“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
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REPORT BY:
Mrs.Nergui Nerendoo Ms.Khulan Munkh-Erdene Mrs.Tsolmon Bayarkhuu Mrs.Shinetsetseg Erdenebayar Mrs.Selenge Gantumur
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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
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I. Preparatory work
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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
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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
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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.
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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
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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
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• 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
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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]
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II. Introduction of participants
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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
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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
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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
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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
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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
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III. Seminar programme, invitation
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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
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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
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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
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IV. Presentations
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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
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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.
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№ 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
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V. Group works
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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
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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).
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VI. Exhibition
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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.
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VII. Publications for distribution
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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
WWF Mongolia Programme Office
2 Education for Sustainable Development
20
WWF Mongolia Programme Office
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.
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VIII. Assessment
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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 - -
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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%
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33 respondents or 72%
evaluated as "good"
5 respondents or 11%
evaluated as "medium
6 respondents or 13%
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”.
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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.
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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
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- 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;
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IX. Outcomes
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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
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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;
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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.
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X. Appendix
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