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

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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

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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

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Background

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ESCP Philosophy

“more through less”

SCP aims to achieve a better

quality of life by getting “more

useful output through less input”

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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”

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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

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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

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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

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Themes

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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

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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

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Conceptual Development

Example Theme: Sustainable Energy

Consumption

28

ESCP Learning & Teaching Activities

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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

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Implementation issues

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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

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• 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%).

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Suggestions to facilitate integration of ESCP in schools

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CONCLUSION

Important factors in the implementation of ESCP:

• capacity building

• funding

• supporting infrastructures

• a variety of resources and tools

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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.

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THANK YOU

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The SCP team