RCE Dobong-gu - 2021

(2020-2021) Building a Pedagogical Framework for ESD
CSV
Basic Information
Title of project : 
(2020-2021) Building a Pedagogical Framework for ESD
Submitting RCE: 
RCE Dobong-gu
Contributing organization(s) : 
10 elementary schools, Ssangmun Youth culture Center, Dobong Environmental Center
Focal point(s) and affiliation(s)
Name: 
Dr. Bae Hyun soon
Organizational Affiliation: 
RCE Dobong-gu
E-mail: 
bhs0110@dobong.go.kr
Format of project: 
manuscript
Language of project: 
Korean
Date of submission:
Update
Web link: 
https://sd.dobong.go.kr/
Additional resources: 
none
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Education for ecological transition
At what level is the policy operating?: 
Subnational
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Korea, South
Location(s): 
Dobong-gu, Seoul
Address of focal point institution for project: 
Dobong District Office, 656 Madeul-ro(Banghak-dong), Dobong-gu, Seoul
Ecosystem(s):
Mountain, Urban/Peri-urban
Target Audience:
Community, Primary, Secondary, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
Dobong-gu is striving to move beyond the image of bed-town to a vibrant and attractive city, and is moving towards the completion of a bigger Dobong based on the achievements of ‘good change’ and ‘infinite challenge’. Through sustainable development based on the five policy objectives of ‘Economically active city’, ‘Generationally shared city’, ‘Balanced development city’, ‘Cultural education city’, and ‘Decentralized city’ in response to the needs of residents and environmental changes, we are moving towards Dobong as a hub of Northeast Seoul.
Description of sustainable development challenge(s) in the area the project addresses: 
Seoul is the first area where Korea's policies are implemented, and the spread rate is fast. The RCE Dobong-gu, located in Seoul, serves as a hub for ESD policies based on ecological literacy and glocal leadership, as it is centered on local governments. Since Seoul and the metropolitan area still have low interest in ESD, RCE Dobong-gu is currently conducting various experiments on ESD policies as a representative. One of them was to build RCE Dobong's pedagogical framework for ESD. It consists of creating an ESD textbook, supporting ESD classes, training for ESD instructors, and an evaluation system. Through the pedagogical frame for ESD, RCE Dobong-gu operates research-type ESD education overall rather than ESD activities with fragmentary projects. In addition, it contributes to spreading the importance and value of ESD more through flexible and loose solidarity with other fields.
Contents
Status: 
Completed
Period: 
January, 2020
Rationale: 
In situations such as RCE Dobong-gu, where educational infrastructure is already met (various educational activities are being conducted even without using the terms SDGs or ESD), new strategies are needed to raise awareness and the importance of ESD. Therefore, RCE Dobong-gu decided to establish an ESD system from a pedagogical perspective for a new initiative.
Objectives: 
More systematic and efficient ESD operation.
Flexible and loose convergence and collaboration with other fields.
Activities and/or practices employed: 
The pedagogical framework for ESD was promoted by the person in charge.
Size of academic audience: 
3,071(Students), 10(ESD instructor)
Results: 
<Creating ESD textbook>
- Publishing 2 ESD textbooks (Title: 17 Promises from Our Village to the Earth’/ for grades 3-4, 5-6)
- Creating each unit's tool kits and worksheet based on ESD textbooks
- Textbook materials are being shared by many other local governments and educational agencies.
<Support ESD classes>
- 3,071 people from ten elementary schools and one related institution participated in the ESD class support.
- ESD textbooks, tool kits, and worksheets are provided for free
<Training for ESD instructors>
- Selecting ESD instructors by course of ESD instructors
- Conducting intensive instructors training to maintain the high quality of ESD classes.
- Study classes once a month and hold a reading group.
- After ESD class support, class diaries, lecture guidebooks, etc. are uploaded using a Padlet program.
- Uploading various materials related to ESD into the Padlet program.
<Evaluation>
- Creating ESD textbooks: Monitoring
- Support ESD Classes: Questionnaire (quantitative & qualitative) by participating teachers and students
- ESD instructors: Teacher and student evaluation, study journal, lecture guidebooks, and class monitoring.
<Cooperation for ESD>
- Sharing ESD materials and applying them according to the characteristics of the institutions.
- Advice and consulting
- Planning and operation in connection with the pedagogical frame for ESD
Lessons learned: 
Until now, there have been many difficulties in educational projects operated by local governments because a systematic system has not been established. For that reason, there were many conflicts when building RCE Dobong-gu's pedagogical frame for ESD. Especially, it took a lot of time and many conflicts to coordinate the opinions of teachers, citizens, and stakeholders who participated in creating ESD textbooks, training for ESD instructors, and evaluation system. Participants complained of the evaluation system promoted for fairness in the ESD instructor selection process.
Nevertheless, RCE Dobong-gu has systematically established a pedagogical frame for ESD to prevent such problems from occurring and is operating very efficiently in the system.
Key messages: 
All activities require a system, and evaluation is essential to maintain it.
Relationship to other RCE activities: 
- Searched each RCE city for ESD curriculum
- Regarding the contents of each unit of the ESD textbook, we received advice from institutional officials related to society, economy, and environment.
Funding: 
None(Dobong District Offices' budget)

Pictures:

File Name Caption for picture Photo Credit
Image icon ESD textbook.jpg (158.56 KB) ESD textbooks Dr. Bae Hyunsoon
References and reference materials: 
File 10.15_RCE 업로딩용.pptx
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Update: 
Yes
I acknowledge the above: 
Yes