MEXT: International Cooperation Initiatives Promotion of ESD on food, nutrition

and health through CLCs

Report of Workshop on

Education for Sustainable Development through

Community Learning Centers (CLCs)

Dhaka, Bangladesh 11-12 January 2009

Okayama University UNESCO, Dhaka office Dhaka Ahsania Mission

Table of Content

1. Schedule of Workshop --------------------------------------------------------------2 2. Report of the Workshops------------------------------------------------------------3 3. BRIEE PROCEEDINGS ---------------------------------------------------------------5 Day 1 -------------------------------------------------------------------------------------------6 Day 2------------------------------------------------------------------------------------------ 9 4. Group discussion on a framework for promotion of ESD through CLCs

------------------------------12 1) Role of CLCs in facing challenges 2) Role of CLCs in Partnership development 3) Role of CLCs in developing capacity for promoting ESD 4) Role of CLCs in improving teaching learning process

Annex 1) List of the Participants-------------------------------------------------------------20

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Schedule of Workshop

Sunday, 11 January 2009 9:00 – 10:00 Inaugural session 10:00 – 10:30 Tea break 10:30 – 11:00 ESD in Bangladesh by Joint Secretary, MOE, ESD focal point of

Bangladesh, Joint Secretary, MOE, ESD National Coordinator of Bangladesh

11:00 – 11:30 Overview on ESD and workshop orientation by UNESCO Mr. Kiichi Oyasu、UNESCO, Dhaka office

11:30 – 12:30 Project experiences on ESD and community development Facilitator: Q. Hassan

1) Hideki Yamamoto, Okayama University 2) Mr. S.A. Razzak, Association of Medical Doctors of

Asia,(AMDA) 12:30-13:30 Lunch break 13:30 – 14:30 Project experiences on ESD by IUBAT and DAM

Facilitator: Q. Hassan Presentator: E. Rahman, DAM

14:30 – 15:00 Tea break 15:00 – 16:00 Group discussions on inputs to formulating the national action plans

Facilitator: E.Rahman, 16:00 – 16:30 Sharing the outcomes of group work Monday, 12 January 2009 9:00 – 10:30 Experiences of CLCs in Bangladesh by UNESCO and NGOs Presentator: UNESCO office

Facilitator: E.Rahman and Mr. Oyasu 10:30 – 11:00 tea break 11:00 – 12:00 Group work on a framework for promotion of ESD through CLCs 12:00 – 12:30 Sharing the outcomes of group work 12:30 – 13:30 lunch break 13:30 – 14:00 Presentation on the CLC management handbooks by UNESCO 14:00 – 14:30 Presentation on ICT based materials for CLCs by UNESCO 14:30 – 16:00 Group work on an outline of the handbook on ESD for CLCs managers 16:00 – 16:30 Sharing the outcomes of group work 16:30 - Closing

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Report of Workshop on Education for Sustainable Development through

Community Learning Centers (CLCs) (Dhaka, 11-12 January 2009)

1. Introduction UNESCO Dhaka in collaboration with Dhaka Ahsania Mission (DAM) and Okayama University, Japan jointly organized the workshop on “Education for Sustainable Development through Community Learning Centers (CLCs)” on 11-12 January 2009 at the IDB Bhaban in Dhaka. Participants from Ministry of Education, Bureau of Non-Formal Education, UNICEF, Dhaka University, International University of Business, Agriculture and Technology (IUBAT), BRAC University and representatives of 10 NGOs were actively participated in the workshop.

2. Background The UN Decade of Education for Sustainable Development (DESD, 2005-2014) was proclaimed by the United Nations General Assembly through Resolution A/RES/57/254 in 2002 and was launched in 2005. The decade was declared envisioning a world where everyone has the opportunity to benefit from education and learn the values, behavior and lifestyles required for a sustainable future and for positive societal transformation. The overall goal of the decade is to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. It is expected that the educational effort will encourage changes in behavior that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations. Since the inception of the Decade, for whose promotion UNESCO was designated the lead agency, the international community has discussed the needs, fundamental concepts and objectives of Education for Sustainable Development (ESD), recognizing its key importance for future generations. At the South Asian ESD Coordination and Capacity Building Workshop held in Sri Lanka in November 2008, participants from this sub-region including Bangladesh shared the country experiences, identified thematic priorities and developed thoughts on way forward to promote ESD at national and sub-regional levels. As concrete initiatives on ESD in the region, Okayama University, Japan, a UNESCO Chair holder, has organized the Kominkan/CLC summit in 2007 and 2008. It was recommended in 2007 as “Okayama declaration” that Kominkan/CLCs are appropriate places to promote ESD in the community. In 2008, Okayama University, COINN and ACCU (Asia/Pacific Cultural Centre for UNESCO) hosted the international symposium for International ESD Symposium-Community, Food and Education for Sustainable Development. A CLC is a local place of learning outside of the formal education system, actively participated and managed by the community people. CLCs have been recognized in

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many countries in the region as effective not only for learning to read and write but also for acquiring vocational, health and other various skills. In Bangladesh, CLCs and other community based learning programmers have shown great potentials to promote literacy and improve quality of life for sustainable development. CLCs are also used by other agencies for delivering various kinds of services. The workshop this time was proposed to follow up the above ESD Symposium under the support of Okayama University and MEXT (Ministry of education, culture, science and sports of Japan) to develop the program of learning/teaching method of ESD at CLCs, focusing on food, nutrition and health. The workshop intended to build on the existing resources and experiences of the country, in view of various initiatives already undertaken by different NGOs and universities including Dhaka Ahsania Mission, as one of the five organizations of Centre of Excellence for ESD, supported by UNESCO and ACCU. Objectives Main objectives of the workshop were to: 1. Share the global, regional and sub-regional views and dialogues on ESD and CLCs as

well as concrete initiatives in Bangladesh

2. Contribute in the formulation of national action plans on ESD in Bangladesh.

3. Develop a framework for promotion of ESD through CLCs. Outputs The following outputs were expected from the workshop: 1. Contributions to the formulation of national action plans on ESD.

2. A framework for promotion of ESD through CLCs. 3. An outline of the handbook on ESD for CLC managers, in view of effective use of ICT.

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3. Proceedings

BRIEE PROCEEDINGS OF THE WORSHOP

First Day, 11 January 2009 Inaugural session Mr. Malama Melesiea, Director and representative of UNESCO in Bangladesh chaired the inaugural session of the workshop on Education for Sustainable Development through Community Learning Centers (CLCs). Mr. Safiullah, Joint Secretary, Ministry of Education of the Government of Bangladesh and National Coordinator for ESD in Bangladesh, Dr. Hideki Yamamoto, Associate Professor at Okayama University, Japan were the special gusts of the inaugural session. Mr. Malama Melesiea told in his opening speech that the community learning centers should play effective role in education for sustainable development. Consideration of education is necessary as an effective technique for sustainable development. He added that the United Nations has declared 2005 to 2014 as decade of Education for Sustainable Development (ESD). The target of this decade is to impart education about conviction, attitude and quality of life. Mr. Malama said that eradication of poverty, social, cultural and overall development including environment is the pre-condition of sustainable development. Mr. Saifullah, Joint Secretary, Ministry of Education, said in his speech that sustainable development means to meet up the need of present generation without damaging the achieved in the past. Development can be advanced by detecting the problems of all through joint discussion and by solving those problems. Sustainable development is not possible alone by the government but through the participation of community, NGOs and civil society it can be possible. Dr. Hideki Yamamoto, Associate Professor, Okayama University of Japan, said that the Japanese Government took the leadership of Johannesburg Summit and try to develop sustainability issues which proclaimed by United Nations as the Decade of Education for Sustainable Development. He expressed that Bangladesh is a potential country where different activities are carried on relevant to ESD. He opened that an ESD exemplar model activity can be developed in Bangladesh to replicate other countries in the region. He expressed his happiness to participate in the workshop and share experiences among government, UN agencies and NGOs on ESD issues.

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Session –1 The first session of day one was chaired by Mr. Malama Melesiea, Director and Representative of UNESCO in Bangladesh. Mr. Saifulah, Joint Secretary, Ministry of Education & National ESD Coordinator of Bangladesh made a presentation on the status of ESD in Bangladesh and follow-up activities of the ESD Regional Workshop held in Sri Lanka in December 2008. He discussed the background of ESD, aim and objectives, various component etc. and the current situation of Bangladesh in relation to ESD and its vision. In his presentation, Mr. Saifullah explain the basic facts and statistics of education in Bangladesh, structure and nature of education, geographical reality etc. and then he explain the National Sustainable Development Strategy (NSDS) of Bangladesh. He also explained the vision of NSDS and Strategic Priority Areas (SPA), principles of implementation, monitoring strategy of ESD of Bangladesh.

Discussing different issues of ESD in Bangladesh, he commented that so far Bangladesh laying behind in implementation of ESD though there are several individual initiatives taken by different organizations. He said that through National Coordination Steering Committee it would be possible coordinate all the activities happening in Bangladesh which could contribute to achieve ESD. After an open discussion on the presentation of Mr. Saifullah, a presentation has made by Mr. Kiichi Oyasu, Senior Programme Specialist Education of UNESCO Dhaka to orient on the regional activities of ESD. Mr. Abdur Razzak, Executive Director of the Association for Medical Doctor of Asia (AMDA) to share their experience on implementation of ESD activities. AMDA Bangladesh is the country chapter of AMDA International which established in 1989 during the Osaka Convention. The main objective of AMDA is to promote low cost health care services, employment, through skill training, income generation activities for self reliance and education for sustainable development for the underprivileged community. It is working the Gazaria Upazila of Munshigong District. AMDA’s core programs are emergency relief and rehabilitation, low cost health care services, skill training and employment promotion, non-formal education for sustainable development and credit & self reliance program.

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After an open discussion Dr Hideki Yamamoto, Associate Professor of Okayama University, Japan presented Kominkan/CLCs as the model to promote Education for Sustainable Development. He shared the structure, nature and activities of Kominkan of Japan and how it works to achieve ESD. He mentioned that there are 18,000 Kominkan working as an education system at the community level. These Kominkans were established after the Second World War to promote adult education, to prevent war and to create peaceful society. He compared that the functions of Kominkan and CLCs in the Asia Pacific region. Their roles are same in nature and it is possible to achieve promotion of ESD through Kominkan and CLCs. In the open discussion, participants asked questions to Dr. Yamamoto on financial support of Kominkan, management system and its functionality. He replied that the municipal governments provide financial support and manage the Kominkan. Mr. Kiichi Oyasu supplemented that there are two kinds Kominkan exist in Japan, one is supported by local government and another is running by private sector. After lunch break, the session chaired by Dr. Muhammad Qumrul Hasan, Chairman, Department of Geology, University of Dhaka. In this session, Dr. Mohammad Ataur Rahman, Coordinator, Centre for Global Environmental Culture (CGEC) of IUBAT- International University of Business Agriculture and Technology, presented their experiences on ESD. The Centre for Global Environmental Culture (CGEC) is a model of Regional Centres of Expertise (RCE) and networks of existing formal and non-formal organizations which implementing ESD. The core elements of RCE – governance, management, research and development and transformation of education. It is working to develop or restructure education in environment and sustainability issues tailored to local community’s requirements through the provision and delivery training of trainers and promote awareness. Major issues of the centre are- water crisis, power & energy crisis, recycling wastes and pollution control, soil degradation, pollution of air, water & soil, biodiversity loss, landscape management, break of eco-chain of recycling, natural disaster, climate change & global warming, habitat, food & health security etc. During the open discussion of the presentation, participants asked questions to Dr. Ataur Rahman that how they linked to the community level extension workers or people to promote ESD issues. Dr. Rahman replied that they have link to the researchers and some stakeholders at the community level. After this Mr. M. Ehsanur Rahman, Executive Director of the Dhaka Ahsania Mission presented their experience of ESD. Dhaka Ahsania Mission established in 1958 with the motto of Devine and Humanitarian services. Mr. Ehsanur Rahman showed a video on community based activities to adapt climate change at the coastal region in Bangladesh which is implementing under the ACCU-UNESCO COE Programme for ESD. The project is implementing to aware community people on increase salinity which affect the climate. Then he elaborated DAM’s initiative of sustainable development. The core programs of DAM are education, livelihood, health and human rights and environment is

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the cross cutting issue. In the presentation Mr. Ehsanur Rahman explain DAM strategic approach of community capacity development and nature of Ganokendra (CLC) to empower the total community towards sustainability. He mentioned the ESD issues, activities, actions by the community people etc. After the presentation, Mr. Debasish of UNICEF raised the question on necessity of a national level program for ESD. He opined that in practice we are doing many things by projects and not integrated way but scattered. Some of the participants said that the projects are the experience and the best project experience can be developed as national level programme on ESD. After the presentation, participants were divided into four groups to discuss the issues to input to formulate a national action plan on ESD through Community Learning Centers. The output of the group discussions were presented in the workshop is as follows:

Group 1 (Challenges to

implement ESD through CLCs) Update curricula Local content Documentation of good

practice Action oriented awareness on

disaster prevention More GDP for education Human resource development

through strengthening skills – marketable skills

Health, environment sensitization to the economic activities Corporate responsibility Governance in education Decentralized education planning and management Reaching the un-reached – geographically, ethnically, Multi-lingual education Knowledge, skills Access to education in urban areas

Group 2 (Partnership development to implement ESD through CLCs)

• Inter-ministerial partnership at all level • National level steering committee • NGO, CBO, civil society: some NGOs are good in networking, and so they can build

on their existing contacts. • Private sector – emphasis on corporate social responsibility • Media’s role

Group-3 (Capacity development for implementation of ESD through CLCs) • Community Level

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Management Committers Volunteers/Teachers/Facilitators Community Members Local Government

• Representatives Educational Institutes/Religious Institutes Local Level Officials Local CBOs/Financial Institutes Police/Community Police

• National Level

Policy Makers/Representatives Officials Media

• Process •Orientation •Training •Dialogue •Exposures/Best practices •Rally •Courtyard Meeting •Media Campaign

Group 4 (Teaching-learning process to be improved to implement ESD through

CLCs) Mandatory education up to 16 Efficient teachers Attractive materials to students Extra curricula activities Access to computers Awareness- health, Strengthening monitoring Exchange of experiences Field oriented and problem solving research – long run subjects Lifelong learning – refreshing knowledge to cope with changes CLCs as lifelong learning centers

Day two Session-1 The first session of day two was chaired by Mr. M. Ehsanur Rahman, Executive Director, Dhaka Ahsania Mission. He recapped the issues of first day of the workshop. In this session, Ms. Sheeren Akter, Programme Officer, UNESCO, Dhaka, presented CLC

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activities in Bangladesh supported by UNESCO. She elaborated nature of CLCs in Bangladesh and different activities implemented through the CLCs. After the presentation on CLC activities in Bangladesh, Mr. Ehsanur Rahman discussed about different organizations of Bangladesh implementing various activities through CLCs. He mentioned that among these organizations some are represent here to participate in the workshop. He requested to the organizations to share their CLC, its activities and experiences in the session. The CLC experience of presented organizations is as follows: CODEC: Mr. Tasadduk Hossain, Program Manger Education, shared CODEC experience of CLCs. CODEC first started CLC at Shitakundu area targeted to the adolescent girls. Most of the educational institutions of that area are Madrasa (Islamic Education) and it was seen that the adolescent girls were frequently dropped from the Madrasa. CODEC took initiative to educate these adolescent girls and could empower them. Before taking education from the CLCs they did not go out for work or service. After taking education and training in the CLCs they go out from their area to Chittagong and other cities to look for work i.e. garments beauty parlor etc. Some of them were self employed and working within their village. Utilizing support from UNESCO CODEC established 4 libraries in the area and provided scope of continuous reading. Dhaka Ahsania Mission (DAM): DAM started Ganokendra (CLC) in 1981. Initially it was provided basic education only, but due to sustainability of education and demand from the community people, Ganokendra created scope for continuing education. Ganokendra create in an accessible place in the community. It was established by the community people, managed by them and the activities run according to their needs. It is common place, donated by community people and a platform for network with others organizations in the community and beyond. Currently there are above 700 Ganokendra are running throughout the country. Each Ganokendra provide education & reading facilities, scope of training as per needs, linkage with others to get support. At the Union level, Community Resource Centers (CRCs) was established as a forum of Ganokendra, which providing technical support to the Ganokendras, promoting ICTs to access information. FIVDB: CLC of FIVDB is a continuing education centre. FIVDB learn by doing and CLCs are the learning centre. FIVDB organized village organizers to establish CLCs. FIVDB first started CLC at Pithakura in Sylhet district and Bishawmvarpur in Sunamgong district. But at Bishawmvarpur it was not work properly, it is reorganizing again. Currently 7 CLCs are running under support of UNESCO. Activities of these CLCs are education, income generating activities and improvement of life of the community people. Through the CLCs, community people are learning use of ICT to develop their livelihood. FIVDB plan to organize more 24 CLCs considering the characteristics of village. FIVDB developed a handbook on management of CLCs. RDRS: RDRS started CLCs with support from UNESCO’s capacity building project. So far 7 CLCs started based on DAM experience. It has developed some learning materials

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sharing experience of DAM and FIVDB and distributed 1200 learners through libraries for reading promotion. RDRS provided skills training to the community people and arrange micro-finance for them. RDRS has several Federations and through Federation it planted trees in different areas collaboration with local government. Asroi: Asroi started education programme in 2003 for Ural community in Rajshahi district supported by UNESCO. The education programme started for 40 adult and 50 adolescent girls. Visiting CLCs in Jessore, Asroi started Lahanti Akhra (People’s Organization) to develop & preserve local dialect of Saontal, Uraon etc. In the Lanhanti Akhra, learning activities started using REFLECT method. General committee of Lahamti Akhra was organized by 1 male and 1 female member from each family of the community. Currently, 292 Lahanti Akhra are running under 15 Upazila. Union level Lahanti Akhra has a network and also Lahanti network established at the Upazila level. Through the activities of Lahanti Akhra, ethnic community of Rajshahi are become empowered and they are now more organized. BRAC: BRAC started Ganokendra (CLC) in 1995 and currently there are 1850 Ganokendra running in different areas in Bangladesh. It is planning to organize more 350 Ganokendras in the BRAC programme areas. To establish Ganokendra the community people organized and the organized people establish Ganokendra. The Ganokendra establish in a suitable place. Each Ganokendra has 1200 books, newspapers, magazine, job information etc. are available in Ganokendra. Unemployed people of a community get training support from Ganokendra, it is arrange networking with local government or youth development department. In remote areas, people who could not go to the Ganokendra, BRAC provide mobile library for reading facilities. BRAC staffs provide support to the trained people get loan from different organization. Ganokendra observe national days, organize seminar, awareness raising activities. There are 8000 adolescent centers where drop out adolescent girls are getting education support. BRAC plan to provide mobile library for the elderly people, disable and busy people. Village Education Resource Centre (VERC): VERC running Lokokendra and Mass Education Centers as CLCs. The Lokokendra or Mass Education Centers aware the community people to their rights. The centers organize activities to identify needs of roads, electricity etc. and approach to the proper authority to get it. BRAC University-Institute of Education and Development (BU-IED): BU-IED do not involve in direct programme implementation. It initiated research and study for learning experience of non-formal education. It works to develop capacity of Bureau of Non-Formal Education (BNFE). It is working with DAM, CAPME to identify and highlight the best practices of NFE activities. IED recently working with DAM and Prism Bangladesh to study inputs, activities and community development through CLCs. Besides, it is working to identify, collect and promote cultural heritage. After the presentation of CLC experience, a question raised by a participant that whether the CBOs will self governed or run by the organizations. Participants discussed on the

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issue and said that CLCs should run by the community people, organization may only support them whenever they need. After tea break, participants were divided into the same group and discussed about a framework for promotion of ESD through CLCs. The output of the group works were presented in the big group and discussed on it. The groups are as follows: Group discussion on a framework for promotion of ESD through CLCs

Group-1 Role of CLCs in facing challenges

Provide feedback on local needs to be incorporated in curriculum Identify local sustainable issues and take action/training incorporating in the plan Prioritizing learner generating materials Maintain a database of good practices and take advocacy for promotion Take need based, context specific risk management package in CLC Raise voice with LG on adequate allocation for education based on the needs of

the community. CLC to identify needs of skills training, linkage with local services delivery

organizations and monitoring. Coordinate with local service delivery institutions and arrange issue based

sessions. Training development at CRC level. Advocacy with local business group for financial and technical collaboration. CLC will closely work with SMC and LG education group on educational issues CLC provide feedback to SMC and EWG (Education Working Group). Identify HTR (Human Training Resource) group in the area and advocate for their

education incorporate in the CLC program. CLC identify multilingual issues, preservation of local indigenous language,

advocate of their education issues, develop local materials in mother tongue. CLC could develop an information cell including ICTs. Institutionalize CLC approach with urban and municipalities areas.

Group- 2 Role of CLCs in Partnership development

Goal: To facilitate and strengthen ESD through inter-agency collaboration Specific Objective:

o To achieve operational sustainability of CRC through partnership building

o To achieve sustainable improvement in the quality of live (socio/economic/environment) through partnership development

o

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Output Network/communication Indicators 1. Partnership with local government department

1. Setting up local issues within relevant statuaries

2. Nominate local representative to negotiate within relevant institutions

3. Linking with govt. and institutes for skills development

4. Receive funds from local govt. institutions

5. Partnership in national budget planning

1. Amount of finance necessary

2. Number of networks3. Number of persons

required to equip 4. Number of issues

adjust

2. Community mobilized 1. Functional meeting 2. Technical support of

NGOs 3. Community based

forum 4. Cultural events 5. Fund contribution

3. NGO support ensured 1. Networking with NGOs

2. Sharing of experiences with NGOs

3. Mobilizing resources through NGOs

4. Receiving field support from NGOs

4. Support from Private civil society organizations ensured

1. Ensuring appropriate training in collaboration with private sector

2. Conduct demand assessment with private sector

3. Linking with MFI institutions

4. Insuring benefits from research through

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collaboration with Universities/Institutions

5. Collaboration with civil society both at local and national level

5. Information dissemination

1. Share experiences utilizing community networks

2. Voice conscious through different methods with support from NGOs/local journalists

Group-3

Role of CLCs in developing capacity for promoting ESD

Role of CLC Management Committee: o Needs assessment o Organizing o Planning for implementation o Monitoring and evaluation o Coordination and networking o Local level advocacy

Role of Volunteer/Facilitator/Community Action Group (CAG) o Survey o Priority setting o Communication and linkage o Awareness building on ESD issues

Role of institutions (UP/Educational institutions/GO-NGOs) o Information sharing o Include CLC representative at UP Standing Committee for

services/budgeting o Debating on services o Fair o Documentation and sharing best practices and challenges

Group – 4 Role of CLCs in improving teaching learning process

CLCs shall open for all Facilitators should at least S.S.C graduate

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CLC take the lead role to appoint CLC Facilitators, local teachers also involve Facilitators should receive foundation training and continuous refreshers training CLC will collect local materials e.g. local familiar, coastal area, need based Learner Generated Materials can be developed Wall magazine CLC can observe national/international days inviting local elites, literate people Organize reading writing competition, cultural events using local resource CLC can organize ICT centre to promote digital Bangladesh CLC can organize health related meetings/discussions, recently government

declared Community Health Centre can open Reading class on primary health care (PHC) can be organized by CLC CLC should have internal monitoring system CLC can organize exposure visit to other CLCs to share experiences Information cell can be in CLCs Small training can be organized in CLCs

After the group presentation, the session chaired by Mr. Abdur Rafique, National Programme Officer, UNESCO Dhaka. In this session, Mr. Kiichi Oyasu, Senior Programme Specialist Education, UNESCO Dhaka, presented a CLC Handbook developed by UNESCO for the region. He explained the outline and content of the handbook. After this Mr. Borhan Uddin, Programme Officer, UNESCO Dhaka, presented a paper on teaching learning materials on ESD: how ICT can help? In his presentation, it was explained use of ICT in education, potentials of ICTs can be utilized in education, from potentials to effectiveness and how ICT can help to develop teaching learning materials for ESD. The session ended with an open discussion. After this presentation, participants again divided into same groups and discussed about development of a framework of a Handbook on ESD through CLCs. The outcomes of the group discussions presented in the big groups and discussed to improve. The group’s outcomes are as follows: Group Discussion on an outline of a handbook on ESD for CLC managers

Group-1 Outline of the handbook:

Content Method Materials 1. Needs assessment of the learning issues

PRA/FGD Poster/maker

2. Curriculum development

Based on findings of needs assessment/recommendations on curriculum

Assessment papers

3. Documentation of good practices

Case study, success story, video documentation

Print and ICT materials

4. Marketable skill development

Skills training/workshop, linkage to related institutions/organizations

Reading materials, ICT materials, booklet

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5. Information on employment promotion

Sharing workshop/meetings, newspapers, ICT

Information booklet, notebook

6 Multilanguage education

Identification of ethnic groups/presentation of indigenous culture

Provision for local materials

7. Information cell Database/information Display board, computer

8. Providing corporate responsibility

Workshop with local business community

Materials will hire

9. Risk management and disaster preparedness

Workshop/training Print and ICT materials

10. Health and environment

Training/workshop, awareness raising session

Print and ICT materials

11. Institutionalized CLC at Urban level

- Advocacy - Linkage - Collaboration - Partnership

Print materials

12. Linkage with Local Government Institutions

Meeting/workshop/participation with SMC/EWG

Guideline/handouts

Group – 2

Content Method Materials 1. Users guideline 2. National context of CLCs 3. Introducing the concept of CLCs

PRA Questionnaire/checklist/ICT

4. Building partnership and conscious (Govt./NGOs/community)

Workshop/training

Steps: 1. Partnership (GO/NGO/Community) 2. Forming committee & network 3. Functions of committee

Preparing action plan: 1. Resource mobilization 2. Documentation 3. Monitoring and feedback

Sustainability 1. Financing 2. Skills

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3. Empower Evaluation

Group – 3 Content Method Materials 1. Needs assessment PRA, FGD, GD Format, stationary 2. Priority setting Problem tree checklist 3. Planning of implementation

Workshop/training Handouts, ICT materials

4. a. Coordination and networking

Mapping, database, rapport building

ICT materials, handout

b. Communication Training, orientation 5. Awareness building on ESD issues

Orientation, sharing meeting

Handout, ICT materials

6. Fairs Exchange visit, sharing Tools, guideline 7. Media campaign Workshop, training, field

visit Handout, booklet

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Group – 4 Teaching learning process

Content Methodology Materials 1. Teacher selection Consulting with CLC

Committee, advertisement, form selection board with local people, examination

Instruction paper, pencil

2. Teacher quality Training (foundation and in-service), refreshers, follow-up visit, regular monitoring

Training materials, checklist

3. Materials in CLC Local materials collection, needs based, LGM, display, study circle, practice, presentation

Instructional materials

4. Extra-curricular activities Day observation, seminar, cultural program, competition, social work (tree plantation, rally etc.)

As per need, poster, leaflet, brochure, festoon

5. ICT Linkage with GOB, showing CD/multimedia, training, game

Computers, multimedia, radio, TV, CDs

6. Health Linkage with GOB, seminar, group discussion, FGD, motivation, dissemination of information

Poster, banner, social and religious activities

7. Monitoring Continuous involvement of local govt., supportive monitoring feedback

checklist

8. Exchange of exposure Exposure visit, expert orientation, seminar, meeting, sharing good example

9. Information mapping Data collection, PRA, mapping, update mapping

Display board, file, computer

10. Lifelong learning Training, refreshers, follow-up

Handouts, training materials

Closing: Mr. Kiichi Oyasu, Senior Programme Specialist Education of UNESCO chaired the closing session. Mr. Oyasu thanked all the organizations to participate in the workshop

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within very short notice and Okayama University for supporting to organize the workshop. He hoped that this is starting and it will continue in future. He told that based on this workshop a handbook will be developed which UNESCO and DAM initiate in collaboration with others. He hoped that ESD issues would coordinate soon with Ministry of Education in Bangladesh.

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Annex: List of Participants

Sl. No.

NDesignation

Contactame & Detail

1. Md. Safiullah Joint Secretary

Ministry of EducaBangladesh SecrePhone: 7168798;Fax: 7167577 Email: safiullahm

tion tariat, Dhaka Mobile: 01711-079868

d@hotmail.com 2. Md. Nasir Minis

Uddin Khan BStatistical Officer

try of Primaangladesh Secre

Phone: 7162484;Fax: 7168871 Email:

ry and Mass Education tariat, Dhaka Mobile:

3. Muhammad Bureau Showkat Ali Deputy

232/1, Tejgao

Director, Monitoring & Evaluation

of Non –Fn I

Dhaka 1208 Phone: 9887895;Fax: 9863077 Email:

ormal Education /A

Mobile:

4. Mr. Hideki Yamam

Department of oto MD,

Associate professor

InGraduate School

yama Univers3-1-1, Tsushima-Okayama, 700-8Phone: +81-86-2Fax: +81-86-251Email: hidekiy@m

MPH, PhD. Oka

ternational Health of Environmental Science ity naka 530, Japan 51-8925 -8925 d.okayama-u.ac.jp

5. Mohammad InternationAtaur Rahman TechnoFaculty and Coordinator

al Unilogy (IUBA

4 Embankment DSector 10, UttaraDhaka 1230 Phone: 8963523-01714-075911 Fax: 8922625 Email: ar_forest@

versity of Business Agriculture and T) rive Road Model Town

7, 8923469-70; Mobile: 01711-821908,

yahoo.com 6. Dr. Muhammad Department of

Qumrul Hassan Chairman

GUniversity of DhaDhaka 1000 Phone: 9661920-Fax: 8615583 Email: mqhassan

eology ka

73

@univdhaka.edu, mqhassan2002@yahoo.com

7. Mr. Sarder The Association Asia (AMDA) ESH

Dhaka Office House 26, Road 1 Dhaka 1212 Phone: 8853017 Fax: 8826497

Abdur Razzak BANGLAD of Medical Doctors of

13, Gulshan 2

20

Email: director@amdabd.org

8. Mr. AKM The Association Asia (AMDA) GLADESH

Dhaka Office House 26, Road 1 Dhaka 1212 Phone: 8853017 Fax: 8826497

Shahjahan BAN of Medical Doctors of

13, Gulshan 2

9. Mr. Malama

Representative

UNESCO Meleisea Director and

House 68 (3rd floor), Road 1 ani, D

Phone: 9873210, 1726-390290 Fax: 9871150 Email: m.meleise

Block I, Ban haka 1213 9862073, 9894654; Mobile: 0

a@unesco.org

10. Mr. Kiichi Oyasu

UNESCO House 68 (3rd floBlock I, Banani, D 3

: 9873210, 01733-547320 Fax: 9871150 Email: k.oyasu@

or), Road 1 haka 121

Phone 9862073, 9894654; Mobile:

unesco.org

Programme Specialist, Education

11. Ms. Mahfuza Rahman Programme

UNESCO House 68 (3rd floBlock I, Banani, D

e: 9873210, , 9894654; Mobile: 01713-367922

Email: ma.rahma

or), Road 1 haka 1213

Phon 9862073Fax: 9871150

n@unesco.org

Officer Education

12. Ms. Shereen Akther Programme Officer

UNESCO House 68 (3rd floBlock I, Banani, DPhone: 9873210, 32-394686

: 9871150 er@

or), Road 1 haka 1213

9862073, 9894654; Mobile: 017FaxEmail: sh.akth unesco.org

Education

13. Mr. Abdur Rafique National Programme Officer,

UNESCO House 68 (3rd floBlock I, Banani, DPhone: 9873210, 654; Mobile: 01713-005504 Fax: 9871150

ail: a.rafique@unesco.org

or), Road 1 haka 1213

9862073, 9894

EmEducation

14.

Programme Officer Education

Mr. Borhan Uddin

UNESCO House 68 (3rd floBlock I, Banani, DPhone: 9873210, 654; Mobile: 01713-312177 Fax: 9871150 Email: b.uddin@u

or), Road 1 haka 1213

9862073, 9894

nesco.org

15. Mr. Debashis USaha BSL Office CoEducation Specialist

NICEF mp

1 Minto Road, DhPhone: 9336701-Fax: 9335641-2 Email: drsaha@u

lex aka 1000 10; Mobile: 01711-541584

nicef.org 16. Ms. Chie UNICEF

L Office ComplTakahashi BS ex

21

1 Minto Road, DhPhone: 9336701-Fax: 9335641-2 Email: ctakahash

aka 1000 10; Mobile:

i@unicef.org 17. Mr. Shamsul

anager

RDRS se 43, Road 1 r 6

Uttara, Dhaka-12Phone: 8954384-Fax: 8954391 Email: rdrs@ban

Huda, Program HouM

0, Secto30 5; Mobile:

gla.net, anthony@rdrsbangla.net

18. Mr. Nurunnabi RDRS oad 1 tor 6

Uttara, Dhaka-12Phone: 8954384-Fax: 8954391 Email: rdrs@ban

House 43, R 0, Sec30 5; Mobile:

gla.net, anthony@rdrsbangla.net

19. Mr. Tasadduk Hossain

Manager Education

CODEC House 62/B, RoaChittagong Phone: 031-6706Fax: 031-672154Email: codec@sp

Programme d 3, Chandgaon

63/671405; Mobile: netctg.com

20. Md. Nasiruddin District Coordinator,

CODEC House 62/B, RoaChittagong

: 031-6706 05; Mobile: 54

Email: codec@sp

Chittagong Phone Fax: 031-6721

d 3, Chandgaon

63/6714 netctg.com

21. Mr. Hassan Ahmed Chowdhury

FIVDB House 2/5, Block B, Humayun Road Dhaka 1207 Phone: 8118903; Mobile:

Email: fivdbdhk@

Fax: 8112118

citechco.net

22. Mr. Khalid Hossain

FIVDB House 2/5, Block B, Humayun Road Dhaka 1207

03; Fax: 8112118 Email: fivdbdhk@

Phone: 81189 Mobile:

citechco.net

23. Mr. M.Ehsanur Rahman Executive

Dhaka Ahsania MHouse No. 19, RoDhanmondi, Dhak

one: 8115909; Mobile: 01713-000861 Fax: 8113010 Email: dam.bgd@ on.org

Director Ph

ission ad No. 12 a 1209

ahsaniamissi , ehsan1155@gmail.com

24. Mr. Komol Kumar Joardder

Dhaka Ahsania MHouse No. 19, RoDhanmondi, Dhak

8115909;x: 8113010

Email: dam.bgd@

Project Phone:Coordinator Fa

ission ad No. 12 a 1209 Mobile:

ahsaniamission.org,

22

25. Mr. Nafiz Uddin Khan Senior Programme

Dhaka Ahsania MHouse No. 19, RoDhanmondi, DhakPhone: 8115909;

010 n.uddin@a

Officer Fax: 8113

ission ad No. 12 a 1209 Mobile:

Email: hsaniamission.org

26.

VERC Anandapur, SavaPhone: 7710779 le: Fax: 8113095

il: verc@ban

Md. Akbar Ali r, Dhaka /7710412; Mobi

Ema gla.net

27. Hossain Anandapur, Sava

Phone: 7710779Fax: 8113095 Email: verc@ban

Md. Ismail VERC r, Dhaka /7710412; Mobile:

gla.net

28. Md. Nazrul Islam Regional Manager

BRAC Education P me 75 Mohakhali, DhPhone: 9881256;Fax: 8823614 Email: brac@brac

rogramaka Mobile:

.net

29. Ms. Hosneara BRArea Manager

AC Education P me 75 Mohakhali, DhPhone: 9881256;Fax: 8823614 Email: brac@brac

rogramaka Mobile:

.net

30. Mr. Zia-Us- InstiSabur B

tute of EducaRAC University

113/A, Niketon HGulshan-1, DhakPhone: 8824180;Fax: 8829157 Email: Bu-ied@b

tion and Development (IED)

ousing, Road-2 a Mobile:

rac.net

31. Ms. Ratna Guha

Institute of Educa ) BRAC University 113/A, Niketon H

shan-1, DhakPhone: 8824180;Fax: 8829157 Email: Bu-ied@b

tion and Development (IED

ousing, Road-2 Gul a

Mobile:

rac.net

32. Mr. Kuntal Baran Mondal Project

Concern WorldwiHouse 15 SWD, RGulshan-1, DhakaPhone: 8816923,Fax: 8817517 Email:

Coordinator

de oad 7

8818009, 8811469; Mobile:

33. Mr. Bishnu Pada Oraon Senior Programme

Asroi Dhaka Liaison OfHouse 6/4 B, BloDhaka – 1207

113358 : 9123682

Officer Phone: 9 Fax

fice ck B, Lalmatia

23

Email: ashrailia@dhaka.net, samad@bol-online.com 34. Mr. Nagen

Pauria Senior

Asroi Dhaka Liaison OfHouse 6/4 B, Blo matia

– 1207 13358

Fax: 9123682 Email: ashrailia@

Programme DhakaOfficer Phone: 91

fice ck B, Lal

dhaka.net, samad@bol-online.com

24

Edited by Hideki Yamamoto MD, MPH,PhD. Associate professor at Department of International Health, Graduate School of Environmental Sciences, Okayama University, UNESCO chair program on Research and Education for Sustainable development 3-1-1, Tsushima-naka, Okayama, 700-8530,Japan hidekiy@md.okayama-u.ac.jp International Cooperation Initiatives Program “Promotion of ESD on food, nutrition and health through CLCs” Copyright: MEXT, Japan 3-2-2, Kasumigaseki, Chiyoda-ku, Tokyo, 100-8959, Japan