30, 2018
Additional resources: 
https://www.facebook.com/RCEPenangUSM/
Preschool curriculum pedagogy
At what level is the policy operating?: 
Local
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Malaysia
Location(s): 
Penang, Malaysia
Address of focal point institution for project: 
RCE Penang
Universiti Sains Malaysia
11800 Pulau Pinang
Malaysia
Ecosystem(s):
Fresh water
Education
Level of Education for intended audience:
Socioeconomic and environmental characteristics of the area : 
Water plays an important role as it is a basic requirement to sustain life. Water is used for personal needs, irrigation in agriculture, and also in industry to produce various products. Water not only affect organisms directly, but also affect the economy and the environment globally. According to WWAP (2015), safe and clean water is an important element in sustainable development as it contributes to the reduction of poverty, the growth of economy, environmental sustainability and to improve the overall aspect of an individual such as health aspect and food supply.
According to Fiorenza, Sharma and Braccio (2003), around one fourth of mankind is suffering from inadequate fresh water supply. On a global scale, man-made pollution is the largest causes for fresh water shortage as mentioned by Kalogirou (2005).
Description of sustainable development challenge(s) in the area the project addresses: 
Groundwater is another source to provide drinking water to humans and animals and it is also used for irrigation in agricultural sector. However, the source for groundwater is reducing due to several factors. Polluted groundwater, global warming which cause intrusion of salt water into coastal areas and over exploitation by human beings for different uses and the slow rate of recharging groundwater causes water shortage (WWAP, 2015). According to Russo, Alfredo and Fisher (2014), the numbers of people who are experiencing shortage of water are increasing every year. 50% of the world population will live in water shortage regions as stated by Quist-Jensen, Macedonio, and Drioli (2015). Water available for use is gradually decreasing if we do not conserve it.
For this reason, water education is needed. Teachers need to be exposed in various ways such as water saving, water reuse, recycle in ensuring water is sufficient for future generation. Our workshops will facilitate, educate and promote awareness, knowledge, appreciation and stewardship about water use. Therefore, teachers will be exposed to hands-on and minds-on activities in providing experiences about the sustainability of water use.
Contents
Status: 
Ongoing
Period: 
March, 2018 to March, 2019
Rationale: 
Modules has logical links between learner needs, learning outcomes, teaching strategies and resources (Donnelly and Fitzmaurice, 2005) and directions to students to perform the tasks (Choo Mei Cheng and Marina, n.d). It allows teachers to get ideas to execute activities accurately. Thus, the misconception problems will be minimized. However, our modules are very flexible since teachers are allowed to expand the activities that are relevant to the concepts.
Our modules have two stages. The first stage is for preschool teachers where the content and tasks are easy to understand and challenging. In the second stage, the module is for primary school teachers and it is the continuation of the first module and the contents and tasks are more challenging. The activities are more focusing on 4Cs which required for the 21st century learning and SDG 17. Figure 1 is the framework of our modules.
Objectives: 
Objectives
i. To give knowledge about about the sustainability of water use
ii. To create awareness on clean water shortage
iii. To protect and enhance no water wastage
iv. To promote and educate teachers about water care activities
v. To inculcate values towards water
vi. To encourage young children to advocate issues about water by engaging with water authorities
Activities and/or practices employed: 
This project are carried out in 4 phases which are:
1. Phase 1:
i. Mapping of preschool and primary school curriculum to identify strategic places to infused water education in the curriculum as well as curriculum.
ii. Development of draft module (Workshop 3 days)
2. Phase 2:
i. Try out an experiential learning in preschool and primary school (8 weeks)
ii. School visit and progress report of the try out
3. Phase 3:
i. Evaluation & reflection of experiential learning, refine materials
ii. Printing of materials
iii. Preparation of virtual presentation of water education by school children with their children
4. Phase 4:
i. Showcase (Virtual and presentation by children to stakeholders)
Size of academic audience: 
more than 300 pre and primary school students for now and will be more later.
Results: 
We have developed the module and also an early implementation of the module in preschool.
Lessons learned: 
Besides the modules, teachers would like to see some of the activities e.g.: planting herbs etc in action. so we are also having a small herb garden, and pond and fish so as to create a real life lab for teachers to experience during their workshop.
Key messages: 
Teachers find the module help them to link the topics on water in preschool curriculum and the teaching . The ideas and framework presented in the module allow the teachers not to just 'deliver content' but to engage the young children on issues about water.
Relationship to other RCE activities: 
This project will be showcased during the Sejahtera Green Carnival
Funding: 
Funding from IHP UNESCO centre for development of the module and teacher training and also school try out.

Pictures:

File Name Caption for picture Photo Credit
Image icon children watering plant.jpg (152 KB) Children watering plant Mazlipah Ibrahim
Image icon Learning about water.jpg (97.07 KB) Learning about water Mazlipah Ibrahim
Image icon hands on activity.jpg (114.84 KB) hands on activity Mazlipah Ibrahim
References and reference materials: 
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Disaster Risk Reduction 
Indirect
Agriculture 
Direct
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Direct
Waste 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Indirect