RCE Tongyeong - 2018

Change the World through Education by RCE Tongyeong formal Education Committee
CSV
Basic Information
Title of project : 
Change the World through Education by RCE Tongyeong formal Education Committee
Submitting RCE: 
RCE Tongyeong
Contributing organization(s) : 
Tongyeong Office of Education
Gyeongsangnamdo Office of Education
Tongyeong elementary school and 57 school and kindergarden in Tongyeong
Rce Penang
Focal point(s) and affiliation(s)
Name: 
Unji Lee
Organizational Affiliation: 
RCE Tongyeong
E-mail: 
tyrce.ujlee@gmail.com
Name: 
Yeojin Yoon
Organizational Affiliation: 
RCE Tongyeong
E-mail: 
tyrce.yjyun@gmail.com
Format of project: 
PowerPoint
Language of project: 
Korean and English
Date of submission:
Wednesday, October 31, 2018
Web link: 
rce.or.kr
Additional resources: 
https://www.youtube.com/watch?v=ad5yy9sYENE&t=380s
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
RCE Tongyeong concluded MOU with Tongyeong office of Educatoin. Each school in Tongyeong appoints one or more ESD teachers from 2011 through this MOU
At what level is the policy operating?: 
Local
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Korea, South
Location(s): 
Tongyeong city
Address of focal point institution for project: 
RCE Tongyeong 116 YongnamHaeanro, Tongyeong, Gyeongnam, Korea
Ecosystem(s):
Coastal
Target Audience:
Teacher Ed.
Socioeconomic and environmental characteristics of the area : 
Tongyeong is a small coastal city with a population of 140,000. Surrounded by more than 570 islands, the slogan is a beautiful tourist recreation city. It also has the name of the hometown of art, where famous artists from various fields such as music, literature, and art were born. In 2016, it was also designated as a music city designated by UNESCO. Most of the population is engaged in fishery or tourism, and the elderly population is increasing.
Description of sustainable development challenge(s) in the area the project addresses: 
Since the late 1990s, shipbuilding has developed vigorously, but now it is declining due to the structural changes in the industry, and it has problems with aging and creating sustainable jobs as well as with the decrease of young people. Since the creation of the Sejahtera forest, interest in ESD has increased for adolescents and parents, but access to ordinary citizens is still limited.
Contents
Status: 
Ongoing
Period: 
May, 2006 to December, 2018
Rationale: 
ESD requires competent teachers to educate students. Since 2005, the RCE Tongyeong has announced the start of the school education committee by implementing the ESD research pilot school. Since then, the voluntary participation of teachers has led to activities for ESD in the Tongyeong area. They did some ESD programs which can understand easily to Tongyeong students when ESD was not familiar with Tongyeong students as designed shall island camp, encouraged students to participate in BTW program and made case study publications for ESD. From 2011, through the MOU with the Tongyeong Office of Education, the ESD instructors were assigned to 58 schools in Tongyeong. With regard to the training of teachers' competencies, Gyeongsangnam-do has been interested in ESD since last year and 120 teachers have been trained in Gyeongsangnam-do teachers.
Objectives: 
From classroom to Tongyeong city
Teacher is very important component in our society which can teach next generation and students are very well getting their teaching. RCE Tongyeong aim to all school can understand ESD and share their good practice with other school. Most of all, the important thing is willingness from teachers. Now, RCE Tongyeong manage everything but, we look forward to manage from themselves.
Activities and/or practices employed: 
This year, with the cooperation of Tongyeong Office of Education, we appointed ESD teachers for each school at the beginning of March, and also composed 6 standing committees centered on the principal and vice principal of the school. In April, the foundation chairperson and the Tongyeong Office of Education director attended the ceremony and the first seminar was held. In May, the training festival was held in cooperation with RCE Penang in June. Teacher training was held in August. Participation in video contest held by RCE Penang And participating in monthly Asia-Pacific RCE meetings. The ESD International Forum will share the presentations of teachers who are active in ESD in elementary school next November.
In addition, each ESD teacher encourages students in each school to participate in ESD programs at RCE Tongyeong. For example, they work hard at the school to actively engage students in BTW programs and RCE youth clubs.
Size of academic audience: 
It is 57 schools in Tongyeong, which 20 elementary schools, 12 middle schools, 5 high schools and 1 special school and 19 kindergarden. Each school has one or two ESD teacher 2018.
Results: 
In 2018, the School Board of Education has established a committee of 58 schools with 58 ESD teachers and 6 standing committees in 10 schools. The annual committee is strengthening its ESD capabilities through seminars and events. Particularly, in June this year, we collaborated with Penang rce to share the opportunity for local ESD teachers to be interested in other areas. We have selected excellent teachers who have worked hard to spread ESD of Tongyeong for a long time, and have been able to participate in rce meeting in the Asia-Pacific region. In addition, Tongyeong showed the slogan that it is the home of ESD, and ESD teacher training that all teachers of Gyeongsangnam-do can access not only Tongyeong, but also progressed 4 times to 30 teachers to form 120 Gyeongsangnam-do education network.
Lessons learned: 
In fact, not all teachers at each school are active as ESD teachers. Because the curriculum that they currently have to do is enough for them. In addition, even if the teacher is active, the choice of the principal may make it difficult to practice ESD. In this regard, the RCE Tongyeong visited all schools earlier this year and held a meeting with the principal. In addition, although the attitude of the school principal changes positively, the teachers' activeness can be seen. However, due to the nature of Korean schools, there is a weak point that the sustainability of ESD teachers is not guaranteed.
Key messages: 
As education changes, the world changes.
Teachers lead the way for sustainable Tongyeong Education that is changing from school.
Relationship to other RCE activities: 
RCE Tongyeong conducted RCE Penang training last June with themes diversity Tongyeong area teacher and Penang USM professor and doctors. With RCE Penang, we shared with Tongyeong teachers how to use tools that allow students to find ways to approach and solve problems in a variety of ways through ESD. In addition, the presentation of ESD in the classroom in each country was divided into the elementary school and the high school. Since then, there has also been an up-cycling session where the discarded timber was reborn as a new product. In the same context, the next year, RCE Tongyeong is planning to visit the education field trip directly to RCE Penang and conduct cooperative training.
Funding: 
Budget support by local government

Pictures:

File Name Caption for picture Photo Credit
Image icon 단체%20사진.jpg (6.19 MB) main photo of formal education committee RCE Tongyeong
Image icon 사진4 워크숍 참여 사진.JPG (2.03 MB) 2nd seminar workshop RCE Tongyeong
Image icon 사진1 단체사진.JPG (5.44 MB) workshop with RCE Penang RCE Tongyeong
References and reference materials: 
PDF icon 학교교육위원회 2차 세미나 RCE통영-RCE페낭 ESD 교사 워크숍 안내.pdf
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 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
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 
Direct
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 
Indirect
Theme
Forests/Trees 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Indirect
Update: 
No