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SUSTAINABILITY EDUCATION TOWARDS GREEEN GROWTH:
THE ESCP CURRICULUM FOR MALAYSIAN SECONDARY
SCHOOLS
Yuek-Ming Ho1, Soo-Boon Ng2, Sye-Foong Yee3
1Universiti Putra Malaysia2Ministry of Education Malaysia
3Teacher Education Institute Malaysia
Southeast Asian Higher Education Summit 2016
SEAHES 2016
28-29 Dec2016, AKEPT
1
Outline
THE ESCP CURRICULUM for Secondary School
• SCP Philosophy – ESCP Philosophy
• ESCP Objectives
• Key Principles of the ESCP Master Curriculum
• Curriculum Content Structure
• Overview of Themes
• Learning and Teaching activities
• Conclusion
2
Introduction
• 11th Malaysia Plan (2016-2020)
• Green Growth for economic development
• Sustainable Consumption and Production (SCP) is a key strategy
for Green Growth (GG)
• SCP Blueprint (2016 – 2030)
Education for Sustainable Consumption & Production
(ESCP) is an important measure to support Green Growth
3
4
SCP BLUEPRINT 2016-2030
EMG5601 Dr Sabrina Abdullah 5
EMG5601 Dr Sabrina Abdullah 6
Intervention Logic of SCP Malaysia
Assumption Growth: A result of growing Consumption &
Production
ECONOMIC
GROWTH
INCLUSIVENESS RESOURCE
EFFICIENCYImpact
Public Sector Households Industry
Building Mobility Food Tourism
Sectors to
grow green
Goal Green Growth(Quality net growth)
Addressing Consumers and Industry to
Change Patterns along the Life Cycle
(Value Chain)
Government
Interventions
Regulatory Economic Coordination MySCPI
CEPA – Communication, Education, Public
Awareness
Waste
House
-holds
Visibility of
SCP benefitsBuilding
Industry
Creating the
Business
casePublic
Sector
Leading by
Example Mobility
Convenient &
low carbon
Food
Tourism
Waste
Circular
EconomyRegulations
CEPA
Coordination
Pathway to
Green
Growth
through SCP
Elements of Green Growth
• Three Pillars of Sustainability (E-S-E)
EMG5601 Dr Sabrina Abdullah 9
LIFE CYCLE THINKING
EMG5601 Dr Sabrina Abdullah 10
SCP Malaysia Principles
SCP is a socio-economic approach
(the SCP life cycle represents the
value chain) delivering benefits for
economy, society and environment
(SCP serves all)
Apply lifecycle thinking and
identify at which stage of the life
cycle alternatives exist to
behave (e.g. to be more efficient,
to be more productive)
Address stakeholders and link
their sentiments with their potential
leading to behavioral change
Tie SCP practices
to the daily life
contexts of
the stakeholders
To prevent against
rebound effects and
green washing
Mechanisms to move SCP
from niche to mainstream
Principles of SCP Malaysia
Resource efficiency
and productivity
• Decoupling
• Low-carbon
At each stage of the life
cycle (the value chain)
sustainable alternatives to
act and behave exist.
Circular Economy
• Closing the loop of
materials and
resources
Against rebound
effects
• Applying life-cycle
thinking
Inclusiveness
• Quality of life
• “SCP for all”
Behavioural change
• Building an
informed and
responsible
consumer and
business society
Relevant Sectors
Sectors that
shall grow
green
through SCP
Public Sector
15% of GDP
open for GGP
Private Households
~50% of GDP is private
Consumption
Industry
contributes ~35% to GDP
Building Sector
Housing comprises ~16% of
GDP
Transport Services
Account for 30% of GDP
Food
24% of household consumption
concerns food
Tourism
Employs 5% of labour force
The ESCP Curriculum:
An Overview
• I. Background
• II. Themes
14
Background Section
1. Introduction
2. Goal
3. Purpose and Learning Outcomes
4. SCP in the Malaysian Context
The National Philosophy of Education
5. The Philosophy of Education for SCP
6. Contents of the Curriculum
7. Implementation of the Curriculum
8. Assessment
9. Guidance and Support for Teachers and Students
10. Glossary of Terms
15
Background
16
ESCP Philosophy
“more through less”
SCP aims to achieve a better
quality of life by getting “more
useful output through less input”
17
ESCP PHILOSOPHY
• Education for SCP empowers individuals to make SCP
choices in daily life in order to achieve better quality life by
getting “more useful output through less input”
18
International Practice(UNEP and others)
Educating towards sustainable lifestyles
• Responsible citizens and consumers
• Rational participation in the markets (social and environmental impacts)
• Awareness of fundamental rights and freedoms
• Participation in the public debate (values, quality of life, responsibility & accountability)
• Knowledge, attitudes and skills necessary for functioning in today's society
19
The ESCP Curriculum for Secondary
Education
Translates SCP into applicable and
practical educational guidelines
Compensates shortfalls in the
implementation of SCP internationally
20
ESCP Curriculum for Secondary Education
OBJECTIVES
Enables change in
consumption behaviors
Empowers SCP
practices in daily life
Build an informed, aware and educated society
21
Key Principles of the ESCP Curriculum
SCP Benefits
Benefits from SCP Practices:
-better quality life
-Green growth within the 3 pillars (SEE)
Behavioral Change
Foster SCP practices in daily life practices:
-efficiency through good housekeeping
-efficiency through technology
- Innovation & Improvisation
SCP choices
Making consumption choices in daily life:
Buying
Using
disposing
Life Cycle Thinking
“More through less”
Eg. More resources, less waste
22
Themes
23
Themes Section
8 THEMES
1. Sustainable Consumption and Production (SCP)
2. Sustainable Energy Consumption
3. Sustainable Water Consumption
4. Waste
5. Sustainable Food Consumption and Production
6. Sustainable Transportation and Mobility
7. Sustainable Homes and Buildings
8. Tourism, Leisure and Entertainment
24
Education for Sustainable Consumption
(ESC)
Integrating SCP in
Formal Education
Desired behavioural
changes
Learning Objectives
Knowledge Skills Attitudes
Building an informed, aware and educated society
Curriculum Content Structure8
Th
em
es Learning Areas
Desired Behaviour
Objectives
Learning Outcomes
Knowledge
Skills
Attitude
27
Conceptual Development
Example Theme: Sustainable Energy
Consumption
28
ESCP Learning & Teaching Activities
29
The SCP team at EPU
Please visit the National
SCP Portal for more
information
www.scpmalaysia.gov.my
SUMMARY
Curriculum Focus
• Benefits from SCP: getting “more through less”
• 3 pillars of sustainability: Society, Economy and Environment
• Behavioural change – towards sustainable patterns and practices
• Making consumption choices
• Practices in daily life context
31
Implementation issues
32
Teachers’ Feedback
• Teachers and various stakeholders were invited to
evaluate the ESCP curriculum and its integration in the
school curriculum
• Participants: 48 secondary school teachers
33
• Most teachers (96%) felt that it is necessary to integrate
ESC in the school curriculum, and would like to integrate
ESC in their teaching.
• majority of the teachers stated that they have no formal
training in the teaching of ESCP (89%),
• lacked knowledge in carrying out ESC activities and
assessment (71%).
34
Suggestions to facilitate integration of ESCP in schools
35
CONCLUSION
Important factors in the implementation of ESCP:
• capacity building
• funding
• supporting infrastructures
• a variety of resources and tools
36
References
EPU (2016). The National SCP Blueprint. Putrajaya: EPU.
MOE (2006). Integrated Curriculum for Secondary Schools. Curriculum Specifications: Science
Form 5. Kuala Lumpur: Curriculum Development Centre, MOEM.
OECD (2011). Towards Green Growth. OECD, Paris
UNESCO & UNEP (2011). Youth Xchange Climate Change and Lifestyles Guidebook. United
Nations Publication. http://www.youthxchange.net.
UNEP (2009). Education for Sustainable Consumption.
UNEP (2010). Here and Now! Education for Sustainable Consumption: Recommendations and
Guidelines. United Nations Environment Programme and the Marrakech Task Force on
Education for Sustainable Consumption, in collaboration with Hedmark University College.
UNESCO (2012). Education for Sustainable Development Sourcebook.
37
THANK YOU
38
The SCP team
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