ActiveLearningMethodologiesTrainingManual Final
ActiveLearningMethodologiesTrainingManual Final
ActiveLearningMethodologiesTrainingManual Final
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University of Malta
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Some of the authors of this publication are also working on these related projects:
Building on scientific literacy in evolution towards scientifically responsible Europeans (EuroScitizen) View project
All content following this page was uploaded by Nuno Melo on 19 October 2014.
This project has been funded with support from the European Commission.
This publication reflects the views only of the authors, and the Commission
cannot be held responsible for any use which may be made of the information
contained therein.
Edited by:
Nuno MELO and Rui COVELO, Lisbon Higher School of Education (ESELx), Portugal
Acknowledgements:
PERL Work Group 4a (Active Learning Methodologies) would like to thank Victoria W. Thoresen, PERL
Project Leader, and Associate Professor, Hedmark University College, Norway, for her support in the
development of this resource.
Supported by:
2
Contents
Introduction……………………………………………………………………………………………………… 4
References………………………………………………………………………………………………………… 23
3
Introduction
The Partnership for Education and Research about Responsible Living (PERL) comprises
educators, researchers and practitioners from over 120 institutions in more than 50
countries. This partnership stems from an awareness of the urgent need for individuals
and society to significantly rethink and reorient the choices they make and the manner
in which they live their lives in order to reduce the negative impacts of climate change
and financial instability, to ensure more just distribution of resources and to foster
sustainable, dignified human development for all. Based on six years of work by the
Consumer Citizenship Network (CCN), PERL partners develop projects, methods and
materials to encourage people to contribute to constructive change through the way
they choose to live.
The PERL network is a large multi-disciplinary organisation which has a core of working
group members supported by a larger group which constitutes the Consultants
network. PERL is coordinated from the Hedmark University College in Norway. The
Norwegian Ministry of Children, Equality and Social Inclusion also supports PERL.
One of the PERL working groups is focusing on ‘Active Learning Methodologies’ and its
objectives are to develop resources that build on the criteria and student-centred
constructive methods of the original “Images and Objects” Active Methodology
Toolkit1 and the YouthXchange Training Kit2.
1
The original ”Images and Objects” Active Methodology Toolkit was developed by the Consumer
Citizenship Network (CCN) and provides step-by-step instructions for planning and implementing
education for sustainable development activities, using images and objects.
2
The UNEP/UNESCO YouthXchange training kit is designed to help trainers and individuals to understand
and communicate on sustainable lifestyles
4
PART 1: Why Do We Need Education for Responsible Living?
The United Nations Millennium Development Goals (MDGs) were established to focus
global development objectives on human wellbeing and the eradication of poverty.
Human well being is not just about feeling physically healthy – i.e. having access to
appropriate nutrition, physical activity, clothing and shelter. It is also about having
access to education, work, a living wage, a social network, spiritual fulfilment and
being able to live in a natural environment which is pleasant and which is conducive
rather than threatening to health.
The MDGs can only be achieved if a philosophy of sustainable development is adopted,
so that the differences that exist in the wellbeing of different populations is equalised,
and a fairer distribution and use of the world’s resources is facilitated. Adopting a
sustainable development approach involves identifying, analysing and reflecting on
factors related to:
• Quality of life of all individuals from all regions of the world;
• Protection of current and future quality of life.
There are 3 aspects which need to be considered in sustainable development:
• Society: i.e. social prosperity of all citizens within a world of mutual respect
• Economy: i.e. economic growth in all regions of the world in a fair manner and
to ensure sustained livelihoods for all citizens
• Ecology or Environment: i.e. protection and conservation of the natural
environment to meet current and future needs of the earth’s inhabitants.
Figure 1. Three aspects which need to be considered in sustainable development (AUE, 2008 s. 12)
Some may think that ensuring sustainable development is a task for governments,
policy makers and industry alone. In reality, each individual, each global citizen, has a
role in promoting sustainable development. This can be done by choosing to embrace
responsible living.
5
PART 1: Why Do We Need Education for Responsible Living?
“The challenges that the world faces, such as financial crisis, climate change, resource
shortages, poverty and uneven distribution of both the benefits and impacts of
modern development will not be solved without harnessing the potential of educated
and motivated citizens” (Thoresen et al, 2009). To overcome these challenges and to
prevent their recurrence we need to act responsibly in our everyday choices. We no
longer have ignorance as an excuse. Our current scientific knowledge of the impact of
our lifestyles on us, on others and on Earth itself obliges us morally to safeguard the
wellbeing of the global community. We have to shift from being egocentric to being
ecocentric, or “truly sustainable in the ecological sense of the word.”(Harding, 2009)
When dealing with schoolchildren and young people, we must help them move away
from focusing solely on self gratification - whatever the consequences for others - and
move towards appreciating the value and application of an ecocentric way of living. We
must help them develop a systems approach to responsible living. We must help them
see or identify the interaction between economic, social and environmental systems.
The end goal is that, in their choices and in their actions, these young citizens will
come to recognise early on that they have a responsibility towards oneself, towards
society and towards Earth.
Lifestyles include all aspects of the way we live our lives. This includes choices related
to food, clothing, personal hygiene, home design and care, travelling, leisure time etc.
These choices allow us to fulfil our needs and aspirations. These choices also signal our
social position and our beliefs to others. Fundamentally, our lifestyle choices are
closely linked to resource flows in society. It is our use of these resources, through
goods or services, that determines if our life is sustainable or not.
“Sustainable lifestyles are patterns of action and consumption, used by people to
affiliate and differentiate themselves from others, which: meet basic needs, provide a
better quality of life, minimise the use of natural resources and emissions of waste and
pollutants over the lifecycle” (CSD, 2004). 'Sustainable livelihoods' and 'sustainable
ways of living' are other commonly used terms, usually with the same meaning as
sustainable lifestyles.
Responsible Living is a deeper and broader interpretation of sustainable lifestyles.
Here the emphasis is not only on using knowledge and applying knowledge
conscientiously for bettering our own quality of life without jeopardising that of
others, but actually being proactive in bettering the quality of life of others, directly or
indirectly. We need to adopt values and attitudes and obtain skills to seek informed
choices and actions. It is crucial that in our choices and actions we do not jeopardise
the needs of both current and future generations and both populations of the
northern and southern hemispheres. In seeking to be responsible, an awareness of the
needs of others, an appreciation of diverse viewpoints and ways of life, and a critical
analysis of best use of resources are all fundamental for success.
6
PART 1: Why Do We Need Education for Responsible Living?
7
PART 2: Active Learning and Teaching Methodologies
Much has been written about the use and benefits of active learning and teaching in
education. This section of the manual provides:
• a brief theoretical justification for including active methodologies in seminars
and workshops on responsible living
• details of a varied selection of active methodologies to be used for different
purposes and which might be considered by a facilitator when planning
seminars and workshops. (Further ideas can be found in the numerous
specialist books on the subject and on the internet.)
Education psychologists tell us that people remember much more about what they do,
as opposed to what they hear or read. The old Chinese Proverb sums this up nicely:
Therefore, in order to promote learning among all participants, seminar and workshop
facilitators should strive to organise active learning activities involving real-world
problems. The main focus should be on transformative methods of teaching, including
the kinds of strategies that are frequently contrasted with transmissive methods of
teaching.
8
PART 2: Active Learning and Teaching Methodologies
The notion of student-centred active teaching and learning is not new. In the middle of
the 20th century Edgar Dale (1957) developed a learning pyramid (Figure 2) to illustrate
the relationship between teaching and learning approaches, and the impact that these
have on participants’ knowledge and skill retention after a period of time. It is evident
from the pyramid that active approaches which involve learning by doing can help to
maximize learning.
9
PART 2: Active Learning and Teaching Methodologies
Participants in seminars and workshops will unavoidably all have a preferred learning
style. Some participants prefer to see information (visual learners), some prefer to
hear information (auditory learners) and some prefer to learn by doing (kinaesthetic
learners). Participants generally learn best when they are given the opportunity to
work in their preferred learning style. However, based on Dale’s (1957) pyramid, by
using active teaching and learning approaches there is an increased likelihood of
retention of new learning.
Some questions to consider when choosing an Active Methodology for your target
audience
• Is the method age-appropriate?
• Is the method appropriate for the size of the group?
• Is this a suitable method for achieving the learning outcomes?
• Will all learners have the opportunity to participate?
• Do you have adequate facilities and resources to implement the method?
• Are you comfortable with implementing this method with a group of learners?
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PART 2: Active Learning and Teaching Methodologies
Icebreakers are activities that are used in seminars or workshops to ‘break the ice’.
They have the potential, if correctly chosen and organized, to be fun and to encourage
participation, interaction, reflection and learning among people in a group. Icebreakers
should:
• Have clearly thought out objectives
• Be well planned and implemented
• Actively involve all participants.
To help students acquire new knowledge, foster target attitudes and learn new skills,
such as reflection and analysis, critical thinking, problem solving and persuasive
communication some useful active learning methodologies include:
Pictures, songs, poems, videoclips, short stories or situation cards may be used
for generating a discussion guided by the series of prompting questions.
Brainstorming, mindmapping, solving case studies are examples of activities
which could also involve prompting questions.
11
PART 2: Active Learning and Teaching Methodologies
• Peer teaching: In peer teaching students are assigned tasks where they need to
develop messages or materials for passing on new knowledge to their peers.
This is sometimes also called group-to-group exchange. The students construct
their own learning as they need to select the information necessary to put
across the expected knowledge, order it appropriately and present it in an
effective way to facilitate learning.
All learning sessions should have clear intended learning outcomes. At the end of the
session some form of activity needs to be carried out, not only to measure whether
these outcomes have been reached, or whether other new learning has also taken
place, but also to facilitate students’ retention of knowledge and skills and acceptance
of their value, usefulness and application where appropriate. The students are asked
to identify, verbalise, or write about new learning. They may also be asked to
reconsider their attitudes or opinion regarding an issue, or to practice applying new
knowledge to fictitious situations or to their own life.
12
PART 2: Active Learning and Teaching Methodologies
• Review (final recapitulation or revision): This can take many forms such as
solving puzzles, completing sentences (verbally or in writing), participating in
team quizzes, or producing charts, posters or leaflets. It can also take the shape
of minute papers where students answer the questions “What was the most
important thing you learned today?” and “What question do you still have
unanswered?” The answers are then shared in class.
Alternatively, one can utilise the student summary approach where a student
volunteers an answer to a question posed by the teacher, and then the teacher
asks another student at random to summarise the first student’s answer. This is
repeated for different questions so that all students get a turn to summarise
another students’ answer. The teacher intervenes to correct or prompt
response reconsideration where necessary.
• Final sentiments: Here students can be asked to complete statements such as:
“I was surprised that…”, “I’m glad I learned that…”, “I wonder about…” They
can then share their statements with the rest of the class.
• Self assessment and future goals: This activity aims to encourage the students
to have ownership of the new learning by assessing its value to them and its
use in their lives, as well as making plans for working with the new learning. A
typical question could be: “What, if anything, will you use in your everyday life
or in the future from this activity?”
The students can also assess their current behaviours which are related to this
new learning and set goals for maintenance or improvement accordingly. They
can also be asked to express how they will share new learning with others.
The above suggestions are not intended by any measure to be an exhaustive list of
active learning methodologies, but to serve as examples of how such methodologies
can be used at different stages of a learning session. The examples given involve
different processes, different configuration of students, different group dynamics and
different intended learning outcomes.
13
PART 2: Active Learning and Teaching Methodologies
Evaluation of Activity
It is always beneficial to evaluate a teaching and learning activity. This will help the
facilitator to assess whether the activity is suitable for the type of audience and its
feasibility with the resources available (physical, time, human, economic), and thus
take decisions regarding future use.
Questions that a facilitator might ask participants or groups to consider/ reflect upon
after the activity:
• What do you feel was achieved through this activity?
• Was there anything that surprised you?
• Did you feel uncomfortable or left out at any point during the activity?
• Is there anything you would want to be done differently if you had to
participate in a similar activity in the future?
Questions that a facilitator might consider/ reflect upon after the activity:
• What worked well?
• What could be improved?
• Do I see myself using this activity or a variation of this activity with another
group in the future? In what situation?
• Is there anything I should keep in mind if I conduct this activity again?
• Is there anything else I need to consider?
14
Part 3: Planning and Running a Seminar: Checklists
The below checklists are meant to facilitate the preparation, organisation and
implementation of a seminar. Print the checklists and read carefully through them.
Draw a line through the statements / tasks which do not apply to your seminar. Then
start working on the remaining tasks. Tick the pertinent box as you accomplish each
task.
15
Part 3: Planning and Running a Seminar: Checklists
Finances
Contact possible agencies for funding (e.g. university, government
departments, NGOs)
Apply for financial support
Determine participation fee
Offer the participants opportunity for financial support, if appropriate
Draw up a financial plan
Participant identification
Decide on potential participants (target audience)
Decide whether there will be open or restricted participation
Determine the number of participants required (max – min numbers)
Programme (Refer to sample programme in Appendix.)
Determine programme schedule (how many days, how many sessions
daily, duration of sessions, coffee/lunch breaks [ consider concentration
span, time for questions and answers])
Location
Determine how many rooms are required
Determine size, layout of rooms
Determine equipment and facilities available at location (chairs, tables,
data projector, overhead projector, laptops, projector screen, props,
computer, internet access, flipchart, whiteboard, markers, space for
activities, drinking water, cloakroom, restroom)
Determine what equipment must be brought to the location
Book venue, equipment, refreshments
Confirm booking of venue, equipment, refreshments and pay any deposits
Obtain clear directions to venue
Participant recruitment
Decide on advertising/promotion (strategies)
Compile invitation list
Design and issue invitations (include RSVP)
Determine a booking system (e.g. online, telephone, fax, post)
Determine booking fee
Confirm booking
Seminar
Determine dates for planning meeting/s
Clearly identify seminar topic
Clearly set aims and objectives
16
Part 3: Planning and Running a Seminar: Checklists
17
Part 3: Planning and Running a Seminar: Checklists
Set up equipment
Place seminar packs and materials at hand
Organise for Attendance sheets to be signed
Greet participants and make introductions
Manage time efficiently (monitor schedule using a stopwatch or clock)
Manage presentations efficiently. If you are also the speaker, keep in mind not to
read word by word the text on your slides
Pay attention to the participants’ feedback (verbal and non-verbal) – If you are
also the speaker, adapt your approac or alert speaker if he/she needs to slow
down, speed up, speak more loudly, explain better, etc
Invite questions and comments or alert speaker to do so
If you are also the speaker, answer questions concisely and seek clarification if
necessary. Also offer to give a fuller response later in a private conversation
Thank speaker and facilitators
Thank participants
Invite participants to give feedback and explain how if necessary, e.g. complete
evaluation form
18
PART 4: Useful websites
Below is a list of useful websites for Seminar organisers and trainers. The list is not a
complete one, but has been compiled to get you started in exploring the world wide
web as a resource for teaching and learning. It is important to be aware that websites
disappear or change rapidly and that new websites are created every day.
http://www.lc.unsw.edu.au/onlib/tutsem.html
The Learning Centre: Academic Skills Resources website provides a comprehensive list
of preparations for an individual seminar presentation.
http://www.learnhigher.ac.uk/Staff.html
Learn Higher: Centre for Excellence in Teaching and Learning website provides a broad
range of resources for staff including, resources on group work, oral communication,
report writing, critical thinking and reflection.
http://www.pa-lawfirmconsulting.com/pdfs/marketing/A_SEMINAR_CHECKLIST.pdf
Ellen Freedman of Freedman Consulting, Inc 2005 provides a comprehensive checklist
for organising a seminar/conference.
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PART 4: Useful websites
http://www.unesco.org/education/tlsf/
Teaching and Learning for a Sustainable Future: A Multimedia Teacher Education
Programme website provides topics, bases for discussion and active teaching and
learning methodologies.
http://www.worldwatch.org/files/pdf/Education.pdf
The ‘State of the World, 2010, Transforming Cultures: From Consumerism to
Sustainability’ produced by the Worldwatch Institute is a series of scientific articles
from the World Watch Report. Useful for deep understanding of sustainable
development.
http://www.responsibletravel.org/home/index.html
The Center for Responsible Travel is a non-profit making organization. This website
provides examples of sustainable tourism.
http://www.footprintnetwork.org/
The Global Footprint network website gives information about the footprint of nations,
cities, rural areas and individuals. Figures for different countries can be obtained.
Interesting quizzes which can help pupils change their lifestyles.
http://sustainability.publicradio.org/
This American Public Media website provides examples on sustainability from the
media of news stories that can be used by teachers as case studies/ discussions in
lessons.
http://www.youthxchange.net
The Youthxchange website produced for young people provides resources for a variety
of topics relating to sustainable lifestyles.
http://www.pewclimate.org/
The PEW Centre for Global Climate Change website provides background information
for teachers for a more detailed understanding of climate change.
http://www.sustainable-everyday.net
The Design for Social Innovation and Sustainability (DESIS) Network website provides
case studies and stories from around Europe of ways of promoting sustainable ways of
living.
http://theplasticpatrol.squarespace.com/about-me/
This website was created by young children fighting plastic pollution. It includes
discussion points and examples of craft activities.
http://earth911.com/
Earth911 is an environmental services company that addresses solutions for products'
end-of-life for both businesses and consumers. The website provides up-to-date links
of examples of green lifestyles and recycling projects around the world.
http://www.eartheasy.com/
Eartheasy provides practical products and information about sustainable living. The
website includes a range of links to short articles about sustainable living from food to
leisure.
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PART 4: Useful websites
http://www.fight-climate-change.com
This website provides information on a variety of climate change issues presented in a
simple way, for teachers or pupils.
http://www.sustainable-everyday.net/lolaprocess
The PERL website provides case studies of innovative responses to everyday living. It
also contains a teachers’ guide and resources.
http://www.footprintnetwork.org/en/index.php/GFN/page/personal_footprint/
This Global Footprint Network website provides information on how students can
calculate their ecological footprint and find out how to minimize their impact on earth.
http://www.perlprojects.org/content/download/26067/299880/file/UNEP%20layout%
20FINAL%2027%20April%202010.pdf
The ‘Here and Now - a handbook for education for sustainable consumption,
recommendations and guidelines’ is a publication from the United Nations
Environment Programme and the Marrakech Task Force on Education for Sustainable
Consumption led by Italy in collaboration with the United Nations Decade on
Education for Sustainable Development and the Hedmark University College in
Norway.
http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/ALTM-KS12.pdf
This publication for the Northern Ireland Curriculum website provides a useful toolkit
for teachers in the use of active learning methodologies with many examples of
activities. This publication is aimed at teachers of pupils up to age 11 years.
http://www.nicurriculum.org.uk/docs/key_stage_3/ALTM-KS3.pdf
This publication for the Northern Ireland Curriculum website provides a useful toolkit
for teachers in the use of active learning methodologies with many examples of
activities. This publication is aimed at teachers of pupils up to age 14 years.
http://www.training-games.com/pdf/40FreeIceBreakers.pdf
Training Games, Inc have compiled a list of icebreakers that teachers may find useful.
http://www.unc.edu/depts/wcweb/handouts/brainstorming.html
The University of North Carolina has provided a useful resource on brainstorming.
http://www.mindtools.com/brainstm.html
This ‘Mindtools’ website provides information on brainstorming.
http://www.ecu.edu.au/CLT/tips/docs/groupwork.pdf
The Edith Cowen University, Australia provides a resource for conducting group work.
http://www.merlinhelpsstudents.com/resourcecentre/studyguide/groupwork.asp
The ‘Merlin helps Students’ website provides a study guide for group work.
http://www.mind-mapping.co.uk/
The ‘Illumine Training’ website provides information and resources on mind-mapping.
http://www.youtube.com/watch?v=MlabrWv25qQ
This youtube link provides a videoclip on Tony Buzan’s mind-mapping.
http://jc-schools.net/tutorials/ppt-games/
This website provides a selection of PowerPoint games. The templates can be
modified to suit the teacher/curriculum needs.
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PART 4: Useful websites
http://sites.google.com/site/perlactivemethodologies/file-cabinet
This section of the PERL website provides the ‘Images and Objects Toolkit’ in English,
Norwegian and Portuguese.
http://www.unesco.org/new/en/unesco/ (UN Educ decade)
This website provides definitions and short paragraphs about a range of topics. A good
overview to clarify issues.
http://www.dolceta.eu/
This is an online consumer education website for teachers, parents and pupils based
on consumer decisions made in everyday life.
http://www.energystar.gov/ (Energy efficiency)
This US environmental protection agency website includes information on energy
labelling systems and reduction of energy in use of products and environments.
http://www.unwater.org/
A UN website on water including a range of fact sheets and other resources with up to
date sources.
http://www.education.endean.org
This website offers key design ideas for inclusive design and examples that can be used
as case studies for products that are purchased.
22
References
Aue (Amt für Umweltkoordination und Energie) (2008). Canton of Berne Sustainability
Compass, Guide. Available at
http://www.bve.be.ch/bve/de/index/direktion/ueber-die-
direktion/dossiers/nachhaltige_entwicklungne/sustainability_compass.assetref/co
ntent/dam/documents/BVE/AUE/de/aue_ne_nhb_kompassleitfaden_08_englisch.
pdf
CSD (Centre for Sustainable Development). (2004). “Every little bit helps…” University
of Westminster. Available at
http://home.wmin.ac.uk/cfsd/reports/Sustainable_lifestlyes_summary_report.pdf
Dale, E. (1957). Audio-Visual Methods in Teaching. New York, The Dryden Press
Harding S. (2009). Gaia Awareness: Awareness of the animate qualities of the earth. In
A. Stibbe and H.Luna (Eds.), The Handbook of Sustainability Literacy. Dartington,
Green Books Available at:
http://www.sustainability-literacy.org/multimedia.html
Partnership for Education and Research about Responsible Living (PERL). (undated).
Sustainable Lifestyles. Available at http://www.perlprojects.org/hihm/Project-
sites/PERL/Responsible-living/Sustainable-lifestyles
Partnership for Education and Research about Responsible Living (PERL). (2010). PERL
Empowering Transformation. Available at
http://www.perlprojects.org/Project-sites/PERL/Resources/Library/PERL-
brochures
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Selby, D. 2007. As the heating happens: Education for Sustainable Development or
Education for Sustainable Contraction? Int. J. Innovation and Sustainable
Development, Vol. 2, Nos. 3/4:249-267.
Thoresen, V., Chittenden, D., Innamorati, A., Pierre, F., Strecker, M. and Combes, B.
(2009). Education for Sustainable Consumption (ESC). Available at:
http://www.perlprojects.org/hihm/Project-sites//Responsible-living/Education-
for-sustainable-consumption
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Appendix: Samples of Seminar Programmes
The purpose of this seminar is to support and encourage teachers, tutors and lecturers to
integrate some of the concepts of sustainable development into teaching and learning. The
Partnership for Education and Research about Responsible Living (PERL) is a partnership of
educators, researchers and practitioners from all over the world, working to empower citizens
to live responsible and sustainable lifestyles. This seminar with hands on workshops will
explore with participants some of the work and resources developed through two of the PERL
workgroups; the active methodologies workgroup and the LOLA workgroup. The active
methodology workgroup is developing toolkits that focus on using photographs and a range of
active teaching and learning approaches and strategies to explore the themes of: sustainable
development, personal consumption, climate change, responsible living, resource usage and
personal finances. The LOLA workgroup is developing toolkits focused on investigating
sustainable lifestyles and social innovation. Participants attending the seminar will experience
a range of activities and expand their understanding of the concepts of sustainable
development.
Programme:
Miriam O'Donoghue is a member of the PERL Steering Committee, LOLA ambassador, National
Manager for the Further Education Support Service in Ireland and Deputy Director of the CDVEC
Curriculum Development Unit in Dublin, Ireland.
Sjöfn Guðmundsdóttir is leader of the PERL workgroup »Active Learning Methodologies« and
member of F-líf board and Life skills teacher at Menntaskólinn við Sund.
25
Appendix: Samples of Seminar Programmes
The primary goal for the DESD is laid out in the United Nations General Assembly resolution
59/237 in which the General Assembly
“encourages Governments to consider the inclusion … of measures to implement the
Decade in their respective education systems and strategies and, where appropriate,
national development plans”.
Furthermore, the General Assembly
“invites Governments to promote public awareness of and wider participation in the
Decade, inter alia, through cooperation with and initiatives engaging civil society and
other relevant stakeholders, especially at the beginning of the Decade”.
26
Appendix: Samples of Seminar Programmes
9.20 Pick n’ Mix ESD Images & Objects’ - What’s in your bag?
10.30 Tea/Coffee
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