Nature Trust supports introduction of Education for Sustainable Development
“The EkoSkola programme can be seen as the main vehicle of promoting ESD” – EkoSkola programme coordinator Paul Pace
Having analysed the National Curriculum Framework, which is currently open for consultation, environmental NGO Nature Trust (Malta) feels that the document boldly addresses a range of important issues. Among other things, the organisation commends the proposal to adopt cross-curricular themes, particularly the formal introduction of Education for Sustainable Development.
The NGO welcomes the fact that the National Curriculum Framework addresses issues such as the emphasis on the learner’s developmental process, the need for a smooth transition from one cycle to the other, the consideration of diversity as an educational opportunity and the integration of various stakeholders in the educational process.
Although the document outlines a basic curricular structure, principles and aims, it avoids prescription and encourages schools to tailor the framework to their specific realities. Nature Trust believes that this is conducive to an educational process that is more relevant (and hence motivating) to the learner.
Nature Trust is very active in environmental education as it strongly believes that education is the best tool to develop environmental responsibility. The organisation has been the representative of the Foundation for Environmental Education (FEE) – an international NGO promoting sustainable development through environmental education – since 2002.
This opportunity paved the way for students attending schools in Malta to be able to do something for the environment while having the opportunity to receive the Green Flag award for their efforts. The FEE programmes run in Malta include Eco-Schools (EkoSkola), Young Reporters for the Environment and Learning about Forests.
Nature Trust feels that the introduction of Education for Sustainable Development (ESD) in the educational system is long overdue. In the light of cross-curricular themes being a relatively new concept in local curriculum development and syllabus design, the NGO is proposing the appointment of qualified coordinators to ensure that cross-curricular themes are properly addressed in school/college policies and learning programmes.
Because the organisation has experience in the promotion of Education for Sustainable Development through the EkoSkola programme, it would be able to provide training for ESD coordinators and continue to support teachers and schools in their efforts to promote ESD through the EkoSkola, Young Reporters for the Environment and Learning about Forests programmes.
EkoSkola programme coordinator Paul Pace said: “The EkoSkola programme can be seen as the main vehicle of promoting ESD. Over these last 10 years the EkoSkola programme distinguished itself in the seamless integration of ESD in schools. The programme has shown that certain targets of the National Curriculum Framework can be achieved.”
Aside from providing appropriate educational material, the introduction of ESD in the national curriculum involves a series of complementary actions aimed at making educational institutions sustainable. These actions can be gradually implemented based on the specific needs of the school/college. These actions include:
- the participation of students in decision-making fora
- a commitment to a change in lifestyle (particularly on an institutional level)
- having curriculum planning sessions to identify sustainable themes (at various levels: college, school, class, subject)
- having an ESD champion or organisation that monitors and supports ESD implementation
- pre/in-service teacher training on sustainable development issues and ESD.
The National Curriculum Framework also places great emphasis on hands-on and experiential learning. This is highly commendable. Experiential learning is intimately related to out-of-class activities that would include visits to sites of special educational interest and outdoor spaces.
In this regard, Nature Trust is proposing a revision of the current policy that restricts the number of out-of-class activities that teachers can plan for their class. In line with the learning experiences promoted in the National Curriculum Framework, teachers should be free to organise such activities as long as they are planned and visibly integrated in their Scheme of Work.
