<P><FONT color=#33711E><STRONG>Day 3 – Session 6B: <br>Basic Education: The Role of Teachers and Schools</STRONG></FONT></P>

Panorama 1
8.30 – 8.50

6.B.1 The Role of Schools in Achieving Sustainable Development
Rebecca Timson, Backtalk Institute, United States of America
This paper will examine the role of schools in achieving sustainable development and will include case studies from field work in Asia. The paper will first discuss the lessons learned about the important role of schools in the development of a wider community education programme, and will examine opportunities for members of the wider community to enrich the school curriculum through sharing of their expertise. In addition, the paper will discuss opportunities for regional and international collaboration on (grant-funded) projects connected with the goals of the UN Decade of Education for Sustainable Development; and examine suitable grant opportunities for this kind of collaboration. Important research findings include information about the value of sustainability projects in improving student achievement, building community support for secondary education, and improving rural economics.

Download the paper (word, 4.6mb) and presentation (pdf, 580kb)

8.50 – 9.10
6.B.2 Exploring Contemporary Conditions and Outlook for Early Childhood Eco-Education in Korea
YounSun Lee, Shilla University, Republic of Korea
HeeSoog Jo, Busan National University, Republic of Korea
SunMi Park, Busan Info-Tech College, Republic of Korea
This paper describes an Early Childhood Education educational paradigm, “Early Childhood Eco-Education”, which emphasizes harmony between nature and human beings for a sustainable society. Following a review of the broad Early Childhood Eco-Education debate and exploring kindergarten teachers’ awareness of Eco-Education in the Republic of Korea, the paper summarizes the condition of this programme and describes the outlook for the future. The review was conducted using an open questionnaire which was given to 300 teachers. The results indicate that teachers strongly feel that this programme is important in addressing environmental and educational problems. However, they believe that to apply this programme to kindergarten children, parents, teachers and administers need to also take eco-related courses and training. This paper concludes that teachers have a high interest in Early Childhood Eco-Education and recommends that this programme should construct practical programmes for teachers and children.

Download the paper (word, 210kb) and presentation (pdf, 4.8mb)

9.10 – 9.30
6.B.3. How to Meet the Demands of the Disadvantaged
Yu Yunxiu and Li Yawan, China Central Radio and TV University, People’s Republic of China
Distance education has played a very important role in increasing the knowledge and skills of those who are disadvantaged by their distance from learning institutions, income-level, and other factors. Distance education has changed passive factors into positive action. This paper describes how distance education can create opportunities and provide flexible and convenient ways for adult learners to gain access to education, providing examples from the Open and Distance Learning (ODL) programmes developed by the China Central Radio and TV University (CCRTVU). These programmes have enabled large groups of people to change their attitudes towards life, to see their personal value and to allow them to participate fully in society. This paper examines why, how, and where to offer such programmes. The paper concludes by saying that with extensive use of ICT in the field of distance learning, greater numbers of potential learners can be reached. This wider access to education will contribute to the sustainable development of the country as a whole.

Download the paper (word, 50kb) and presentation (pdf, 1.3mb)

9.30 – 9.50
6.B.4 A Good Governance and Sustainable Development Management Model for Basic Education Schools
Apinya Kaewchuen, Wat Bangben School, Thailand
This paper describes a research project which aimed to develop a model of good governance and management in basic education schools of Thailand. The process involved first examining two best-practice schools, using in-depth interview techniques and other methods, and then creating a model of good governance, through analysis of the research data. This model was then reviewed by a focus group made up of eight basic education experts. The results of the project reveal that basic education schools should cover four areas of school management: academic management, personnel management, budget management, and general management. In addition, basic education schools need to be managed on the basis of good governance principles, including the rule of law, ethical values, responsibility, transparency, participation and accountability, and on the basis of sustainable development principles, which emphasize the development of both the behavioral and intellectual abilities of students.

Download the paper (word, 90kb) and presentation (pdf, 650kb)

 
9.50 – 10.10
6.B.5 The Malaysian Smart Schools Project: An Innovation to Address Sustainability
Eng-Tek Ong, Universiti Pendidikan Sultan Idris, Malaysia
One of the seven flagship applications that are part of the Malaysia’s Multimedia Super Corridor (MSC) Initiative, includes the “Smart Schools” project. This paper discusses the evolution of Malaysia’s “Vision 2020”, which established the needs and context for the Smart Schools initiative. It then reviews the framework of the Malaysian Smart School model, looking at the various meanings, attributes and features of the concept of Smart Schools and comparing them with Perkins’ (1995) notion of Smart Schools. This paper then describes a study of the grassroots implementation of the project, from the students’ perspective, examining, in particular, “smart” science teaching and learning. The paper highlights results of this study, pointing out, for example, that girls rated their science learning experience appreciably higher than did boys. The gender differences identified in the study are used as a springboard for discussion of the implications for tomorrow’s education for sustainability within the context of the Smart Schools project.

Download the full paper (word, 70kb)