Education for Sustainable China: the collective voice, wisdom and action in schools and communities

Shangri-la Institute for Sustainable Communities (SISC) works to promote social transformation towards sustainability through our Education for a Sustainable China (ESC) programme. ESC is a platform for developing and disseminating Education for Sustainable Development (ESD) practices and theories through local and national projects in China.

The focus of our poster will be examples of our ESD projects implemented in both formal and non-formal sectors. This will include brief introductions to our work in water preservation, community empowerment and climate change education.

´Water School for a Living Yangtze´ aims to promote students´ responsible action to protect and improve the quality of the water environment alongside agents from communities, enterprises, and government. So far, the project has trained over 750 teachers from 52 primary and secondary schools in 6 regions of China, who in turn have educated 80.000 students throughout the Yangtze basin in ways that enable them to become active participants in sustainable water resource management.

Another example will be our Community Education for Sustainable Development programme. SISC has established 9 Community Learning Centres (CLC) in villages and communities across the Tibetan Plateau which facilitate social learning that empowers local communities to improve their livelihoods, conserve their natural and cultural heritage, and embed such learning in their institutions as a continuing instrument of sustainable development. By linking these CLCs to our larger ESC network consisting of monasteries, schools, universities, government and media, they make unique contributions to the learning of others in broader communities at national and international levels.

Also featured will be Climate Change Education for China which by working with educational experts from teaching universities and middle schools in different areas of China, aims to integrate local indigenous knowledge and practice with the scientific, social and ethical concepts to develop a set of national guidelines for Climate Change Education.

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