RCE Ilocos - 2019

Location

Castro Avenue, Laoag City 2900, Ilocos Norte
Philippines
PH
Education for Sustainable Development (ESD) Framework for Higher Education Institutions
Basic Information
Title of project : 
Education for Sustainable Development (ESD) Framework for Higher Education Institutions
Submitting RCE: 
RCE Ilocos
Contributing organization(s) : 
Individual
Format of project: 
Power Point
Language of project: 
English
Date of submission:
Saturday, May 4, 2019
Agnda 21: Program of Action for Sustainable Development, United Nations Decade of Education for Sustainable Development for international while and Philippine Agenda 21 and Executive Order 483 for local
At what level is the policy operating?: 
International
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Philippines
Address of focal point institution for project: 
Mariano Marcos State University, Graduate School
Ecosystem(s):

any ecosystem where Higher Education Institutions can be found
Target Audience:

Higher Education Institutions
Socioeconomic and environmental characteristics of the area : 
The Philippines being identified as a developing country and trying to resort all good means to alleviate the economic and social life conditions welcomes programs and activities to bring a fair, just and healthier society. As member of United Nation, the Philippines takes its share in global concerns and in so doing, the Filipinos will be imbued with the values for development, right knowledge and skills toned with the right practices for sustainability. It also believed that Higher Education systems have significant role to play in development thus, this study.
Description of sustainable development challenge(s) in the area the project addresses: 
While there are international and local conferences, there have been no concrete achievements in the field of education. Too little was don in the ten years following the United nations Conference on Environment and development. There are implemented programs and projects related to ESD but these are often don in isolation from one another. At times, there are activities in the school which have not been labeled or identified as part of an ESD program although such had crated some impacts and benefits in the school and community. Worst, there are institutions who are not familiar with Education for Sustainable Development.
Contents
Status: 
Completed
Period: 
July, 2014 to January, 2015
Rationale: 
With this study, higher education institutions will have guide on what to include and how to undertake Education for Sustainable development advocacy. By using the framework, projects and activities will have a unified structure that is responsive and relevant to the community. Also, teachers who are responsible in shaping the behaviors and attitudes of learners, and are instruments in raising sustainability awareness will benefit from the use of framework. The school administrators and curriculum designers can plan programs along the ESD themes and revolutionize the whole system with ESD-based actions towards working for a sustainable future.lastly, the students, will be provided with the ideas as regards programs and projects that thy can implement in the school and community. In short, the framework can be an effective guide to meet the goal of a more sustainable world and future.
Objectives: 
The Philippine educational reform from basic education to higher education institution provided a window for the revision of the current curriculum in which both levels have to respond to the demand of imbibing the learners with the intellectual competencies such as critical, analytical and creative thinking. Also the reform demands for the equipment of students with multiple forms of expression and civic capacities as members of society.
Activities and/or practices employed: 
This study employed the research and development design. Using this process, it intended to validate an ESD framework for Higher Education institutions. it adopted the steps; 1) research and collecting information ( review of literature, preparation of the state-of-the art reports, 2) planning ( identifying product specifications) and 3)developing the preliminary form of the ESD framework, 4) content validation of the ESD framework by experts and 50 revision of the ESD framework. These steps were included in the three phases of the study namely, planning phase, development phase and validation phase.
Size of academic audience: 
All students, faculty, non-teaching staff and administrators in higher education institutions, facul
Results: 
Significant findings were arrived at after the undertaking the analysis and interpretation of data gathered; a) Respondents were moderately aware on the nature and objectives of ESD b)respondents slightly integrate the ten themes of ESD in their classroom and 3) Th ESD framework is recommended for adoption or utilization among higher Education institutions. having obtained a descriptive interpretation which is highly valid, the Education for Sustainable Development Framework is deemed appropriate for adoption as a guide to carry out any Education for Sustainable Development program by Higher Education Institution.
Lessons learned: 
While the crusade for the Decade for Education for Sustainable Development 2005-2014 by United Nations Education, Scientific, Cultural Organization manifests a strong commitment to affect humanity in bringing a future, there is much to be done and sustainable actions need to be carried out by higher education systems.Faculty members are moderately aware with the nature and objectives likewise they slightly integrate ESD concepts into the curriculum. The ESD framework supports the principle of the Social deconstructionist which can this instrument attest that this can be potential for social change with which the school as agent for social change.
Key messages: 
The school as agent for holistic development of learners, as community builder and as agent for social change, this project is very necessary. Imbibing to the students with the essential values and knowledge in securing the future, respect for others, both present and future generations and respect for the planet earth. This Education for Sustainable Development Framework for Higher Education institutions can provide hope for a better tomorrow as the Higher Education Institutions can bring tangible programs and activities in saving the planet earth and mankind from its mortal danger.
Relationship to other RCE activities: 
No. This is just a personal attempt to collaborate with the advocacy of RCE. As a faculty member of Mariano Marcos State University who dares for the holistic development of my learners , and as a guardian of the planet earth, my personal duty to take part in saving and preparing a promising future for future generations. I commune with the RCE's advocacy because I care for my home.
Funding: 
If granted, thank you vry much. may our God bless you more.

Pictures:

File Name Caption for picture Photo Credit
Image icon 55602693_2705362249496385_6970835219666436096_n (1).jpg (52.35 KB) Share a care for our home- the planet earth. M. Evanglista
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 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
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 6 - Ensure availability and sustainable management of water and sanitation for all 
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 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
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
Curriculum Development 
Direct
Waste 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Direct
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 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct