Professional Documents
Culture Documents
ASEAN Guidelines On Eco Schools
ASEAN Guidelines On Eco Schools
April
Contents............................................................................................................ iii
11
About the ASEAN Guidelines on Eco-schools.............................................. IV
ASEAN Eco-schools Framework
ASEAN Eco-schools Development........................................................ 33
7
ASEAN Eco-schools Award................................................................... 41
13
Mechanism / Modalities for Regional Collaboration.............................. 77
15
National Eco-schools Frameworks
National Policy Frameworks on Environmental Education.................... 119
Environmental Education Curricula....................................................... 45
49
73
Eco-Schools Programmes / Activities................................................... 71
About Our Key Collaborators
The Hanns Seidel Foundation.............................................................. 81
79
The ASEAN-US Technilcal Assistance and Training Facility..................83
81
IV
ECOSCHOOLS DEVELOPMENT
1
ASEAN ECO-SCHOOLS DEVELOPMENT
ABOUT THE ASEAN GUIDELINES
NAMES OF
OF ECO-SCHOOLS
ECO-SCHOOLS
NAMES
ON ECO-SCHOOLS
Brunei
Green
Initiative
Brunei
Green Schools
Schools
Initiative was developed at the
The
ASEAN Guidelines
on Eco-schools
Eco-Clubs
Initiatives
Darussalam
Eco-Clubs
Initiatives
Darussalam
Workshop
on ASEAN
Eco-schools
Programme held on 26-28 June
Cambodia
Sala
Metrei
Cambodia
Sala Kuma
Kuma
Metrei (Child-Friendly
(Child-Friendly
Schools)
2011
in Kota Kinabalu,
Malaysia,
and endorsedSchools)
by the ASEAN
th
Indonesia
Eco-schools
Environment
at the 13(Adiwiyata
Informal Program)
ASEAN Ministerial Meeting
IndonesiaMinisters
Eco-schools
(Adiwiyata
Program)
on
Environment
(IAMME)
on 18
2011 Schools
in Phnom Penh,
LaoLao
PDR
Green,
and
Good
PDR
Green, Clean
Clean
andOctober
Good Quality
Quality
Schools
Cambodia.
Malaysia
Sekolah
Lestari-Anugerah
Alam
Sekitar
Malaysia
Sekolah
Lestari-Anugerah
Alam
Sekitar
(Sustainable
(Sustainable School
School Environment
Environment Award)
Award)
The Guidelines serves as a reference and as a regional standard for
Myanmar
Clean,
Myanmar
Clean, green
green and
and esteemed
esteemed schools
schools
environmentally friendly model schools in the region. The Guidelines
Philippines
Sustainable
Philippines
Sustainable and
and Eco-friendly
Eco-friendly Schools
Schools
was used as a reference in the nomination of eco-schools in ASEAN
Singapore
President
Award
for
the
Environment
Singapore
President
AwardEco-schools
for the Environment
Member
States (AMS)
for the ASEAN
Award 2012, which
Ministry
of
Education
Centre
for
exemplary
Ministry of efforts
Education
Centre of
of Excellence
Excellence
aimed to recognise
of eco-schools
in AMS for
in
Environmental
Education
Environmental
Education
inculcating environmental awareness in every aspect of education to
Ministry of Education Programme for School Ministry communities.
of Education Programme for Schooltheir students and surrounding
based Excellence and Niche Programme
based Excellence and Niche Programme
Status in Environment Education
Status in Environment Education
EcoFriend Award
EcoFriend Award
PUB Watermark Award
PUB Watermark Award
iv
ASEAN GUIDELINES
ASEAN GUIDELINES
ON ECO-SCHOOLS
ON ECO-SCHOOLS
335
ABOUT
ECOSCHOOLS
THE ASEAN GUIDELINES
DEVELOPMENT
ON ECOSCHOOLS
Award Programme contribute to the implementation of ASEAN SocioCultural Community Blueprint 2009-2015 (Section D3 (vi)) and the
NAMES OF
OF
ECO-SCHOOLS
NAMES
ECO-SCHOOLS
ASEAN
Environmental Education Action Plan (AEEAP) 2008-2012
(Target Area 2 Non-Formal Sector, Strategic Action/Priority 1), i.e.,
promote Green
sustainable
Brunei
Schools
Initiative
Brunei
Green
Schoolsschools
Initiativeconcept and practice throughout
ASEAN. Eco-Clubs
Darussalam
Eco-Clubs Initiatives
Initiatives
Darussalam
Cambodia
Cambodia
Sala
Sala Kuma
Kuma Metrei
Metrei (Child-Friendly
(Child-Friendly Schools)
Schools)
Indonesia
Indonesia
Eco-schools
Eco-schools (Adiwiyata
(Adiwiyata Program)
Program)
LaoLao
PDR
PDR
Green,
Green, Clean
Clean and
and Good
Good Quality
Quality Schools
Schools
Malaysia
Malaysia
Sekolah
Sekolah
Lestari-Anugerah
Lestari-Anugerah
Alam
Alam
Sekitar
Sekitar
(Sustainable
(Sustainable School
School Environment
Environment Award)
Award)
Myanmar
Myanmar
Clean,
Clean, green
green and
and esteemed
esteemed schools
schools
Philippines
Philippines
Sustainable
Sustainable and
and Eco-friendly
Eco-friendly Schools
Schools
Singapore
Singapore
President
President Award
Award for
for the
the Environment
Environment
Ministry
Ministry of
of Education
Education Centre
Centre of
of Excellence
Excellence for
for
Environmental
Education
Environmental Education
Ministry of Education Programme for SchoolMinistry of Education Programme for Schoolbased Excellence and Niche Programme
based Excellence and Niche Programme
Status in Environment Education
Status in Environment Education
EcoFriend Award
EcoFriend Award
PUB Watermark Award
PUB Watermark Award
ASEAN GUIDELINES
ASEAN GUIDELINES
ON ECO-SCHOOLS
ON ECO-SCHOOLS
35
ECOSCHOOLS DEVELOPMENT
1
ASEAN ECO-SCHOOLS DEVELOPMENT
NAMES OF
OF ECO-SCHOOLS
ECO-SCHOOLS
NAMES
Brunei
Brunei
Green
Green Schools
Schools Initiative
Initiative
Darussalam
Darussalam
Eco-Clubs
Eco-Clubs Initiatives
Initiatives
Cambodia
Cambodia
Sala
Sala Kuma
Kuma Metrei
Metrei (Child-Friendly
(Child-Friendly Schools)
Schools)
Indonesia
Indonesia
Eco-schools
Eco-schools (Adiwiyata
(Adiwiyata Program)
Program)
LaoLao
PDR
PDR
Green,
Green, Clean
Clean and
and Good
Good Quality
Quality Schools
Schools
Malaysia
Malaysia
Sekolah
Sekolah
Lestari-Anugerah
Lestari-Anugerah
Alam
Alam
Sekitar
Sekitar
(Sustainable
(Sustainable School
School Environment
Environment Award)
Award)
Myanmar
Myanmar
Clean,
Clean, green
green and
and esteemed
esteemed schools
schools
Philippines
Philippines
Sustainable
Sustainable and
and Eco-friendly
Eco-friendly Schools
Schools
Singapore
Singapore
President
President Award
Award for
for the
the Environment
Environment
Ministry
Ministry of
of Education
Education Centre
Centre of
of Excellence
Excellence for
for
Environmental
Education
Environmental Education
Ministry of Education Programme for SchoolMinistry of Education Programme for Schoolbased Excellence and Niche Programme
based Excellence and Niche Programme
Status in Environment Education
Status in Environment Education
EcoFriend Award
EcoFriend Award
PUB Watermark Award
PUB Watermark Award
735
ECOSCHOOLS DEVELOPMENT
368
ECOSCHOOLS DEVELOPMENT
Malaysia
Myanmar
Philippines
Singapore
937
ECOSCHOOLS DEVELOPMENT
Thailand
Viet Nam
ASEAN
3810
ECOSCHOOLS DEVELOPMENT
Criteria 2
Criteria 3
Criteria 4
Indicator 1
Indicator 2
Indicator 3
Indicator 4
Indicator 5
Reporting system
39
11
ECOSCHOOLS DEVELOPMENT
Criteria 2
Indicator 6
Indicator 7
Indicator 8
Local context
Indicator 9
Teaching
aids/resource
materials
(availability
of
Criteria 3
Indicator 11
Eco-friendly facilities
Indicator 12
Environmental innovations
Indicator 13
Green spaces
Indicator 14
Teaching
aids/resource
materials
(availability
Environment-friendly practices
Criteria 4
Indicator 16
Number of partnerships
Indicator 17
Level of partnerships
Indicator 18
Level of support
Indicator 19
4012
of
2
ASEAN ECO-SCHOOLS AWARD
NATURE OF
OF RECOGNITION
RECOGNITION
NATURE
ASEAN Eco-schools Award may start on a non-competitive basis
among ASEAN Member States initially (award given to all AMS that
nominates schools selected on a competitive basis at the national
level) and work towards competitive basis regionally.
CRITERIA FOR
FOR SELECTION
SELECTION
CRITERIA
The criteria may be developed into two categories: core and optional
criteria. The criteria will be discussed and adopted by the ASEAN
Working Group on Environmental Education (AWGEE).
ASEAN ECO-SCHOOLS
ECO-SCHOOLSAWARD
AWARD
ASEAN
Possible categories:
(i)
(ii)
43
13
4414
MECHANISM / MODALITIES
FOR REGIONAL COLLABORATION
3
MECHANISM / MODALITIES
FOR REGIONAL COLLABORATION
NETWORK OF ECO-SCHOOLS
ECO-SCHOOLS
Network of Eco-schools
ASEAN ECO-SCHOOLS
ASEAN
ECO-SCHOOLS WEB
WEB PORTAL
PORTAL
79
15
NATIONAL
MECHANISMS
NATIONAL MECHANISMS
Contests
(Eco-documentaries,
Art,
Songs,
Solutions
(e.g.,
Mudball))
FUNDING PARTNERSHIP
8016
4
NATIONAL
NATIONALPOLICY
POLICYFRAMEWORKS
FRAMEWORK
ON ENVIRONMENTAL EDUCATION
BRUNEI DARUSSALAM
BRUNEI DARUSSALAM
There is no specific national policy framework on environmental
education. However, environment-related issues and measures are
already imbued within policies, regulations or guidelines of respective
core businesses of ministries.
One example is the National Environment Strategy which has eight
elements, where each element has its own goals and action areas.
One of the strategies is to raise environmental consciousness through
the following goals:
(i)
in
different
elements
into
the
strategy
and
programmes areas
(ii) To enhance environmental content of the curricula and activities at
primary, secondary and tertiary levels
(iii) To strengthen public awareness for enhanced support for
environmental management initiatives
ASEAN GUIDELINES ON ECO-SCHOOLS
3
19
(iv) To
create
better informed
and environmentally
sensitive
well-informed
choices
and
conclusions
on
resources
development;
programmes;
strengthening
strengthening
capacity,
environmental
environmental
420
and
caring
for
their
surrounding
school
and
5
21
INDONESIA
INDONESIA
ADIWIYATA Program
INDONESIA
The Adiwiyata Program was officially launched in 2006 by the
622
7
23
824
Provincial level
Municipal level
School level
Award
Award
Independent Adiwiyata
assistance to 10
schools to achieve
awarded by President
Adiwiyata award at
municipal level
9
25
Compliance
Compliance
Award
Award
90%
90% and
and providing
providing
assistance
assistance to
to 10
10
Independent
Independent Adiwiyata
Adiwiyata
(Adiwiyata
Mandiri)
(Adiwiyata Mandiri) Award,
Award,
schools
schools to
to achieve
achieve
Adiwiyata
Adiwiyata award
award at
at
Compliance
municipal
level
municipal level
90%
90%
90%
awarded
awarded by
by President
President
80%
70%
80%
80%
70%
70%
Award
Adiwiyata Award (national level),
Adiwiyata
Award
(national
level),
Adiwiyata
Award
(national
level),
awarded
by the
Minister
of Environment
awarded
by
the
Minister
of
Environment
awarded by the Minister of Environment
Adiwiyata Award (provincial level),
Adiwiyata
Award (provincial
Adiwiyata
(provincial level),
level),
awarded
by Award
Governor
awarded
by
Governor
awarded by Governor
Adiwiyata Award (municipal level),
Adiwiyata
Award (municipal
Adiwiyata
(municipal level),
level),
awarded
by Award
Mayor/Regent
awarded
by
Mayor/Regent
awarded by Mayor/Regent
From
From 20062012,
20062012, 123
123 Adiwiyata
Adiwiyata Mandiri
Mandiri Schools
Schools and
and 472
472 Adiwiyata
Adiwiyata
Schools
have
been
recognized.
Schools have been recognized.
LAO PDR
LAO
LAO PDR
PDR
The educational
educational sector
sector of
of Vientiane
Vientiane Capital
Capital is
is contributing
contributing to
to the
the
The
implementation of
of the
the ASEAN
ASEAN Environmental
Environmental Education
Education Action
Action Plan
Plan
implementation
2008-2012 and
and the
the Lao
Lao Environmental
Environmental Education
Education and
and Awareness
Awareness
2008-2012
Strategy 2020
2020 through
through a
a visionary
visionary programme
programme building
building on
on six
six core
core
Strategy
values, i.e.,
i.e., green,
green, clean,
clean, safe,
safe, bright,
bright, civilised
civilised and
and charming.
charming.
values,
10
26
Creating
good
physical
environment
for
schools
and
educational institutions
Green schools
11
27
The Project envisions that a Green, Clean and Good Quality School is
a place that fulfills the following criteria:
Good environmental school: Well-constructed buildings, welldesigned classrooms, school equipment in good condition, places
for relaxation and sports, National flag flown in flower garden,
awareness
slogans
displayed
to
promote
environmental
12
28
able to maintain their green flag for three consecutive years, this
school will receive a special Green, Clean and Good Quality School
Flag.
The Committee consists of members from the Vientiane Education
Integrated Decision-Making
13
29
13
Green Strategies
Effective
Management
of
Natural
Resources
and
the
Environment
Prevention
and
Control
of
Pollution
and
Environmental
Degradation
of
Environment
has
implemented
environmental
14
30
15
31
Environment
of Education
Malaysia.
Environment
Malaysia
of
and
the
Minister
Education
Malaysia.
School
is successful
in the state(Bronze)
level assessment
Sekolah
Lestari that
National
Level Certification
School that
will receive
a certificate
by the
Director-General
School
is successful
in the signed
state level
assessment
of Environment
Malaysia
and signed
Director-General
of Education
School
will receive
a certificate
by the Director-General
Malaysia.
of
Environment Malaysia and Director-General of Education
Malaysia.
List of Recipients for Sekolah Lestari Award
List of Recipients for Sekolah Lestari Award
i.
Sekolah Lestari Award 2009/2010
i.
Primary
SJK (C) Tung Hua, Sibu, Sarawak
Sekolah School:
Lestari Award 2009/2010
Secondary
School:
Primary
School:
SM St.
Penampang,
Sabah
SJK
(C)Michael,
Tung Hua,
Sibu, Sarawak
Secondary School:
ii.
ii.
Primary School:
SK Bakri Batu 5, Muar, Johor
Sekolah
Lestari Award 2007/2008
Secondary
School:
Primary
School:
SMK
(P) Methodist,
Pulau
Pinang
SK
Bakri
Batu 5, Muar,
Johor
Secondary School:
16
32
iii.
Secondary School:
WiraAlam Project
This project is organised by the Department of Environment in
collaboration with the Ministry of Education and Malaysian Nature
Society. This project is divided into three stages: WiraDiri (Level 1),
WiraKomuniti (Level 2) and WiraAlam (Level 3). Each participating
student has to complete the task provided in the activity book in each
level before advancing into the next level. Students who complete
Level 3 successfully would receive the WiraAlam Award.
Sustainable Pre-school Environmental Awareness Module
The Sustainable Pre-school Environmental Awareness Module was
developed in 2010. The aim of this module is to train and educate
teachers and pre-school children between ages 3 and 6 about
preservation and conservation of the environment. The module
consists of five (5) main topics, namely, water, air, animals, plants and
recycling activity. The teaching and learning methods are studentcentred, fun and interesting.
Environmental Awareness (EA) Camps
Eight (8) environmental awareness camp modules have been
developed since 1994 in collaboration with several NGOs and
universities:
River
ecosystem,
Forest
ecosystem,
Highland
17
33
MYANMAR
MYANMAR
18
34
18
the
role ofofenvironmental
froma view
students
to the
Promotion
environmental awareness
education with
to highlight
community.
the role of environmental awareness from students to the
Dissemination
and infusion of the environmental attitude in
community.
the
society through
of environmental
education.
Dissemination
and various
infusionlevels
of the
attitude in
Upgrade
of through
environmental
content of the curricula
the society
variousmatters
levels ofand
education.
and
activities
at elementary,
secondary
levels. Subsidiary
role
Upgrade
of environmental
matters
and content
of the curricula
of
tertiary
levelatiselementary,
strongly recommended.
and
activities
secondary levels. Subsidiary role
of tertiaryoflevel
is strongly recommended.
Creation
environment-sensitive
society who understand the
environmental
consequences of individual
actions.
Creation of environment-sensitive
society who
understand the
Establishment
of society ofwho
is actions.
well-informed
environmental consequences
individual
on
environmental
issues.
Establishment and
of sustainable
society development
who is well-informed
on
19
19
35
The
Ministry
of Environmental
Conservation
and
and
Ministry
of Education
should jointly
cooperate
atForestry
the national
Ministry
of Education
should jointly
the with
national
level, divisional
level, township
level cooperate
and schoolatlevel
the
level,
level, township
level and school
level
with the
help ofdivisional
Non-Governmental
Organisations
(NGOs)
to fulfill
help
Non-Governmental Organisations (NGOs) to fulfill the
goalsofmentioned.
goals mentioned.
Dynamic
collaborative
must management
be targeted forofeducation
and awareness
and efforts
effective
natural
and
awareness
and effective management
PHILIPPINES
resources
and the environment.
of natural
PHILIPPINES
resources and the environment.
PHILIPPINES
PHILIPPINES
PHILIPPINES
PHILIPPINES
20
36
20
20
(DSWD),
local
environmental
practices,
the
threats
of
21
37
Introduction
The
Inter-Ministerial
Committee
on
Sustainable
Development
2238
impact of the choices they make. Schools play a vital role in this effort.
Please refer to the website for more information on the SSB:
NATIONAL POLICY FRAMEWORK ON ENVIRONMENTAL EDUCATION
http://app.mewr.gov.sg/data/ImgCont/1299/Chapter09-Community.pdf
Formal Education
The Ministry of Education (MOE) has made environmental education
part of the school curriculum. Environmental education is also one of
the criteria in the School Excellence Model which is used to appraise
the overall performance of schools.
MOE has incorporated environmental topics such as recycling, energy
and water conservation into the formal curriculum of subjects like
geography, social studies and science. Several schools have also
gone
one
step
further
by
developing
additional
dedicated
such
as
incineration
plants,
Semakau
landfill,
23
39
2440
Recognition Platforms
Various platforms and awards are in place to recognise the
contributions
of
education
institutions
towards
environmental
education, namely:
The
Award
for
the
Environment
is
the
highest
25
41
26
42
http://www.moe.gov.sg/media/press/2012/04/190-schools-now-offerniches-o.php
EcoFriend Award
Watermark Award
27
43
For more information about the Watermark Award, please refer to:
http://www.pub.gov.sg/events/Awards%20And%20Incentives/Pages/
WatermarkAward.aspx
28
44
(2007-2011), the National Policy and Plan for the Promotion and
Conservation of Environmental Quality (1997-2016) and Thailand
Master
Plan
on
Environmental
Development (2008-2012).
Education
for
Sustainable
2544
specify
Environmental
Education
for
Sustainable
health and physical education. The Act also emphasises that teachers
have a responsibility to integrate environmental education into the
instruction of various subjects or organise a multidisciplinary learning.
VIET NAM
VIET
NAM
with
the
Rio
Declaration
on
Environment
and
of
education
quality,
public
awareness
29
45
and
Education
in
30
30
46
30
46
Decision
No.1363/QD-TTg
on
Inclusion
of
environmental
31
47
32
48
5
4
ENVIRONMENTAL EDUCATION CURRICULA
BRUNEI DARUSSALAM
DARUSSALAM
BRUNEI
Environmental Education (EE) has not been taught as a single subject
in Brunei Darussalam education system, but issues related to the
environment have already been integrated the formal curriculum in
various subjects offered at primary and secondary schools. Examples
of topics studied in social studies and science are: (1) Our Resources;
(2) Global Warming; (3) Pollution; (4) Deforestation; (5) Personal
Health; and (6) Conservation of Water.
In addition, numerous initiatives to raise awareness on environment
have also been conducted by schools as their co-curricula activities.
Such initiatives include the formation of clubs like Environmental club,
Energy club, Green club, Nature club, Recycling club and Forestry
club; conducting 3R activities, tree plantings and cleaning campaigns.
It has been an encouraging observation to note that the schools
immediate communities also participate in such initiatives including
parent-teacher associations (PTAs).
47
49
CAMBODIA
CAMBODIA
Environmental education (EE) has permeated the formal education
sector at the primary, secondary and tertiary levels, including formal
monk education. EE for primary school is not taught as a standalone
subject, but integrated into existing subjects such as literature,
mathematics, social studies, storytelling, etc.
Nevertheless, EE for secondary school levels (lower secondary and
upper secondary schools) have been taught as standalone subject,
where a textbook on Earth Science and Biology is used at lower
secondary school and a textbook on Earth Science is used at upper
secondary school level. Major environmental subjects for secondary
school level are: (1) General environmental concept; (2) Natural
resources; (3) Environmental pollution; (4) Biodiversity; (5) Climate
Change; and (6) Water resources, etc.
Moreover, the implementation of Life Skills programme and EcoClub programme has been conducted by schools as their cocurricular activities. Such activities involve tree plantings, classrooms
and schools cleanup, cleanup campaign for community, living in
harmony with nature, waste management (composting at rural schools
and recycling at urban schools), and camping.
4850
INDONESIA
INDONESIA
Based on Republic of Indonesias Minister of National Educations
Decree No.23 Year 2006 regarding the Standard of Graduate
Competence, graduate students of elementary and secondary schools
should have competence in environment. Accordingly, some subjects
provide environment materials/content, such as geography, civic,
science, etc. However, with the existing materials, there is the
tendency to develop and explore more cognitive aspect of students
environment skills, instead of affective and psycho-motoric aspects.
National curriculum provides flexibility to infuse environmental issues
to any subjects as well as opportunities for interdisciplinary and
holistic learning or to include local content in a single subject
dedicated for environmental education environment. Schools with
environmental awareness take this flexibility as an opportunity to
provide more knowledge on EE to the students, either by integrating
EE in all subjects, or by including local content in a single subject
dedicated for EE.
The increasing development of management-based schools where
schools have the flexibility to manage the schools also provides a
chance for EE development, especially if the schools have EE as one
of their priorities through the ever expanding Adiwiyata school (school
with environmental awareness) programme. Many schools view the
49
51
5052
LAO PDR
PDR
LAO
LAO PDR
Since 1994,
1994, many
many areas
areas of
of environmental
environmental studies
studies
Since
integrated into
into the
the curriculum
curriculum for
for formal
formal and
and non-formal
non-formal
integrated
have been
been
have
education. It
It
education.
can be
be seen
seen in
in different
different books
books such
such as
as the
the World
World Around
Around Us
Us series
series
can
for primary
primary school,
school, and
and integration
integration of
of environment
environment concepts
concepts in
in natural
natural
for
science and
and social
social science
science for
for lower
lower secondary
secondary schools.
schools.
science
For upper
upper secondary
secondary school,
school, environment
environment studies
studies are
are included
included in
in
For
geography, biology
biology and
and population
population studies.
studies. In
In addition,
addition, there
there are
are
geography,
supplementary reading
reading books
books that
that
supplementary
contexts. For
For example,
example, population
population
contexts.
have environment
environment
have
studies, education
education
studies,
themes in
in their
their
themes
for ethnic
ethnic girls,
girls,
for
health promotion
promotion campaign
campaign in
in school
school and
and education
education for
for dealing
dealing with
with
health
natural disasters,
disasters, etc.
etc.
natural
There are
are also
also a
a number
number of
of environment
environment subjects
subjects
There
different faculties
faculties at
at National
National University
University of
of Laos
Laos such
such
different
taught in
in the
the
taught
as Faculty
Faculty of
of
as
Environment, Faculty
Faculty of
of Architecture
Architecture and
and Engineering,
Engineering, Faculty
Faculty of
of
Environment,
Social Science,
Science, Faculty
Faculty of
of Forestry,
Forestry, etc.
etc.
Social
MALAYSIA
MALAYSIA
MALAYSIA
Environmental Education
Education (EE)
(EE) has
has been
been introduced
introduced into
into the
the Malaysian
Malaysian
Environmental
School Curriculum
Curriculum since
since 1992,
1992, following
following the
the Stockholm
Stockholm Convention
Convention on
on
School
51
53
Environmental Management
Implementation Strategy
The Ministry of Education through the Curriculum Development
Centre (CDC) has adopted the following strategies;
(i)
(ii)
5254
(iii)
Station on Plants
Stations on Animals
(iv)
(v)
53
55
Greening
School (in collaboration with World Wide Fund
for
NatureofMalaysia)
Translated
version
Mobius Curriculum:
the
Waste cycle
(in of
collaboration
with UnitedUnderstanding
Motor Works
the Waste cycle (in collaboration with United Motor Works
Malaysia)
(vi)
EE isMalaysia)
a compulsory subject for trainees in teachers-training
(vi)
(vii)
colleges;
Environment
is one of the elements in the humanities pillar
(vii)
Environment
of the School
elements
in the humanities pillar
emphasised
in is
theone
Malaysian
Curriculum
emphasised in the Malaysian School Curriculum
MYANMAR
MYANMAR
MYANMAR
Clearly oriented curricula regarding environmental education are yet
Clearly
oriented curricula
regarding environmental
education
are yet
to
be prescribed.
The curriculum
linking processes
are actively
to be prescribed.
The curriculum
linking processes
are actively
practiced.
Existing curricula
were complemented
with environmental
practiced.
Existing
curricula
were complemented
with contribution
environmental
senses
and
knowledge.
Dynamic
and collaborative
of
senses and knowledge.
Dynamic
collaborative
of
parents-teachers
associations
andand
school
board ofcontribution
trustees are
parents-teachers
school board of trustees are
reflected
in school associations
environmentaland
activities.
reflected in school environmental activities.
Co-curricular and extra-curricular activities are well encouraged that
Co-curricular
andsuch
extra-curricular
are well talks
encouraged
that
oratory
contests
as debatesactivities
and impromptu
were timely
oratory contests
suchauthorities
as debates
impromptuUnion
talks government
were timely
organized
by school
andand
communities.
organized essay
by school
authorities
and communities.
Union government
organised
contests
at the state
level, and all primary,
secondary
organised
contests
at the stateare
level,
and alltoprimary,
secondary
and
higheressay
education
institutions
eligible
take part
in the
and higher
education
institutions activities
are eligible
part in are
the
contests.
Seasonal
environmental
suchtoas take
tree planting
contests. Seasonal
conducted
annually. environmental activities such as tree planting are
conducted annually.
5456
55
57
Secondary Education
-
Science
Social Studies
Values Education
5658
Communication Skills
57
59
5860
sustainable
(October),
National
Clean
Air
Month,
and
National
59
61
Event,
Environmental
in
Malls
Caravan,
Environmental
Exhibits
Environmental
Lectures/Conferences/Workshops,
Environmental
Kids
Storytelling,
and
Kids
Tree
other
Fair,
Planting,
public
Film
places,
showings,
Poster-making,
Eco-friendly
Government
Offices
at
the
National
Level,
Schools may be
described as
instruction,
research,
extension
and/or
administration,
6062
reproduction,
photosynthesis,
interactions
61
63
and
ENVIRONMENTAL
ENVIRONMENTAL EDUCATION
EDUCATION CURRICULA
CURRICULA
SINGAPORE
SINGAPORE
SINGAPORE
The Ministry of the Environment and Water Resources (MEWR), the
National Environment Agency (NEA) and PUB, the National Water
Agency (NWA) have worked closely with the Ministry of Education to
incorporate environmental education into the formal curriculum at
primary and secondary school levels. Presently, environmental topics
are concentrated mainly in Science and the Humanities subjects, as
well as languages.
Apart from the formal academic curriculum, environmental education
has also been weaved into other aspects of formal education, such
as:
62
6264
ASEAN
ASEAN GUIDELINES
GUIDELINES ON
ON ECO-SCHOOLS
ECO-SCHOOLS
to
promote
energy
efficiency,
63
65
Thai Language
6466
Mathematics
Science
Arts
Foreign Languages
Economics
-
65
67
ENVIRONMENTAL
ENVIRONMENTAL
EDUCATION
EDUCATION
CURRICULA
CURRICULA
Student Activities. These activities are aimed at instilling selfdiscipline, ability to lead and follow teamwork, responsibility,
problem-solving ability, appropriate decision-making, rationality,
helpfulness and generosity, care, concern and unity. Student
activities include:
-
Activities for Social and Public Interest. These activities are aimed
at encouraging learners to devote themselves and provide
voluntary services for the benefit of society, their communities and
local areas in accord with their interests.
VIET
NAM
VIET NAM
VIET
VIETNAM
NAM
Viet Nams formal education system includes primary and secondary
66
66
68
ASEAN
ASEANGUIDELINES
GUIDELINESON
ONECO-SCHOOLS
ECO-SCHOOLS
Kindergarten
Three curricula and ten materials have been developed for 3 target
groups: kindergarten, preschool teachers, and parents with some
concrete goals relating to life-skills of children of 4-5 years old, i.e.,
personal hygiene, environmental hygiene, hygiene in eating and
drinking;
know-how
to
avoid
some
common
diseases;
Primary Schools
Importance is given to community life-skills, adaptable to daily
changes in modern society such as communication, negotiation,
leadership, cooperation, creativeness, problem solving, and
decision-making. Other aspects have been taught in primary
schools, for example, personal and environmental hygiene;
disease prevention; health and nutrition education; security at
home, in schools and public places; and how to combat stress.
67
69
6870
69
71
7072
5
6
ECO-SCHOOLS PROGRAMMES / ACTIVITIES
EXISTING ECO-SCHOOLS
ECO-SCHOOLS ACTIVITIES
ACTIVITIES
EXISTING
Organic farming
Mangroves planting
Energy
73
73
Water Conservation
Rain harvesting
Resource Conservation
Banning
snacks/food
with
artificial
flavour/colour
(e.g.,
7474
Rehabilitation
Anti-litter campaigns
associations,
squads,
clubs,
youth
clubs
and
other
organisations
75
75
7676
and
implemented
jointly
with
local,
national
and
81
79
8280
ABOUT OUR KEY COLLABORATOR THE ASEANUS TECHNICAL ASSISTANCE AND TRAINING FACILITY
that
incorporates
blueprints
for
Political-Security,
83
81
ABOUT OUR KEY COLLABORATOR THE ASEANUS TECHNICAL ASSISTANCE AND TRAINING FACILITY
8482