The best practices on education for sustainable development in central asia

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The Regional Environmental Centre for Central Asia  






















Almaty, Kazakhstan  














Review “The Best Practices on Education For Sustainable Development in Central Asia” in the  

context of implementation of the UN Decade on Education for Sustainable Development (ESD) 

and the UNECE Strategy on ESD is  prepared by the CAREC in 2008-2009 within the project 

”Subregional Network on Education for Sustainable Development”, in cooperation with experts of 

Central Asian (CA) countries. 


The CAREC would like to express sincere gratitude to the European Commission for supporting 

the project and to the experts of CA countries who participated in development of the report: 




The Republic of Kazakhstan – Ms. Maria Zhirkova, NGO “EcoObraz”;  



Kyrgyz Republic – Ms. Zhyldyz Duishenova, the State Agency on environmental 

protection and forestry and Ms. Evgeniya Postnova, Coordinator of educational programs, 




The Republic of Tajikistan – Mr. Yuriy Skochilov, NGO “Youth Environmental Center” 

and Mr. Timur Idrisov, NGO “Small Earth”;  



Turkmenistan – Mr. Akmukhamed Ibragimov and Mr. Mukhammetmyrat Kakadzhanov, 

NGO “Nature protection of Turkmenistan”;  



The Republic of Uzbekistan – Mr. Yuriy Ponomarev, NFP on ESD of the State Nature 

Protection Committee of the Republic of Uzbekistan and Ms. Natalia Shivaldova, Center 



Overall coordination and editing of the Review was implemented by Ms. Tatiana Shakirova, the 

CAREC ESD Programme Manager, Head of the CAWG on ESD.  


We would like to express sincere gratitude to Dr. Laima Galkute (Lithuania), the international 

expert on ESD for providing consultations within the project “Subregional Network on Education 

for Sustainable Development”.  























1.1. The Republic of Kazakhstan……………………………………………….…7 

1.2. The Kyrgyz Republic …………………………………………………….…18 

1.3. The Republic of Tajikistan.………………………………………………… 34 

1.4. Turkmenistan ………………………………………………………………..46 

1.5. The Republic of Uzbekistan …………………………………………...….   53 

1.6. Summary …………………………………………………………………….63 




























On the World Summit on Sustainable Development “RIO + 10” in 2002 (Johannesburg, 

Republic of South Africa) by the evaluation of the ten-year-progress there was pointed out that 

insufficient level of education and public awareness on sustainable development (SD) issues is the 

main barrier  in solving interrelated environmental,  social and economic problems.  

It is valid also in the Central Asian subregion: lack of systemic approach does not allow to 

improve quality of life efficiently  in the countries of the subregion. It is required to gain profound 

understanding of connection of environmental, social and economic processes and principles of 

sustainable development on policy and management level as well as on community of personal 


Education, including training and public awareness is a key tool for achievement of SD. 

Outlining the role of education, in December 2002, the UN General Assembly had adopted a 

Resolution of the Decade ESD starting from 2005 to 2014, and the UNESCO was nominated as a 

Coordinating Agency at the global level. 

Process of the development and implementation of regional strategies on ESD was started 

in 2002. The CA countries, due to their geopolitical position have an unique opportunity to take 

part in two regional processes, i.e. in the region under regulation of the United Nations Economic 

Commission for Europe (UNECE) as well as in the Asia-Pacific region (APR). The CA countries 

also have started process of implementation of the ESD objectives at the subregional and national 


Currently, the experience of subregional cooperation of the CA countries on ESD is 

recognized by our partners as one of the best one in European and Asian regions.  The active 

participation of the CA countries in development and implementation of the ESD Strategies in 

Europe and Asia is a good opportunity for coordination and integration of national and subregional 

programs with global and regional initiatives. 

The review is an analysis of present status of ESD in the  CA countries. Within the 

frameworks of the UN Decade on ESD and the UNECE Strategy on ESD, from one hand, and the 

subregional – the CA Initiative on SD (CAI) from the other hand, in the period of 2003 - 2007 the 

CAREC in cooperation with the members of the CA Working Group on EE and ESD have 

prepared four analytic reviews on environmental education (EE) and ESD.    Each  of  them  has 

played a certain role in ESD promotion process into national legislations (political and normative 

documents) as well as into education system practices. Moreover, these reports have made a 

significant contribution into self-assessment of progress on ESD by the CA countries; that is quite 

important from the point of view of preparing for the mandatory reporting on implementation of 

the UN Decade on ESD as well as the UNECE and APR Strategies for ESD in 2009-2010. The 

regular system of international reporting is an encouragement and approach for achievement of 

foreseen outcomes on focusing of education systems of the CA countries towards SD.     

1). The review on “Conditions, perspectives and ways of development of environmental 

education in Central Asian countries” was prepared in 2003 before the Kiev Ministerial 

Conference within the framework of the process named “Environment for Europe” and it was 

devoted to characteristics of current situation, perspectives and trends of development as a platform 

for further promotion of ESD into education systems of the CA countries. The review contained 

data on laws, concepts and programs on EE; there were a number of proposals made on 

improvement of interaction and further development of EE and ESD system at the subregional 


2). “Situational Analysis on ESD in Central Asia” was prepared within the frameworks of 

the “Situational Analysis on ESD in the Asian-Pacific region” undergoing under the aegis of the 

Regional Bureau of UNESCO in Bangkok; it was completed in 2005. The review was based on the 

key topics on sustainable development for APR, i.e. information and public access; knowledge 

systems; education; environment protection and environmental management; piece and equality 



local content; reforms; culture; interrelated topics and issues; security and protection of human 

health; environmental education. It assisted to better understanding of ESD content as well as to 

further receiving of information on environmental conditions, its influence on health of population, 

interrelation economic, social and environmental issues. In addition to that, the report allowed 

comparing ESD processes taking part in the UNECE and APR regions as well as to apply most 

suitable examples and best practices on ESD in the CA countries. 

3). “The progress review on ESD in Central Asia” was prepared in 2006 by the CAREC 

and  CAWG members on EE and ESD; it was implemented in accordance with the reporting 

format of the UNECE Strategy on ESD under support of the UNESCO Cluster Bureau for the CA, 

UNESCO Regional Bureau in Bangkok and European Commission. It reflects implementation 

progress of objectives of the UNECE Strategy on ESD directly connected with education; it was a 

set national reviews from the CA countries. The review allowed assessing existing experience on 

ESD and capacity of the countries of the region required for implementation of the UNECE 

Strategy on ESD at the national level. Moreover, it has eliminated gaps in legal and education 

documents of the countries and identified main directions of activity for their improvement.     

4). The “Progress Review on ESD in Central Asia: achievements, examples of best 

practices and proposals for the future” was developed by the CAREC under support of the 

European Commission in a format of general review of the UNECE on implementation of the 

UNECE Strategy on ESD called “Learning from each other: achievements, challenges and 

perspectives” presented at the Joint Session on education for sustainable development in Belgrade.  

The third and fourth reviews were presented as voluntary reports at the Belgrade Ministerial 

Conference “Environment for Europe” and were highly appreciated by the partners.  

In accordance with the “outcomes of the reporting process and use of indicators” provided 

by the Steering Committee of the UNECE Strategy on Education for Sustainable development 

through the Special Working Group of Senior Officials at the Belgrade Conference, “…To increase 

reflexivity and the contextual grounding of ESD (i.e. the country-specific implementation of ESD) 

more emphasis should be given to “How” questions along with “What” questions – thereby 

referring to the process rather than to the results – in order to stimulate thinking and learning.  

At the present time, EE is one of the main components on ESD in the CA. However, ESD 

covers broader circle of competences and topics comparing with EE. As it is outline in the UNECE 

Strategy on ESD (article 14), “ESD is still developing as a broad and comprehensive concept, 

encompassing interrelated environmental, economic and social issues. It broadens the concept of 

environmental education, which has increasingly addressed a wide range of development subjects. 

ESD also encompasses various elements of development and other targeted forms of education. 

Therefore, environmental education should be elaborated and complemented with other fields of 

education in an integrative approach towards education for sustainable development”.  

Moreover it is important to remember that the CA has an opportunity to use existing human 

resources and experience accumulated on EE in order to develop ESD and widen cooperation 

networks on ESD in the CA subregion at all the levels of formal and non-formal as well as pre-

school, school, higher and professional education.  

The above mentioned conditions have identified a character of the present review, i.e. 

self-analysis of cases (initiatives) of ESD in the  CA countries in terms of statements of the 

UNECE Strategy on ESD as well as referring on indicators and subindicators reflecting 

general understanding of quality of actions.  

The review is built up on the objectives of the UNECE Strategy on ESD excluding 

Objective 5: “Promote research on and development of ESD”. There are no such examples due to 

the fact that ESD comparing to EE is a relatively a new trend in the CA education systems. 

Due to the fact that a legal base for ESD introduction is a premise for the whole process, 

therefore, we decided to present “Legal acts, programmes and regulatory frameworks of 

education in the Central Asian region”


as an independent document (Objective 1: Ensure that 

policy, regulatory and operational frameworks support the promotion of ESD).  



That report has been developed by a group of legal experts from the Central Asian 


 The Republic of Kazakhstan – Ms. Vadim Nee, NGO “KazLEEP”;  



Kyrgyz Republic – Zhyldyz Duishenova, the State Agency on Environmental Protection 

and Forestry; 



The Republic of Tajikistan – Ms. Khadicha Yamakova, the Ministry of Justice of RT;  



Turkmenistan – Professor Murad Khaitov;  



The Republic of Uzbekistan – Ms. Jamilya Abdullayeva, “Primus Inter Pares” Lawyer 

company director.  


The first chapter of the Review on “The Best Practices on Education for Sustainable 

Development in Central Asia”  contains national cases of ESD implementation (Objective 2: 

Promote SD through formal, non-formal and informal learning; Objective 3: Equip educators with 

the competence to include SD in their teaching; Objective 4: Ensure that adequate tools and 

materials for ESD are accessible).  

In order to describe the cases there was a certain format developed containing of such 

aspects as:   


Connection with national priorities;  


Discussion of the results from the point of view and main statements of the UNECE 

Strategy on ESD;  


Lessons learnt / ideas for the future.   


This chapter is written by the CA experts – members of the CAWG on ESD:  



The Republic of Kazakhstan – Ms. Maria Zhirkova, NGO “EcoObraz”;  



Kyrgyz Republic – Ms. Zhyldyz Duishenova, the State Agency on environmental 

protection and forestry; Ms. Evgeniya Postnova, Coordinator of educational programs, 




The Republic of Tajikistan – Mr. Yuriy Skochilov, NGO “Youth Environmental Center” 

and Mr. Timur Idrisov, NGO “Small Earth”;  



Turkmenistan – Mr. Akmukhamed Ibragimov and Mr. Mukhammetmyrat Kakadzhanov, 

NGO “Nature protection of Turkmenistan”;  



The Republic of Uzbekistan – Mr. Yuriy Ponomarev, NFP on ESD of the State Nature 

Protection Committee of the Republic of Uzbekistan and Ms. Natalia Shivaldova, Center 



International relations, connections and coordination in the CA have deep routes, insights 

and own history. The second chapter of the report “Subregional cooperation and coordination on 

Education for Sustainable Development in Central Asia” is devoted to that issue (Objective 6: 

Strengthen cooperation on ESD at all levels within the UNECE region). This chapter is written by 

Ms. Tatiana Shakirova, CAREC ESD Programme Manager, and Head of the CAWG on ESD.  



















1.1. The Republic of Kazakhstan   


Ms. Zhirkova M.G., expert on ESD, NGO “EcoObraz” 


At the present time, there are some positive changes implemented in the systems providing 

development and introduction of ESD on different levels in the Republic of Kazakhstan (RK).  

The Ministry of Education and Science of the RK implements joint actions on ESD 

introduction within the frameworks of its cooperation with NGOs and institutions of higher 


ESD is one of the important elements of the “Concept of Transfer of the Republic of 

Kazakhstan to Sustainable Development for 2007-2024” (strategic level) as well it is reflected in 

the EcoCode (legislative level). The Government Programme of the Republic of Kazakhstan for 

2007-2009 in p. 5.2 the Transfer to Sustainable development, life quality level increase and 

development of human capital reflects the main priority directions that include SD issues and 

introduction of main ESD principles into education.   

Secondary education system (including initial one) possesses a number of programs 

implemented as an optional part devoted to forming of skills, knowledge and values assisting to 

sustainable development. These programs are mainly implemented on oblast, city/village and 

school levels. 

Higher education system, starting from 2008-2009, will possess implementation of the new 

obligatory discipline “Ecology and SD” in all institutions of higher education in amount of 2 

credits for the first time ever (in accordance with the standards for bachelor’s degree).  

At the moment, one can say that introduction of “Ecology and sustainable development” 

discipline into education standards of bachelors’ degree is the first profound reflection of education 

strategy supporting ESD on national level. 

NGO activity has a significant importance in the Republic of Kazakhstan. Activity history 

of NGOs working on EE and ESD is equal to more than 15 years. It has begun with creation of 

extra-curricular activities on environment implemented by creative teachers. Such NGOs as 

“EcoObraz”, Karaganda “EcoCentre”, “Baiterek” and “Otrazhenie” take an active part in 

implementation of both national and regional projects on ESD in cooperation with the Ministry of 

Education and Science of RK and the CAREC as well as make a significant contribution into 

implementation of the UN Decade on ESD and the UNECE Strategy on ESD. 


In 2006, in order to support implementation of the “Concept of Transfer of the Republic of 

Kazakhstan to Sustainable Development for 2007-2024”, the CAREC in cooperation with the 

Kazakh National Academy of Education named after Altynsarin and NGOs RK and with support of 

the OSCE Centre in Astana has developed a draft of the National Action Plan on integration of 

ESD into programs, state standards and courses on ESD. At the present time, the finalization and 

adaptation to conditions of the Kazakhstan education system is taking place.   













Initiatives on education for sustainable development  


Example (initiative)  

“Development  of  transparent course on ESD for schools of 

Karaganda oblast” and the second phase – “Education for 

Sustainable Development in schools of Karaganda oblast”  

Executing organization 

/ partners  

NGO - Centre of coordination and information on environmental 

education “EcoObraz” (Karaganda, Kazakhstan)  

Objective according to 

the UNECE Strategy on 

ESD / indicator  

Objective 2. Promote SD through formal, non-formal and informal 


Indicator 2.2 Strategies to implement ESD are clearly identified. 

Sub-indicator 2.2.1.  Is ESD addressed through:


 (a) existing 



only? (b) a cross-curriculum approach? (c) the provision 

of specific subject programmes and courses? (d) a stand-alone 




Connection with 

national priorities  

This initiative is one of the examples of work on implementation of 

statements of such platform documents as the Concept of Transfer 

of the Republic of Kazakhstan to sustainable development and the 

EcoCode of RK.  

Goal and tasks of the 


Project goals:  



Development and introduction of a unified teaching and 

methodic course on environment and sustainable development for 

secondary schools in Karaganda oblast based on regional 




Course finalization taking into consideration comments from 

pilot schools, replication of it for all schools of Karaganda oblast 

and distribution of the Information and methodic appendix to the 


Target group  

Teachers of Karaganda city and Karaganda oblast, school children 

and youth  

Main events  


Development of transparent course on education for sustainable 

development designed for 12-year education system;  


Introduction of the course into a number of seminars for pilot 

schools (50 schools of oblast); 


Testing of the course during a school year and making changes 

and amendments;  


Replication of the course in all schools of the oblast; 


Creation and replication of the informational and methodic 

appendix to the course. 



Developed transparent course on education for sustainable 

development designed for 12-year education system 


Developed and disseminated manual for teachers including 

course content and key and topic lists in national and Russian 



Developed and disseminated electronic appendix to the course 

including methodic recommendations on development and 

implementation of lessons within the frameworks of the course   


The course and materials are approved by oblast education 



 For higher education institutions: These distinctions would be equal to: a) courses and disciplines, b) interdisciplinary courses, c) separate, specified 

SD courses or seminars, and d) stand alone projects implemented by the department, faculty or inter-faculty structures. 


 E.g. geography or biology. For higher education “subject”  means “course”.  


 A project is interpreted as a discrete activity with its own time allocation rather than a teaching/learning method. 



agencies (Department of Education and Advanced Training 


Discussion from the 

point of view of the 

UNECE Strategy on 


Quote from the Strategy:  

28. ESD demands a reorientation away from focusing entirely on 

providing knowledge towards dealing with problems and 

identifying possible solutions. Therefore, education should retain 

its traditional focus on individual subjects and at the same time 

open the door to multi- and inter-disciplinary examination of real-

life situations. This could have an impact on the structure of 

learning programmes and on the teaching methods, demanding that 

educators change from being solely transmitters and learners hange 

from being solely recipients. Instead both should form a team”. 

Lessons learnt / ideas 

and recommendations 

for the future  

Development experience of a transparent ESD course designed for 

12-year education system should be replicated into all secondary 

education system in Kazakhstan as well as recommended for 

expertise implementation within the MES RK. In addition to that, 

experience of the project could be an option for interest for other 

CA countries.   


Example (initiative)  

 “Integration of young people with disabilities into society 

through environmental education”  

Executing organization / 


NGO «EcoObraz» (Karaganda, Kazakhstan)/The Field Studies 

Council (Great Britain), NGO Karaganda Eco-Museum, and 

“Luchik Nadezhdy” (Karaganda, Kazakhstan)  

Objective according to 

the UNECE Strategy on 

ESD / indicator  

Objective 2. Promote SD through formal, non-formal and 

informal learning; 

Indicator 2.5 ESD methods and instruments for non-formal and 

informal learning are in place to assess changes in knowledge, 

attitude and practice. 

Sub-indicator 2.5.1 Are SD issues addressed in informal and 

public awareness-raising activities? 

Connection with national 


That initiative corresponds with such priority as development of 

inclusive education; there is a need in it highlighted in the 

Concept of Education development in the Republic of Kazakhstan 

until 2015 and the National Action Plan on education for all as 

well as forming of a competent individual in both formal and 

informal sectors reflected in the Concept of Transfer of the 

Republic of Kazakhstan to sustainable development.  

Goal and tasks of the 


Goal of the project – higher self-assessment building between 

young people with disabilities as well as a hope that they can play 

a positive role in the society.   

Project tasks:  

1.Education quality for kids and young people with disabilities 

through introduction of EE and ESD courses integrated into the 

main school course; 

2.Improvement of EE and ESD systems in order to involve kids 

and young people with disabilities in these processes of 




Pupils and students of Karaganda city and near-by town, 

including the ones with disabilities, teachers.  

Main events  


Development and introduction of specified course on EE and 

ESD taking into consideration physical particularities of kids 



and young people with vision and moving malfunctioning; 


Creation of specialized mobile “class’ on EE and ESD focused 

on these groups of kids and young people;  


Organization of special outdoor area for EE and ESD classes 

for these kids and young people; 


Conduction of joint information campaigns and actions having 

a practical use on environment and sustainable development 

with kids and young people having disabilities with pupils of 

other schools of students of higher education institutions. 



Developed manuals for teachers, manual for young kids with 

disabilities, pocket inquiry on rights and cooperation for young 



Eco-Museum exhibition devoted to environmental and 

sustainable development issues, adapted to the requirements of 



Environmental pathway created in a central park in Karaganda, 

adapted for transportation in wheel-chairs and use of special 

transportation units. 


8 trainers and 5 young people with disabilities trained for work 

with groups of young people with disabilities and mixed 

groups on environmental education.  

Discussion from the 

point of view of the 

UNECE Strategy on ESD  

Quote from the Strategy:  

«35. Non-formal and informal learning, including public 

awareness programmes, should aim to provide a better 

understanding of the links between social, economic and 

environmental issues in local and global contexts, including a 

time perspective. Communities, families, the media and NGOs 

are important actors in raising public awareness on SD». 

Project outcomes profoundly reflect content of sub-indicator 2.5.1 

– “Are SD issues addressed in informal and public awareness-

raising activities?” because the project activity has enlightening 

and informational character on SD and it is reflected in teaching 

activities as well as in project activities within the community in 


Lessons learnt / ideas and 

recommendations for the 


Inclusive education which is not quiet usual is a complicated 

process for both teachers and pupils (having or not having special 

requirements in education). It is required to shape a consciousness 

that sustainable development is not possible in an unfair 

community; it can’t be built up if a part of its members is 

basically out of it due to limitations created by an environment. It 

is required to make changes in the physical environmental 

allowing implementation of inclusive ESD.  


Example (initiative)  

“Biodiversity  conservation and basin management in Syrdarya 

river valley”  

Executing organization / 


The Central Asian Programme of the World Wild Life Foundation 

named “Biodiversity conservation and basin management in 

Syrdarya river valley”/Global Environmental Facility, UNDP, 

state nature protection bodies, executive and representative 

authorities of the RK, the Agency of Environmental News 

“GREENWOMEN”, Centre “Assistance to sustainable 

development of RK”, “Naurzum Uzhnaya Vetv” NGO   



Objective according to 

the UNECE Strategy on 

ESD / indicator  

Objective 2. Promote SD through formal, non-formal and 

informal learning; 

Indicator 2.5 ESD methods and instruments for non-formal and 

informal learning are in place to assess changes in knowledge, 

attitude and practice. 

Sub-indicator 2.5.1 Are SD issues addressed in informal and 

public awareness-raising activities? 

Connection with national 


This initiative is one of the bright examples of activity of multi-

sided and profound implementation of statements of such platform 

documents of the Concept of Transfer of the Republic of 

Kazakhstan to sustainable development, the EcoCode of RK as 

well as it assists to life quality level increase within the state 

which is one of the most important long-term strategies.  

Goal and tasks of the 


1.Increase of environmental management role  

2.Conservation and reclamation of biodiversity  

3. Implementation of strategies on sustainable use of nature 


4. Capacity building, strengthening of civil society institutions 

and awareness level increase  

Target group 

Local communities, teachers and students of the International 

Kazakh and Turkish University (Turkestan), teachers and school 

children, entrepreneurs, SME representatives, executive and 

representative power authorities  

Main events  


Selection of pilot areas  


Conduction of analysis on social and economic development of 

pilot territories  


Conduction of analysis on existing practices of nature resources 

use and their impact on environment  


Conduction of analysis on alternative practices of nature 

resources use  


Development and conduction of training modules for HEI, local 

communities, SME and NGOs  



Reasoned need in creation of the Turkestan national park (TNP).  


Received approval from local people for creation of the 

Turkestan national park.  


Elaborated needs of locals and alternative sources of 

employment in case of creation of the Turkestan National Park  


Created friend’s club of WWF for assistance to biodiversity 



Grants allocated for the projects on sustainable nature resources 


Discussion from the 

point of view of the 

UNECE Strategy on 


Quote from the Strategy: 

35. Non-formal and informal learning, including public awareness 

programmes, should aim to provide a better understanding of the 

links between social, economic and environmental issues in local 

and global contexts, including a time perspective. Communities, 

families, the media and NGOs are important actors in raising 

public awareness on SD. 

The project outcomes and activities are directly connected with 

the quoted article from the Strategy. They profoundly reflect 

definition of sub-indicator 2.5.1 Are SD issues addressed in 



informal and public awareness-raising activities? 

Lessons learnt / ideas 

and recommendations 

for the future  

Trainings encourage public consciousness and stimulate them for 

more active approach towards the reality. 

Trainings are the platform for dialogs between local people and 

stakeholders for discussion of the problems and looking for the 

solutions; they are also important for getting acquainted with 

possible variants of the solution for an existing problem.  




Example (initiative)  



Sustainability for Kazakhstan high-level 

governmental officials”  

Executing organization / 


Regional Environmental Centre of Central and Eastern Europe 

(REC), International University of Venice (VIU), CAREC, in 

cooperation with the Agroinnova and the Central European 

University (CEU) with support of the Italian Ministry of 

Environment, Land and Sea (IMELS) and BG Group. 

Objective according to 

the UNECE Strategy on 

ESD / indicator  

Objective 2. Promote SD through formal, non-formal and 

informal learning; 

Indicator 2.6 ESD implementation is a multi-stakeholder process  

Sub-indicator 2.6.1. Is ESD implementation a multi-stakeholder 


Connection with national 


The Concept of Transfer to sustainable development and the 

EcoCode outline the priority of creation the state team being able 

to function within conditions of new world reality and needs of 

changing ways of thinking and world comprehension. The course 

is only urgent in a national context as it is also vitally important 

for achievement of real changes towards sustainable development. 

Goal and tasks of the 


General goal of the project – to enhance the capacities of key 

senior government officials in Kazakhstan to ensure that the 

policies and programmes of their governments are more 

sustainable — environmentally, socially and economically. 




To build relationships between the various authorities needed to 

implement sustainable development policy (gathering officials 

from different ministries and agencies); 

2.To establish a high-level network of government officials 

within CEE that work towards the implementation of sustainable 


3.To support participants as they build substance into their policy-

making on sustainable development and develop and gain an 

overview of the approaches that can be taken; and 

4.To develop personal commitments to change among the 



Target group 

High-level    governmental  officials from the ministries and 

agencies of Kazakhstan  

Main events  

Conduction of four 6-days modules on the following topics: 

1.Sustainable development: Introduction and analysis  

2.Sustainability of natural resources  

3.Human safety and environmental safety  



4.Sustainability in practice  

5. Conduction of events on evaluation and monitoring of outputs 

of the modules  



25 project participants accomplishing 4 modules of the Course 

on SD have built their capacity on SD that will enable them to 

make more sustainable decisions in all spheres. 


Received international certificates.  


Developed and tested the Course of lectures on SD for high-

level governmental officials of Kazakhstan.  


Course participants are included into the network of senior state 

officials from the Central and Eastern Europe.  

Discussion from the 

point of view of the 

UNECE Strategy on 


Quote from the Strategy:  

“26. ESD requires multi-stakeholder cooperation and partnership. 

The main actors include governments and local authorities, the 

education and scientific sectors, the health sector, the private 

sector, industry, transport and agriculture, trade and labour unions, 

the mass media, non-governmental organizations, various 

communities, indigenous peoples and international organizations. 

65. The complex nature of ESD requires that, in addition to the 

education community, other relevant international actors should 

be invited to work in partnership to implement the Strategy. This 

is especially relevant for international cooperation aimed at 

improving SD related knowledge and skills for different 

professionals and decision makers.”  

Project outcomes and activities are directly related to the article 

26 and 65 of the Strategy.  

The Course on SD has made a great contribution into capacity 

building of high-level governmental officials of Kazakhstan as 

well as into creation of network of high-level governmental 

officials representing different ministries and agencies on SD. In 

the future, they will become a part of the high-level governmental 

officials’ network of Central and Eastern Europe; they will be 

able to share experience on introduction of SD into decision 

making process.  

Lessons learnt / ideas 

and recommendations 

for the future  

Project participants will be included into a group of high-level 

governmental officials being able to participate in preparation of 

the country to the Ministerial Conference “Environment for 

Europe” in Astana in 2011; they will be permanent partners in 

promotion of SD issues into policy and practice in RK.  

It is recommended to distribute project experience and to 

implement such projects in all countries of Central Asia, i.e. on 

capacity building of governmental officials on national and local 

levels of all CA countries.  


Example (initiative)  

“Promotion  of  ESD into the Higher Education System of 


Executing organization/ 


CAREC and Pavlodar State Pedagogic Institute (PSPI) in 

cooperation and with support of the OSCE Centre in Astana. 

Partners: the Ministry of Education and Science and the Ministry 

of Environmental Protection of RK, “Baiterek” NGO, “Karaganda 

EcoCentre” NGO, Centre for SD assistance and universities (HEI) 

of Kazakhstan.  



Objective according to 

the UNECE Strategy on 

ESD / indicator  

Objective 3. Equip educators with the competence to include SD 

in their teaching; 

Indicator 3.1 ESD is included in the training


 of educators.  


3.1.1. Is ESD a part of basic training for teachers?  

3.1.2. Is ESD a part of the educators’ in-service training?



Connection with national 


The Concept of transfer of RK to the sustainable development 

outlines a need of shaping new approaches in education and 

shaping of an individual as well as in receiving and development 

of competences allowing making decisions based on sustainability 

principles in all parts of economic and social spheres. The “Action 

Plan on implementation of the Transfer Concept of RK to 

sustainable development for 2007-2024” includes 2 paragraphs 

relating to staff training for SD.  

Goal and tasks of the 


Project goal - ESD promotion into the higher education system in 





To strengthen cooperation and coordination between state 

institutions, NGOs, scientific and international organizations in 

order to strengthen ESD in Kazakhstan. 



To strengthen legal platform for introduction of ESD into higher 

education system and to develop proposals on state mandatory 

standards for education on introduction of a new discipline 

“Ecology and SD” in an amount of 2 credits.  



To improve knowledge and skills on ESD within teachers.  



To continue informational campaign and capacity building of 

target groups and partners.  

Target group 

Professors and students of PSPI and other institutions of higher 

education in Kazakhstan  

Main events  


In 2007-2008, development of a new course “Ecology and 

sustainable development” and recommendations to its 

introduction into higher education system of Kazakhstan. 


Development of manual on ESD introduction into higher 

education based on PSPI example.  


Conduction of a number of trainings of SD and ESD in PSPI 

based on inter-disciplinary topics of SD and the new course on 

“Ecology and sustainable development” in order to replicate 

methodic and education materials, best practices for capacity 

building of teachers within domestic HEI  


National teaching and methodic seminar on “Pioneer experience 

and development perspectives for new discipline “Ecology and 

Sustainable Development” based on PSPI (October, 2008). 


Elaboration of proposals on inclusion of a new discipline on 

“Ecology and Sustainable development” into the new state 

standard of higher education in RK  



The Ministry of Education and Science of RK has introduced a 

new obligatory discipline “Ecology and Sustainable 

Development” in amount of 2 credits for all universities of 



 ESD is addressed by content and/or by methodology. 


 For higher education institutions: The focus is here on existing in-service training programmes regarding SD and ESD for university/college 

teachers in their own universities/colleges. 





Developed curricula (higher professional education) “Ecology 

and sustainable development” – for humanitarian, natural and 

social majors, 2 credits (90 hours).  


Developed and tested 20 topics of sustainable development as 

inter-disciplinary in teaching 14 disciplines and 10 majors of 

bachelor’s degree and master’s degree of the PSPI.  


Developed and tested the Manual on “Introduction experience 

of ESD in the Pavlodar State Pedagogic Institute”.  


Conducted national teaching and methodical training on 

“Pioneer experience and development perspectives for 

development of a new discipline on “Ecology and sustainable 



Teachers of RK HEI have gained new knowledge on SD, 

manuals and teaching materials for teaching the course.  

Discussion from the 

point of view of the 

UNECE Strategy on 


Quote from the Strategy:  

“31. Appropriate initial training and re-training of educators and 

opportunities for them to share experiences are extremely 

important for the success of ESD. With heightened awareness and 

knowledge on sustainable development and, in particular, SD 

aspects in the areas where they work, educators can be more 

effective and lead by example. Training should also be closely 

linked to the relevant research findings on SD”. 

“54. Educators, leaders and decision makers at all levels of 

education need to increase their knowledge about education for 

sustainable development in order to provide appropriate 

guidance and support. Therefore, competence-building efforts are 

necessary at all levels of both formal and non-formal education.” 

Project outcomes profoundly conform with these statements 

increasing competence of teachers on SD and ESD as well as 

assisting to satisfying their need in knowledge on SD.  Content of 

indicator 3.1 “ESD is included in the training


 of educators.” is 

achieved in more than just one university providing with training 

for pedagogues; in addition to that, there is an opportunity of 

integrating it into all pedagogic HEI of the country.    

Lessons learnt / ideas 

and recommendations 

for the future  

CAREC has provided all of the CA countries with outputs of this 

project during the Seventh Central Asian Conference on ESD 

conducted on 20-22 November, 2008. Showing significant 

outcomes in Kazakhstan, CAREC is working on development of 

fruitful conditions for similar projects in Central Asia in 2008-

2009 under support of the European Commission.   

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