Environmental Education for Sustainable Development. Georgian National Strategy and Action Plan ( )

Transcription

1 Environmental Education for Sustainable Development Georgian National Strategy and Action Plan ( ) Ministry of Environment Protection of Georgia Ministry of Education and Science of Georgia Tbilisi 1012

2 Acronyms DESD DRR EE ESD GIZ GoG HEI ICEE Education ICT MoEP: MoES MoESD NCAC EQE TPDC NVETC NGO NEAP: NRF SRNSF TSU UN UNECE UNEP UNESCO UNWCED: VEI Decade of Education for Sustainable Development Disaster Risk Reduction Environmental Education Education for Sustainable Development Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH Governmen of Georgia Higher Education Institution International Conference on Environmental Information and Communication Technology Ministry of Environment Protection of Georgia, previos acronym - MEPNR Ministry of Education and Science of Georgia Ministry of Economy and Sustainable Development of Georgia National Curriculum and Assessment Center National Center for Educational Quality Enhancement National Center for Teacher Professional Development National Vocational Education and Training Council Non-Governmental Organization National Environmental Action Plan National Research Fund Shota Rustaveli National Science Foundation Tbilisi State University United Nations United Nations Economic Commission for Europe United Nations Environment Programme United Nations Educational, Scientific and Cultural Organization United Nations World Commission on Environment and Development Vocational Education Institution 2

3 3

4 I. Introduction General Overview The technological and industrial development of societies around the world continues to grow at a rapid pace. With this development has come increasing pressure on the natural environment resulting from human activities that pollute the air, water, and land. Nearly the entire international community now acknowledges that these activities and their byproducts are responsible for changes in global weather patterns that endanger biodiversity, increase the probability of natural disasters, and may eventually threaten our very existence. This type of development is not sustainable, but an apocalyptic trajectory is not inevitable. If we change our lifestyles and modes of development to minimize negative impacts on the environment, we can change course. Growing global interest in environmental conservation, alternative energy research, recycling and waste reduction, and strategies for sustainable living demonstrate our capacity for change and our progress toward a brighter future. Education is an underused tool in humanity s struggle for a sustainable existence. In all its forms, education is essential to equipping present and future generations not only with knowledge of sustainable development issues, but also with the skills and motivation to apply this knowledge to their own actions. Interest in education as a means for sustainable development has blossomed in recent years, but we are only beginning to realize its potential. Environmental Education: A Brief History In the 1970s, the international community began to explore how education should address pressing environmental and development challenges. An international vision for Environmental Education was first described in the Belgrade Charter of 1975, which outlined goals, objectives, principles, and the target audiences for environmental education (UNESCO-UNEP, 1975). These ideas were expanded at the 1977 Intergovernmental Conference on Environmental Education (ICEE) in Tbilisi, Georgia. The ICEE yielded the Tbilisi Declaration, which defined the concept and content of environmental education at the local, national, and international levels. It also clearly defined environmental education as a learning process that increases people's knowledge and awareness about the environment and associated challenges, 4

5 develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO- UNEP, 1978). While the field of environmental education was evolving, the broader concept of sustainable development was gaining prominence as well. Defined by the UN-sponsored Brundtland Commission as development that meets the needs of the present without compromising the ability of future generations to meet their own needs (UNWCED, 1987), sustainable development applies to a wide range of activities across multiple sectors. Over the last decade, environmental education has merged with the concept of sustainable development to form the field of education for sustainable development (ESD). According to the United Nations Economic Commision for Europe (UNECE), ESD broadens environmental education by integrating it with other subject areas to create a comprehensive concept... encompassing interrelated environmental, economic and social issues (UNECE, 2005). ESD is now internationally recognized as a strategy fundamental for developing a sustainable society. To encourage ESD as a development priority, the UN General Assembly declared a Decade of Education for Sustainable Development (DESD) for the years (UNESCO, 2005). In response, many international and national bodies have formulated strategies and action plans for ESD implementation. Similarly, the Ministry of Environment Protection of Georgia (MoEP) seeks to lay the foundations for ESD in Georgia with the Environmental Education for Sustainable Development: Georgian National Strategy and Action Plan While giving due attention to the Georgian context, this strategy and action plan is also aligned with the vision and goals of the DESD and the UNECE ESD strategy and action plan. It is our hope that the EE provisions described here will serve as the basis for broader ESD approaches in the future. II. EE in Georgia Georgia aspires for a rapid development, without compromising its commitment to protecting the environment. However, economic development in the country has not always progressed sustainably. 5

6 Georgia s National Environmental Action Plan (NEAP) for notes that Georgia s environment faces challenges that threaten the long-term prosperity of Georgia and its population. There is a need to bolster sustainable development practices, including EE, so that economic growth, environmental protection and social development are balanced (MEPNR, 2010). Past and Current Efforts Georgia has a long history of support for EE, beginning when Tbilisi hosted the 1977 ICEE. After the country gained independence in 1991, environmental education efforts continued with the Environmental Protection Law of 1996, which established EE as a legal right. The Presidential Decree on the State Program of Ecological Education in 2002 took further steps by identifying governmental bodies responsible for implementing EE programming. In 2004, the Georgian government identified EE as an integral part of the basic education curriculum, stating that formal schooling should enable all students to maintain and protect the natural environment (GoG, 2004). Following the Rose Revolution of 2003, the new government continued Georgia s commitment to EE and ESD by becoming party to the UNECE ESD strategy and action framework in MoEP is one of the most active government supporter and provider of EE-related activities. The MoEP works closely with the national and international NGOs to conduct trainings, workshops, and meetings on environmental and sustainable development issues. On a policy level, the MoEP has demonstrated leadership in EE with the NEAP, which recommends stronger EE programming and was the impetus for this national strategy and action plan (MEPNR, 2010). Recently, other institutions have joined efforts in the field of environmental education. The Georgian National Museum identifies research, protection, popularization and introduction of natural monuments among its priorities. Environmental education is provided through permanent and temporary nature history exhibitions and out-door schooling. The EE Center operates in the Tbilisi zoological park and permanently hosts educational programs for different age groups. According to the 2002 Presidential Decree on the State Program of Ecological Education, the Ministry of Education and Science of Georgia (MoES) is responsible for EE-related activities in formal 6

7 education. Since 2004, the MoES has acted on this responsibility by instituting EE-related reforms. Notably, EE has been integrated into the natural and social sciences of the National Curriculum; also a new course in disaster risk reduction (DRR) has been developed. Additionally, the National Curriculum for offers several new courses in topics related to sustainable development for the 10 th through 12 th grades. NCAC was in charge of the revision process of the National Curriculum by developing a preschool curriculum for municipal use. New EE materials have been developed in line with these curricular changes (McClintock, 2011). Given these responsibilities and accomplishments, the MoES will be an essential partner for the MoEP in implementing this EE strategy and action plan. Challenges and Needs Despite the achievements of the aforementioned EE-related measures, further efforts are needed to maximize the potential of environmental education in Georgia. The following chapters address the state of art of EE in Georgia. General Education General education provides a means of reaching nearly every Georgian citizen, so it has great potential to lead to observable sustainable living practices. To realize this potential, teachers must be empowered to deliver EE messages to students through widespread and systematic trainings, adequate educational materials, and incentives. Additionally, formal and non-formal activities must align to maximize the efficiency of environmental education. Recommendations for improving environmental education in general education include: Developing and implementing systematic trainings for teachers of natural and social sciences; Creating and distributing high-quality EE materials, including textbooks for pupils and teachers, to support recent curricular changes; Providing adequate incentives and motivation for teachers to implement EE programming; Coordinating formal and non-formal EE activities.. Higher Education In recent years, EE has made inroads at higher education institutions (HEIs) in Georgia. These efforts include the 7

8 establishment of bachelor s, master s, and doctorate programs on sustainability topics and an international environmental law specialization at TSU. Several universities also offer classes that address sustainability within existing subject areas and degrees (McClintock, 2011). Additionally, environmental research centers have been established at Ilia State University and Tbilisi State University. Although this is a promising start, EE themes are not generally well-established in university specializations in Georgia. Research at HEIs also tends to not be aligned with environmental priorities. Recommendations for improving EE in higher education include: Expanding EE into HEI degree programs beyond the environmental sciences, particularly in programs of nonenvironmental specializations; Improving HEI communication with environmental stakeholders in Georgia to better coordinate HEI activities with national environmental needs; Providing incentives and motivation for lecturers and professors to increase the application of EE in their teaching and research. Vocational Education Incorporating EE into vocational education and training is critical to developing a skilled and sustainable work force. In 2008, a sustainable development manual was published and recommended for VEIs. However, although there are occasional lectures, no core sustainability programs have been developed. Among existing specializations, forestry and protected areas include environmental components, but there is a need to incorporate EE into more programs. Recommendations for improving EE in vocational education include: Integrating EE themes into relevant vocational education specializations; Training vocational education instructors to integrate EE themes into their courses; Developing vocational education materials that address relevant EE themes; Providing incentives for teachers to implement EE in their teaching. 8

9 Non-Formal Education NGOs, museums, and national parks with an EE focus in Georgia have implemented a wide variety of non-formal EE projects, ranging from public awareness campaigns to the production of EE materials. However, non-formal education is hampered by poor coordination between its actors and the government. Many activities are implemented haphazardly, and most projects are focused on detailed technical knowledge without important behavior change components. Furthermore, the scientific training and environmental knowledge of NGO staff and environmental educators in the regions is generally limited. NGO activities also tend not to include formal evaluation strategies, which makes gauging the success of their efforts difficult. Recommendations for improving non-formal EE include: Developing a platform for actors to share their experiences, create synergy and harmonize EE activities within the educational system and beyond; Establishing EE trainings for NGO employees to improve environmental knowledge and project management skills; Encouraging rigorous evaluation to assess the impact of non-formal activities; Developing professionally relevant sustainability trainings for stakeholders in business, government, and the media; Creating incentives for the private sector to adopt sustainable practices; Improving infrastructure to render EE as practical and effective as possible. III. Purpose Statement The purpose of this strategy and action plan is to establish a framework for EE provision in Georgia. The MoEP will coordinate extensively with the MoES and other relevant ministries, institutions, and stakeholders to carry out the activities of the action plan. This EE strategy and action plan also has a global scope. With it, Georgia joins other nations that have developed EE through similar policy frameworks, and commits to acting on a matter that is ultimately of vital importance for humanity. 9

10 This document seeks to: Provide a plan for meeting the EE requirements already established in Georgian legislation; Define common goals, objectives, and standards for all EE activities in Georgia; Catalyze systemic approaches to sustainable development across sectors through EE; Coordinate ongoing EE efforts by improving stakeholder communication; Facilitate increased efficiency, quality, and quantity of EE activities; Improve stakeholder capacity in sustainable development practices through EE; Align EE activities in Georgia with international goals and standards; Raise Georgia s profile in the international community as an active player in EE; Increase public awareness of and support for EE in Georgia. IV. Principles of Environmental Education EE strives to highlight the relationship between humans and the environment by addressing human values the natural world. Georgia s EE activities therefore must be rooted in philosophical precepts that promote a fully sustainable future for the county. Environmental Education in Georgia must: Be accessible to everyone, regardless of ethnicity, class, sex, location, and age; Target all levels and types of education, within and beyond the formal educational system Stress environmental/sustainable attitudes, values, and actions in addition to knowledge and skills; Be holistic and interdisciplinary; Approach learning as a life-long process; Advocate tolerance for diversity and instill the desire and capacity to cooperate with the public at local, national, and international levels; 10

11 Promote participation and democratic processes in all activities; Inculcate critical thinking Develop creativity in analyzing and responding to environmental challenges; Address local environmental issues and connect them to global themes; Generate demand for a clean and healthy environment; Cultivate an appreciation for the interconnectedness of human wellbeing, economic development, and environmental protection; Promote adherence to international environmental agreements; Foster individual agency, responsibility, and accountability for the future of Georgia and the world. V. Environment Education Strategy This section clarifies future goals for EE in Georgia and outlines a general strategy for realizing them. The Vision describes the ideal of a fully sustainable future in Georgia, the Goal describes how EE will contribute to that vision, and the Objectives describe how the goal will be achieved. Vision The Environmental Education for Sustainable Development: Georgian National Strategy and Action Plan envisions a Georgia in which prosperity, environmental sustainability, and social equality in all forms coexist and mutually reinforce each other. Goal The goal of this strategy and action plan is to ensure that EE in Georgia provides all citizens of Georgia with the knowledge, skills, values, and attitudes necessary to live sustainably and foster environmentally responsible changes in society. Objectives This goal will be achieved by fulfilling the following objectives: 1) Strengthen the leadership role of the government by aligning policies, regulations, and operational frameworks to support EE; 11

12 2) Raise the profile of EE within the educational system and beyond; 3) Facilitate networking, cooperation, and coordination among EE stakeholders, both within Georgia and internationally. VI. EE Action Plan According to UN DESD guidelines, implementation of the ESD around the world should focus on four major themes: improving the quality of basic education, reorienting all levels of formal education toward sustainable development, increasing public awareness, and providing practical training across all professional sectors (UNESCO, 2005). These themes are important in the Georgian context and are major components of this action plan. In addition, the plan addresses other needs relevant to Georgia, including improving stakeholder coordination, increasing research, and strengthening government leadership. For each strategic objective identified in the preceding section, a set of actions is described below. The sustained commitment of relevant actors will be essential to ensure these actions are carried out and progress is made toward realizing the EE strategy objectives and goal. Objective 1: Strengthen the leadership role of the government by aligning policies, regulations, and operational frameworks to support EE. Actions 1.1 Create a national inter-sectoral working group: The national inter-sectoral working group will unite government representatives, researchers in the field of environment, representatives of academia, NGOs, representatives of the business sector, media, and independent experts. The national working group will organize regular meetings to discuss EE in Georgia, identify problems regarding environmental knowledge and implementation of the EE strategy, support coordination between sectors of EE, and develop recommendations for improving EE. Group meetings 12

13 will be regulated with a relevant memorandum. The Secretary for the working group will be a representative of the MoEP in the coordination group. 1.2 Create a Clearing House Steering Council for implementing the strategy and action plan: The strategy and action plan will be implemented by the MoEP, MoES and national partner organizations. A Clearing House Steering Council will be created for technical support and implementation of the strategy and action plan. The Clearing House Steering Council will be headed by the secretary who is a representative of the MoEP in the steering council. Functions of the Clearing House Steering Council are: -Coordinating implementation of the action plan of the strategy; -Developing annual operational plans with partner organizations; -Communicating with partner organizations and supporting them in implementing their functions effectively according to the operational plans; -Developing and operating an environmental web-portal; -Monitoring the strategy implementation and evaluation according to the operational plans and evaluation matrix; -Preparing annual reports, future recommendations and proposals about the implementation of the strategy and action plan; -Corresponding with media about EE issues. 1.3 Develop and implement an annual operational plan within the strategy and action plan: For implementing goals and objectives of the strategy in the field of EE for , an annual operational plan will be developed by governmental and non-governmental, national and international organizations. The operational plan will be coordinated and approved by the Minister of Environment Protection of Georgia. Implementation of the operational plan will be monitored by the coordination council. 1.4 Enhance the EE management responsibilities of the MoEP and the MoES: Organizing and administering the EE activities in this plan will require support from the staff at relevant ministries. The necessary tasks will be delegated to existing ministry staff or to 13

14 new staff charged with managing national EE activities. Required administrative activities will include: Identifying target specializations in higher and vocational education and designing EE curricula and materials for these specializations; Coordinating and assisting in the development of new EE materials for preschool educational institutions and subjects within the national educational curriculum where EE topics are integrated; Developing professional qualifications for general educational school teachers by increasing their competencies in teaching EE; Administering the Eco Club program; Supporting life-long education opportunities by increasing environmental competencies of the target groups; Increasing environmental awareness of society by organizing campaigns; Developing and maintaining digital EE platforms; Creating, updating, and conducting EE training activities; Establishing and maintaining communication with stakeholder working groups; Organizing and overseeing EE conferences, seminars, and competitions; Facilitating international partnership and activities; Communicating with international donors. 1.5 Support preservation and improvement of ecological environment at pedagogical and educational institutions: Decrease of activities in the educational field effecting environment will be supported. For this purpose basic, vocational, and higher educational institutions will receive particular recommendations about energy efficiency, sustainable use of natural resources, waste management, and other relevant issues. Educational institutions involved in 1.5 activities on the voluntary basis, considering recommendations, will be awarded Green Certificates. Educational institutions in this regard will serve as a best example for the greater society both within school and beyond. 14

15 Objective 2: Raise the profile of EE within the educational system and beyond. Actions 2.1 Support the incorporation of EE into national educational materials and preschool development standards: EE has been integrated into teaching, developing standards and the national educational plan, but existing EE materials are insufficient to meet current needs. Specifically, relevant textbooks and additional teaching materials need to be developed. 2.2 Support the incorporation of EE into vocational education curricula and materials in targeted specializations: EE themes will be integrated into selected specializations so that students are prepared to meet the sustainability challenges they will face in their future careers. Curricula and materials will be updated so that the socio-economic and ecological aspects of sustainable development in the professions related to the given specialization are considered. Local, regional, and global approaches to professional environmental challenges will be addressed. 2.3 Support the incorporation of EE into higher education curricula and materials in targeted specializations: EE themes will be integrated into selected specializations so that students are prepared to meet the sustainability challenges they will face in their future careers. Curricula and materials will be updated so that the socio-economic and ecological aspects of sustainable development in the professions related to a given specialization are emphasized. Local, regional, and global approaches to professional environmental challenges will be addressed. 15

16 2.4 Promote research in the environmental sciences at higher education institutions: There will be a grant competition to promote environmental research at HEIs and find the best environmental projects. To be eligible for the grant, applicants must justify the relevance of their projects to the development of environmental protection in Georgia. Particularly important or interesting projects will be publicized on the MoEP EE website and by media outlets. Annual seminars will be organized for raising awareness of EE research among EE stakeholders. Additionally, the seminar will seek to encourage partnership and exchange of experiences in EE. 2.5 Create Eco Clubs: Eco Clubs will operate as extracurricular activities at schools and will include students from across age groups. Club activities will focus on building environmental knowledge, values, and skills, and each club will conduct locally appropriate environmental projects in its community. To support formal EE, Eco Club teaching materials will be relevant to teaching outcomes of national educational plan. The club programs will be appropriate for the many age groups involved in Eco Clubs. Eco Clubs will be led by a team of teachers and staff of school administrations on the voluntary basis. Those involved in the club will receive comprehensive training in: Delivering interdisciplinary and hands-on environmental activities using approved teaching methods; Teaching students about local environmental issues and their connection to society and the economy through engaging, real-world learning opportunities; Reducing the environmental footprint of Georgian schools, student families, and the community through direct actions; Building local, regional, and national relationships that promote environmental goals and the long-term sustainability of each Eco Club. 16

17 2.6 Provide short-term training courses for various target groups (including journalists, government employees, business and NGO representatives, and judges) for their competence raising: Trainings will emphasize the knowledge and skills necessary to promote environmental sustainability within a given profession. Information about Georgian regulatory statutes and their enforcement will also be central components of the professional trainings, with the aim of promoting awareness of and compliance with Georgian environmental laws. Trainings for journalists will aim to strengthen the scientific basis of environmental reporting and increase emphasis on public action; Trainings for government employees will aim to build capacity as appropriate for specific jobs. Targeted employees will include environmental inspectors, employees of national parks and protected areas, and local government officials whose duties include environmental protection; Trainings for businesses will aim to promote green economy and environmental protection as a corporate responsibility and legal obligation. As part of the trainings, business representatives will develop a plan for enacting sustainable operations in their organizations. The construction and manufacturing sectors are particular priorities for these trainings. Training for judges aims at deepening their knowledge regarding international environmental legislation. 2.7 Launch campaigns to increase environmental awareness among citizens: Awareness raising campaigns will be based on the environmental priorities and goals identified in the NEAP, and will target specific audiences and the issues most relevant to them. Content will explain actions that target audiences can take to address particular environmental problems. A variety of means will be used for these campaigns. Development of such campaigns will be based on prior research. 17

18 2.8 Conduct EE trainings for teachers of higher, vocational and general educational and preschool institutions: Teachers of natural and social science subjects will be trained in environmental knowledge relevant to their subject areas and the teaching of EE knowledge, values, and skills through interactive pedagogy. Trainings will cover the curricula and materials updates specified in Actions 2.1, 2.2 and 2.3, and will be differentiated to meet the specific needs of teachers from different educational levels. Objective 3: Facilitate national and international networking, cooperation, and coordination among EE stakeholders. Actions 5. 1 Create digital platforms to manage all EE materials and activities: An EE website will be created and maintained to facilitate many of the activities described in this action plan. The website will publicize EE news, research, trainings, conferences, and competitions. It will also showcase EE materials for all levels and types of education, and make them available for download whenever possible. Additionally, the website will serve as a coordination point for Eco Clubs, working groups, and the Green Certification program for educational institutions. The EE website will also be linked to social media web pages. 3.2 Support establishment of regional EE working groups: Regional working groups will be comprised of educators and administrators from basic, vocational, and higher education as well as interested teachers and representatives of administration working in the field of EE and business and NGO representatives. They will meet regularly to discuss EE best practices, EE challenges and successes, EE pedagogy, environmental science, aligning EE provision between different levels of education, strategies for improving EE provisions, and incorporating regional environmental issues into teaching. 18

19 3.3 Organize a national EE conference for education stakeholders: This conference aims to coordinate stakeholders from across the country to analyze the strategy and action plan, annual operational plans and discuss future recommendations. The conference will be a platform for sharing EE knowledge and building capacities and will focus on national best practices and international EE knowledge, theory, and practice. The conference will include break-out sessions targeting specific sectors and stakeholder groups and interactive sessions that highlight notable projects and activities across different sectors in Georgia. 3.4 Participate in EE-related international partnerships and activities: Relevant stakeholders across different sectors will be informed of and encouraged to participate in international partnerships, conferences, competitions, and other EE activities. Strategy and Action Plan Objective Action Participant body Objective 1: Strengthen the leadership role of the government by aligning policies, regulations, and operational frameworks to support EE 1.1. Creation of the national inter-sectoral working group 1.2. Creation of Clearing House Steering Group for implementing the strategy and action MoEP, MoES, EQE, SRNSF, TPDC, Peace Corp, NGOs with environmental education experience, representatives of HEI and VEI Moep, Moes,, NGOs with environmental education experience, International Donor Organizations 19

20 plan Objective 2: Raise the profile of EE within and beyond the educational system 1.3. Developing and implementing an annual operational plan within the strategy and action plan 1.4. Enhance the EE management responsibilities of the MoEP and the MoES 1.5. Supporting preservation and improvement of ecological environment at preschool and educational institutions 2.1. Support the incorporation of educational and additional materials in scope of preschool development standards and national education to EE topics 2.2. Support the incorporation of EE into vocational education curricula and materials in targeted specializations 2.3. Support the incorporation of EE into higher education (academia) curricula and materials in targeted Steering Council, Donor Organizations MoEP, MoES, International Donor Organizations, MoEP, MoES, Educational and Scientific Infrastructure Development Agency, Preschool, General Educational, VEI and HEI Institutions MoEP, MoES,, EQE, Experts of Education and Environmentalists, Donor organizations MoEP, MoES,, EQE, VEI, VEI Administration and Pedagogical Staff, Experts of Education and Environmentalists MoEP, MoES,, EQE, HEI Administration and Pedagogical Staff, Experts of Education and Environmentalists 20

21 specializations 2.4. Promote research in the environmental sciences at higher education institutions MoEP, MoES, SRNSF, HEI Administration and Pedagogical Staff, Experts of Education and Environmentalists 2.5. Create Eco Clubs MoEP, MoES, Peace Corp, General Educational Institutions, NGOs, Donor Organizations, Community leaders, Students 2.6. Short-term training courses for different age and target groups (including journalists, judges, representatives of business and NGOs) for their competence raising 2.7. Launch campaigns to increase environmental awareness among citizens 2.8. Conduct EE trainings for teachers of higher, vocational and general educational and preschool institutions MoEP, MoES, Peace Corp, HEIs, NGOs, Donor Organizations, Community leaders, Students MoEP PR Department, Media, Peace Corp, NGOs, International Donor Organizations MoEP, MoES, EQE, TPDC, Experts of Education and Environmentalists, General Educational Institutions, NGOs, Donor Organizations 21

22 Objective 3: Facilitate networking, cooperation, and coordination among EE stakeholders, at national and international levels 3.1. Create digital platforms to manage all EE materials and activities 3.2. Support establishment of regional EE working groups 3.3. Organize a national EE conference for different education stakeholders 3.4. Participate in EErelated international partnerships and activities MoEP, International Donor Organizations, Steering Council MoEP, MoES, Teachers and Administrators MoEP, MoES, Teachers and Administrators, Journalists, Public Servants, Business representatives, NGOs, Donor Organizations MoEP, MoES, NGOs, Donor Organizations, other stakeholders VII. Roles and Responsibilities The implementation of the strategy and action plan in question implies unified and coordinated action by all formal, non-formal and informal EE stakeholders. However, the parties responsible for management of EE in Georgia and coordinating of the activities within the framework of EESD will be the Ministry of Environment Protection of Georgia and the Ministry of Education and Science of Georgia within their respective competencies. The strategy will operate under a Clearing House Mechanism (CHM) established by the aforementioned ministeries and their partners. Funding of the activities under EESD will be provided through budgets of donor organizations and the Government of Georgia. The body responsible for cooperation with the donor organizations will be the Ministry of Environment Protection of Georgia. The 22

23 ministry will be also responsible for the development and approval of the yearly operational plans within EESD Strategy and Action Plan and monitoring of the implementation of the Operational Plan by the CHM. For the purposes of this document, the Operational Plan is a list of the concrete actions anticipated by the Action Plan for achieving EESD goals and objectives, indicating the budget needed for implementation of the activity and source of financing, as well as a Monitoring and Evaluation Matrix for the Operational Plan. VIII. Monitoring and Evaluation In order to determine the progress of the EESD Strategy and Action Plan, Monitoring and Evaluation (M&E) of EE activities is of utmost importance. Considering that the strategy implies establishment of yearly Operational Plans defining detailed activities to be implemented under each specific objective, the M&E of EESD will be based on a M&E Matrix that is an integral part of the EESD Operational Plans. Apart from Planned Activities, Operational Plans will define outcomes, indicators, and sources of verification. Operational Plans are agreed with and approved by a Decree by the Minister of Environment Protection of Georgia. Timing and frequency of M&E activities will depend on each activity. CHM will be responsible for designing and implementation of M&E activities, as well as reporting and publishing the results. References Government of Georgia (GoG). (2004). Decree of Georgian Government N84 On approval of National Objectives of General Education. Tbilisi. McClintock, E. (2011).Education for sustainable development strategy: Draft recommendations. [Unpublished] Georgian Ministry of Environmental Protection and U.S. Peace Corps, Tbilisi. Ministry of Environment Protection and Natural Resources of Georgia (MEPNR). (2010). National environmental action plan of Georgia Tbilisi. Sustainable Development Education Panel. (1998). First Annual Report Department for Environment, Food, and Rural Affairs (DEFRA), London. Retrieved from 23

24 ww.defra.gov.uk/environment/sustainable/educpanel/1998ar/ann4. htm United Nations Economic Council of Europe (UNECE). (2005). UNECE strategy for education for sustainable development. UNECE Committee on Environmental Policy, Vilnius. Retrieved from United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2005). UN Decade of Education for Sustainable Development : The DESD at a glance. Author, Paris. Retrieved from United Nations Educational, Scientific, and Cultural Organization and United Nations Environment Program (UNESCO-UNEP). (1975). The Belgrade Charter: A framework for environmental education. Author, Belgrade. Retrieved from United Nations Educational, Scientific, and Cultural Organization and United Nations Environment Program (UNESCO-UNEP). (1978). Intergovernmental conference on environmental education: Final report. Author, Paris. Retrieved from United Nations World Commission on Environment and Development (UNWCED). (1987). Our common future. Oxford University Press, Oxford. 24