QUALITY EDUCATION

FOR SUSTAINABLE
DEVELOPMENT
Discussant:

Roberto B. Molina
SP-1, Hawan Ilaya & F. Tacorda Village Elementary Schools
What idea does
this topic
call for
or demand
us?
 It calls for .. . . . . ..

“ THE DEMANDS
FOR QUALITY
EDUCATION ”
 EXPECTATIONS TO THE PARTICIPANTS
Be able to give or answer the following:

1. DEFINE WHAT IS QUALITY EDUCATION?

2. STATE THE VISION OF DEPED FOR 2015 ABOUT QUALITY EDUCATION TOWARDS SUSTAINABLE
DEVELOPMENT.
3. GIVE THE IMPORTANCE OF QUALITY EDUCATION FOR SUSTAINABLE DEVELOPMENT.

4. IN WHAT WAYS CAN QUALITY EDUCATION BE AN AVENUE FOR SUSTAINABLE DEVELOPMENT?

5. WHAT SUGGESTED STEPS CAN YOU GIVE TO ATTAIN QUALITY EDUCATION TOWARDS SUSTAINABLE
DEVELOPMENT?

6. CITE EVIDENCES THAT ARE PRESENT IN OUR EDUCATIONAL SYSTEM WHICH SUPPORT ATTAINING QUALITY
EDUCATION FOR SUSTAINABLE DEVELOPMENT?
• QUALITY HAS BECOME A DYNAMIC CONCEPT THAT HAS CONSTANTLY REFERRED TO
ADAPT TO A WORLD WHOSE SOCIETIES ARE UNDERGOING PROFOUND SOCIAL AND
ECONOMIC TRANSFORMATION. ENCOURAGEMENT FOR FUTURE-ORIENTED THINKING
AND ANTICIPATION IS GAINING IMPORTANCE. OLD NOTIONS OF QUALITY ARE NO
LONGER ENOUGH.

• DESPITE THE DIFFERENT CONTEXTS THERE ARE MANY COMMON ELEMENTS IN THE
PURSUIT OF A QUALITY EDUCATION WHICH SHOULD EQUIP ALL PEOPLE, WOMEN AND
MEN TO BE FULLY PARTICIPATING MEMBERS OF THEIR OWN COMMUNITIES AND ALSO
CITIZENS OF THE WORLD. (MINISTERIAL ROUND TABLE ON QUALITY EDUCATION.
UNESCO 2003)
Department of Education

K-12 Basic Education Program

Paraluman R. Giron, Ed. D

Chair-TWG K to10 - PNU
CURRENT SITUATION
WHERE ARE WE NOW?
Chronic underachievement of students
Insufficient mastery of basic competencies
due to congested curriculum
High school graduates (<16 year-old
graduates lack basic competencies and
maturity)
 Other countries view the 10 – year education
cycle as insufficient
 The Philippines is the only remaining country
in Asia with a 10 – year basic education
program
K-12 Basic Education
Program
Historical Background

• K+12 is not NEW…

• studies have been made since 1925
• need to be more competitive
• lack of political will
1925 - Monroe Survey
1949 - UNESCO Mission Survey
1953 - Education Act
1960 - Swanson Survey
1970 - Presidential Commission
to Survey Philippine
Education (PCSPE)
1976 - Survey of Outcomes of Elementary
Education (SOUTELE)
1990 - Philippine Education For All (EFA)
2015 National Action Plan
1991 - Congressional Commission on
Education (EDCOM) Report
2000 - Presidential Commission on
Educational Reforms
2008 - Presidential Task Force on Education
OVERALL GOAL

FUNCTIONAL LITERACY
FOR
ALL FILIPINOS
DepEd’s VISION
DepEd IS GLOBALLY RECOGNIZED
FOR THE DEVELOPMENT OF
FUNCTIONALLY LITERATE AND GOD-
LOVING FILIPINOS WHO HELP
ATTAIN THE NATIONAL GOALS OF
SOCIAL JUSTICE, UNITY, FREEDOM
AND PROSPERITY
VISION
•grounded on human
development
•achieved through an enhanced
curriculum
•with socio-economic relevance
DepEd’s MISSION
PROVIDE QUALITY BASIC
EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY THE
FOUNDATION FOR LIFELONG
LEARNING AND SELF-ACTULIZATION
NEEDED FOR EFFECTIVE CITIZENSHIP
AT THE LOCAL,
NATIONAL AND
GLOBAL MILIEU
SUB-GOALS

• To give every learner an

opportunity to receive quality
education based on an
enhanced and decongested
curriculum that is internationally
recognized and comparable.
SUB-GOALS
•To change public perception
that high school education is
just a preparation for college
Rather, it should allow one to take
advantage of opportunities for gainful
career or employment and/or self-
employment in a rapidly changing and
increasing globalized environment.
 RATIONALE
1. Enhancing the quality of basic
education in the Philippines is
urgent and critical

2. The poor quality of basic

education is reflected in the low
achievement scores of Filipino
students.
3. International tests results like 2003
TIMSS (Trends in International
Mathematics and Science Study) rank the
Philippines 34% out of 38 countries in HS
II math and 43% out of 46 countries in HS
II Science; for grade 4, the Philippines
ranked 23rd out 25 participating countries
in both Math and Science. In 2008, even
with only the science high schools
participating in the Advanced
mathematics category, the Philippines
was ranked lowest (Table 1).
4. The congested curriculum partly explains
the present state of education
5. This quality of education is reflected in the
inadequate preparation of high school
graduates for the world of work or
entrepreneurship or higher education
6. Further, most graduates are too young to
enter the labor force.
7. The current system also reinforces the
misperception that basic education is just
a preparation for higher education.
9. More importantly, the short basic
education program affects the human
development of the Filipino children.

10. Cognizant of this urgent and critical

concern and in line with the priorities of
the Aquino Administration, the
Department of Education is taking bold
steps to enhance the basic education
curriculum.
11. K-12 means
Kindergarten and the 12
years of elementary and
secondary education.
BENEFITS OF ENHANCED
BASIC EDUCATION PROGRAM

1.The Enhanced K-12 Basic

Education Program will be
instrumental in achieving the
nation’s vision of high school
graduates. The benefits of the
K-12 proposal far outweigh the
additional costs that will be
incurred by both government
and families.
To Individuals and Families

2. An enhanced curriculum
will decongest academic
workload.
3. Graduates will possess
competencies and skills relevant
to the job market.

4. Graduates will be prepared for

higher education.

5. Graduates could now be

recognized abroad.
For the Society and the Economy
6. The economy will experience
accelerated growth in the long run.
7.The Philippine education system
will be at par with international
standards.
8. A better educated society provides
a sound foundation for long-term
socio-economic development.
WHY ADD TWO YEARS?

Decongest and
enhance the basic
education curriculum
 Better quality
education
for all
 K-12 Basic Education Program
“We need to add two years to
our basic education. Those who
can afford pay up to fourteen
years of schooling before
university. Thus, their children
are getting into the best
universities and the best job after
graduation.
I want at least 12 years for our
public school children to give
them an even chance at
succeeding.”

President Benigno S. Aquino III

K-12
BasicEducationProgram

2 years Senior HS
4 years Junior HS
6 years Elementary
Kindergarten

K+6+4+2
 K-12 Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
BasicEducationProgram

What will each graduate get?

Grade VI

Junior HS

Senior HS
What is the
proposed
K-12
curriculum
 PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision - mission statements of
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER NEEDS OF NATIONAL
. Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. Poverty reduction and human development
styles
. Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
people
maker of meaning not a passive recipient
. Development of a strong sense of nationalism
of information
. Development of productive citizens who contribute
DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
society
. Life skills
. Ensuring environmental sustainability
. Self -actualization
. Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT SOCIETAL SUPPORT

INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO

INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT

Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
PHILOSOPHICAL and
LEGAL BASES
- The 1987 Phil. Constitution
- B.P. 232, Education Act of 1982
- R.A. 9155, Governance of Basic
Education
- Act of 2001
- The 4 Pillars of Education (UNESCO)
- The vision - mission statements of
DepEd
- The EDCOM Report of 1991
- Basic Education Sector Reform
Agenda (BESRA)
NATURE OF THE LEARNER NEEDS OF NATIONAL
and GLOBAL COMMUNITY
- Has a body and spirit, intellect,
free will, emotions, multiple - Poverty reduction and human development
intelligences, learning styles - Strengthening the moral fiber of the Filipino
- Constructor of knowledge and people
active maker of meaning not a
passive recipient of information - Development of a strong sense of nationalism
- Development of productive citizens who
contribute to the building of a progressive,
NEEDS OF THE LEARNER just and humane society
- Life skills
- - Ensuring environmental sustainability
- Self-actualization - Global partnership for development
- Preparation for the world of the
work, entrepreneurship, higher
education
C PHILOSOPHICAL
and LEGAL BASIS
O
• The 1987 Phil. Constitution
N • B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance Act
T • The 4 pillars of education (UNESCO)
• The vision-mission statement of DepED
E • The EDCOM Report of 1991
X • BESRA

T
 NATURE OF THE LEARNER

C •Has a body and spirit, intellect, free

will, emotions, multiple intelligences,
O learning styles, culture.
•Constructor of knowledge and active
N maker of meaning not a passive
T recipient of information

E NEEDS OF THE LEARNER

X •Life skills
• Self-actualization
T • Preparation for the world of work,
entrepreneurship, higher education
 NEEDS OF NATIONAL and GLOBAL
COMMUNITY
C
•Poverty reduction and human
O development
•Strengthening the moral fiber of the
N Filipino people
T •Development of a strong sense of
nationalism
E •Development of productive citizen who
contributes to the building of a
X progressive, just and humane society
•Ensuring environment sustainability
T • Global partnership for development
 PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER NEEDS OF NATIONAL
. Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. Poverty reduction and human development
styles
. Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
people
maker of meaning not a passive recipient
. Development of a strong sense of nationalism
of information
. Development of productive citizens who contribute
NEEDS OF THE LEARNER to the building of a progressive, just and humane
society
. Life skills
. Ensuring environmental sustainability
. Self-actualization
. Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT SOCIETAL SUPPORT

INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO

INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT

Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
 CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT SOCIETAL SUPPORT

INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO

INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT

Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
 CURRICULUM SUPPORT
SYSTEM

FAMILY SUPPORT
INTERNAL AND SOCIETY SUPPORT
EXTERNAL Public-Private
STAKESHOLDERS’ Partnership Media
SUPPORT GO, NGOs

FUNCTIONALLY
LITERATE and
HOLISTICALLY
DEVELOPED
FILIPINO

INSTRUCTIONAL
SUPPORT
Teachers’ CPD ADMINISTRATIVE
Textbooks and SUPPORT
other I M s CO, RO, DO, School

MONITORING and EVALUATION SYSTEM

 CURRICULUM
SUPPORT SYSTEM

FAMILY SUPPORT SOCIETY SUPPORT

INTERNAL AND Public-Private
EXTERNAL Partnership Media
GO, NGOs
STAKESHOLDERS’
SUPPORT

FUNCTIONALLY
LITERATE and
HOLISTICALLY
DEVELOPED
FILIPINO

INSTRUCTIONAL
SUPPORT
Teachers’ CPD
Textbooks and ADMINISTRATIVE
other I M s SUPPORT
CO, RO, DO, School

MONITORING and EVALUATION SYSTEM

 Guiding
Principles and
Features of K-12
Curriculum
 Outcomes
Standards Comprehensive
based
competency Systematic
M&E System

Learner-centered
K-12
CURRICULUM Seamless

Developmentally
appropriate
Balanced-
assessment Constructivist
 Decongested Value-laden
and enriched

Lean but meaty

Inclusive K-12
CURRICULUM
Integrative

Flexible Inquiry-based
 INCLUSION OF
CO-CURRICULAR
ACTIVITIES AND
COMMUNITY
INVOLVEMENT
PROGRAM
CORE CONTENT
1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND
PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and
SPIRITUAL VALUES
CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY

7. NATIONAL and GLOBAL

ORIENTEDNESS
LEARNING DOMAINS

KNOWLEDGE and
UNDERSTANDING

ESSENTIAL SKILLS

ATTITUDES AND VALUES

• CONSTRUCTIVIST
• INQUIRY-BASED
• INTEGRATIVE
• COLLABORATIVE
• REFLECTIVE
ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENTfor LEARNING
ASSESSMENT of LEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT
MONITORING AND EVALUATION SYSTEM

OUTCOMES-and STANDARDS-
BASED, COMPREHENSIVE,
SYSTEMATIC, and VALID
MONITORING and EVALUATION
SYSTEM SET IN PLACE AIMED AT
IMPROVING THE QUALITY OF
BASIC EDUCATION
PROPOSED
ROADMAP FOR THE
K-12 PHILIPPINE
BASIC EDUCATION
PROGRAM
Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level

Program
General Academic Program
Curr.
Grade Level K 1 2 3

Learning Domains
•MT
Learning Area
• Values Education
• Physical health & •English
motor dev’t •Filipino
• Social &
emotional dev’t •Math •Science
• Cognitive dev’t & Health
• Creative Arts
• Language &
Readiness for
Core

Reading & Writing

• Language, •Sibika at Kultura
Literacy & •MAPEH
Communication
Grade Level 4 5 6

•MT
Learning Area •English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at Sibika
•MAPEH
Core

•EPP (TLE)
•EdukasyongPagpapakatao
Alignment of curriculum to
the business and industry
needs (Key Employment
Drivers for 2011-2020)

DOLE Project Job

Fit 2020 vision
 INDUSTRY PROSPECTS
GROWTH OF PHILIPPINE ECONOMY WILL BE DRIVEN BY:
1. HIGH-VALUE FOREIGN DIRECT INVESTMENT (FDI) LED AGRIBUSINESS
2. INFRASTRUCTURE (ROADS AND HIGHWAYS, LOGISTICS, PHYSICAL
INFRASTRUCTURE PROJECTS
3. TOURISM (DIVING EDGE)
4. MEDICAL TOURISM
5. RETIREMENT ESTATES (SUBIC, NCR, AND CITIES OF TAGAYTAY, CEBU,
AND DUMAGUETE)
 INDUSTRY PROSPECTS
6. BPOS (35% ANNUAL GROWTH, $13 BILLION IN REVENUES IN 2010)
7. INVESTMENT IN ICT
8. REAL ESTATE (BPOS INVESTING IN OFFICE SPACE, GROWTH IN
DOMESTIC AND INTERNATIONAL TOURISM;
9. SHIPBUILDING (EXPORTS OF SHIPS TO THE US, MEXICO, AND
NORWAY); AND
10. LONG TERM DEMAND FOR OFWS
KEY
EMPLOYMENT
GENERATORS
(KEG)
1. AGRIBUSINESS
2. CYBER SERVICES
3. HEALTH AND WELLNESS
4. HOTEL, RESTAURANT AND TOURISM
5. MINING
6. CONSTRUCTION
7. BANKING AND FINANCE
8. MANUFACTURING
9. OWNERSHIP DWELLINGS AND REAL ESTATE
10. TRANSPORT AND LOGISTICS
11. WHOLESALE AND RETAIL TRADE
12. OVERSEAS EMPLOYMENT
EMERGING INDUSTRIES

• Renewable Energy
• Power and Utilities
• Diversified Farming and Fishing
• Creative Industries
Grade K 1 2 3
Level

Outcomes
Development of knowledge,
Key Stage

skills, attitudes and values;

mastery & application of basic
skill
Grade 4 5 6
Level

Development & mastery

Outcomes
Key Stage

of complex knowledge &

skills; dev’t of attitude &
values
 Current Curricular
Innovations included
in the K-12 BEP
 1. Thematic Approach in Kindergarten
• Domains: Values Education, Physical Health and
Motor Development, Social and Emotional
Development, Cognitive Development, Creative
Arts, Language and Readiness for Reading and
Writing & Language, Literacy and Communication
• Themes: Myself, My Family, My School, My
Community & More things Around Us
 2. Mother tongue-Based Multilingual
Education
• Mother tongue taught as learning area and
used as language of instruction from
Kindergarten to Grade 3
• Bridging or transition to Filipino and English as
language of instruction introduced in Grade 3
 3. Madrasah Curriculum: ALIVE

• Curriculum for Muslim learners

• ALIVE- Arabic language and Islamic values
education as subjects to be taught in the
elementary and secondary levels
 4. Strengthened Technical-Vocational
Education

• Competency-based curriculum
• Specialization of technical skills in Grades 11 & 12
• Certification of competency level will be given to
students in coordination with TESDA
K-12 The K-12 Program and the Need to Develop
BasicEducationProgram Philippine competitiveness

The K-12 program will respond to the

need of developing the country’s
competitiveness. The challenges of
ASEAN 2015, particularly the opening
up of the ASEAN economic
community by 2015, puts much
pressure to our county. Thus there’s a
need to ensure that our graduates in
Ester B. Ogena, Ph.D. basic education have skills and
President
Philippine Normal
competencies that will allow them to
University
be at par with the global standards.
K-12 The K-12 Program and the Need to Develop
BasicEducationProgram Philippine competitiveness

We need to prepare our youth so that they

will have an equal chance to be employed in
a more open single economic community.
ASEAN is expected, in the very near future,
to openly hire people within the region that
have the capacity to respond to job
challenges. Of course, we don’t want our
graduates to have a slim chance of being
hired by big companies even in our own
country. We also want them to have the
Ester B. Ogena, Ph.D.
President
ability to participate in knowledge and
Philippine Normal wealth creation both for themselves and the
University
Philippines.
14. Tailoring co-curricular activities
and community involvement
program to student and
community needs
15. Assessment for and of learning
based on standards
16. Attitudes of teachers towards K-12
IF EDUCATION
COULD BE THE ONLY
BEST OPTION TO
SECURE THE FUTURE
OF OUR YOUTH, ALL
OF US ARE HERE TO
SUPPORT THIS
OPTION. 75
 UNESCO WORLD CONFERENCE ON EDUCATION FOR SUSTAINABLE DEVELOPMENT 2014
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 WHAT IS QUALITY EDUCATION?
• Quality education enables people to develop all of their attributes and skills to achieve their potential
as human beings and members of society. In the words of the Delors Commission (UNESCO, 1996):
“Education is at the heart of both personal and community development; its mission is to enable each
of us, without exception, to develop all our talents to the full and to realize our creative potential,
including responsibility for our own lives and achievement of our personal aims.”
• Quality education is a human right and a public good. Governments and other public authorities
should ensure that a quality education service is available freely to all citizens from early childhood
into adulthood.

• Quality education provides the foundation for equity in society.

• Quality education is one of the most basic public services. It not only enlightens but also empowers
citizens and enables them to contribute to the maximum extent possible to the social and economic
development of their communities.
 OUR VISION ON QUALITY EDUCATION
VVOB’S DEFINITION OF QUALITY EDUCATION

• "A good quality education is one that provides all learners with
capabilities they require to become economically productive, develop
sustainable livelihoods, contribute to peaceful and democratic societies
and enhance individual well-being. The learning outcomes that are
required vary according to context but at the end of the basic education
cycle must include threshold levels of literacy and numeracy, basic
scientific knowledge and life skills including awareness and prevention
of disease. Capacity development to improve the quality of teachers and
other education stakeholders is crucial throughout this process."
SIX CRUCIAL DIMENSIONS OF QUALITY EDUCATION

• VVOB BELIEVES THAT EDUCATION LEADS TO EMPOWERMENT: A PROCESS OF

STRENGTHENING INDIVIDUALS, ORGANISATIONS AND COMMUNITIES SO THEY GET
MORE CONTROL OVER THEIR OWN SITUATIONS AND ENVIRONMENTS. QUALITY
EDUCATION IS A CRUCIAL FACTOR IN COMBATING POVERTY AND INEQUALITY IN
SOCIETY. IN QUALITY EDUCATION, VVOB DISTINGUISHES SIX DIMENSIONS THAT ALL
INTERVENTIONS OF THE ORGANISATION NEED TO MEET.
 EQUITY

• THE VVOB DEFINITION REFERS TO "ALL LEARNERS". THIS TERM REFERS TO NON-DISCRIMINATION
AND EQUITY. EQUITY IN EDUCATION MEANS THAT PERSONAL AND SOCIAL CIRCUMSTANCES SUCH
AS GENDER, ETHNIC ORIGIN OR FAMILY BACKGROUND ARE NOT OBSTACLES TO ACHIEVING
EDUCATIONAL POTENTIAL AND THAT ALL INDIVIDUALS REACH AT LEAST A BASIC MINIMUM LEVEL
OF SKILLS. VVOB IN PARTICULAR FOCUSES ON GENDER EQUITY.
CONTEXTUALISATION AND RELEVANCE

• QUALITY EDUCATION CANNOT BE BASED ON A BLUEPRINT THAT IS APPLICABLE IN ALL SITUATIONS.

SOLUTIONS AND ADAPTATIONS OF EDUCATION SYSTEMS MUST BE BASED ON THE REAL NEEDS OF
A COUNTRY AND/OR COMMUNITY.
CHILD-FRIENDLY TEACHING AND LEARNING

• QUALITY EDUCATION PUTS THE CHILD IN THE CENTRE AND HELPS IT TO REACH HIS OR HER FULL
POTENTIAL. QUALITY EDUCATION REQUIRES CHILDREN’S ACTIVE PARTICIPATION.
 SUSTAINABILITY

• EDUCATIONAL CHANGE PROCESSES OFTEN NEED TIME TO BE REALISED. BY ENHANCING THE

CAPACITIES OF LOCAL EDUCATION AUTHORITIES
 BALANCED APPROACH

• QUALITY EDUCATION AIMS AT DEVELOPING A BALANCED SET OF CAPABILITIES OF CHILDREN THEY

REQUIRE TO BECOME ECONOMICALLY PRODUCTIVE, DEVELOP SUSTAINABLE LIVELIHOODS,
CONTRIBUTE TO PEACEFUL AND DEMOCRATIC SOCIETIES AND ENHANCE INDIVIDUAL WELL-BEING.
 LEARNING OUTCOMES

• AFTER COMPLETING A CERTAIN LEVEL OF EDUCATION, CHILDREN MUST HAVE DEVELOPED A

MINIMUM STANDARD OF SKILLS. QUALITY EDUCATION REQUIRES A RESULTS-ORIENTED
APPROACH.
 GROUP TASK A

• GROUP I
– TALK AMONG YOUR GROUP DEFINE WHAT IS QUALITY EDUCATION TO YOU.

• GROUP IV
• GROUP II
– CITE EVIDENCES THAT ARE PRESENT IN OUR EDUCATIONAL SYSTEM WHICH SUPPORT THE
– INTHE
WAYS OF ATTAINING WHAT
SO-WAYS CAN
CALLED QUALITY EDUCATION
“SUSTAINABLE BE AN AVENUE FOR SUSTAINABLE DEVELOPMENT?
QUALITY EDUCATION”.

• GROUP III
- WHAT SUGGESTED STEPS CAN YOU GIVE TO ATTAIN QUALITY EDUCATION TOWARDS
SUSTAINABLE DEVELOPMENT?
 CONCEPTS ON THE QUALITY EDUCATION
• SUPPORTS A RIGHT-BASED APPROACH TO ALL EDUCATIONAL ENDEAVOURS. EDUCATION IS A HUMAN RIGHT,
AND THEREFORE, QUALITY EDUCATION SUPPORTS ALL OF THE HUMAN RIGHTS. BALANCED APPROACH
• IT IS BASED ON THE FOUR PILLARS OF EDUCATION FOR ALL (EFA), LEARNING TO KNOW, TO DO, LIVE TOGETHER
WITH OTHERS AND LEARNING TO BE (DELORS ET AL, 1996) CHILD-FRIENDLY TEACHING AND LEARNING

• VIEWS LEARNER AS AN INDIVIDUAL, A FAMILY MEMBER, COMMUNITY MEMBER, AND A GLOBAL CITIZEN AND
EDUCATES TO CREATE INDIVIDUAL COMPETENCY IN ALL FOUR ROLES. CHILD-FRIENDLY TEACHING
AND LEARNING

• UPHOLDS AND CONVEYS THE IDEALS OF A SUSTAINABLE WORLD-A WORLD THAT IS JUST, EQUITABLE, AND
PEACEABLE IN WHICH INDIVIDUALS CARE FOR THE ENVIRONMENT TO CONTRIBUTE TO THE INTERGENERATIONAL
EQUITY. EQUITY

• TAKES INTO CONSIDERATION THE SOCIAL, ECONOMIC, AND ENVIRONMENTAL CONTEXTS OF A PARTICULAR
PLACE AND SHAPES THE CURRICULUM OR PROGRAMME TO REFLECT THESE UNIQUE CONDITIONS. QUALITY
EDUCATION IS LOCALLY RELEVANT AND CULTURALLY APPROPRIATE. CONTEXTUALISATION AND RELEVANCE
• IS INFORMED BY THE PAST (E.G. INDIGENOUS AND TRADITIONAL KNOWLEDGE) IS RELEVANT TO THE PRESENT
AND PREPARES INDIVIDUAL TO THE FUTURE. CONTEXTUALISATION AND RELEVANCE
• BUILDS KNOWLEDGE, LIFE, SKILLS, PERSPECTIVES, ATTITUDES AND VALUES. BALANCED APPROACH
• PROVIDES THE TOOLS TO TRANSFORM CURRENT SOCIETIES TO MORE SUSTAINABLE SOCIETIES.
LEARNING OUTCOMES

• IS MEASURABLE. LEARNING OUTCOMES

• QUALITY EDUCATION IS A PREREQUISITE FOR SUSTAINABLE DEVELOPMENT, THUS EDUCATION IS THE PRIMARY
AGENT OF TRANSFORMATION TOWARDS SUSTAINABLE DEVELOPMENT, INCREASING PEOPLE’S CAPACITIES TO
TRANSFORM THEIR VISIONS FOR SOCIETY INTO REALITY. EDUCATION NOT ONLY PROVIDES SCIENTIFIC AND
TECHNICAL SKILLS, IT ALSO PROVIDES THE MOTIVATION, JUSTIFICATION, AND SOCIAL SUPPORT FOR PURSUING
AND APPLYING THEM. SUSTAINABLITY

• THE INTERNATIONAL COMMUNITY NOW STRONGLY BELIEVES THAT WE NEED TO FOSTER THROUGH THE
EDUCATION-THE VALUES, BEHAVIOUR AND LIFESTYLE REQUIRED FOR A SUSTAINABLE FUTURE. SUSTAINABILITY
• EDUCATION FOR SUSTAINABLE DEVELOPMENT HAS COME TO BE SEEN AS A PROCESS OF LEARNING HOW TO
MAKE DECISIONS THAT CONSIDER THE LONG-TERM FUTURE OF THE ECONOMY, ECOLOGY, AND EQUITY OF ALL
COMMUNITIES. BUILDING THE CAPACITY FOR SUCH FUTURES, ORIENTED THINKING IS A KEY OF EDUCATION.
SUSTAINABILITY
 GROUP TASK B

• INSTRUCTION: GROUP YOURSELVES BY SCHOOL, PLAN OUT ACTIVITIES ON HOW TO ACHIEVE

QUALITY EDUCATION FOR SUSTAINABLE DEVELOPMENT IN YOUR SCHOOL, BE ABLE TO
ACCOMPLISH THE TASK IN 5 MINUTES. ANOTHER 5 MINUTES IS GIVEN FOR THE PRESENTATION
OF THE OUTPUT AND CRITIQUING.
Thank you for the active

participation!