Education International Research
Student assessment Teacher education Curricula National policies
0%
10%
20%
30%
Yes
40%
50%
60%
70%
80%
To some extent but not sufficienly
90%
100%
No
Figure 9: Union perceptions on prioritisation of ESD — To what extent is education for sustainable development promoted in your education system?
Educators do not feel adequately supported in promoting ESD The graph below shows that of the unions responding to the survey, not one felt they were adequately supported to ensure that students acquire the knowledge and skills needed to promote sustainable development.
0
52%
48%
Yes
No
To some extent but not sufficiently
GRO.EI-IE
Figure 10: Are educators adequately supported to ensure that students acquire the knowledge and skills needed to promote sustainable development?
0302 NOITA CUDE
It is impossible for students to receive quality ESD if teachers do not have the training necessary to deliver it, yet ESD is insufficiently included in both initial teacher training and CPD. Educators suggest that training should focus not only on content but also on quality pedagogy for ESD. Teaching methods for ESD should be geared towards action and cooperation, providing students with the knowledge, skills and attitudes necessary to become agents of change for a better society. Teachers need the necessary resources to match their responsibilities. Many unions report that teachers have insufficient resources for teaching ESD. SNEPPCI in Côte d’Ivoire assert that there are “few didactic materials” for teaching ESD. In Zambia, ZNUT consider inadequate teaching materials, including textbooks on ESD topics, to be one of the biggest challenges to mainstreaming ESD.
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