From environment to sustainable development: China's strategies for ESD in basic education

Author(s): Tiedao Zhang

Source: International Review of Education / Internationale Zeitschrift fr
Erziehungswissenschaft / Revue Internationale de l'Education, Vol. 56, No. 2/3, The Midway
Point of the UN Decade of Education for Sustainable Development: Where Do We Stand?
(2010), pp. 329-341
Published by: Springer
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IntRev Educ (2010) 56:329-341

DOI 10.1007/sl1159-010-9159-7

From environment
to sustainabledevelopment:
China's strategiesforESD in basic education
Tiedao Zhang

Publishedonline:3 June2010
Springer
Science+BusinessMedia B.V. 2010

Abstract This paper intendsto providean overviewof the reorientation

of
educationin China in the period 1998-2009 withregardto development
issues.
fromtheenvironment
andhealthto
Duringthistime,thefocushas shifted
gradually
educationforsustainable
The
article
centreson highlighting
themain
development.
interventions
and strategies
adoptedby China's schoolsto makethisreorientation
theintroduction
of newvisionsof sustainabledevelopment
and
possible,including:
the
establishment
of organisational
mechanismsand capacityprojectplanning;
in thefield;theintegration
of ESD into
buildingmeasuresfortheirimplementation
of an action-research
mechanism
teachingand learningprocesses;themaintenance
forinnovations;
and thesharingof lessonswithboththenationaland theinternationalcommunity
in orderto maketheimplementation
of ESD moreeffective.

Keywords Education Sustainable Development ESD Environment

China PRC Basic education

Rsum De l'environnement
au dveloppement
durable: stratgies
d'ducation
de base en Chinedans le contextede l'ducationpourle dveloppement
durable
(EDD) - Dans cet article,l'auteurprsenteune vue d'ensemblede la rorientation
ducativeen Chineentre1998et 2009 parrapport
aux questionsde dveloppement.
Au coursde cettepriode,l'accentestpass progressivement
de l'environnement
et
de la sant l'ducationpour le dveloppement
durable.L'auteur claire les
actionset stratgies
principales
adoptesparles coles chinoisespourralisercette
savoir: l'introduction
de nouvellesvisionsdu dveloppement
durableet
rforme,
la conception
de projetsaffrents;
l'instauration
de mcanismesorganisationnels
et
de mesuresde renforcement
des capacitspour leur applicationsur le terrain;
T. Zhang(El)
BeijingAcademyof EducationalSciences,3 NanlishiluToutiao,Beijing 100045,China
e-mail:tdzhang@bjedu.gov.cn

Springer

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T. Zhang

330

et d'apprentissage;
le
de l'EDD dans les processusd'enseignement
l'intgration
d'un mcanismede recherche-action
surles innovations;
et le partagedes
maintien
tirsavec la communaut
tantnationalequ'internationale,
en vue de
enseignements
rendreplus efficacela mise en oeuvrede l'EDD.
zu nachhaltiger
Zusammenfassung Von Umweltthemen
Entwicklung:Chinas
im Kontextder ESD (Nachhaltigkeitsbildung)
frdie Grundbildung
Strategien
Chinas im BilDieser Beitragsoll einen berblickber die Neuorientierung
zwischen 1998 und 2009 unterdem Gesichtspunkt
Entwicklung
dungsbereich
geben.In diesemZeitraumhat sich der Fokus nach und nach von Umwelt-und
verschoben.Im Mitauf das Thema Nachhaltigkeitsbildung
Gesundheitsfragen
Manahmenund Strategien
chinesides Artikelsstehendie wichtigsten
telpunkt
zu bewerkstelligen,
unteranderem:neue
scherSchulen,um diese Neuorientierung
frnachhaltige
undProjektplanung,
derAufbauvon
Leitvorstellungen
Entwicklung
unddie Erweiterung
derKapazitten,
um diese vorOrt
Organisationsmechanismen
umzusetzen;Einbeziehungder ESD in schulischesund auerschulisches
Lernen;
fr Innovationensowie die
ein dauerhafterAktionsforschungs-Mechanismus
fr eine
landesweiteund internationale
Auswertungvon Unterrichtseinheiten
wirksamere
UmsetzungderESD.
de la RP de
Resumen Del medio ambienteal desarrollosostenible:estrategias
Chinaparala educacinbsicaen el contextode la EDS - Con estetrabajo,el autor
educacionalque ha
una visin generalde la reorientacin
se proponepresentar
el perodode 1998 a 2009 en cuantoa temas
tenidolugaren la RP de Chinadurante
Duranteestapoca,el nfasisse ha ido desviandodel medioambiente
de desarrollo.
educacin
hacia el desarrollosostenible.En esteartculo,el autorse concentra
la
y
intervenciones
en realzarlas principales
y estrategias
adoptadasporlas escuelasde
tales como: introducir
la RP de China que han posibilitadoesta reorientacin,
nuevas miradassobre el desarrollosostenibley la planificacinde proyectos;
establecermecanismosorganizativos
y medidascreadorasde capacidadespara su
en
esta
rea;
integrarla EDS en procesosde enseanzay apimplementacin
un
mecanismo
mantener
investigacin-accin
para promoverinnovacirendizaje;
las leccionesaprendidastantocon la comunidadnacionalcomo
ones; y compartir
de la EDS sea ms
con la comunidadinternacional
para que la implementacin
efectiva.

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Fromenvironment
to sustainabledevelopment

331

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Introduction
The notionof educationfor sustainabledevelopment(ESD) has resultedfrom
rolesthattheeducationsystem
increasing
globalawarenessofthedecisivepotential
could play in preparing
fora
citizens,and the youngergenerationin particular,
sustainable
future.
Followingtheofficialrequestof China's StateCouncilin 1978,
environmental
has been a selectivesubjectin secondaryeducationsince
protection
the 1990s, and a teachers'guidelineon teachingand learningfor sustainable
developmentwas published1996 by the People's EducationPress, the most
authoritative
textbookpublisherin China.
Promotionof the flagshipeducationproject "Environment,
Populationand
Development"(EPD) was initiatedin 1998 by theBeijingAcademyof Education
Sciences (BAES) underthe leadershipof the ChineseNationalCommissionfor
UNESCO. From 1998 to 2002, tentative
actionswere advocatedon such critical
issues as environment,
population,healthand developmentin responseto the
Chinese nationalagenda for sustainabledevelopment.Initial areas of action
includedpublicity
fora new conceptof ESD, and information
aboutgood practice
in environmental
educationto advocatefor school-basedpedagogicalaction to
addresssuch issues across the curriculum.
Beijing Municipalitytook the lead,
the project with 110 local schools involved in curriculumand
introducing
pedagogicalinnovation.The overall EPD mission was to provideyouthand
childrenwith common knowledgeand basic skills about the environment,
populationand sustainabledevelopment,thus promotingtheir readiness to
in sustainabledevelopment.
participate
The majorEPD thrusts
wereto integrate
ESD elementsintosubjectsacrossthe
to develop local textbookseries on environmental
curriculum;
protectionand
sustainabledevelopment
to be takenas a separatecourse; to build up relevant
approachesand methodologiesfor effectiveESD; and to develop relevant
forteachertrainingprogrammes
(Shi 2003; Qian 2003). Another
methodologies
nineprovincesincludingShanghai,Jiangsu,Shandong,Guangdong,InnerMongolia,Hubei,HebeiandZhejiang,soonbecameprojectpartners.
Up to 2003 morethan
and secondaryschoolsfrom14 provinces,autonomousregionsand
1,000primary
in Chinawereinvolved.In lightof theUN Decade of Educationfor
municipalities
SustainableDevelopment,EPD was renamedESD and became an innovative
projectof nationalsignificance
(Zhang2003).
Over the past 10 years,China's EPD/ESD endeavourshave undergonetwo
stages.Duringthe firststage (1998-2003), the initialschool-levelintervention
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T. Zhang

332

health and
focused on developmentissues such as environmental
protection,
populationgrowthas well as issuesof naturalresources,withrenewedcurriculum
contentor cross-curriculum
teachingand learningactivities.Along with the
of the United Nations Decade of Educationfor
international
implementation
SustainableDevelopment(DESD), since 2003 therehas been a ratherpragmatic
issuesin
to reactconstructively
to a seriesof fundamental
educationalreorientation
These includeprotection
searchforsustainablesocial and economicdevelopment.
and naturalresources,transport,
of the environment
lifestyleand consumer
has been theengagement
of youthsand childrenin
behaviour.More importantly
applyingESD valuesto theirdailylives,bothon campusand in thecommunity.
In the remaining5 years of the DESD, the followingactions are seen as
pointsforthispaper:
necessaryin China,and serveas starting
1. To conductan overallevaluationof practiceover the past 10 yearsand to
foreffective
usefullessonsand expertise
document
throughout
implementation
theeducationsystem;
as partofa
successstoriesandrelevantstrategies
2. To document
anddisseminate
for
curriculum
for
purposes professional
learningand
training
capacity-building
ESD
actors;
sharingamong
at schoolleveltoprovide
3. To improveimplementation
particularly
performance,
more
creative
for
approaches;
leadership
4. To expandESD to highereducation,vocationaland technicaleducationand
as a criticalcomponent
of lifelonglearning;
adultlearning,
in a
NGOs
and community
5. To involvegovernment
organisations
agencies,
of ESD; and,
forsustainableimplementation
consortium
in planning,
institutions
technicalsupport
intensive
6. To maintain
byprofessional
dissemination.
and
stafftraining,
monitoring
The remainder
of thispaperreviewsChina's approachto EPD and thenESD,
whichhad thefollowingstrategies.
Operationalplanningand facilitationmechanism
issues were firstincludedin
Similar to otherMember States, environmental
of the factthatnational
in 1970s due to recognition
China's school curriculum
and
and individuallivelihoodgreatlydependupon theenvironment
development
of EPD/ESD in China was strongly
naturalresources.However,the introduction
and sustainable
influenced
campaignson environment
by increasinginternational
withtheimpactof theUN Conferenceon Environment
particularly
development,
also gave officialcommitand Developmentin 1992. The ChineseGovernment
In this
forsustainabledevelopment.
nationalstrategy
mentto adopta long-term
the Beijing
context,the Chinese NationalCommissionfor UNESCO entrusted
Academy of EducationalSciences (BAES) to starta new pilot project for
and populationproblemsand
children'sawarenessof environmental
promoting
engagingthemin hands-onlearningprocessesto acquireknowledgeand skillsfor
sustainabledevelopment.
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to sustainabledevelopment
Fromenvironment

333

The generalobjectivesof theproposedpilotprojectwereto developchildren's

to
knowledgeand encouragedailybehaviourin linewithsustainabledevelopment;
and readinessto act positivelyforthe best
developtheirsense of responsibility
theschoolsystemtoprepareyouths
to reorient
interests
ofsustainable
development;
bothas individualsand
to actconsciouslyforsustainable
andchildren
development
as membersof thecommunity.
Along withsuch guidelines,a projectframework
was drafted.Along withthe BAES workingteam,an operationalnetworkwas
levelsand schoolclusters,
witha crossformed
witheducationalleadersat different
mechanism
to maintainimplementation.
cutting
coordinating
and operational
mechanism
are keyfactors.
An efficient
structure
organisational
as an independent
actionresearchproject
Attheinitialstage,EPD was implemented
withvoluntary
among local schools. When more schools became
participation
was setup to
involvedfromdifferent
partsof China,a nationalprojectcommittee
mechanismswere also
activities.Organisational
programme
plan and co-ordinate
createdthrough
theconsortium
(Fig. 1).
thefollowingprinciples
For effective
operationforprogramme
implementation,
wereadheredto:
administrative
institutions
and appropriate
1. To makeuse of current
people to
forprogramme
assumeresponsibility
execution;
and resourcesamongrelatedstakeholders,
thus
2. To delegateresponsibilities
as
a
shared
and
venture;
ensuring
implementation
programme
in thebestinterests
thatis conducivetojointeffort
of
3. To establisha mechanism
schools.
theBAES projectteamhas severalmethodsto
For efficient
projectoperation,
facilitateprogress,includingannual planningmeetingsand progressreview
competitiveselectionof
meetings;intensivefield supervisionand monitoring;
ESD resourceschools;annualawardsand incentivesforoutstanding
performance
of good practicevia meetings,
and publicity;and dissemination
ESD publications
and theinternet.

^^^^^^^^^^^^^^H__J
^

n^

|s
" ^

V.

L_

Local
Committee

ChinaEPD Steering
Committee

ChinaEPD Working
Committee

h <V

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Secretariat

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./

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Committee

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./

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structure
of ESD in China
Fig. 1 Organisational

Springer

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T. Zhang

334

Encouragingschoolsto adapt ESD to on-goingcurriculum

and learningpractice
The projectschoolshavebeenencouragedto relatetheirESD efforts
closelyto the
content
butalso
and learningprocesses,notmerelywithnew
structure
curriculum
in
withalternative
teachingandlearningapproachesto involvestudents developing
thematic
theirapproachesand practicalskillsthrough
enquiryand problem-solving
real
to examining
to involvestudents
Local schoolsfounditstimulating
procedures.
and theirimpacton sustainabledevelopment.
issuesand lifestyles
development
EPD schools,datingfrom
BeijingNo 101 SecondarySchoolwas one of thefirst
1999.The schooltookadvantageoftheirlocationas a partoftheancientYuan Ming
to developa school-basedESD curriculum
Yuan Resort,and madea uniqueeffort
and sustainable
international
understanding
includingenvironmental
protection,
students
areencouragedto undertake
Withtheenvironmental
component,
lifestyles.
andresearchprojectson environmental
a seriesofinvestigations
problemsandpose
between
possible solutions.They are thus able to understandthe interactions
to
andhumanbeings,to developrespectfornatureanda responsibility
environment
The school encouragedstudentsto understand
protectthe naturalenvironment.
and thus to develop respectand
culturesand theirunique traditions,
different
on sustainable
curriculum
forothers.The schoolstarted
tolerance
lifestyles
offerings
so thatstudentscould maketheirown valuejudgmentsand personalchoices.As
theschoolhas accumulatedsomerelevantmethodssuchas
pedagogicalprinciples,
in exploringinformation
and experience;
learners'activeengagement
encouraging
ESD-relatedactivitieswith various subjectsacross the curriculum;
integrating
and sharinglearningbenefitsamong
encouragingcooperativeproblem-solving
and teachers(Guo 2009).
ofbothstudents
creativity
peers;and stimulating
ESD in many schools has been implementedas a citizenshipeducation
Bai Jia ZhuangPrimarySchool in Beijing developeda curriculum
programme.
themesin severalmodules.These
educationwhichpresents
packageforcitizenship
are (1) personal health and safety;(2) basic familyand citizen rightsand
and in
obligations;(3) expectedbehaviourat home,in school,in thecommunity
andinternational
social life;(4) culturaldiversity
(5) environmental
understanding;
behaviour(Zu 2009).
and energy-saving
protection
hasbeena general
tosaveresources
awarenessandbehaviour
students'
Promoting
practicein many schools. GuangzhouXiehe SecondarySchool in Guangdong
Provincebecameinvolvedin ESD in 2004. The schooldecidedto establishan ecoan energy-saving
culture
campus.To thisend,theschooladopted
bycreating
friendly
interventions:
thefollowing

values and good deeds throughschool broadcast,

promotingenergy-saving
bulletinboardand schoolnewspaper;
managementregulationsand assessmentstandardsfor saving
formulating
and
electricity paper;
use of schoolfacilities,
to makethemostefficient
applyingnew technologies
and
and
water;
electricity,
paper
and publicisingtheresults(Zou et al. 2009).
evaluatingperformance

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Fromenvironment
to sustainabledevelopment

335

The use of natural,culturaland intangibleculturalheritageas curriculum

resourcesfor ESD has also been triedout in many schools. Beijing No 65
SecondarySchoolis locatednextto theForbiddenCity,theworld-renowned
Royal
Palace, theRoyal Palace ResortParkas well as numerousancienttrees.Withthe
leadershipof the Principal,such resourceshave been integratedwith history,
The school
geography,
biology,finearts,and enquiry-based
learningprogrammes.
also celebratesWorldHeritageDay everyyearto understand
thevalue of heritage
and arousea senseof missionto protectit. Based on students'work,multi-media
learningmaterialshave been developedfor special school heritagecurriculum
modules(Li 2009).
of
Apart fromschool-basedcurriculumchanges,a systematicpresentation
sustainabledevelopment
was compiledand introducedas an officially-approved
local textbookin Beijingat primary,
lowersecondaryand uppersecondarylevels
from2004. It focuses on guiding students'understanding
of the notion of
sustainabledevelopment
of therelationship
betweenpeople,
through
investigation
societyand nature,thus fosteringvalues, behaviourand lifestylein line with
sustainabledevelopment.
The ESD textbookcoversthefollowingthemes:society,
environment
and economy.The societythemeis madeup of topicson life
culture,
and security,
civic rightsand dutiesand harmonyin society.Chinesecultureand
culturaldiversityare elementsof the culturesection.The environment
topic
includesenvironmental
and prevention
of pollutionand naturaldisaster.
protection
The economysectioncoversre-cycling
and greenconsumption,
ruraldevelopment
and sustainableurbanisation
(Shi and Wang 2006).

foreffective
Capacity-building
implementation
ESD meansnotonlypublicising
a newvisionfordevelopment
butalso
Introducing
alternative
for
unconventional
and
advocating
thinking
teaching
learning.As an
innovativepilotprogramme,
therewas no first-hand
and
mostof the
experience
literature
was notavailablein Chinese.Orientation
and
training capacity-building
becamehighlycriticalthroughout
theprojectcycle.
arrangements
The EPD/ESD projectleadersstarted
a seriesoftraining,
orrather
from
learning,
of theprojectfrom1999.The training
thebeginning
was providedin severalways.
Firstof all, therehas beena well-attended
ESD nationalworkshopeach yearsince
1999,with200-300 projectcoordinators,
principalsor resourceteachersfromthe
to the international
projectprovinces.Themes have includedan introduction
of ESD, its progressin China,successfulpracticeat schoollevel and
background
innovation
in ESD teachingand learning.Thus far,tennationalworkshopshave
been conductedas an expertise-sharing
platformforpragmaticimplementation,
in teachingand learningpractices.Over 2,000 ESD practitioners
have
particularly
attendedtheworkshops.
The secondapproachhas beenthematic
at grassroots
levels
training
programmes
on special subjects.The traininghas followedthe themesoutlinedin the ESD
textbookmentioned
earlier.
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T. Zhang

336

In orderto prepareschoolprincipalsand teachersforsuccessfulESD activities,

special trainingprogrammeshave been organised.Successfulprincipalsand
withtheirprojectexpertise.
can serveas trainers
teachersas wellas fieldfacilitators
Since 2007,ESD has becomean accredited
amongBeijingintraining
programme
serviceteachers.Therehave beenfiveESD staffmemberswho havehad access to
institutions.
It
international
providedby Swedishprofessional
training
programmes
has playeda criticalrole
andcontinued
has beenprovedthatwell-designed
training
Withthetrainingthelocal
new directions.
in sharingbest practiceand fostering
and enabledto engagethemselvesand
are now well informed
ESD practitioners
theirschoolsin a mostbeneficialmanner.
basedon case
an ESD seriesofprofessional
BAES has beenorganising
readings,
A specialESD in Chinaquarterly
studiesand specialresearchmonographs.
journal
and a specialised website also give much wider coverage. All these serve
well as non-formal
readingmaterials.
professional
practitioners
Extensivecollaborationand involvement
forthecommongood.
as a generalcooperative
ESD has beenimplemented
struggle
in ESD in variousforms.
Childrenand youthshave beenencouragedto participate
in an
in curriculum
activities,
theyparticipate
Apartfromtheirpersonalengagement
annualspeakingconteston certainESD topicsat schoollevel. Successfulspeakers
to competeat municipallevel. They receiveawardsand their
are recommended
written
speechespublished.
Studentstend to act voluntarilyto participatein many communityESD
The
as a way of learninghow to shouldersocial responsibilities.
programmes
Reductionwas a project
andExhaustion
forEnergy-saving
NationalYouthInitiative
by
jointlysponsoredby TOY ATO, the ChineseYouthLeague and implemented
of 100 schoolswith
in early2007 withtheparticipation
BAES. Thisprojectstarted
andexhaustreduction.
forenergy-saving
actionandmassivesocialpublicity
voluntary
in theirdaily
to
act
on
the
students
500,000
principles
energy-saving
project
joined
livesandsetexamplesfortheirfamiliesandcommunity.
Withcooperativesponsorship
by theBeijingMunicipalEducationCommission,
andtheBeijingWater-saving
Foundation
Protection
theBeijingEnvironment
Office,
Coca Cola andBAES launcheda specialpubliccampaign,"Save a BarrelofWater",
whichhas takenplace on WorldWaterDay, 22 March,each yearsince2005. Every
or save one barrel
is expectedto collecta barrelofrainwater
childwhoparticipates
In addition,
fromtheirdailywaterconsumption.
theyareexpectedtoworkwiththeir
parentsto workout thebestways to save water.By theend of 2009, theproject
andtheirparents.
involved22 citiesin Chinaandover1,000,000schoolchildren
innovativeapproach
Research-driven
a facilitative
research
As an innovative
pilotproject,BAES has been maintaining
interventions
at all levels.A usefulexercise
to stimulate
mechanism
well-designed
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Fromenvironment
to sustainabledevelopment

337

has beena collectiveeffort

to involvepractitioners
in actionresearch.The National
ESD WorkingCommitteepublicisesannual guidelinesfor ESD research.The
followinglistsresearchtopicsforESD in Chinaduring2006-2010.
ESD basic theories
ESD conceptsand characteristics
SD values
Relationship
betweeneducationand SD
The basic spiritof UNDESD
Developmentof ESD.
ESD specialactionareas
Strengthening
awarenessand capacity
youngsters'
Educationforpeace and humansecurity
Gendereducation
Educationof SD behaviourand learningway
Educationforhealthand lifestyle
EducationforAIDS prevention
Educationagainstdrugand smoking
Buildingan energy-saving
schoolcampus
Developingschool-basedor community-based
ESD resources
Trainingteachersforeffective
ESD implementation
Special ESD programmes
fordisadvantaged
groups.
The selectionof the researchtopics,in a way, gives directionfor further
renewedinterventions
or is an impliedrequestto synthesisethe
investigation,
available fieldexperienceand draw necessarylessons.Potentialapplicantsoften
comefromthefield,including
andteachers.In practice,suchresearchhas
principals
servedeffectively
to fosterinterventions
in thefield,leadingto documentation
of
studies
as
a
resourceful
which
can
then
be
disseminated
as
or
empirical
publications
Overthelast 10 yearscontinuedEPD/ESD
webpagesand sharedby practitioners.
researchendeavourshave broughtabout thousandsof reports,case studiesand
hundredsof books,whichcan be a mostenrichingliterature
sourceto examine
China's ESD experiences.
InternationalESD forumoperation
DESD has been agreedamongthe MemberStatesof the UnitedNationsas an
international
commitment.
Chinahas beenverykeento learnfromtheinsightsand
of
international
Withthe supportof the ChineseNational
expertise
counterparts.
Commissionfor UNESCO and the Beijing MunicipalEducationCommission,
BAES conductedthe firstInternational
Forum,Educationfor SustainableDevelTowards
the
UN
Decade
on
Education
in
opment:
for SustainableDevelopment,
November2003. Over 300 delegatesfrom30 countriesor international
organisationsattendedthishistoricconvention.
The plenarywas addressedby a groupof
leadingscholars.The sessionswere well attendedwithdifferent
perspectiveson
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T. Zhang

338

and pedagogy,environment
and
ESD, includingpolicyand concepts,curriculum
schoolchange,professional
health,information
development,
capacitytechnology,
and theroleof youthsand childrenin ESD.
cooperation,
buildingand international
Some 400 papers were submitted(BAES 2003). In additionto the sharingof
information
andexpertise,
therewas a specialESD sessionconductedindependently
also had the chance to be
by the studentsthemselves.Moreover,participants
at grassroots
exposedto local schoolsand to observehow ESD was implemented
that
level. It was indeeda success.Therewas a generalrequestfromparticipants
as a platform
forsharinginsightsand expertise
sucha modelshouldbe maintained
on a regularbasis.
forum.Themeshave
Sincethen,BAES has beenholdinga biennialinternational
VisionswithNationalActions"(2005); "Innovaincluded"BridgingInternational
fortheNextHalfof the
ESD" (2007); and "Preparing
tivePracticesforPromoting
fromthisconstant
ESD Decade" (2009). Benefiting
exchange,China'sESD become
an integralpartof theglobalDESD movement.
bytheJapaneseFunds-in-Trust,
Duringthe2006-2008period,BAES, sponsored
ESD in 30 ruralschoolsin Beijing,Inner
conducteda specialprojectforpromoting
Mongoliaand Hubei Provincein cooperationwiththeAsia and PacificCentreof
CultureforUNESCO (ACCU).
Governmentdecisionto integrateESD intothe school curriculum
and withreferenceto the previousEPD/ESD
In lightof the DESD framework,
expertiseaccumulatedsince 1998, the BeijingMunicipalEducationCommission
and
ESD in Teachingand LearninginPrimary
forIntegrating
publishedGuidelines
SecondarySchoolsin Beijingin December2007, thefirstofficialdocumenton the
the natureof ESD as values-based
subjectin China. The documentreaffirms
and
environment
culturaldiversity,
educationforintergenerational
development,
naturalresources,withthe aim to enable learnersto acquireknowledge,values,
in sustainablesocial,
behaviourand lifestylesnecessaryforactive participation
Such ESD notionsare to be
cultural,economicand environmental
development.
intotheteachingand learningprocessesto prepareyouthsand children
integrated
withvaluesand abilityforsustainabledevelopment.
effectively
man
betweenmanandnature,
theinterdependence
areled to understand
Students
and to developvalue systems,behavioursand
and society,men and themselves,
conduciveto sustainabledevelopment.
lifestyles
and all
the whole curriculum
ESD objectivesshouldbe achievedthroughout
aspectsofchildren'slivesbothinsideandoutsideschool,includingsubjectteaching
out-of
and school-basedcurriculum,
and learning,
practicalwork,local curriculum
activitiesand schoolculturalactivities.
children'sself-directed
schoolprogrammes,
Furthermore,
heritageeducationshouldbe organisedby usingthenational,world
and
culturalheritage
Chinesetraditional
topromote
cultural
andintangible
heritages
international
understanding.
The BeijingMunicipalEducationCommissionalso sets concretemeasuresfor
the smoothoperationof ESD, whichrelateto makingwell- definedplans and
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Fromenvironment
to sustainabledevelopment

339

schoolcapacityforESD intervention,
forimplementation,
undertaking
regulations
theoreticalenquiriesand supervisionfor fieldpractice,developing
undertaking
accountable
extensivecooperation,
resourcecentresand encouraging
maintaining
good practice.Teachers can consult an
qualityevaluationand disseminating
additionaldocumenton the concretecontentin each subjectin relationto ESD
(BeijingMunicipalEducationCommission2007). This documenthas laid downa
ofESD acrossschooleducation.Since itsreleasethe
framework
fortheintegration
in Beijing.
documenthas becomean keyguidelineforESD implementation
Lessons
Over the last 10 years,educationfor sustainabledevelopmenthas been widely
implementedunder the leadershipof the Chinese National Commissionfor
oflocal schools.It has nowbecomea unique
UNESCO, withextensiveparticipation
The projecthas also been well
withincreasingrecognition.
educationinnovation
recognisedby thenationalleaders.
Wen Jiabao,in his responseto recommendations
China's Premier,
proposedby
made theremarkthatit is criticalto introduce
EPD schoolprincipals,
population
in the primaryand secondaryschools
educationprogrammes
and environment
thatsuch practicesshouldbecome a partof the oncurriculaand recommended
goingschoolsystem.
In his meetingwithMr Zhou Ji,EducationMinisterin 2003, Mr Matsuura,
of UNESCO, highlypraisedChina's EDP as "FlagshipProject".
Director-General
Mme Chen Xiaoya, Vice EducationMinister,commentedon threelessons from
withthenew Scientific
Outlookfor
ESD in China.First,in linkingESD initiatives
the
Chinese
Central
Government
advocated
(human-centered,
by
Development
well-balancedas well as sustainabledevelopment),ESD proves responsiveto
nationalstruggle
forquality
thecurrent
schoolconditions.
Second,ESD facilitates
have enhancedthe capacity-building
of
education.Third,ESD interventions
and
teachers
for
school
and
improvement professionaldevelopment
principals
(Chen 2009).
In his review,Du Yue, Deputy SecretaryGeneralof the Chinese National
thatprogressin theDecade of Educationfor
CommissionforUNESCO, remarked
SustainableDevelopmentin China has accomplishedthreemajorshifts:froman
international
to a Chineseconcept;fromintervention
and actionresearchto public
and
from
school-based
innovation
to
school-community
policy-making;
partnerESD has become a fine example of successfulinternational
ship-building.
(Du 2008).
cooperation
In thisbriefoverviewofESD in Chinaoverthelast 10 years,we havedrawnthe
followinglessons:
ESD represents
a future-oriented
visionforthesustainabledevelopment
of the
educationsystemitself.Sustainabledevelopment
is a new development
vision
forthefuture
thatrequeststheparticipation
of all and thatbenefits
all citizens.
The fundamental
contribution
of education,schooleducationin particular,
lies
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T. Zhang

340

in its potentialto preparelearnersfor citizenship,that is, awarenessand

forsustainability.
To achievethisvisionofa
readinessto shoulderresponsibility
- in terms of objectives,
new citizenship,the currenteducation system
instructional
materials,learningprocesses,academic assessment,
curriculum,
- needsto be reoriented.
This is
and schoolmanagement
teachercompetencies
of a new
to thepreparation
how thecurrent
educationsystemcan contribute
forsustainabledevelopment.
citizenship
action.DESD presents
to theeducation
andpragmatic
ESD calls forinnovative
worldwidenot merelya vision, but more a guidelinefor the
community
of new citizenship.
Educationforsucha new citizenship
systematic
promotion
demandsinnovativeactionwitha constructive
critiqueof current
practicein
theoperation
ofthe
and,overthelongrun,improving
planning,
implementation
in different
intervention
contextshas proved,with
educationsystem.Innovative
effortsto respondto the trendto
ESD practicein China,to be worthwhile
Withtheaccumulation
of successesand failures,the
sustainabledevelopment.
educationsystemmaybenefit.
Faced withan economiccrisiswhichhas affectedall MemberStates,ESD
interventions
can help learners,teachersand community
membersat largeto
and modifydailybehaviourand lifestyle
understand
sustainabledevelopment
ESD is nota processof learningto know
forsustainablehumandevelopment.
buta processof learningto do, to do now and by all.
It is extremely
ESD goalscannotbe achievedbya singleschoolorevencountry.
and networkto shareexperienceand lessons.Extensivepartnership
important
at different
levels, in variousformsand
ing, as well as information-sharing
acrossculturesare necessary.

Withsuch positivelessons,the authorfeels necessaryto remarkthatChina's

practicehas been limitedby its language barrier.Consequentlyinternational
stillrelyvery
andChinesepractitioners
andexpertise
is oftennotcaptured,
insights
of
those
The
or
translation.
muchuponinterpretation
majority schools,particularly
for
lies
unaffected.
Another
area
in disadvantaged
remain
contexts,
improvement in
to
itin a more
available
and
to synthesise
thelackofexpertise
represent
experience
and
mannerto inform
practitioners partners.
professional

References
BAES. (2003). Proceedingsof theinternational
forumon educationfor sustainabledevelopment.
Beijing Municipal Education Commission.(2007). http//www.bjesr.cn/esmet/0009c0011862edbl5f.
ahtml.
House.
Chen,X. (Ed.). (2009). The innovative
practicesin ESD in China.Beijing:BeijingPublishing
in
Du, Y. (2008). A decadereviewon ESD in China.Journalon EducationforSustainableDevelopment
China,1, 1-2.
Guo,H. (2009). The No 101 schoolapproachto ESD. In X. Chen(Ed.), Theinnovative
practicesin ESD
House.
in China(pp. 87-92). Beijing:BeijingPublishing
In X. Chen(Ed.), Theinnovative
worldheritages.
andprotecting
Li, L. (2009). Understanding
practicesin
House.
ESD in China(pp. 216-218). Beijing:BeijingPublishing

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to sustainabledevelopment

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EPD in China,3, 1-9.

educationforsustainabledevelopment.
Qian,L. (2003). Environment
researchand actionsfor sustainabledevelopment.
Shi, G. (2003). Promoting
and educationforsustainabledevelopment.
Textbook
Shi,G., & Wang,Q. (Eds.). (2006). Environment
series.ChinaGeography
House.
Publishing
ESD fornationalstrategy
forsustainabledevelopment.
Journalon
Zhang,X. (2003). Implementing
in China,3, 10-12.
EducationforSustainableDevelopment
students
forsustainable
Zou, Y., et al. (2009). Towarda eco-friendly
campusforpreparing
development.
In X. Chen,et al. (Eds.), Theinnovative
practicesin ESD in China(pp. 123-128). Beijing:Beijing
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The author
Tiedao Zhang, PhD is Vice-President
of theBeijingAcademyof EducationalSciences.He servedas a
GoverningBoard Memberof the UNESCO InstituteforLifelongLearningand an EditorialBoard
Memberof the International
Review of Education(2002-2009). His fieldexperiencesincludethe
UNESCO-GansuJointInnovativeProjecton Raisingthe Achievement
Level of Childrenin Primary
Education(1986-1993); theUNESCO PilotProjecton Promotion
of Girls'Education(1991-1996); the
on Good Teachers(2002-2006); theWorldBankUNICEF-sponsored
Projecton Children'sPerspectives
Educationin RuralChina(2004-2006); and
sponsoredcase studyon Universalizing
9-yearCompulsory
theDFID-sponsored
researchprojecton Development
ofCompulsory
Educationin China.Currently,
his
maininterests
are actionresearchforschooldevelopment
and teachers'professional
development.

Springer

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