Training of Trainers on the Green School Actions for Education for Sustainable Development 2030 and Response to COVID-19 in the Sub-region of Southeast Asia

04 - Quality Education

UNESCO Office Jakarta organized a two-day virtual Training of Trainers (ToT) on “Revitalizing Green School Actions for Education for Sustainable Development (ESD) for 2030 and as part of Education Response to COVID-19 to Build Sustainable, Peaceful, and Resilience in Southeast Asia. The virtual training conducted on 3 and 4 November 2020 joined by 30 representatives from the Ministry of Education, principals, and teachers from Brunei Darussalam, Indonesia, Malaysia, Philippines, and Timor-Leste.

On the first day of the virtual training, the trainers from Universiti Kebangsaan Malaysia delivered sessions on Environmental and Climate Change Education, Energy and Carbon Footprint, Importance of Forests, Waste 3R, Smart Water and Green School, and Awareness and Behaviour. The sessions gave insights to participants on the critical environmental issues and how green actions through education could influence a sustainable future.  

The last day of the training started by the presentation of Prof. Dr. Mohd. Nizam Mohd. Said from Institute of Climate Change The National University of Malaysia on Timor-Leste strategies in implementing ESD, followed by sharing the success story and proposal design of Green School in Malaysia and Indonesia. At the end of the session, the participants exchanged their views and country's best practices on Green Schools Action and issues. Representative from Timor-Leste shared his Green School Actions such as replanting, community level environmental project and school farming. From Malaysia, Dr. Adzuhaidah M. Taha, also shared her experience on implementing Green Actions at ASP Net School by involving teachers and students to study about the environment with activities such as mangrove planting and beach cleaning. The sharing experiences is expecting to provide insight to participants on Green School Actions plans and implementations at respective schools and country’s context.

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