1. ESD: Complementing Initiatives for EFA
UNESCO Bangkok, Asia and Pacific Regional Bureau for Education

3. Universal Education Goals
Developing good relationships with others
Developing self competence and confidence
Developing an aesthetic appreciation for the environment
National identity
Physical health
Vocational skills
Learning society
Developing spiritual, moral, social & cultural values

4. UNIVERSAL EDUCATION GOALS
Providing access and quality education for all
Empowering people through education to create a sustainable future
EFA
ESD

5. Comparative Advantages
UNIVERSAL EDUCATION GOALS
EFA
Increasing primary enrollment rates for girls and boys
Increasing survival rates to Grade 5 for girls and boys
Reducing P/T ratio
Increasing youth and adult literacy
Increasing enrollment in TVET for boys and girls
Increasing % of teachers with required qualifications
Quality, relevant learning
ESD
Quality teaching (student-centered, locally-relevant, project-based, experiential, etc.)
Locally-relevant lesson planning
Encouraging community participation in education
Engaging students and youth in decision making
Developing skills and competencies for good citizenship, social behavior and cont’d learning 5

6. UNESCO General Conference
(Paris, October 2007)
Sustainability “presents a challenge of learning how to live differently, and education is key to this. But the issue is not just one of putting ESD into the curriculum and teaching materials, important though this is. It is also about cultivating capacities of critical understanding, careful analysis, respect for others and forward-thinking capacities, which enable people to reflect upon and change their behaviour, values and life-styles.”
Mr. Koichiro Matsuura, Director-General of UNESCO, to 96 Ministers of Education gathered the Ministerial Round Table on Education and Economic Development, Paris,19-20 October 2007.
(Communiqué can be downloaded at:

7. EFA
ESD
QUALITY
GENDER
LITERACY
LIFE SKILLS
UPE / UBE
ECCE

8. EFA Global Monitoring Report 2008
Quality monitors three dimensions: Assessment of learning performance, enabling conditions for teaching and learning, and quantity and quality of the workforce. But assessments rarely examine values, attitudes and other non-cognitive skills. 8

9. South East Asia and the Mekong: Quality Needs
Education and training of in-service primary school teachers to improve teaching and learning methodologies;
Improving the quality of pre-service and in-service teacher training;
The present basic education curriculum is ‘overloaded’ leading to a need to review and decongest the curriculum; and
Building capacity for monitoring, evaluation and reporting at all levels (down to the districts and schools).

10. Life Skills: Another of Many Links
EFA
ESD
Youth literacy
TVET
Knowledge, skills and attitudes toward personal health
Transitioning to secondary and higher education
Effective communication
Critical thinking, problem solving
Systemic thinking
Independent learning
Team work, cooperation
Interpersonal relations
Quality awareness
The capacity to use these processes: knowing, inquiring, acting, judging, imagining, connecting, valuing, and choosing
ESD 10

11. South East Asia and the Mekong: Skill Needs
Training programmes need to better match the needs of either the trainees or labour market demand;
The revision and development of TVET programmes that serve today’s labour market as well as tomorrows
Mainstreaming entrepreneurship skills in TVET; and
Systematic and comprehensive data collection mechanisms and tools yet to be established to provide accurate and up-to-date information on skills training programmes.

12. Complementary Structures
EFA
EFA National Coordinator
National EFA Forum
EFA National Action Plan
ESD
ESD Focal Point
National DESD Committees / Working Groups
National DESD Goals & Priorities

13. Recommendations
1. Conduct a mapping of ongoing quality education and skills initiatives at the national level:
How can these initiatives link EFA and ESD?
2. Assist ESD programmes to identify national sustainable development priorities:
How can these priorities complement EFA in national sustainable development strategies?
How can ESD goals and priorities complement the National EFA Action Plan?
3. Link EFA and ESD programmes at the national level through representation in the national EFA forum and National ESD Committee. 13

14. Advisor of the Minister of National Education,
“One of the challenges of EFA is to produce a harmonious society. All our efforts to fill the gaps between disparities (gender, rural/urban, linguistic, etc.) are not to produce statistics, but the aims are to develop a harmonious and sustainable society.”
Mr. Herwindo Haribowo
Advisor of the Minister of National Education,
Indonesia

15. UNESCO Bangkok, Asia and Pacific Regional Bureau for Education