“nature‐friendly school – education for sustainable...

“Nature‐Friendly School – Education for Sustainable Development ‐ Partnership”

Report of the ESD Experience‐Sharing Seminar

Tov Province, Secret History Camp May 45, 2009

Organizers: Ministry of Education, Culture and Science

WWF Mongolia Programme Office

SCD, Coping with Desertification Project

GTZ, Environmental Communication and

Environmental Education Project

ESD EXPERIENCE SHARING SEMINAR ON “NATURE-FRIENDLY SCHOOL – EDUCATION FOR SUSTAINABLE DEVELOPMENT – PARTNERSHIP” 2009

2

REPORT BY:

Mrs.Nergui Nerendoo Ms.Khulan Munkh-Erdene Mrs.Tsolmon Bayarkhuu Mrs.Shinetsetseg Erdenebayar Mrs.Selenge Gantumur


3

Contents

I. Preparatory work

II. Introduction of participants

III. Programme and invitation

IV. Presentations

V. Group works

VI. Exhibition

VII. Publications for distribution

VIII. Evaluation/feedback

IX. Outcomes

X. Appendixes


4

I. Preparatory work


5

Foreword

In today’s world, it becomes essential to build public attitude towards protection of living

Earth, restore degraded land and live in harmony with nature and environment while

preserving ecosystem integrity and its diversity. Proper understanding and positive

attitude are necessary to build relations not only between nature and humanity, but also

among people themselves within the society. To develop a society which respects

sustainable development concept, we need to have development criteria and indicators

for such development. In this respect, it is important to educate citizen in social culture,

social mentality and behaviors. Thus, the education plays an important role for the

process of sustainable development. Education provides information and knowledge to

public, through which it is influencing people’s mind, building creativeness and helping to

gain new skills and capacity. Finally, education builds a new social vision.

Taking attention to creating the education for sustainable development through

integrating the sustainable development concept and its values into the education

programmes, defining synergy among natural and social sciences and building skills and

capacity necessary for the future development are essential nowadays. Within the

framework of the project, entitled “Land of Snow Leopards”, implemented by WWF

Mongolia, a separate component on Education for sustainable development is ongoing

since 2008. The project supports local education departments, school administrations

and teachers to integrate the concept of education for sustainable development into the

education programmes and build up suitable school environment.

An experience sharing workshop on “Nature friendly school – Education for

Sustainable development - Partnership” was held on 4-5th May 2009 on the initiative of

WWF Mongolia in collaboration with international donor organizations which implement

projects in the field of ESD. Those are “Coping with Desertification” project of Swiss

Development Cooperation Agency and “Environmental Communication and

Environmental Education” project of the German Technical Cooperation Agency (GTZ).

This was the first important step for building cooperation and promoting more integrated

approach within the projects in the field of ESD. There was a significant support and

leadership from the Ministry of Education, Culture and Science.

The seminar aimed at providing platform for discussion, experience sharing and

lessons learned for teachers of pilot schools and building common vision for ESD-

oriented school. Participants get introduced with ongoing projects and programmes


6

implemented in field of ESD at regional and national levels; shared their experiences and

challenges and discussed to identify ways to improve management actions.

Mrs. N. Nergui, senior specialist of the General Education Department, Ministry

of Education, Culture and Science provided consultancy and acted as advisor for

organization of this event.

Preparatory Work Plan 2009.04.17

Date Day To-Do Person in charge 4.17 Fri Develop draft programme and drafts of

guidelines for presentation and exhibition Khulan, Tsolmon and Shinetsetseg

4.18 Sat Finalize the programme, guidelines and TORs Nergui 4.20 Mon Introduce guidelines and programme to the

head of General Education Department of MECS and related officer for their feedback, comments and approval Send the draft documents to respective officials of MNET and get their feedback

Nergui

4.21 Tues Joint meeting of ministries’ officials and project leaders

Nergui, Khulan, Tsolmon and Shinetsetseg

4.21 Tues Get feedbacks and comments from respective officials and finalize all documents

Khulan, Tsolmon and Shinetsetseg

4.22 Wed Khulan, Tsolmon, Shinetsetseg and Selenge

4.23 Thur Joint meeting of ministries’ officials and project leaders Finalize the logistics in UB and Khovd

Nergui, Khulan, Tsolmon, Shinetsetseg and Selenge

4.24 Fri Finalize participants list Khulan, Tsolmon, Shinetsetseg and Selenge

4.27 Mon Arrange purchase of stationery Khulan, Tsolmon, Shinetsetseg and Selenge

4.28 Tues Select schools’ presentations according to the TOR

Khulan, Shinetsetseg and Selenge

4.29 Wed Agree on selected presentations and print them out for meeting package

Nergui, Khulan, Tsolmon, Shinetsetseg and Selenge

4.30 Thur Send out invitations to participants Shinetsetseg and Selenge

5.01 Fri Arrange logistics of exhibition display and space for display materials

Khulan, Tsolmon, Shinetsetseg and Selenge

5.03 Sun Pick up participants and arrive at venue Nergui, Khulan, Tsolmon, Shinetsetseg and Selenge 5.04 Mon Seminar

5.05 Tue 5.06 Wed Develop report according to structure


7

submitted by the consultant Participants take flight back to Khovd

5.07-11

Finalize the report of the seminar and develop recommendations

Nergui

5.12 Tue Introduce report and recommendations to respective officials of MECS and MNET

Nergui

The draft documents such as detailed action plan, TOR, programme and

guidelines were introduced to respective officials from MECS and MNET as well as to

the head of General Education Department of MECS. Their comments were taken into

account respectively. Within the preparatory work of the seminar, TOR and guidelines

were prepared and sent out to schools in order to collect information on their activities

within the project, features, experiences, lessons learnt, challenges faced and future

plans (Appendix 1). Schools were provided with guidelines to prepare exhibition display

materials to share with other participants their methodologies to bring ESD principles into

classrooms, to disseminate their experiences and lessons learnt and seek further

cooperation.


8

Guidelines for preparing a presentation of schools to be introduced during the seminar, entitled “Nature-friendly school – Education for Sustainable

Development – Partnership”

Objective of the presentation:

To identify and introduce the unique features of the school, including its

uniqueness compared to ordinary schools, experiences gained, success and

failure, lessons learned, challenges and opportunities;

Structure of the presentation:

1st chapter: Brief and general introduction of the school;

2nd chapter: Describe activities engaged within the project and their outcomes;

3rd chapter: Describe unique initiatives by the school and their results;

4th chapter: Future plans and implementation mechanism;

5th chapter: Describe the support and cooperation required from the project;

Chapter descriptions: 1st chapter: Brief introduction of the school:

• School name, address, structure and location

• Administration structure of the school, number of teachers and students

• Feature of the school

2nd chapter: Description of the activities within the project implementation and their

outcomes

• Project name, goal and timeframe

• Briefings on the activities implemented in the school

• Involvement of school staff and students in those activities and what kind of

support is rendered within the project

• Outcomes

How the project activities fit to the ESD principles


9

How they are linked to other project’s activities, whether there’s a

linkage

Frame of the target audiences who benefit from the project

How the financial resources are effectively used

How the participation of locals, provincial authorities, parents and

other organizations is ensured to implement the activities and whether

a positive changes are observed in the attitudes of those people

Whether the sustainability can be ensured beyond the project’s

timeline

Challenges faced and lessons learned

3rd chapter Describe unique initiatives by the school and their results

• Which are the unique and best initiatives by the school, what are their

justifications and selection criteria

• What is the uniqueness of those initiatives and how they have been grounded

into the reality

• What is their significancy in a practical manner

4th chapter: Future plans

• Describe the plans for the near future and expected results

• How those planned activities would contribute to the sustainability of the project

• How would you describe a school which supports ESD principles

5th chapter: Support needed from cooperating organizations

• How the rendered support would contribute to more result-oriented work?

• Is there a need for other kind of support which are not covered by the current

project?

• Describe the mechanism of implementation and the expected results will be

achieved

• The support could be expected not only from the project side, but also from other

stakeholders and organizations such as Education and culture department and

environment department at provincial level etc.

General requirements for the presentation


10

• The narrative presentation shall be prepared in word format and briefins on the

power point presentation.

• The narrative presentation should be up to 5 pages.

• The idead should be written clearly and briefly

• The space between lines should be 1.5, the font shall be Arial 12.

• Each chapter should not exceed half-page, except 2nd and 3rd chapters

• The supporting photos should be brought in the seminar separately.

E-versions of the presentations should be sent by 27th of April 2009 to the following

addresses [email protected]; [email protected]; [email protected]

NB: One presentation will be selected from each pilot school based on the content which

would best represent the unique features of concerned pilot school model. Appropriate

tools should be considered for wider communication of the content, including photos,

power point and materials for display and distribution.

Duration: Main presentation should not exceed 10 minutes

Please see Appendix 1 for full presentations by the schools.

Guidelines for exhibition display by pilot schools as side event during the seminar, entitled“Nature-friendly school – Education for Sustainable Development

– Partnership”

Justification: In line with new education development policies and strategies and

various projects towards promoting ESD and nature friendly concepts at the general

education schools level, there’s an emerging need to assess the implementation of the

projects, foster cooperation among them and provide a platform for communication,

learning and sharing. Objectives: The exhibition aims at introducing and disseminating the activities by

schools, their success and lessons learned in order to share experiences how nature-

friendly and ESD-oriented schools contribute to grounding sustainable development


11

principles at grassroots level and to further determining their development and future

trends.

Materials to be displayed during the exhibition: 1. Photos on the activities, jointly implemented with project team at schools

2. Innovative initiatives and uniques features which are introduced in the school

presentations

3. Products by teachers and\or students

4. Graphs, tables, comparatives photos which could represent the results of project

implementation

5. Each school will present one product which is unique to their specific activities such

as local curricula, handbook, set of photos, recommendations etc.

Display requirements

• Each school shall have a space of 1 м2

• The materials shall be brought both in hard and e-copies

• Some materials shall be brought for distribution, when applicable

Expected outcomes:

• Cooperation will be enhanced among teachers

• Participants will learn from each other how to bring ESD concept into

classroom, innovative methodologies and school-based environmental

protection activities

• The results will be assessed and lessons learned disseminated through

pilot schools

Date: May 03-05 2009 Participants: Pilot schools to participate in the seminar

For more information, please contact [email protected]; [email protected]; [email protected]


13

II. Introduction of participants


14

PARTICIPANTS

The seminar on “Nature - friendly schools - Education for Sustainable Development -

Partnership” was held on 4-5 May 2009 in the Secret History camp of the Jargalant soum of Tov

province. The participants include

representatives from MECS,

Institute of Education, National

University of Mongolia, State

University of Education, officials

from the Education Departments

from UB city, Gobi-Altai,

Bayankhongor and Khovd

provinces, Nature and

Environment Department of UB,

Mongolian National Commission

for UNESCO, Asia Foundation,

Mongolian Consortium for Nature and Environment, Center for environmental information and

education, experts from Ramboll Natura AB Sweden, as well as principles and teachers from pilot

schools involved in the projects.

Total of 47 participants including school principles, managers of studies, social workers and

teachers represented the following 22 schools and constitutes 61 percent of total participants.

Participants

Ministries and its agencies

NGO Schools

No. of organizations No. of participants


15

1. Ulaanbaatar school No.32

2. Ulaanbaatar school No. 67

3. Ulaanbaatar, Amgalan complex school

4. Ulaanbaatar, Ireedui complex school

5. Ulaanbaatar, Buyant-Ukhaa complex school

6. Ulaanbaatar, Mongeni complex school

7. Ulaanbaatar, Bolovsrol complex school of Baganuur district

8. Khovd aimag school No.1

9. Khovd aimag school No.2

10. Khovd aimag Zereg soum school

11. Khovd aimag Chandmani soum school

12. Khovd aimag Mankhan soum school

13. Khovd aimag Darvi soum school

14. Khovd aimag Duut soum school

15. Khovd aimag Myangad soum school

16. Khovd aimag Durgun soum school

17. Khovd aimag Buyant soum school

18. Khovd aimag Khovd soum school

19. Khovd aimag Erdeneburen soum school

20. Bayankhongor aimag Nomgon soum school complex

21. Bayankhongor aimag Jinst soum school

22. Bayankhongor aimag Shargaljuut bagh school

ORGANIZERS

№ Name Organization Position

1 M.Khulan WWF Mongolia Programme Office Communications

Programme Manager

2 G.Selenge WWF Mongolia Programme Office Education officer

3 B.Tsolmon Coping with Desertification project, SDC Environmental

communication and

ESD officer

4 S.Enkhbold Coping with Desertification project, SDC Planning and monitoring

officer

5 Ts.Enkh-Oyun Coping with Desertification project, SDC Project officer

6 A.Amgalan “Environmental education – Environmental

Communication” project, GTZ

Project advisor


16

7 E.Shinetsetseg “Environmental education – Environmental

Communication” project, GTZ

Project expert

8 N.Nergui MECS, General Education Department Senior officer, seminar

consultant and facilitator

PARTICIPANTS

№ Name Organization Position

1 N.Nergui MECS Senior officer

2 N.Urtnasan NatCom for UNESCO Secretary-General

3 Sg.Odonchimeg Nature and Environment department

of UB city

Officer

4 G.Bayarmaa Institute of Education researcher

5 D.Monkhjargal UB Education Department officer

6 B.Burmaa NUM, ESD team Leader

7 G.Chuluuna MSUE Lecturer

8 B.Battsetseg NUM Lecturer

9 B.Dugerjav Education department of Khovd

aimag

Director

10 B.Sainsanaa Education department of Khovd

aimag

БУБ хариуцсан мэргэжилтэн

11 S.Enkhbayar Education department of

Bayankhongor aimag

Director

12 Ts.Tsetsegmaa Education department of Gobi-Altai

aimag

Officer

13 D.Erdenechimeg Asia Foundation Officer

14 Shelagh Rosenthal Asia Foundation Coordinator

15 B.Badarch Consortium for Nature and

Environment

Director

16 N.Sosorbaram Consortium for Nature and

Environment

Officer

17 L.Shinetsetseg Consortium for Nature and

Environment

Officer

18 L.Temuujin Center for Environmental information

and training

Head

19 Staffan Svanberg Ramboll Natura AB Sweden Expert

20 Tomas Hertzman Ramboll Natura AB Sweden Expert


17

21 Elizabeth Fontein MNET project Officer

22 E.Tsengel Khovd aimag Zereg soum school Primary education teacher

23 Z.Chinbat Khovd aimag Zereg soum school Physical education teacher

24 D.Olonbayar Khovd aimag Zereg soum school Manager of Studies

25 B.Undrakh Khovd aimag Zereg soum school Principle

26 Kh.Batbayar Khovd aimag Mankhan soum school Principle

27 Ch.Dagiimaa Khovd aimag Mankhan soum school Manager of Studies

28 Ya.Soyol-Erdene Khovd aimag Mankhan soum school Teacher of Mongolian language and literature

29 Kh.Delgermaa Khovd aimag Mankhan soum school Primary education teacher

30 J.Khandjav Khovd aimag Chandmani soum

school

Teacher of Mongolian language and literature

31 S.Barsuren Khovd aimag Chandmani soum

school

Teacher of chemistry and biology

32 L.Gerelchimeg Khovd aimag Chandmani soum

school

Manager of Studies

33 N.Maravjaa Khovd aimag Chandmani soum

school

Primary education teacher

34 R.Chuluunchimeg Khovd aimag Darvi soum school Principle

35 B.Densmaa Khovd aimag Darvi soum school Manager of Studies

36 B.Nandintsetseg Khovd aimag Darvi soum school Teacher of chemistry and biology

37 D.Ariunaa Khovd aimag Darvi soum school Primary education teacher

38 Sh.Gandorj Khovd aimag school No.1 Manager of Studies

39 D.Munkhnasan Khovd aimag school No.2 Principle

40 T.Delgersaikhan Khovd aimag Buyant soum school Principle

41 B.Rizaguli Khovd aimag Khovd soum school Manager of Studies

42 O.Tumurbaatar Khovd aimag Buyant soum school Social worker

43 N.Oyunbileg Khovd aimag Myangad soum school Geography teacher

45 O.Tumurbaatar Khovd aimag Durgun soum school Manager of Studies

46 D.Undram Khovd aimag Erdeneburen soum

school

Manager of Studies

47 Sg.Chuluunbat Bayankhongor aimag Jinst soum

school

Principle

48 N.Gantulga Bayankhongor aimag Jinst soum

school

NFE methodologist

49 E.Byambayu Bayankhongor aimag Shargaljuut

bagh school

Manager of Studies

50 L.Jargalsaikhan Bayankhongor aimag Shargaljuut Teacher


18

bagh school

51 J.Tsend-Ayush Bayankhongor aimag Shargaljuut

bagh school

Principle

52 Ch.Ariunsan Bayankhongor aimag Shargaljuut

bagh school

Teacher

53 D.Enkhtuya Ulaanbaatar Setgemj school Teacher of natural sciences

54 T.Semjid Ulaanbaatar Ireedui school complex Teacher of natural sciences

55 B.Otgonbulag Ulaanbaatar Ireedui school complex Manager of Studies

56 A.Enkhtogtokh Ulaanbaatar Oyunii-Undraa school complex

Biology teacher

57 O.Nyamaa Ulaanbaatar Amgalan school complex

Principle

58 B.Batchimeg Ulaanbaatar Amgalan school complex

Teacher of chemistry and biology

59 E.Oyungerel Ulaanbaatar Buyant-Ukhaa school complex

Teacher

60 R.Ulziikhishig Ulaanbaatar Buyant-Ukhaa school complex

Principle

61 N.Lkhagvaa Ulaanbaatar Mongeni school complex

Principle

62 Ts.Myagmarsuren Ulaanbaatar Mongeni school complex

Teacher

63 Ch.Undrakhgerel Ulaanbaatar Mongeni school complex

Dean

64 S.Balgan Ulaanbaatar school No.32 Principle

65 N.Bat-Enkh Ulaanbaatar school No.32 Teacher of chemistry and biology

66 N.Amarkhuu Ulaanbaatar school No.67 Manager of Studies

67 N.Chimedlkham Ulaanbaatar school No.67 Teacher

68 N.Oyunchimeg Ulaanbaatar Bolovsrol school complex of Baganuur district

Manager of Studies

69 D.Tserennadmid Ulaanbaatar Bolovsrol school complex of Baganuur district

Teacher

70 B.Boldbaatar Interpreter


19

III. Seminar programme, invitation


20

Dear………………………………..

You’re cordially invited to attend the experience sharing seminar on

“THE NATURE FRENDLY SCHOOLS-EDUCATION FOR SUSTAINABLE DEVELOPMENT-PARTNERSHIP”

Date: May 04-05, 2009 Venue: “Mongolian Secret History” tourist and recreation complex, Tuv province, Mongolia. Organizers: Ministry of Education, Culture and Science (MECS) and the Ministry of Nature, Environment and Tourism (MNET), WWF Mongolia, Copying with desertification project for SDC , GTZ project-Environmental; communication and Environmental education. Goal: Identify the strategy, development tendency and potential contribution of pilot schools to promote ESD concepts Objectives: • To provide a platform for discussion, impart knowledge and promote experience sharing on ESD for pilot

schools; • To build a common vision for ESD-oriented and nature-friendly school concepts; • In frame of the above mentioned objectives, to determine the further activity directions and methods, to

define the possibility to provide necessary support at the policy level and submit to the Ministry of Education, Culture and Science and the Ministry of Nature, Environment and Tourism.

Participants: The MECS, MNET representatives from the Education and Culture Departments and representatives from pilot schools of Ulaanbaatar, Khovd, Bayankhongor and Gobi-Altai aimags that have been in collobration of GTZ, SDC and WWF education for sustainable development programme .

Contact person: 99058545 B. Tsolmon, CODEP-SDC 99081716 M. Khulan, WWF 88111893 E. Shinetsetseg, GTZ-ECEE


21

May 3, 2009

Time Activities Responsible for Location 16.00-17.00 Participants registration (first

round) B. Tsolmon Drama theater

square 17.00-19.00 Trip to secret history camp (first

round) B. Tsolmon, E.Shinetsetseg

19.30-20.30 Dinner Participants and organizers Secret history camp20.45 Airport pick up. (second round) M. Khulan , G.Selenge “Chinges khan”

airport 23.00 Trip to secret history camp

(second round) M. Khulan, G.Selenge

May 4, 2009 Moderator N.Nergui, Senior officer, General Education Department, MECS

Time Activity 8.00-8.50 Breakfast 8.50-9.20 Introduction of participants 9.20-9.30 Opening by N.Urtnasan, Secretary-General, Mongolian National Commission for

UNESCO 9.30-9.40 Introduction of workshop programme N.Nergui, Senior officer, General Education

Department, MECS.9.40-10.10 Information 1/Presentation 1. “Brief introduction of ESD and environmental education

projects” B.Tsolmon, Officer of Environmental education, SDC M.Khulan, Communications Programme Manager, WWF Mongolia Programme Office E.Shinetsetseg, project expert GTZ-ECEE

10.10-10.40 Information 2. “The need and methods to improve the management of educational projects and programmes and enhance their efficiency” D. Erdenechimeg, Director, Secondry Education Department, MECS.

10.40-11.10 Information 3. “ESD related activities and policy by the MECS”.Ts.Chimedlkham, Officer, General Education Department, MECS.

11.10-11.30 Tea break 11.30-11.50 Information 4. “The role Ministry of Nature, Environment and Tourism to promote ESD” 11.50-12.10 Information 5. “Content of ESD” N.Nergui, Senior officer, General Education

Department, MECS 12.10-12.30 Information 6. “ESD current situation, its development approach and future trends”

B.Burmaa, Leader, ESD team & Methodologist, Mongolian National University. 12.30-13.00 Q&A 13.00-14.00 Lunch break 14.00-14.15 Information 7. Introduction on “Eco school” activities supported by CODEP-SDC 14.15-14.30 Information 8. Introduction on “Green school” activities supported by WWF Mongolia 14.30-14.45 Information 9. Introduction on “Pilot school” activities supported by GTZ-ECEE 14.45-15.45 Experience sharing exhibition 15.45-16.00 Tea break


22

16.00-17.30 Group work 1. Discuss and determine the best experience organizers M.Khulan, E.Shinetsetseg, B.Tsolmon

17.30-18.00 Q&A 19.00-21.00 Welcome dinner

May 5, 2009 Moderator N.Nergui, Senior officer, General Education Department, MECS

Time Activity 8.00-8.50 Breakfast 9.00-9.15 Briefing on the previous day’s activity N.Nergui 9.15-9.35 Infromation 10. “ESD Indicators”

B.Burmaa, Leader, ESD team & Methodologist, Mongolian National University. 9.35-9.55 Information 11.”ESD Monitoring and evaluation” D.Munkhjargal, Officer, Education

Department of Ulaanbaatar city. 9.55-11.00 Group work 2. “Define further collaboration based on school experiences” N.Nergui

1. curricula development B.Burmaa 2. development of teachers’ methodology N.Nergui 3. other initiatives & activities B. Tsolmon, M.Khulan, E.Shinetsetseg

11.00-11.20 Tea break 11.20-12.00 Group work 2. Development of nature-friendly schools into ESD oriented schools.

N.Nergui 1. at curriculum level B.Burmaa 2. at teachers’ capacity level N.Nergui 3. at corporate management level G.Bayarmaa

12.00-13.30 Group work 3. The uniqueness and characteristics of ESD oriented schools N.Nergui 13.30-14.30 Lunch 14.30-16.00 Group work 4. Define means and methods how to support further activities at policy and

implementation level within the framework of objectives N.Nergui 1. at ministries level N.Nergui 2. at projects level M.Khulan, E.Shinetsetseg, B.Tsolmon 3. at local education and culture departments’ level D.Munkhjargal 4. at school level B.Burmaa

16.00-16.20 Tea break 16.20- 17.00 Summarize outcomes of group works 17.00-17.20 Take evaluation survey from participants (seminar evaluation feedback) M.Khulan,

E.Shinetsetseg, B.Tsolmon 17.20-17.50 Discussion on outcomes of the seminar N.Nergui 17.50-18.00 Closing by N.Nergui 18.00-19.00 Dinner 19.00 Back to UB


23

IV. Presentations


24

PRESENTATIONS

Mrs. N.Nergui, the senior officer of the

General Education Department, Ministry of

Education, Culture and Science worked as the

moderator of the seminar.

In his opening speech, Dr.N.Urtnasan, the

Secretary-General of the Mongolian National

Commission for UNESCO, has highlighted that

the principles of modern education system in

Mongolia are based on the sustainable

development concepts in line with UN Decade of Education for Sustainable Development where

UNESCO is playing a leading role. The need for developing and introducing new thinking, new

ethics and new actions is emerging issue

worldwide. Though new policies and

strategies of education system in Mongolia are

very much in line with ESD principles, there’s

still a long way to go to ground those

principles at grassroots level and help new

generation to grow up as sustainable citizens.

The organizers gave a brief presentation on their programme and project which promote

nature-friendly and ESD-oriented schools

concepts followed by other presentations

covering information on global trends and

developments towards ESD. The MECS

representatives introduced on government

policies towards ESD, implementation

mechanisms for improvements of cooperation

among stakeholders, enhancement of project


25

managements fostering more result-oriented work.

The informations provided during

the two days of the seminar covered not

only the projects and programmes

priorities and government policies, but

also schools themselves were given

opportunities to present on their specific

activities, thereby engaged in the

intensive discussion, communications

and learning sharing platform. The first

day was focused on providing information

while on the second day, participants

were divided into groups for more focused work. The participants were very active and motivated

both during discussions and groups works.

11 presentations were expected to be delivered from which one was not done due to

absence of MNET representative. Mr.B.Badarch, the director of Environment Consortium NGO

filled this gap and introduced on the principles of eco-school concepts. To see how the content of

presentations met the needs of

participants, please see the assessment

chapter of the report. In general,

participants regard that the information

were very complex and of high quality and

met their needs.

Some presentations took more time

than expected since those presenters

deemed necessary to go into details for

some issues. The slides can be found in

the appendix 2.


26

№ Presentation title Number of slides

1 1а. Introduction to the CODEP 8

1b. Introduction to EC-EE project of GTZ 20

1c. Introduction to WWF project on ESD 36

1d. Introduction to Water monitoring project of Asia Foundation 36

2 Needs and justifications for; role and support of MECS for improving the

management and effectiveness of EE and ESD related programmes and projects

18

3 MECS policy towards promoting ESD and its implementation mechanism 12

4 7 steps towards nature-friendly school 10

5 Content of Education for Sustainable Development 20

6 Global perspectives in ESD and development trends at the international arena 24

7 Activities by Eco schools 48

8 Activities by Green schools 16

9 Activities by GTZ pilot schools 43

10 Competiencies and indicators for ESD 23

11 Monitoring and evaluation for ESD 13


27

V. Group works


28

GROUP WORK

The information given at the first day of the seminar was fairly complex, thus depending on

level of understanding of participants, the practical activities planned for the second day were

changed. Due to more time is needed to digest all provided information and to apply it into the

practice during the group works, participants exercised two separate activities replacing the

planned one. The first practice work was related to “Determining particularities of nature-friendly

schools supporting ESD” where participants worked in the following three working groups:

1. Eco-school group (B.Tsolmon)

2. Green school group (M.Khulan)

3. GTZ pilot school group (E.Shinetsetseg)

Each team defined the uniqueness and

particularities of eco-school, green-school, and

pilot school using predefined 8 questions.

Thereafter, while each team presented their

findings, the moderator Mrs. N. Nergui highlighted

main points which are reported in the main

conclusions. At the end, the moderator introduced similarities and differences between different

pilot schools. The outcomes from the group work are enclosed to this report (Appendix 3).

Eco-school group

Green school group GTZ pilot school group


29

The second practice work was related to “determining ways to re-orient nature-friendly

schools to the ESD-oriented schools”. Participants have been divided into following 5 groups to

fulfill the assignment.

Workgroup number Assignment topic Moderator

Working group 1 School Curricula B. Burmaa, G. Bayarmaa

Working group 2 Training facilities E. Shinetsetseg, B. Tsolmon

Working group 3 Teacher’s capacity building and development Staffan Svanberg, Khulan M.

Working group 4 School environment B. Badarch, D. Munkhjargal

Working group 5 Organization management Thomas Hertzman, Ch.

Erdenechimeg

In accordance with the predefined methodology, each working group discussed repetitions and

gaps among the projects and programmes, challenges faced, possible solutions to the problems

and expected outcomes from the projects within given topics. The presented findings and

conclusions from team works have been summarized by Mrs. N. Nergui. The summary covered

the following points:

- define priority actions to develop towards the school supporting ESD

- define synergy among the ideas rose from different stakeholders (in this case

from different working groups)

The terms of reference for second practice work and outcomes from the different working groups

enclosed to this report (see appendix 3).


30

VI. Exhibition


31

EXHIBITION

Exhibition was displayed as side event

during the seminar where all 22 general

education schools have actively participated.

The side event aimed at demonstrating

potential input of ESD-oriented nature-friendly

schools to the development of education for

sustainable development; exchanging

information needed to identify future trends and

strategies of such schools; sharing knowledge

and skills gained during the project implementation; and defining synergy among the school

activities as well as among involved organizations.

At the exhibition, the schools displayed photo

reports illustrating activities implemented and

their stages of implementation, including the

initiatives by students. Each school provided

information that is relevant to their specific work,

through comparative tables and illustrations

which helped participants evaluate activities

(appendix 4). During the event, Mrs. N. Nergui

with other international and national consultants

provided valuable recommendations for each of participating organization on improvement of

activities and points for further considerations.

This activity was helpful to develop schedule for the second day of the workshop. Thus,

after the exhibition the activities for working group session planned for second day have been

revised and improved.


32

VII. Publications for distribution


33

Materials for distribution

During the workshop the organizers, namely the World Wide Fund for Nature (WWF)

Mongolian Programme office, German Technical Cooperation Agency (GTZ) and Coping with

desertification project of Swiss Cooperation for Development distributed books, handouts and

other promotional material on education for sustainable development and environmental

education published during last few years. This was valuable input for participating schools and

teachers to enhance their activities. Totally 375 materials of 7 different publications have been

distributed.

№ Title Pcs Organization 1 Bringing sustainability into the

classroom 75


2 Education for Sustainable Development

20


3 Concept of Nature-friendly school 30 Mongolian Consortium for Nature and environment

4 Tunza magazine 75 GTZ project on EC and EE 5 Set of posters on sustainable water

use 25

6 Desertification is knocking into your doors

75 CODEP

7 Integrating ESD principles into the 1st grade of schooling

75 CODEP

The information about the seminar was

broadcasted through the Mongolian National Television

(MNTV) and Mongolian National Radio (MNR). The

special programme of 15 minutes long was prepared

and broadcasted through nationwide TV, Education TV.

The press release was distributed for all media

organizations and a special edition dedicated to this

event was published in Zuunii Medee daily newspaper

(No.107 (3179)). Broadcasting the workshop was useful

to promote project and programme activities as well as

to build public understanding and promote education for

sustainable development.


34


35

VIII. Assessment


36

Evaluation of the seminar

An assessment survey was developed in the form of questionnaire covering each session

to evaluate not only this event, but also to gather the participants’ ideas on further cooperation

and communication means. Total of 46 participants filled the questionnaire, from which 40 or 87%

are teachers and 6 or 13% are methodologists or managers of studies. 39.1% of respondents are

male and 60.9 % are female. It can be concluded that the seminar, entitled “Nature-friendly school

– Education for Sustainable development - Partnership” has fulfilled its objectives. This can be

proved by the following conclusions made from the questionnaire survey distributed among

participants at the end of the event:

Question 1a: How would you evaluate the organization of the seminar?

Table 1

Evaluation Number of respondents

Percentage %

Good 37 80.4 Medium 3 6.5 Bad - - No response 6 13.1

Over 80 per cents of participants assessed the organization of the seminar as “good”. As it can be

seen from the table 1, 6.5 % of respondents assessed as medium and nobody voted for “bad”.

Question 1b: How helpful did you find the contents of the presentation in terms of their

usefulness and quality? Table 2

Quality Very good Good Medium Bad No. of

respondents

Percentage %

No. of respondents

Percentage %

No. of respondents

Percentage %

No. of respondents

Percentage %

Presentation 1 14 30.4 32 69.6 - - - -Presentation 2 12 26.1 31 67.4 - - - - Presentation 3 13 28.3 26 57.0 3 6.5 - - Presentation 4 - - - - - - - -Presentation 5 20 43.5 23 50.0 4 8.7 - -Presentation 6 18 39.1 27 58.0 2 4.3 - - Presentation 7 19 41.3 22 47.8 1 2.1 - - Presentation 8 16 34.8 26 57.0 2 4.3 - -


37

Presentation 9 17 37.0 24 52.1 4 8.7 - - Presentation 10 10 21.7 29 63.0 4 8.7 - - Presentation 11 11 24.0 27 58.7 4 8.7 - -Sum 152 30.0 268 53.0 25 5.0 - -

To the question “How do you assess the content of the presentation in terms of their

usefulness and quality?”, 83% of respondents replied “very good” and “good”.

(Table 2).

Respondents highlighted that

information provided were very

useful and applicable.

Especially, the exhibition was

fairly helpful in learning and

sharing.

Question 2: How useful did

you find the content of group work in terms of its usefulness and quality?

Participants were noted that they should assess not the content of group works, but the

results of works in terms of their quality, usefulness and applicability. Table 3 shows the result as

summarized.

Table 3

Very good Good Medium Bad No.of

respondents

Precentage%

No.of respondents

Precentage%

No.of respondents

Precentage%

No.of respond

ents

Precentage%

Group work 1 20 43.5 20 43.5 4 8.7 - -

Group work 2 19 41.3 21 45.7 4 8.7 - -

Group work 3 - - - - - - - -

Group work 4 - - - - - - - -

Group work 5 - - - - - - - -

Question 3: How would you evaluate the methodologies used in the seminar activities?

Figure 1 demonstrates the results of this question. 85% of all respondents assessed the

methodologies used in the programme as “very good” and “good”.

The usefulness and applicability of presentations as summarized in %

Presentation Usefulness Presentation 1 100% Presentation 2 93.5% Presentation 3 85.3%Presentation 4 - Presentation 5 83.5% Presentation 6 97.8%Presentation 7 89.1% Presentation 8 91.8% Presentation 9 89.1%Presentation 10 84.7% Presentation 11 82.7%


38

33 respondents or 72%

evaluated as "good"


evaluated as "medium


evaluated as "very good"

2 respondents or 4% did not

answer

Figure-1.

Question 4: How do you think the seminar has achieved its objectives?

Table 4 Evaluation

Question

Good Medium Bad

No.of respondents

Precentage% No.of respondents

Precentage% No.of respondents

Precentage%

Objective 1 45 97.8 - - - -

Objective 2 38 82.6 7 15.2 - -

Objective 3 32 69.6 9 19.6 - -

The respondents regarded as “good” the fulfilment of seminar objectives for 70-98 %.

Question 5: How do you assess the outcomes of ESD-oriented and nature-friendly schools

activities within the given projects at local level?

The figure 2 shows that 85% of respondents evaluated the project’s outcomes as “very good” and

“good”.


39

34 respondents or 74% evaluated

as "good"

5 respondents or 10.9% evaluated as "very good"

5 respondents or 10.9% evaluated

as "medium"2 respondents or

4.2 % did not answer

Figure - 2

Question 6: How do you see the perspectives of nature-friendly schools to be further developed

as schools which support ESD?

54,3 % of respondents see the possibilities are high to develop in ESD-oriented schools,

while 43,5% regard that there’s a need for a common efforts to such perspective to be realized.

Therefore, these responses prove that though we have great opportunuties to develop our

schools in ESD directions, there should be long-term efforts and consistency at all levels (Figure

3).

High possibility

26%

Possible 28.3%

Needs significant

efforts 43.5%

No answer 2.2%

Figure - 3

.

Question 7: Please name 3 priority actions as support for immediate future.


40

About 30 suggestions came out from teachers which could be summarized in the following 5

classifications:

1. Provide opportunities in learning and sharing

- The best curricula to be disseminated to other schools

- Learning from others in Mongolia as well as abroad

- Provide experience sharing opportunities

- Best practicesto be enhanced and disseminated

2. Support for capacity-building of teachers, educators and principles of schools.

- Support the trainers for ESD

- Support upgrading of teacher’s qualifications

- Financially support small projects on teacher’s capacity-building

- Remedial education for teachers

- Support trainings

- Support development of teachers

- Establish a centre for teacher’s development

- Change way of thinking of people involved in the project

3. Improve the management of educational organizations at all levels.

- Encourage schools in organizing exhibitions and giving presentations on the activities

- Mobilize more funds for external and internal environment of schools

- Training plan should consider to put ESD as separate subject or to provide ESD principles

integrated into other subjects

- Please take into consideration not only supporting school activities, but also the whole

soum development

- Provide with professional guidelines and advises and further enhance the cooperation

4. Provide more tangible support

- Support planting more flowers and various seeds

- Provide tree seeds

- Provide with technical facilities

- Support our specific project proposal

- Provide an electric stove to discourage the use of wood for heating

- Consider supporting the water supply issue like for example dig a well

- Support improving the external environment

- Provide handbooks, guidelines and classroom facilities and other facilities to create a

sound learning environment

5. Enabling the cooperation and sharing and learning


41

- Support establishing the online system

- Internet connection

- Provide with PCs and printers

Question 8: Any other additional suggestions regarding the seminar?

Different suggestions were provided by respondents. Many of them overlap with those written

above. Some respondents complained about shortage of time allocated to this seminar. Most of

them welcomes this collaboration among organizing entities and suggested to held such kind

event more often. The answers are pinpointed below:

- Extending the terms of projects.

- Support experience sharing with other countries’ practices. MECS should support this

idea.

- Organize series of trainings

- ESD to be streamlined in line with new national standards

- Programmes and projects should set a common goal and disseminate the activities more

openly

- Commit to long-term activities and support

- 2-day event is too short. Consider more days next time

- We learned much during the seminar, but time allocated was too short

- MECS should communicate more on new policies

- Group works required time to fulfill the assignment. However, the time for presenting the

results was not enough.

- Thank you very much for usefull and timewise event which provided us valuable

contribution for further development of skills. Please held such meetings more and more.

- Please consider to start a cooperation with capital city authorities to induce attitudinal

changes of its citizens bearing in mind that one third of whole country’s population live in

UB.

- Consider compiling the experience by schools and disseminate to other education

institutions

- MECS should upgrade the pre-service teacher training at soonest

- Support finding solutions of water and fence issues of schools

- Video records of school’s activities should be used in next meeting

- The seminar programme was kind of overloaded, some relaxing minutes should be

considered next time

- Next event should be held at local level;


42

IX. Outcomes


43

Overall assessment of the seminar

The seminar, entitled “Nature-friendly school – Education for Sustainable development -

Partnership” has fulfilled its aims and objectives. This can be proved by the following conclusions

made from the questionnaire responses distributed among participants:

1. Over 80 per cents of participants assessed the organization of the workshop as “good”.

2. Almost 90 per cents assessed the programme and group work activities as ‘good’ despite the

limited time.

3. The activities planned and methodologies used were evaluated as ‘very good’ and ‘good’ by 85

per cents of respondents.

4. 83.3 per cents of respondents assume that the workshop fulfilled its aims and objectives.

5. Almost 85 per cents of respondents assumed that seminar results were “good” and “very good”.

6. 98 per cents of participants supported the perspective for re-orienting nature-friendly schools

towards schools which support ESD.

7. Participants expressed their gratitude for organizing such event which provided valuable

contribution for further development of skills and capacities of teachers at local and national

levels.

Suggestions to support the extension of nature- friendly schools into the schools of education for sustainable development

10th May 2009

The organization of the “Nature-friendly school – Education for Sustainable development -

Partnership” seminar was the first big step to unite projects and programmes implemented by

international donor organizations, non governmental and governmental organizations which are

dedicated to promote ESD and nature-friendly school concepts at local school level. The seminar


44

was held on 4-5th May 2009 and involved school representatives which implement such projects,

local and regional education administrative officers and representatives from the Ministry of

Education, Culture and Science.

During the event, the participants shared their knowledge gained and lessons learnt as

well as determined further goals and ways to develop the concept of the education for sustainable

development, which becomes a guiding principle of modern society. Moreover, the participants

exchanged their ideas on developing national education standard based on principles of

sustainable development, its implementation in line with government policies and strategies. The

following conclusions are made:

1. Define national priorities and strategies towards formation of Schools for Sustainable

Development in collaboration with related projects and programmes, Ministry of Education,

Culture and Science, Ministry of Nature, Environment and Tourism and their respective

departments and agencies.

2. Adopt action framework in accordance with the strategies defined to ensure synergy and

coherence among projects, programmes and national priorities.

3. In line with the framework of action, each programme and project should develop their

priorities and if necessary revise the current plan. Based on experiences and lessons

learnt the following activities could be implemented:

a. For eco-schools: Improve school external surroundings and teaching/learning

environment in accordance with sustainable development concept as well as

mainstream the use of information technology into the education process;

b. For GTZ pilot schools: Develop and pilot series of training programmes on

education for sustainable development for teachers. Along with mastering ESD

themselves, the GTZ pilot schools should develop methodologies to translate the

national training curricula into the locally-relevant curricula. Furthermore, organize

trainings to test new methodologies and develop educational portal for ESD;

c. For WWF Green schools: To focus on creating management aspects of “Training

analysis” and “Training monitoring”, using the methodology to translate the national

training curricula into the locally-relevant curricula;


45

d. The schools working under the auspice of the Asia Foundation can determine

means/ways on how to reflect new modules into the single subject level and

develop activities towards more efficient decision making at local level;

e. To promote education for sustainable development in collaboration with all relevant

stakeholders for more tangible results;

4. Establish informal organization structure as Committee to support education for

sustainable development, with representatives from the Ministries, their respective

departments, agencies and projects, programmes which are engaged in this field. This

formation will enable the policy development, strategy implementation, action regulation,

and assessment and monitoring.

Proposals and conclusions written by Mrs. N. Nergui, seminar moderator, senior officer of the

Ministry of Education, Culture and Science.


46

X. Appendix

“nature‐friendly school – education for sustainable...

Documents