Цахим сонин 9 дэх дугаар англи хувилбар

PROJECT FUNDING ORGANIZATIONS PROJECT IMPLEMENTING ORGANIZATIONS At National Level At Local Level MEMBER OF GLOBAL FOUNDATION FOR ENVIRONMENTAL EDUCATION MINISTRY OF MINISTRY OF MONGOLIAN INSTITUTE MONGOLIA INFORMATION AND ENVIRONMENT AND EDUCATION AND FOR EDUCATIONAL TRAINING CENTRE RESEARCH FOR NATURE AND TOURISM SCIENCE ENVIRONMENT Quarterly Newsletter Issue no. 9 Quarter 4, 2022 ESD-IN 2022 HIGHLIGHTS: EDUCATION FOR SUSTAINABLE DEVELOPMENT-II PROJECT ACTIVITY OVERVIEW 2022 • EDUCATION FOR SUSTAINABLE The goal of the project is to support the citizens of Mongolia in creating a socially and DEVELOPMENT- II economically responsible, equally accessible and sustainable future through education for PROJECT ACTIVITY sustainable development. OVERVIEW 2022 In 2022, regular training sessions for target groups Human resource capacity building psychologists working in 30 project schools and • BIG RESULTS OF SMALL and workplaces were organized in order to deepen training for the TACG member other secondary schools in cooperation with PROJECT-2022 knowledge about education for sustainable development organizations GAE, MSUE, and the Mongolian Psychologists at the national, middle and micro levels. Association. • D. ALTANTSETSEG 9 member organizations of the TACG organized \"SWISS' SUPPORT IN Training for the members of human resources capacity building training sessions • For example, in June 2022, 64 psychologists from MONGOLIA ACHIEVED the National Technical Advisory in the following areas, and more than 780 (43% men general education schools in 18 provinces and 7 REAL RESULTS\" Coordination Group (TACG) of and 67% women) experts, scientists, researchers, and districts attended a course consisting of 20 percent the \"Education for Sustainable teaching staff participated in those training sessions. of lectures and 80 percent of practical training to • MONGOLIA'S Development-II\" /ESD-II/ project These include: learn the methodology of working together in a PARTICIPATION IN THE team and analyzing the actual cases that they have WSA INTERNATIONAL These include: • The management unit of the ESD-II project, in encountered. CONFERENCE cooperation with the Ministry of Education and • 123 members (27 men, 96 women) in duplicated Science, organized an online training on the • MSUE organized a training on \"Green Office, • FIRST ENVIRONMENTAL numbers participated in the local training of topic of \"Reflection and implementation of the Organizational Leadership and Culture\" and more INFORMATION MOBILE members of the TACG that organized 4 times. concept, content and methodology of sustainable than 70 students and 160 teachers from 8 branch CENTERS ESTABLISHED development education in school management\" in schools participated. • Also, from November 9th to 16th, 2022, a team order to strengthen capacities of the management • \"COLLABORATIVE of 15 people (representatives of the Ministry of staff of technical and vocational education and • The General Agency for Specialized Inspection INITIATIVE AND Education and Science, Ministry of Environment training organizations, and included more than 900 (GASI) has trained 56 state inspectors of educational PARTNERSHIP and Tourism, 10 member organizations of the TACG, participants. and cultural inspection in 19 provinces, capital city, FOR EDUCATION and 5 representatives of the project implementing and districts on the topic of \"Quality education with FOR SUSTAINABLE organizations) have visited the city of Frankfurt, • The management unit of the ESD-II project equal opportunities\", and monitored educational DEVELOPMENT-2022\" Germany and the province of Hesse for a study tour organized a training and discussion to introduce institutions, and taught them how to develop criteria CONFERENCE to get acquainted with the activities of training and the structure of the training modules on capacity for equal access to educational services for every OVERVIEW information centers. Representatives of the MES, building of human resources of the new curriculum. citizen when evaluating the results. MET and 10 member organizations of the TACG, More than 100 experts from the General Agency • THE PROJECT TEAM and 5 representatives of project implementing of Education (GAE), the National Institute of • The Center for Freshwater Resources and Nature LEARNED FROM organizations participated in the study tour. Educational Research (NIER), and the Educational Conservation (CFWRNC) organized the training THE EXPERIENCE OF Evaluation Center (EEC) participated to this on \"Contributions to organizations and sectors in GERMANY ****** training. achieving the Goals of Sustainable Development\" for 22 people from the organization and conducted a • REPORT FROM VILLAGE • In order to support the appointment of psychologists survey of the organization's waste production. SCHOOL ECO CAMP in the education sector, capacity building training sessions held for a total of 64 educational • GAE organized a ESD training for 185 staff for • P.OYUNAA: WILL HAVE increasing knowledge and understanding of staff and A COMPREHENSIVE workers on sustainable development, education for CONCEPT AND sustainable development, start “whole organization PERSPECTIVE FOR TRANSFORMING AND SYSTEMIZING THE EDUCATION TABLE OF CONTENTS ESD-IN 2022 1-2 ESD-BRIEF 3 ESD-ASSESSMENT 4 ESD- INTERNATIONAL 5 ESD-RESULTS ESD-EVENTES 6 ESD-INITIATIVES 7 ESD- 8 DEVELOPMENT ESD-LOCAL AREA 9 ESD-ONE TOPIC ESD-ESPERIENCE 10 ESD-GUEST 11 12 13 1

ESD-2022 To support academic research in the the ESD sub-program and managed to raise funds of about 300 field of ESD million MNT for 3 years of project implementation. approach” and creating “green work place” culture, • In 2022, the LTACGs of Arkhangai, Bulgan, Orkhon, Khovd, and introducing some methodologies for reducing the • According to the requirements of the International Guidelines Khuvsgul, and Khentii provinces, which implemented the ESD-II organizations ecological footprint. for Establishing Cultural Equivalence of Instruments issued by project, implemented grant projects of 1 million MNT each and • The National Institute for Educational Research Center for Disability Studies of the University of Delaware and organized advocacy activities to support and develop ESD in their organized human resource capacity building training the Delaware Department of Education (DDOE), the researchers of provinces and districts. As a result, specific activities planned and and activities to incorporate the ideals and values of the National Institute of Educational Research (NIER) developed funding allocated in the field of supporting ESD, and included in education for sustainable development into educational a research methodology that takes into account the characteristics, the provinces and districts action plan for 2022. policy documents, research methodologies, and traditions, culture, and values of the Mongolian people. And, • Conducting gender analysis on the self-assessment checklist curricula at all levels. A total of 55 academics and information and data collected from 1200 students, 90 parents questionnaire of WSA and transferring it to the electronic version researchers participated in the training and discussed and 90 teachers of 2 Ulaanbaatar schools (Sukhbaatar and will improve school management and create an opportunity for the \"Sustainable Development, Education for Songinokhairkhan districts), 4 schools from Arkhangai, Selenge, each school to analyze its own activities, therefore, it possible to Sustainable Development Concept and Structured Umnogovi, Uvs provinces, a total of 6 schools, analyzed the data spread the achievements in this field to the national level schools Framework\" model development. and preparing to publish a research article. in the future. • Capacity building training was organized for the 25 test bank experts and evaluation task developers of EEC • Translated and published the following 4 manuals that contain ****** on developing tasks to evaluate knowledge, skills, and research and practical experiences: UNESCO's Berlin Declaration attitudes about ESD. on Education for Sustainable Development 2030, Closer Study IN 2023, THE FOLLOWING • Through \"Big results of a small project and the change of of the Content of Education (Sustainable Development and ACTIVITIES WILL CONTINUE Soum school\", the NGO \"Amgalan Delkhii\" organized Global Citizenship Education-3 domain study), Policy Guide training activities for expanding the knowledge and for Advancing Education for Sustainable Development (Key TO BE ORGANIZED strengthening the capacity of journalists in the field Factors for Success in Policy and Practice), and the Policy Future of ESD in Selenge, Orkhon and Khentii provinces of Education. These materials also been delivered to the public • Establishment of Information and Training respectively. through an electronic database. Center for Nature and Environment in 2 provinces • The Mongolian National Broadcaster has organized implementing ESD-II project; staged trainings for the artists of the organization in the ****** field of providing sustainable development education *** knowledge and implementing it in their activities. In the area of conferences and joint activities • Organize training for capacity building of human ****** • The national conference \"Collaborative Initiatives and Partnerships resources of TVET institutions; for Education for Sustainable Development-2022\" was successfully Capacity building of human organized for the second year under the theme of \"Strengthening *** resources at local and ESD the Partnership and Cooperation of Stakeholders\". More than 280 representatives participated in the conference and discussed the • Monitoring the activities of the model school model schools topic of achieving the following target results. These include: psychologist; The ESD-II project implementing unit, the members • To share experiences and lessons learned from the ESD-II *** of the TACG, and the implementing organization of the project, mutual learning, dissemination of good practices, and project, together with the ITCNE, organized mentoring intensification of cooperation and partnership at all levels • Improving, uploading and publishing 24 training work for the teachers of 30 model schools in the field of modules developed on 8 topics of sustainable improving the \"School-Based Curriculum\". • Under the theme of \"Transforming Education\", a discussion was development and global citizenship education; • A mentor team worked to analyze the \"school-based held on the commitment of actions that can be implemented in Mongolia and the coordination of national and local activities. *** curriculum\", and based on the country's experience and lessons, the programs implemented in the school were • At the \"Sustainable Development Goals 2022\" open day, organized • Organize \"Collaborative Initiative and Partnership classified into the following 3 types: \"possible to use\" by the United Nations in cooperation with some ministries, for Education for Sustainable Development\" joint and \"likely to be effective\" in the educational practice participated representatives of 11 member organizations of the event and national conference for the public; of our country. project, ITCNE NGO-the local implementing organization, and 17 model schools of the project, and presented their experiences and *** These include: lessons learned to introduce them to the public and exhibited the А. Place based learning -PBL -10 schools; results of their activities. • Dissemination of school-based curriculum B. Activity based learning- ABL - 10 schools; models and practices that reflect the ideals of C. Challenge based learning -CBL -10 schools; ****** ESD; • In the second half of 2022, work has begun to support In the area of supporting citizens’ *** the implementation of the program in 27 schools. participation and initiatives • Supporting academic research in the field of ESD, • With the work of the internal advisory team, • During the two years of the implementation of the project, the publishing research in peer-reviewed journals; improvements were made to the methods of data members of the TACG provided mentorship and support to the collection and data analysis through the WSA /whole members of the local technical advisory and coordination group *** school approach/ self-evaluation checklist, and schools /LTACG/ of the target provinces and districts of the project, and conducted self-evaluation. advised them in their influence activities. In total, a total amount • Development, testing, improvement and of 1.2 billion MNT was collected, built and established for sub- adjustment of \"www.esd.mn\" online platform; ****** projects in 6 provinces and two districts of the capital city. This is an unexpected funding increase that is 70 percent higher than *** Towards the integration of ESD originally estimated. For example, Khovd Province has developed concepts into policy documents and • Continue to monitor the self-assessment of WSA and identify common problems and needs faced curricula by schools; • Under the leadership of the Ministry of Environment *** and Tourism, the methodology for the development and implementation of the \"Green workplace or green • Conduct final project evaluation in collaboration office criteria\" was discussed in several stages, and with research and training institutions; the draft of the \"Green workplace-implementation methodology\" standard was discussed by the relevant *** technical committee and submitted to the Standard Metrology Department for approval. • Conduct \"gender analysis\" of books, manuals, organized training sessions and research materials • The 5 priorities specified in \"ESD-2030\" and the developed by the project; institutional structure of Germany are deeply studied, and a document is being developed to further strengthen *** the institutionalization of ESD in Mongolia after the completion of the project. • The members of the Project Steering Committee and the TACG participate in study tour-training • 4 training modules were developed and discussed activities in Sweden and Switzerland; by professional organizations in the field of capacity building for curriculum developers and textbook *** authors, and implementing ESD concepts and content in the curriculum. • Support the creation of a green office culture; • Efforts are continuing to be made to support the *** project's target schools in the implementation of the \"School-Based Curriculum\" with local characteristics, in order to reflect the concept of ESD and evaluate its implementation, and we are working to create good practices. ****** 2

BIG RESULT OF A SMALL PROJECT-2022 ESD-BRIEF /Some of the changes and results of the ESD-II project implementing schools/ and employees of the school, 1600 students, and almost 340 parents joined the challenge and took the test. On average, 52% of • As a result of the whole school approach (WSA), of the work, which were able to change their approach as WSA, them were overweight, 42% had a loss of body balance, and 45% cooperation and participation of local governing have been benefited by a total of more than 6200 students, 5600 had a loss of flexibility. As a result, more than 40% of all teachers bodies, citizens, and private organizations, the parents, 220 teachers, 40 employees, as well as organizations and and employees lost their excess weight and adopted proper habits initiatives collected, developed, and established from citizens who work and live near the school by implementing a healthy diet and proper consumption habits. the community of the sub-projects of the ESD-II • In order to limit inefficient use, reduce waste, and protect natural • The Bayan-Adarga soum center of Khentii Province now has a project reached to a total of 1.2 billion MNT. This resources, the school no. 1 of Khovd Province established hazardous waste container. Also, every soum organization has a is an unexpected funding increase that is 70 percent a \"Combined Learning Hall\" and was able to reduce annual container for collecting waste batteries. These containers were higher than originally estimated. Thus, the activities expenses by 40 percent by using various programs, applications, made and placed by the Bayan-Adarga secondary school team. and results of the ESD-II project have become an and programs in its training activities, In this way, they were able After two months, the school collected a total of 300 batteries. exemplary initiative in Mongolia.. to lower the total expenses of 36,800,000 MNT per year for paper More than 1,400 citizens, employees, teachers, and 1,050 students and other school supplies. of Bayan-Adarga Sum participated in this event and learned the knowledge and habits of sorting waste. • Starting from the 2021-2022 school year in Mongolia, • Munkhairkhan Soum Elementary School of Khovd Province • “Khan-Khentii\" complex school of Khentii Province has collected educational psychologists have started working in has established a \"Heritage House\" in the school in order to and concentrated plastic bottles at the school on one fixed day of state-owned schools for the first time. During this pass down and spread the heritage of Mongolia's ancient Yastan the month. Students, teachers, staff and parents collected more academic year, 70 school psychologists provided Uriankhai culture, and to make it known to future generations. In than 1 ton of plastic bottles and reduced the risk of soil pollution. professional assistance to more than 73,900 students, addition to relevant school lessons, school art and cultural events parents, and teachers /52,937 students, 13,447 are continuously held in the building. Also, in the school yard, ****** parents, 7,535 teachers and employees/, identified they have started planting the endangered sycamore tree which is 74 special cases and prevented risky actions and written in the \"Red Book\" using seedlings, which is appreciated \"MY MOM WAS VERY HAPPY TO SEE THE behavior. Currently, school psychologists in the local by the local people. SOAP AND CANDLES WE MADE\" areas are also providing consultation services to the residents of soums when needed. • During the assessment of Tsetserleg During the national conference, schools participating in the soum elementary school in Khuvsgul \"Education for Sustainable Development-II\" project held an The ESD-II project provided support of about 80 province, almost 50 percent of the exhibition of their own creations at the newly opened children's million MNT for the training and qualification of total area or about 15,750 m2 of land eco-camp of Hyalganat village, Bulgan Province. Different shapes educational psychologists, more than 120 million was polluted and dusty. In order to and colors of soaps, candles, and perfumes were placed on the table. MNT for the decoration and equipment of 26 reduce this negative effect and make These are works made using fat as part of the project of \"Avyas\" psychologists' rooms in 25 schools, thus, provided a the environment greener, they have school children of Khuvsgul province. The school is implementing total of 180 million MNT. implemented the \"Rich Soil\" project projects on energy, waste, responsible purchasing, and responsible and planted elms, gooseberries, sea water use. buckthorn, pears, crabapples, and alfalfa on 170 m/sq area, while disinfecting a further 360m/sq area. • School community (teachers, staff, students and • The teachers, students and parents of \"Delgermuren\" school of As part of the waste reuse project, using fatty oil to create parents) of Kyalganat village, Bulgan provice, Khuvsgul province planted vegetables such as potatoes, carrots, products appears to be very effective. Children share the information initiated the “Eco training center” which is very beets, cabbage, onions, cucumbers and tomatoes on 1 hectare of they gain at school with their families. Therefore, a guidebook was essential for them. They raised fund of 350 million land on the outskirts of the city for the third year and about 10 tons opened with the method \"from child to family\". The notebook was MNT from ESD-II project, local organizations, of fruit are harvested in autumn. Most of the harvested vegetables created to minimize the responsible use of waste. Children go home parents and business entities and established summer are sold, and the income is used to contribute to the children's to use their notebooks and talk about how littering is harmful to training center in 1 ha area. The center, which can \"Eco summer camp fund\". They also prepare vegetables for the the environment. It is believed that the right habits will start here. accommodate 150 children in the summer, was elderly teachers to eat in winter. Therefore, it was decided to send the guide book to one family for opened in June 2022 and received a total of 120 three months. Then the family gathered all the recyclable materials, children from Bulgan, Orkhon, Selenge provinces as • The residents of Murun, the capital of Khuvsgol Province, which but faced the problem of not knowing where to put them. well as Ulaanbaatar City. has the largest population in Mongolia, have started to refrain from using plastic bags. This is the effect of the appeal and actions So every fridays were made a day for recycling at school, and by • The school no. 14 of Orkhon of the teachers and students of the \"Avyas\" school of Khuvsgul further command, every class had a savings account. province replaced all the province. They initiated the \"Cloth Bag Wave\" campaign, sewed incandescent lights in its 1,500 cloth shopping bags in their schools, distributed them By participating in the \"Sustainable Development Education-II\" territory and installed 250 to large stores, and urged consumers to reduce their waste by project, B. Nandin-Erdene, a student of the Xth grade of the school, LED lights as part of the rejecting plastic bags. The \"Cloth Bag Wave\" challenge was instilled a sense of love for the environment and development ESD-II project, making launched on the Internet and received together without sacrificing the future. I am happy to present my the working and learning comments and support from more creations to my friends. Within the framework of the project, we environment for teachers, than 170 teachers and employees, opened the \"Talent Workshop\" club and made soap, perfumes, and employees and students more than 1000 students, and more candles from fatty oils that are not used by people. It takes over a more pleasant, healthy and than 3000 citizen. month to make one bar of soap. But it takes three months for the soap safe. Also, the school's to dry completely. Children bring their fatty oil from home. Fatty electricity bill lowered by 2,600,000 MNT per year. • The team of \"Temujin\" complex oil, sodium alkali, and coloring ingredients are needed to make soap. school of Khentii province Also, when making soap, you need to adjust the temperature. My • The students of the 28th secondary school of the encouraged the citizens of their family is very supportive. Mom was very proud to see the soap we capital's Bayangol disctrict created a series of 9 video city to adopt healthy food and good made. In order to continue this work and spread it to others, we teach content and two short documentaries that addressed habits, and started the initiative and advise our younger brothers and sisters,\" she said with pride. the issues of child discrimination and peer bullying, themselves. More than 120 teachers supported children's participation, and called for the 3 protection of their rights. The series of documentaries called \"Cute day\" starring themselves is based on facts, and will be released in cinemas and websites in 2022, and the initiative to unite voices and take steps for children's rights has been launched. • In the last two years, the \"Erdmiin Urguu\" complex school in Bayangol district of the capital city has been able to make the school environment greener and change it into an eco-friendly one. Thus, the results

ESD-ASSESSMENT D.ALTANTSETSEG, SWISS SUPPORT IN MONGOLIA REACHES REAL RESULTS A mid-term review of Education for Sustainable Development – II (ESD–II) project conducted from the September, to find a solution to the problem. This is very important. It's 2021 until the April, 2022. During this period, an international evaluation team reviewed documents of project an example of being able to initiate and change something implementing 30 schools and visited a total of 14 schools. We have interviewed Ms. D.Altantsetseg, a member of the on your own, rather than just asking someone for it. evaluation team. There are also many examples of parents changing There is a common notion that a project can be done using Can you briefly introduce the evaluation team? through their children. Students of the “Aviyaas” school someone's money, with or without an enquiry. How different is ESD Juliet Mellican, the leader of the international evaluation team, is in Khuvsgul province have initiated a “Breakfast” Project - II from this concept? an experienced consultant in many countries. Also, Daisy Macdonald, campaign as part of the project, preparing their children who was in charge of assessment, budgets, and online research tasks as trainers and teaching their students. Representatives of Although the ESD-II project was piloted in 30 schools in 6 worked from England to support the team. The team leader personally the parents said that their families prepare breakfast with provinces, our evaluation team generally concluded that the activities came to Mongolia last March to visit the project's implementation their children and they are developing the habit to have were large-scale and exemplary for other schools and provinces. ESD- process working in the capital city and schools in Khuvsgul, Bulgan breakfast together as a family. II is very different from other projects. In particular, schools only and Orkhon provinces. Thus, we concluded that the support of the decide together what projects they will implement after conducting a Swiss Agency for Development and Cooperation in Mongolia has You mentioned earlier that even if the project is self-assessment according to a specific methodology and identifying achieved tangible results. completed in the future, it is important to further spread problems. In addition, another thing that has been a great help to us is I have more than 30 years of experience in the education sector, these experiences and make them a habit of the local that there are two sources of funding that can be managed by the school but before joining this evaluation team, I only heard about the ESD-II community. What advice would you give to the parties itself (project and local). Another feature is that all stakeholders are project. As someone who has worked on a number of international in this regard? involved in the school's activities and implement the project together, projects and programs, I notice that the ESD-II project is unique in so the results are clear. It takes a long time to understand when an many ways. I thought that others should also study and learn outsider just assigns others to “implement a project like this”. Often, from all these good practices of the project schools. It is some people in the school are just participants and others just stay What are the advantages according to the project evaluation? important that all these good practices are used effectively inactive as listeners only. However, it is important for school leaders, And what advice would you give on the problems? and localized. If we are able to say we have changed, teachers, parents, students, and the community to work together to made changes, was able to create instead of just \"ESD-II identify and address issues that can be addressed at the school and in The schools involved in the project have taken steps to address any Project ended in 2022\", then the real results of this project the community. This method seemed very correct. Only the staff of the issues and have achieved results. For the remaining year, we want these will have been achieved. Since education for sustainable school know better what the problem is. This means that the problem activities and results of these schools to be localized and sustained in development is not just a matter of schools and the is being identified and implemented more effectively. the region. If we can do these, it means that the goal of the ESD-II education sector, I hope that the Government of Mongolia project has been achieved. This is the main recommendation of the as well as international organizations, will provide further Some of the schools involved in the ESD-II project have external evaluation team. School administrators, teachers, students, support to schools. Our external evaluation team calls implemented material-based projects, while others have implemented staff and parents all have many good ideas and dreams. Therefore, the 30 schools where the project has been implemented attitudes and behavioral projects. How is the result determined? the main result seems to be the joint discussion, implementation as “piloting”. At these schools, we have learned that and decision to provide at least some financial support. This is very it is possible to create, transform, implement, and We reviewed documents of the project implementing 30 schools different from only the director and the accountant making decisions, produce results with the participation of children and the and worked at 14 schools which is almost a half of the total schools. controlling and spending their money. Another important feature of community. Based on these lessons and experiences, it is Some schools have undergone material development, such as labor management is that there is a local and national advisory team, which possible to continue the project. In any case, I thought that camps, ritual houses, e-learning halls, and winter greenhouses. The provides methodological guidance and guidance to schools. These we absolutely cannot end this project with just these 30 other group is working to develop soft skills, change misbehavior, teams include representatives from the environment and education test schools. love the environment, change human rights and gender equality, sectors as well as, professional inspection agencies, the media, and the and establish good habits. Schools have implemented projects such local government. I would like to mention one example. In Orkhon It's not about going fast alone, it's about going a long as green purchasing, healthy eating, improving indoor air quality, province, the Local Advisory Coordination Team was led by the way as a community. creating an eco-friendly environment, learning about Mongolian Director of the Department of Nature, Environment and Tourism, and traditions and culture, and developing student-run schools. Because it was seen that projects in other sectors, such as education, were being Thank you. such projects are not material, there is no visible development, but I successfully implemented. On the other hand, my understanding of believe that it is a great achievement to be able to work with people school issues helped me to provide additional support and advice to JULIET MELLICAN: “IT IS and children, to maintain good habits, and to influence others. the school from the branch fund. This is a new culture. While meeting IMPORTANT TO CONTINUE THE with students in some schools in Orkhon province, they said, “Garbage SUSTAINABLE SUCCESS OF THE 4 trucks have not loaded garbage for a long time. If you meet with the mayor of Erdenet, please tell him.” Later, during a meeting with local ESD-II PROJECT” government officials, he shared the students' suggestions and said that \"this management needs to be changed\" and that he was looking for a Juliet Mellican, International Evaluation Team Leader, solution. Students, teachers and soum authorities are working together reviewed the implementation of the ESD-II project and, after working in the field, met with members of the project's national and local advisory teams to make recommendations in a number of areas. Some of the sub-projects implemented by secondary schools under the ESD-II project are aimed at solving local problems. Local organizations are involved in this together with their schools. In this way, it is important to be able to balance one of the Sustainable Development Goals as a whole without abandoning one over the other. As the main concept of the ESD-II project is to address local issues, it is important to be flexible so that local people can take the initiative and implement it in their programs. Many people say they need outside experience. There is no denying it. However, Mongolians need to know and develop programs that are appropriate to the Mongolian lifestyle and localities. The future of the project looks very optimistic. This experience of working together with stakeholders such as government agencies, universities, and NGOs is very effective. It is a great success if the results of the project are visible to a certain extent, albeit indirectly in the local area. In general, the results of such projects are not felt immediately once the work is completed. Rather, it takes a while. As I have been working on the evaluation of the project for the last six months, I believe it is very important to continue this work in a sustainable manner and to continue its success,” said Juliet Mellican, Head of the International Evaluation Team of the ESD-II Project. March, 2022

MONGOLIA PRESENTS AT THE \"WSA\" ESD-INTERNATIONAL INTERNATIONAL CONFERENCE The Government of the Netherlands, in cooperation with the United ARJEN VOLS (University of Wageningen, the Netherlands) Nations Economic Commission for Europe, organized a conference on Students are being involved in sustainability activities by helping the school-wide approaches in Lunteren, Netherlands. During a meeting school install solar mirrors and estimating how much carbon dioxide of the UN Economic Commission for Europe's Steering Committee can be saved by using renewable energy. for Sustainable Development Education (ESD) and the UNESCO ESD International Conference in Berlin, Germany, 75 ministers agreed that ALEXANDER LEICHT (UNESCO, Paris.) The whole school the ESIA was the most important step in implementing ESD. During approach is the process of preparing an individual who creates social the conference, schools and organizations exchanged best practices change and establishes civic activities. This means making the purpose and discussed opportunities for implementation. The Environmental of education clearer through individual action. Information and Training Center (EMIC), a local support organization for the Education for Sustainable Development II project in Mongolia, participated in the conference and presented a report on the results of the PPP implemented in 30 model schools in Mongolia. The report introduced the methodology of self-assessment of schools and suggested to further simplify and improve this methodology. Experience in implementing PAS in Mongolia is compiled by experts from Wageningen University in the Netherlands and the Norwegian Agricultural University in Japan, and contains information on the PAPs implemented by schools in 15 countries, including Mongolia, South Africa, Cyprus, Norway, Canada, Hong Kong, India, the United Kingdom, Finland, Turkey, Nepal, Uruguay and Kazakhstan. The whole school approach is to reconsider and redesign education in response to emerging global sustainability issues. In order for students to be effectively involved in complex issues of sustainability, participating organizations need to be involved in an integrated, systematic and proactive manner. UNESCO defines the whole school approach as a key tool for ESD, and \"defines what students learn in practice and then learns what they need in life. Highlights and information from the conference on whole school approach: MALTA: We involve children in our radio and television programs. We also conduct community-based research, invites students to parliamentary sessions, and lets them meet with ministers. SCOTLAND: ESD has been fully introduced in teacher education and 5 professional standards for teachers have been developed. GERMANY: ESD and the Whole school approach are reflected in all aspects of society and national plans are developed. Organizations at all levels have 130 objectives. G. BATTSETSEG: OUR WORK IS KEEPING UP WITH Therefore, all countries, including our own that are THE REST OF THE WORLD implementing the WSA, have been involved in the “Eco- School” program, which is the main basis for the project. An international conference held to spread the Whole School Approach (WSA) methodology and to learn from the experiences of other countries. Mr. L.Temuujin, Head of the Environmental Information and Training Centre, Thank you for the interview ESD-II Project's local implementing organization, Ms. E.Shinetsetseg, Executive Director, and Ms. G.Battsetseg, Program Manager, participated in this meeting. Let us introduce you to Ms. G.Battsetseg, Program Manager of the Environmental Information and Training Center. What was Mongolia's presentation at the international ways in which they can be implemented. On the first day of the international conference, the conference? Examples include Japan, the Netherlands, the United States, and organizers provided insight into why the WSA was so important, and on the second day, the participants The Environmental Information and Training Center, a local the United Kingdom. introduced the activities they are implementing in their implementing organization of the Education for Sustainable respective countries. Development-II project, is introducing the WSA methodology to create Are our mistakes and errors clearer than in other countries? 30 model schools under the project. We introduced this experience In general, the way local partnerships work in most countries is Speakers who participated in international conferences and methodology. In particular, we shared our experiences on how to that they work closely with other organizations. For example, we are and shared their experiences in their home countries: implement this methodology at five levels: governance, partnership, partnering other organizations such as a factory or a school to bring human resources, training programs, and environment. We conducted secondary school children to study and have a few days of practice. 5 a preliminary article on the project implemented at the “Temuujin” As a result, the organization gets to know the schools, and on the other complex school in Khentii province, and based on this, we presented hand, the children get acquainted with the production activities of the our work to 30 schools. organization and get an education for sustainable development. In Friesland, for example, students are introduced to a bakery and are What made our project different from other countries? involved in the process of making their own bread and selling them on It was concluded that it's good to determine the baseline level. We their own. Every action taken here reflects the concept of sustainable first assessed each school at five levels. For example, the partnership development. assessed six target groups: students, teachers, school administration, Therefore, the concept of the WSA is that we should not only stay parents, and local representatives. This means that the school has within the school, but work in partnership with the local community. I found where it is at levels 1-5. The project went on to determine what think we need to pay attention to this part. to do to improve the level. How do you evaluate the final results and significance of this Are the results clear? international conference? It will look very clear. These 30 schools are generally implementing major projects to improve their skills. A small project, as we say. The results of the meeting were very high. In any case, we see We are also implementing three sub-projects that support that small that our work is on a par with other countries at the international project. The implementation of the project provides an opportunity to level. Second, we need to have good relations with the countries that raise the level of the initial evaluation. are implementing the WSA. We intend to deepen our relations and exchange experiences with countries registered with the UN Economic How did people in other countries react to your presentation? Commission for Europe's Steering Committee for Sustainable Also, were there many ideas to take from their presentation? Development Education, not only by listening to presentations, but also by sharing experiences. that the “Eco-School” program is a very It was very well received. There are also many more ideas to important support and foundation for the implementation of the WSA. take. For example, we were given a handbook that documented the This conclusion was repeated in the presentations of all countries. The experiences of all the countries that are introducing the WSA. We plan UNESCO report states that the \"Eco-School\" program is one of the key to translate in detail and implement them in each country using the programs for implementing education for sustainable development.

ESD-RESULTS FIRST ENVIRONMENTAL INFORMATION MOBILE CENTERS ESTABLISHED IN ORKON AND KHUVSGUL PROVINCES Ms. Ts. Uranchimeg, Head of the Department of the Ministry of Environment and Tourism, said that one of the many socially, environmentally, and educationally accessible projects and programs implemented within the framework of the \"ESD-II\" project is a mobile information center project that aims to provide comprehensive environmental education. The financing of this project is covered by the Swiss Agency for Development and Cooperation (SDC) and the local budget of Orkhon Province. Our ministry has developed a program and approved it. Also, the Environmental Information and Training Center, the local implementation organization of the \"Education for Sustainable Development-II\" project, presented that the basic content of the actual learning environment should be changed every 1-2 years. Within the framework of \"Education for Sustainable Development- Executive Director of \"Information and Training Centre for II\" project jointly implemented by the Ministry of Environment and Nature and Environment\" NGO Ms. E. Shinetseteg said, \"The Tourism, Ministry of Education and Science and the Swiss Agency main content of the Mobile Training and Information Center this year for Development and Cooperation, the work of establishing a mobile is soil and water issues. They talk about healthy food and healthy center to provide comprehensive information about the environment environment without having any knowledge about water. Then, we has begun. aim to investigate the level of pollution of the water used by the local people and animals, and secondly, what are the features and structure This project is implemented in Orkhon and Khuvsgul provinces, of the local soil, and what kind of plants and trees can grow in that and the center established in Orkhon province not only provides area. Of course, it is impossible to do thorough research. For example, information about the environmental ecosystem, but also provides if I'm going to plant vegetables in my yard, here are the simplest tools the opportunity to conduct micro-experiments such as measuring the to know my soil.\" characteristics of insects, measuring water pollution, and conducting soil research. It is also possible to get acquainted with the local natural Source:Gogo.mn beauty and animals in a virtual way. In the first phase, a mobile center was established in Orkhon MOBILE INFORMATION province, while Khuvsgul province is being given the opportunity CENTER WILL REACH to provide information through a hall. In the future, with these two TO ABOUT 30 THOUSAND models, it will be possible to establish environmental awareness centers in other provinces and soums. CHILDREN Basic experimental equipment for defining the soil and water feature, quality and structure placed in Environmental Information Center established in Khuvsgul province. Moreover, tools and visuals for learning the local creatures such as fish and etc. displayed in the center. ... Also, the mobile environmental information center will be based P. Odonchimeg, an expert of Department of Nature on modern technology and will display information to children in and Tourism of Orkhon province said: \"For Orkhon electronic or virtual form. As part of this, photos and other written province, the area is small, the population is highly information on the three main areas of Orkhon province: economy, concentrated, and the environment, water, soil and air society, and environment have been submitted to the Mobile pollution have a lot of negative effects. Land and water Environmental Information Center. Also, 3D map modeling of the registration is organized every year in the province. In province was done and information was connected to the points in total, more than 600 water points are counted. Changes the form of records. It is characterized by cognitive importance for and status of wells and irrigation system treatment children... facilities and monitoring wells are determined and entered into the province's unified database. Orkhon Province has 10 small rivers and 40 springs. Over 500 of the more than 600 water points have deep wells. Because every family has pit outhouses and bad water wells, various types of pollution are created through the soil. \"This has a negative impact on the health of citizens as well as the economy, so we are working on a policy to limit the issue of new wells.\" The mobile environmental information center aims to teach children to love and recognize the natural world, to use natural resources correctly, and to instill habits in them from an early age. Building a future with ecological education and love for the mother earth is the bridge to sustainable and green development of Mongolia. This information can be put on websites such as \"medlee.mn\" and other widely used general education sites. In addition, a QR code will Source: \"Zuunii medee\", 2022 № 130 (6862). be placed on the pattern to recognize animal footprints. In this way, it is possible to see information about where the species of animals live and how many there are. The target users of the mobile data center, where soil, water and biodiversity studies can be carried out on-site, 6 are kindergarten children, secondary school students and young people.

Within the framework of \"Education for Sustainable Development-II\" project, implemented for three years between 2019 to 2022 with ESD-EVENTES financial support from the Swiss Agency for Development and Cooperation, the national conference was successfully organized for the second time in June of this year. The national conference discussions focused on the topic of “Intensifying partnership and cooperation of the stakeholders and implementers of the Education for Sustainable Development-II /ESD-II/ project”. The objective of the national conference aimed to provide inputs to Mongolian goal and commitments to intensifying cooperation and partnership at all level, defining the perspective and commitment of globally transforming education, and ensuring coherence and synergy of activities conducted for the sector. ESTABLISHED 30 This is what the representatives of 30 model schools for sustainable Mongolia is named as a reference MODEL SCHOOLS FOR development had to say country in two of the 5 priority areas DISTRIBUTING EDUCATION of sustainable development included P. Amgalan, director of the 14th school of Bayan-Ondur Sum, in the international compilation of FOR SUSTAINABLE Orkhon Province said, \"Our school has implemented the \"Education sustainable development policy DEVELOPMENT for Sustainable Development-II\" project since 2019. We wrote our methods issued by the United Nations own projects and were selected. Subsequently, in order to save the UNESCO. Also, the proud discussion D.Myagmarjargal, Unuudur.mn costs of regular operation of the school, incandescent glass lights of the work done at today's conference were replaced and all classrooms and rooms were equipped with is another real example.\" Review report of the National Conference \"Joint LED lights instead. Also, students were taught simple concepts of Initiatives and Partnerships for Sustainable energy saving and the habit of turning off the lights when leaving the \"THE EXPERIENCE THAT LEADS Development Education\" held in Orkhon and Bulgan room. This directly resulted in saving at least three million MNT in EDUCATION OUT OF THE CLASSROOM Provinces the last quarter. This method was presented to the management and CAN BE STUDIED AT THE ECO CAMP\" students of 30 schools involved in the project. Also, O. Dorjderem, a The world knows that 17 goals have been proposed 12B grade student of the school, said, \"Our school conducts a course \"TEACHERS OF 30 MODEL SCHOOLS REACHED THE by the United Nations. Countries are defining and called \"Electronic Kids\" for middle and high school students. In this LEVEL OF MENTORING\" implementing their development goals. The Mongolian way, they gained knowledge of many aspects of electricity supply. government is no different. Among the above 17 goals, According to the sustainable development policy, age-appropriate \"Education for sustainable development-II\" project consultant it is prioritized to provide quality education in IV. It lessons are taught even in the elementary classes.” D. Hishigbuyan: has been many years since the implementation of the \"Education for Sustainable Development-II\" (Education The teachers and students of Bayan-Adraga Sum School of Khentii The lower session of the National Conference continued with 5 for Sustainable Development-II) project in our country. province supported the initiative of sorting and recycling garbage. In sub-group meetings involving many parties and consolidated the It should be noted that as part of the the \"Education for this way, they shared their experiences of successfully implementing opinions. In the future, topics such as how to include ESD in the Sustainable Development-II\" project financed by the a large-scale project and made the participants understand that policy and continue implementation, how to support teachers in the Swiss Agency for Development and Cooperation, Khentii, cooperation is important in influencing the local community. field of ESD, how to ensure youth participation, and how to transform Hovd, Khuvsgul, Arkhangai, Bulgan, Orhon and Bayangol learning were selected and discussed. As a result of the discussion, we and Songinohairkhan districts of the capital have been Closing ceremony of the conference at the Eco Camp in Bulgan discussed what opportunities were created within the framework of covered, and a total of 30 schools have set standards in the province the ESD-II project, what we achieved, and what we will do and how field of education. we will support the development of ESD in Mongolia in many areas On the slopes of the mountains, near the water, at the edge of in the future. Within this framework, the national conference the trees, at children's camps, the Conference for Education for \"Joint Initiative and Partnership for Sustainable Sustainable Development continued. In the project, the general Our main opportunity is that Mongolia was able to firmly embed Development-2022\" was organized on June 28-30 in education school of Hyalganat village established an eco-camp and the goals and objectives of ESD in its national policy. Today, the Orkhon and Bulgan provinces. Because we are providing training center based on the natural beauty of the area. The first ESD-II project has contributed to the process of implementing this sustainable development education, during the conference, vacationers of the camp were children from 30 schools of 6 provinces. policy. For example, we were able to do many things at the policy we demanded that we do not use plastic bottles, use only About the eco-camp, the governor of the village, A. Sod-Erdene, said, level. At the local level, through a small project of 30 model schools, local food products, dine without leaving leftover food, \"We established the eco-camp according to the recommendations we have gained practical experience in the past two years in terms of use recycled paper materials, and dispose of garbage in and advice of the Information and Training Center for Nature and how to implement ESD in life, how to include it in the activities of designated containers. Environment, an NGO that implements the Sustainable Development teachers, and in the training of children. Now we would like to deepen Education-II project, funded by the Swiss Agency for Development and spread this experience. For this purpose, there are proposals to The main speech of the conference was given by and Cooperation, and today I am happy to see that the results of my improve local partnerships and cooperation. Teachers express that D. Myangan, an expert of the Ministry of Education work have come to fruition. To establish the camp, I found my first they have reached the level of mentoring in other schools and that and Science, on the topic \"Reimagining the Future of funding by writing a project to the Swiss Agency for Development they are capable of doing so. Education\". According to an international study, 65% of and Cooperation. Another sub-project was written and a total of about secondary school graduates today will find new jobs that 30 million MNT was received. Encouraged by this, I applied to the \"WE INTEND TO PROVIDE PROBLEM- they have never heard of before. By 2030, about 50% of the Governor of Bulgan province and received suppor 20 million MNT SOLVING METHODOLOGIES AND START world's labor market will be done by artificial intelligence in support. Also, the people and businesses of Khyalganat village robots. Education for sustainable development will play have helped in various ways such as building materials. Eco camp PARTNERSHIPS\" a big role in keeping pace with the world. Therefore, has six separate male and female rest houses. It can accommodate 48 there is a need for our Ministry of Education Policy to children at a time. In addition to providing ecological education during E. Shinetsetseg, executive director of ITCNA NGO, which develop and approve educational development strategies the summer vacation, the students will be included in Mongolian implements the \"Education for Sustainable Development-II\" in line with the rapidly evolving society and to improve household lessons and foreign language vacuum training. Students project in the local area: the legal environment. Therefore, it is necessary to will not be forced to study too much, will be shown how to process improve coordination between public and private sector milk and dairy products, and take care in passing on the farming The ESD-II project is being implemented in 30 model schools of organizations implementing sustainable development culture to them. Children will not work, but watch, see and learn. In general education in 6 provinces and 2 districts. When schools first policies and to spread good practices. the future, the children located in the North-East soums of Bulgan implement a project, they self-assess whether they want the school province will have the opportunity to come on vacation.\" to change as a whole. They identified the problems of their school Mongolian National Institute for Educational Research and larger community based on their own assessment. About 15,000 is a host organization for “Education for Sustainable With the investment of the provincial budget, the work of generating people participated in the evaluation of 30 schools. Development-II” project. ITCNE is an implementing electricity and digging a well is ongoing. After the opening of the eco- organization of the project at the local level. The camp, 30 sustainable development model schools participated in the Then, the school team discussed with the community what to do to supporting organizations for the implementation of project and organized an exhibition to report what they had created. correct these problems. In this way, their plans and new ideas to solve the project are the Ministry of Education and Science, and change the problem were supported by the ESD project and given Ministry of Environment and Tourism, the General Source: UNUUDUR newspaper a small amount of funding. We are calling it a small project because Agency of Education, the Education Evaluation Center, the funds we give are a small part. and the General Agency for Specialized Inspection, \"MONGOLIA IS ONE OF THE MSUE, Center for Freshwater Resources and Nature LEADERS IN SUSTAINABLE For example, Battsengel soum in Arkhangai Province has a Conservation, MNB, Information and Training Centre DEVELOPMENT POLICY\" problem with hot water. This situation is a factor affecting many for Nature and Environment NGO, \"Amgalan Earth\" problems, starting with the personal hygiene of the boarding school NGO. Additionally, representatives of 30 pilot schools D. Bayarjargal MONRT Hurd Agency. children. The soum schools received the funding from the ESD-II of 6 provinces and Swiss Agency for Development and /From the comments of the organizers and participants of the project by presenting it. With this, we are going to start solving the Cooperation took part in the conference. national conference/ problem, give methods and methodologies, and start a partnership. Mita Nangiya Goswami, International Advisor of the ESD- Starting with the small amount of money we gave, that method can National conference in Orkhon province II project, said, \"I consider Mongolia to be a leader in the field of create an investment of 100 million or 300 million MNT. These are Then, the conference representatives got acquainted sustainable development policy. One of the proofs of this is that the relevant competencies of Education for Sustainable Development. It means being able to solve any problem positively and correctly as with the activities of the general education school in long as you are able to communicate with people, cooperate, and act Khyalganat village, Khangal sum, Bulgan province. Also, independently. This is the Education for Sustainable Development that the organizers of the conference hosted five sessions, we are trying to create. where teachers and students were informed and discussed on the topics of Digital learning and transformation, Schools are learning ESD to some extent at the management Equal, accessible, safe and healthy schools, teaching and level. Now the local government needs to introduce and localize this the teaching profession, education financing, and child- principle and management to other schools. Each province is planning led schools. One thing to emphasize is that the students what to do in the future. The fact that the conference continues at organized their branch sessions independently. After that, the eco-camp of Hyalganat School makes the representatives and the children expressed their opinion individually and participants believe and ignites the idea that \"we too can achieve this\". submitted the minutes of the meeting to the leadership of the Ministry of Education and Science. Due to the spread of COVID in the last two years, some of the planned activities of the ESD-II project have been completed while some of them not completed. Therefore, the project has been extended by one year to allow the project evaluation team to fully complete its work. Source: MNB.mn 7

ESD-INITIATIVES STUDENTS' FAVORITE ROOM: SCHOOL PSYCHOLOGIST'S OFFICE room and tell me why. The most important thing is that the children has to come themselves without outside persuasion. The teacher does not ask the child to see the psychologist or bring them in without consent. The child has to want to see me. This is a principle followed by our teachers and staff. They simply suggest them to see the psychologist if they seem to be having problems. In some cases, the children may feel discouraged and come back a month later. Thank you. Within the framework of the “ESD-II” project, preparing In order to create a system of professional psychologists in all D.ALTANSOLONGO and piloting the “Educational Psychologist” initiative to provide secondary schools throughout Mongolia, under the supervision of \"STRIVING TO professional assistance to students, teachers, and parents the Ministry of Education and Science, the project's national support implemented at 30 pilot schools in 2021-2022 school year. And, it organizations, the Institute of Education, local implementers- WORK WITH SOUM is successfully carried on for this 2022-2023 school year. Environmental Information and Training Center, Mongolian CITIZENS AS WELL Psychologists Association and Badamlin NGO, and other NGOs Brightly colored sofas decorated with soft stuffed toys, stylish have worked together to achieve tangible results. A total of 64 AS CHILDREN\" tables and chairs, as well as puzzles. Not just children, even adults specialists to work in 30 schools, laboratory and international want to sit back and relax. There are more than 60 public schools schools in 6 target provinces and 2 districts have graduated as D.Altansolongo, a school psychologist from with similar rooms in six provinces and two districts. Toddlers with “Educational Psychologists” and are now working in schools. Khishig-Undur soum, Bulgan province, has a two- big bags often walk around the room curiously, while the middle year contract at the school. class, who are older than them, like to push each other, eagerly waiting for their turn to enter. High school students are rarely seen What psychological problems do school students in this room, but the topics and questions they ask are “big,” so they face? stay for a while. The \"owner\" will be happy as long as children walk around the room and opens the door. School psychologists, who at There are issues related to the age of each child. the beginning of the school year tried to introduce themselves to Primary school children have learning difficulties, do students when asked \"who\", have now become friends of them that not get along well with their classmates, and a slowing keep the students' secrets. down of their socialization process due to COVID. The most important space for middle school children Within the framework of the “Comprehensive plan to is friends. As a result, feeling ignored or disrespected compensate and eliminate for the loss of secondary school by their friends causes them to feel lonely. As for me, students” approved by the Ministry of Education, and Science, the I take advantage of living in a dormitory and work needs of students, teachers, parents and schools were identified and with the children in the dormitory on the weekends. a psychological environment was created. To this end, an initiative A common problem is peer pressure. Peer pressure to train specialized psychologists to provide psychological care is a form of bullying that justifies treating others bad to students, teachers and parents was piloted in the 2021-2022 by saying they were treated the same when they were academic year at 30 model schools within the framework of “ESD- young. In a sense, the psychological trauma does not II” project. heal, and in time, there is a tendency to seek revenge. But for girls, being away from home gives them a SCHOOLCHILDREN UNDERSTAND THAT feeling of loneliness, and they complain that they don't PSYCHOLOGICAL COUNSELING IS NORMAL feel loved, or cared about, and that they feel alone. One soum governor defined the school psychologist as Ms. Ts. Narangerel, psychologist at Avyaas Secondary I do not think visiting a psychologist is that easy for children. pretty much the soum psychologist. School in Murun soum, Khuvsgul province. Do they enjoy visiting you? Is the scope of work not limited to only students Was it different from what you imagined when you first came The children who come to my room for counseling are usually and school staff? to work at the school? girls in grades 6-9. Boys also come in to see me. They persuade and push and pull each other up through the door. At this age, Yes. It is open to anyone who needs psychological In addition to providing psychological counseling to high school they have problems with friends, relationships, and family. For counseling or help. In the case of adults, there are and middle school students, I also provide psychological education example, they say \"I don't get along with my mother, and when issues such as alcoholism, theft, and domestic violence. to primary school children through advocacy and training activities. I told her, my mother got offended by me.\" Or they may feel that Rather than advising them, my main goal is to clarify I got trained before, but working with children in the field was a they are being ignored by their friends. After talking to me, they their problems and share their feelings. little different. My students hardly knew about psychologists, and thought about it and realized they took everything seriously. They when they walked down the school corridor, they looked at me see that it's only a simple form of communication, and that they are Therefore, directing them to do something is not a with eyes wondering who I was. In the first month, I observed the not discriminated against, it's just their opinion. Primary school priority. I just share their feelings. Depending on the children. A month later, I began lessons in the classroom. When children are less likely to be embarrassed or worried in any way. local context, it is very difficult for adults to share their we tried to put all the children in one classroom, we felt that the During breaks or before school, they would come here and talk secrets directly with anyone. Even when there is a need results were not good, so I started working closely with each class. about everything such as \"This happened in my family.\" For high to speak, they cannot be open in the sense that few For example, after teaching the 9th grade, I meet with the parents school children, however, the process of adapting to a psychologist people that they can trust. Therefore, since I have come and interact with them on topics that are relevant to the content is slower. In the first quarter, they rarely came to me, but now to work in this soum, I am trying to work with parents they have learned. During this time, the children got to know me they regularly come to talk to me. At first they were scared and and soum residents in addition to children. as a psychologist, and they started asking questions such as when embarrassed, but nowadays, they are usually not as timid anymore. will you be in our class, what are you going to do now, and what In fact, our school has a nice advantage. Children do not interfere will we all talk about? and so on. Especially for primary school in each other's personal affairs, such as asking what they spoke children, the training makes them more open and sociable. Then to me about. So no child feels scared of meeting me. Everyone they go home and talk to their parents and the parents visit me to understands that it's normal to get advice from a psychologist, to talk about them. go in and out. Is there a problem that needs to be worked on for a long time? There are incidents where children isolated themselves saying \"nobody loves me\", \"I'm never going to change\", and so on. Maybe it causes them to think about suicide or self-harm. In this case, after several meetings, they realize that they have to look at the problem from a slightly different angle. The most effective thing is that they have the opportunity to visit a psychologist and talk openly. For me, I greet all my children in the morning as I walk through the school gates. However, some children are silent, as if they have trouble communicating with me. Then later, they would say, \"Psychologist, I wasn't feeling well in the morning,\" or they would come into the 8

INTELLECTUAL ESD-DEVELOPMENT CREATIVE DEVELOPMENT CHILDREN'S ECO CAMP Amgalanbayar. P “Zuunii medee” newspaper The towering mountains stare into the distance, and the wind blows in the vast expanse. Summer is sunny, nature is shining green, plants are flourishing, cattle are grazing peacefully. This is Khyalganat village in Khangal Sum, Bulgan province, which is a beautiful natural area. Our reporting team went to Khyalganat village of Bulgan Province as part of the \"Education for Sustainable Development-II\" project, which is opening a children's eco-camp. The first children at this camp were representatives of the 30 schools involved in the project. The special feature of the camp is that school children I am glad that I have playing with others. It is unique in that it does not use any blackboard of the village not only come here during summer vacation, the opportunity to have a or chalk while teaching the lessons. It is advantageous to be able to but also have an opportunity to develop themselves. productive summer vacation\" learn about nature in English and study in their environment. Also, Because, in addition to providing children with ecological the basic knowledge of what kind of fruit grows in the area, its education and introduction to Mongolian culture, foreign A. Tsatsral is the smiling girl who said, \"I am glad that I have characteristics, and the location of the area will also be provided. language training will also be conducted. The camp has the opportunity to have a productive summer vacation.\" She said, Teachers and employees of our school are a team with one passion six houses and can accommodate up to 48 children at a \"I study in the 10th grade of Hyalganat village. I am happy that and goal. Therefore, we volunteered to work in the camp because it is time. In addition, the officials emphasized that not only our province has an eco-camp for children. It feels good to relax in possible to develop together with the children.” the children of the village can come to have a rest, but the beauty of nature and make many friends. I also liked that they also that they intend to expand it into a children's training made a sand court where you can play basketball and volleyball. ECO CAMP HAS RECEIVED ITS FIRST COURSE OF center for children from the northeastern region of Bulgan I will create many memories with my friends and learn more by CHILDREN province. developing my interests. \". The school teachers of Hyalganat village wrote about it on their Also, the provincial center decided to invest 150 The name of the woman who will work as one of the English Facebook. million MNT to solve the electricity problem. Regarding teachers in the camp is N. Haliunaa. A native of Hyalganat village, this occasion, A. Sod-Erdene, the governor of Khyalganat it is her fourth spring back in her native province after graduating \"The 1st batch of eco-camps has received vacationers aged 11-13 village, Khangal Sum, Bulgan Province, said, \"To build from university as an English teacher. She said, \"I am happy that the years. this camp, we wrote a project to the Swiss Agency for children's camp, which has been built by the efforts of many people, • Table tennis Development and Cooperation and received funding of is opening its doors. In a few days, the first children will arrive at the • Badminton about 30 million MNT. We also received support of 20 camp. Participating in this amazing event and creating an unforgettable • Beach volleyball million MNT from the provincial budget. It should be memory is the pride of my teaching profession. Plans were made to • Basketball emphasized that many people's hearts and effort have been start the first round with the English language program. Although it is • Chess absorbed into the construction of the children's eco-camp. 4-6 hours a day, it is a big advantage for children to rest and learn by • Checkers lessons will be conducted. There will also be many The people of our village helped us with materials for removing gravel and wood and building a fence. Therefore, interesting programs for English and mathematics, as well as child people's work cannot be evaluated with money.\" It was development programs. \"Education for sustainable development- commendable that the children had the opportunity to II\" project. develop themselves and make many friends in addition Have a good vocation, kids! to resting in the summer. Those who participated in the opening emphasized that the development of Khyalganat village, which is located in the western side of the country, is an intellectual development that can serve as an example for others. 9

ESD-LOCAL AREA As a result of the implementation of the \"Future Guide\" main project, the guide children of Dadal Sum Secondary School learned to JOURNALISTS VISITED TO eloquently explain the historical places recorded in the \"Secret History MODEL SCHOOLS IN KHENTII of the Mongols\". For example, the school implemented the \"Future Guide\" program and trained 60 children from grades 4-12 as guides. PROVINCE The guide children explained and introduced the nine places of opinion that by going on this trip, he learned to love and Dadal soum's pride: Deluunboldog, Bodanchir Grass Mound, Khajuu protect the natural world like his mother and father. Bulag, Balj River, Genenpil Queen's Grave, Baga Yargait square tomb, Tunkhleg Gorkhi, Zeeren Khavtsal etc., and talk about their Journalist L. Misheel \"Today\", history just like a professional guide. In doing so, a sub-programme The UB Post newspaper. to preserve the customs, dialect and culture of the Buriad people has been implemented, within which the children have started to recognize A SCHOOL THAT their origin and ethnicity and learn the Buriad language and dialect. CLEARED WASTE In this context, when Khalkh children introduce themselves, like CLOTHES the beginning of the Secret History of the Mongols, they start with \"For Sustainable Development\" Journalists Club visited the \"born from the Heavens a descendant of Borte Chono, a descendant of Education for Sustainable Development-II project's selected schools Gua Maral...\", while Buriad children introduce themselves by saying in Chinggis city, Dadal, and Bayan-Adarga soums of Khentii \"Хун шувуун гарвалтай, Хус модон сэрэгтэй…\". The teachers said Province and learned from their works and experiences. Journalists that many improvements have been made in this way, such as knowing and reporters from about 10 media channels such as Montsame.mn, their origins and history and being proud of it. Although the ESD-II Zuunii medee newspaper, Unuudur newspaper, Gogo.mn, Tsakhiur. project has been completed, the sub-programs are continuing, and the mn, Tovch. mn, MNB, and The UB Post newspaper, learned about child guides are not only explaining in English, but also learning the activities on how the school team and community, students, teachers, Buriat dialect. 500 students, more than 400 parents, more than 900 parents and guardians, as well as local organizations jointly changed soum citizens indirectly, 300 civil servants and almost 90 kindergarten the environment, attitude and their consumption in accordance with children benefited from the results of the project. the sustainable development concept within the framework of the project and disseminated the information to the public through their Journalist Ts. Myagmarbayar \"Zuunii Medee\" newspaper. media channels. We are presenting here, the team's reports and articles prepared TRADITIONAL PUZZLE Emphasis is placed on the implementation of by journalists from newspapers and websites such as MONTSAME, GAMES POSITIVELY AFFECT sustainable development goals, \"Eco\" school of Bayan- MNB, \"Zuunii Medee\", \"Unuudur\", \"UB Post\", Gogo.mn and Tsahiur. Adarga Soum, Khentii Province, and the activities mn. STUDENTS' BEHAVIOR implemented by \"Eco\" teachers and students of the school. The school, implementing the ESD-II project, From September 29th to October 2nd, the \"For Sustainable D. Baigaltuya, a primary school teacher at Dadal Sum Elementary is successfully implementing many eco-friendly sub- Development\" Journalists Club visited the Education for Sustainable School, who has been teaching in her hometown for 10 years, uses programs such as \"Girls' Club\", \"Green Grove\", \"Creative Development Project's implementing schools in Dadal, Bayan-Adarga, traditional games and methods of teaching in his classes. She said that Summer\", \"Organic Fertilizer-Power of the Crowd\" Murun, and Kherlen Soums of Khentii Province, the birthplace of this is very important for the development of students' thinking and within the framework of project. For example, as part Chinggis Khan and introduced the activities. The fact that our nomadic creativity. of the \"Creative Summer\" project, more than 400 school people have been living through human and environment friendly students and more than 20 teachers and employees all consumption was evident from the implementation of the \"Sustainable For example, playing the puzzle game \"Nine Keys\" requires a total nursed and planted trees. Development and Education-II\" project in every village we visited. of 680 actions, so children develop endurance and patience. Also, they learn to communicate properly with others and be punctual in addition G. Ariunaa, an English teacher at the Bayan-Adarga to communication culture. It has a positive effect on children's Soum Secondary School, started the \"Girls' Club\" session behavior. Children, especially urban children, are highly addicted to last May, and the waste clothes in her neighborhood have phones and other gadgets. Teacher D. Baigaltuya mentioned that some decreased. This is because waste clothes are collected and people do not even know that there is such a Mongolian puzzle game. recycled to make many kinds of handicrafts, starting with shopping bags, hats, scarves, make-up pouches, and CD As a result of the \"Mongolian key\" sub-program, children aged 7-9 cases. Therefore, instead of throwing away and burning and 12-15 of the school successfully learned how to play the \"Nine their old clothes, local residents bring them to the Girls' keys\" puzzle game. The fastest playing speed was 11-14 minutes, and Club. As a result, not only the school teachers have the slowest was 23-30 minutes. abandoned the use of single-use plastic bags and instead started using cloth bags and containers, but also the school Journalist E. Gankhuyag, MNB. students have become more creative. Host of \"My Morning\" podcast. TRAVEL GIVES KNOWLEDGE In addition to imparting standard knowledge, Dadal Soum Murun Sum Secondary School, visited at the beginning of the The creative idea of making finger puppets out of secondary school of Khentii Province has set a goal to analyze and journey, is not included in the ESD-II project, but implements the old clothes and creating a \"Mini Theater\" for it was also study the concept of sustainable development, introduce it to children standards of the international \"Eco School\" program, improving the the most interesting lesson for the English language and parents, and help them to develop habits, and introduced the school environment, and pays great attention to the education of students, as teacher G. Ariunaa and her \"Girls' Club\" method of developing together as a school. The school, which has 652 children. In addition, the school organizes an autumn trip with the theater performed plays in English using puppets created students and 60 teachers and staff, worked in five teams to implement families of the students every year in order to introduce the culture by themselves. She said that the number of children who the project, and it paid off. of \"eco\" travel and how to deal with nature properly. Starting at the want to improve their English is increasing, and even the age of six, all school children spend a day visiting historical sites \"Girls' Club\" is full of requests to join from the boys. The 10 with their parents. For example, this fall, the children got to know boarding house of the school has about 100 children. After the natural area around the Baldan Bereeven Monastery, located at observing the large amount of food waste in the boarding the foot of Mount Delgerhaan. D. Bilguun, a fifth grader, shared his house, the children started implementing a micro-project called \"Organic Fertilizer-Power of the Crowd\" with the idea of using fertilizers together with their teacher. As part of the project, the school takes a \"bokashi\" container for composting food waste, composts it, and fertilizes the trees, flowers, and vegetables in the school yard. Journalist S. Shurenchimeg, Tsahiur.mn website

P.OYUNAA: WILL HAVE A COMPREHENSIVE CONCEPT AND PERSPECTIVE ESD-ONE TOPIC FOR TRANSFORMING AND SYSTEMIZING THE EDUCATION ESD-ONE TOPIC column will highlight Education\" held last September. How are the results of this activity Therefore, it is our long-term goal to create a new policy, approach, \"Transforming Education\" and will deliver defined? method, and governance that will provide every student with equal series of interviews and articles in 2023. opportunities to acquire the knowledge, skills, and values necessary to The first guest is Ms. P. Oyunaa, head of In anticipation of the \"Transforming Education\" summit to be live and work in an unpredictable future, and to create an educational Integrated Policy and Planning Department held under the auspices of UN Secretary-General Antonio Guterres, system based on technological progress. Any educational decision of the Ministry of Education and Science. under leadership of the Ministry of Education and Science, with should be collective for the welfare of the children and youth, We are presenting here the interview with support from the Office of the United Nations, the United Nations improving the coordination of legal regulations aimed at this, creating Ms.P.Oyunaa on the “transforming education” Children's Fund, and the United Nations Education, Science and flexible and technology-based opportunities and options for equal topic which was a center of attention in Culture Organization, the National Institute for Educational Research access and quality education, results-based management, organization, education sector. “Хувьсаж буй боловсрол”- /NIER/ organized a national-level discussion in stages, ensuring the and monitoring. ыг онцолж, ярилцлага, нийтлэлийг 2023 онд participation of all parties. In this discussion, Mongolian children, цувралаар хүргэх юм. Эхний зочин БШУЯ-ны youth, teachers, researchers, civil society organizations, enterprises, It is considered more effective and accessible to build an e-school Боловсролын нэгдсэн бодлого төлөвлөлтийн entrepreneurs, representatives of the media and government than to build a brick-and-mortar school. The first online school was газрын дарга П.Оюунаа. Түүнтэй 2022 онд organizations participated and discussed on the issues facing the opened in Mongolia. How are the results determined and calculated? боловсролын талбарт анхаарлын төвд education sector, especially the learning loss in education and training байсан “хувьсаж буй боловсрол” сэдвээр caused by the COVID-19 pandemic, and the lost opportunities; and МОНГОЛ УЛС ярилцснаа товчлон хүргэж байна. declared the image, vision, and commitment of the future education. АН\"MONGOLIA Based on the suggestions of the parties involved in the discussion, In general, why is the world choosing to transform? the \"National Commitment\" document was developed and submitted RINGED THE How will education transform until 2030? to UNESCO. Discussion participants made suggestions to note that BELL OF ITS FIRST the COVID-19 pandemic will create a generational educational loss ELECTRONIC SCHOOL Due to the current situation of the world, injustice and have a negative impact on their future opportunities. In addition THIS SCHOOL YEAR. between countries, climate change, active initiatives and to educational loss, a proposition was made to pay attention to the movements of children and youth, the world is facing the negative impact of the closure of educational institutions on the The purpose of the e-school is to provide equal opportunities to need to create a fair future with sustainable development psychological health of young people. students who are unable to study high school elective subjects due to by changing education. Countries around the world are group size, and to organize Mongolian language and culture programs debating the need to transform education to provide life- THE online for Mongolian children living abroad. In this academic year, long learning opportunities for everyone to live and work ENROLLMENT 10,407 students of the 10th grade are studying 16 elective subjects. in an uncertain future. In line with the rapid development FOR EDUCATION IN 148 teachers are officially working in the e-school. The first clear of technology and changes in the labor market, people MONGOLIA IS HIGH IN results are already become visible. First of all, the e-school has created can no longer live for long periods with a single skillset. GENERAL, BUT THERE ARE an innovation in the method of teaching elective courses online. Instead, people need to be able to acquire the necessary NO EQUAL OPPORTUNITIES Also, the teachers of this school will become e-learning advisors and knowledge and skills when they need them, not limited to AVIALABLE FOR mentors after acquiring e-learning skills. In the beginning, students a certain period of their life. CHILDREN AND YOUTH had problem with attendance and absence were commonly observed, FROM DIFFERENT but eventually the student's activity and participation improved. The GIVING EQUAL Education Information and Technology Center of the Ministry of OPPORTUNITIES GROUPS. Education and Science has taken measures to increase the internet FIRST TO THE GROUPS connection speed of schools participating in e-learning. Also, the WITHOUT ACCESS In order to eliminate this gap, we have taken measures to create a support of local authorities and parents in providing their children TO EDUCATION AND free e-learning library accessible to all students, spread and distribute with smart devices is an important condition for the effectiveness of LEARNING IS BECOMING TV lessons, provide smart devices to vulnerable groups and children e-school activities. The Ministry of Education and Science is taking A PRIORITY FOR of herders in cooperation with international development donor step-by-step measures to provide smart devices and improve the TRANSFORMATION. organizations and leading businesses, and increase the speed and infrastructure of e-learning. accessibility of their Internet in cooperation with operator companies. Another factor that will transform education is the However, it was cautioned that geographic location, language and It is said that the \"Education reform starts with the teachers ever-increasing number of people who are unable to learn culture differences, disabilities, national minorities, socioeconomic reform\", then, from what the teachers’ reform start? Especially, in and develop due to poverty, gender and social inequality. differences, gender, migration, and the digital divide affect access to our country where does it start? In addition to this, the inequality in the access and quality quality and accessible services at all levels of education. of education caused by the COVID-19 pandemic, the \"WILL PROMOTE THE INITIATION TO violation of women's rights, the increase in conflicts and The parties involved in the discussion unanimously agreed that PROVIDE SPECIAL SUPPORT FOR TEACHERS violence indicate the need to review education. For this education is a universal value and mission, and jointly supported the reason, there is a demand to invest more in improving the development of necessary skills and competences for the children and AS IT IS A PRIORITY PROFESSION OF THE quality of education and supporting the comprehensive youth who are the future of Mongolia, including supporting children SOCIETY\" development of young children. The availability of and youth from educationally backward groups and strengthening digital technology in education and training will create partnerships to provide opportunities and stressed the importance In the framework of “transforming education” initiation, more opportunities in the organization and format of of innovation in multi-stakeholder financing. It was accepted that we prioritize to pre-calculate the visible and invisible deficit of training. But it is necessary to make it more accessible for education is not only the responsibility of the government, but also a teachers that would happen in the near future, introduce flexible and everyone. In doing so, it is necessary to invest primarily in universal cause. alternate teacher training program, provide special support schemes the target groups, develop free and high-quality electronic for students enrolled for teachers profession, constantly increase content, and work on innovations and changes in teaching \"WE ARE MOVING allowances for teachers who work in countryside and remote areas, methods. TOWARDS TO CREATE A and introduce other financial support and innovations for calculating COMPREHENSIVE CONCEPT how the teachers would change. Moreover, we are working towards Mongolia presented its plans and processes for updating the teacher’s roles and responsibilities through modifying changing the learning through digital transition AND PERSPECTIVE teacher profession concept, standard and requirements and reflecting and partnerships at the UN summit-\"Transforming FOR TRANSFORMING the function and duties of being guides for change besides being AND SYSTEMIZING THE just a teacher into legal and policy framework. Starting November, 2022, we developed teachers’ competency framework jointly with EDUCATION\" the professional organizations and its first draft is completed. One of the significant objectives of the sector is to prepare teachers who The parties mutually agreed that reorganizing education is not conduct online training, constantly develop students, conduct training about choosing and solving problems, but about continuing the sessions that gives equal opportunities for all students, as well as good practices and traditions of education and training, discussing who can develop together and implement specific policies directed and implementing new concepts, methods, and solutions together. to this. We will focus on providing equal opportunities for continued development which is not dependent on the time and distance through modification of teacher training and professional development system in line with renewed standards and requirements and introduction of online platform. Also, will provide opportunities to the government support for defining the needs for the continued development of teachers’ profession and promote active cooperation and participation of relevant parties for developing teachers as well as development of teachers at the workplace. We have started implementing activities such as supporting public and private sector cooperation for improving teachers status and dignity, standard, and quality of livelihood, evolving initiations of special support for regarding teachers as priority professionals in the society and calculating and renewing the teachers workload with consideration of the learning loss caused by COVID-19 pandemic and other consequences. Journalist D.Davaadulam 11

ESD-ESPERIENCE ESD-II PROJECT TEAM STUDIED FROM GERMANY'S EXPERIENCES The National Coordination Team of the Education for Sustainable The methodology seems interesting. DAY FOUR OF TRAINING Development-II project worked in Hesse from November 9 to 15 Yes. We try to choose a method other than just a teacher speaking to study and learn from the experience of the institutionalization in front of a blackboard. We work with the students and conduct I was thinking these are really ideas for decorating of Germany's Education for Sustainable Development (ESD) and training with their participation. I want the teachers from other schools parks, forest strips, and hillsides, after visiting Frankfurt's sustainable development education provided to its citizens. During to adopt this idea and use it in their lessons. Education for sustainable Rheinmain Park. this period, they worked in schools, day care centers and three development can be integrated into all subjects. Environmental Training Centers that support local communities Depending on the subject, it can be integrated into any curriculum, With unique wooden houses, fish ponds, reed ponds, in the field of sustainable development education, got acquainted be it biology, physics, politics, or social study. meadows with a variety of flowers, bushes, plants, trees, with teaching methods and methodologies, and exchanged ideas on and rest camps, Frankfurt's Rheinmain Park is completely cooperation. The centers provide advice, information and educational You said that your center, in other words, the NGO, has been different from the big city. In the 1990s, local politicians training for people of all ages about the environment. Hesse, one of working continuously for 25 years. Funding is important for this. It proposed the establishment of an environmental awareness the largest states in Germany, has a population of 6.1 million, 700,000 is interesting to know where and how it is financed. center, buried and rehabilitated the gravel quarries and students, more than 2,000 schools and 65,000 teachers. The visit was landfills that had been operating for many years, and organized and supported by the ITCNE NGO from Mongolian side Centers providing education for sustainable development are established the Regional Environmental Protection Center. and Reinner Matar, a member of the Round Table Council of Hesse financed from the budget of their province or the state. We charge It was interesting that the wooden house in the center, the region and the International consultant of the ESD-II from Germany very little money from schools and students. design of the rooms, and the teaching materials were all side. changed from the established one-size-fits-all model to What are the results of your activities for sustainable development the use of natural light, with different color designs and DAY ONE OF TRAINING and what impact do you think they are having now? solutions. The center organizes more than 300 adventure tours in the park every year. The experience study team started its training at the Environmental It's hard to measure. Our goal is that everyone, including every Center of Hanau, Hesse, Germany. Established in 2002, the center child, knows what they can do, how they can contribute, and what is unique in that it has a large area for introduction of zebras in impact they can have to reduce the global climate problem, and get addition to a training hall for discovery and cognition and a garden. ideas to help with their own actions. I want people to get used to it. Therefore, a whole day is not enough to get to know all of them. Once a year, we organize a wind festival or a big event in our city to In the training hall of this center, you play while you try to find the give ideas or motivation. Children like it very much. When they go answers to questions such as how many trees are burned to bathe, home, they tell everyone and wants to try it together. Children are charge your phone, drive a car, what causes rain and water, how good distributors of education for sustainable development. That is does it fall, how the global climate is changing, what do you dream very nice. In my opinion, students from our center not only learn new for your city, and what can you do to change it? The central garden information, but also learn how to live environmentally friendly in has more than 10 different kinds of fruits, hundreds of plants and their daily lives in the 21st century. I think they also learn how to many kinds of trees. In the garden, they learn how to light a fire in survive and cope in a time when food is scarce and natural risks are the forest, stepping on stones with bare feet, the smell and taste of increasing. meadow flowers and forest fruits, and where certain trees and fruits grow. It was presented that every year from April to October, more DAY THREE OF TRAINING than 300 courses on environmental topics are held in schools and daycare centers, involving 12,000-15,000 participants. DAY TWO OF TRAINING Representatives of the Ministry of Education and Culture, Ministry of Environment, Climate Change, and Agriculture of Hesse Region, and representatives of the ESD \"Round Table\" welcomed us and presented the ESD policy and implementation of the Hesse Region. The project team's next visit was the Center for Environmental Germany adopted its first policy document in this field in 1980, and FOUR MAIN IDEAS Information in Frankfurt, Germany. Providing environmental 16 states agreed to include environmental and sustainable development education for all ages, this center also provides a realistic learning education in official education programs. However, since 2017, ESD The members of the national technical advisory environment. Here, while playing, it influences you to learn good has been introduced and implemented in schools at the same level team of the Education for Sustainable Development-II habits by getting to know about natural science, the environment, and and with a unified program throughout the country, while NGOs and project came back to Mongolia and discussed the results climate change. Therefore, the learning tools are mostly games. Every training centers have already started informal training. Each state of of their study tour in Germany and exchanged ideas on year, about 18,000 children and adults participate in the training at this the country has separate ministries and policies. Mrs. Silke Bell, an implementation practices. center and get to know the park. Also, like other centers, they will go expert of the Ministry of Education and Culture, said that the State to schools and day care centers to conduct training. Ministry of Education and Culture, the Ministry of Environment, National coordinator of the ESD-II project, Mrs. A. and the Ministry of Health formulate policies in the field of ESD and ENHTOGTOKH: We see four main ideas. Interview with Michael Schlech, Senior Lecturer at the Center implement them through joint activities with NGOs. for Environmental Education in Frankfurt, Germany. These include: What ages are the main learners and users of your center? • In-depth study of the institutional structure for 6They are divided into two groups: 6-10 years old and over supporting ESD in Germany, the activities of the Round Table in Hesse, and the possibility of incorporating it 10 years old. into the model of institutionalizing ESD in Mongolia 12 Children and adults who come here play, experiment and • Identifying the topics and content of ESD and Global learn by becoming the main role themselves. Citizenship Education to be included in the curriculum of all levels of education, and changing the methodology and evaluation solutions for implementation • To introduce the practice of having a unified supply of learning materials in the capital, districts, and provinces, and jointly using them through a contract for a certain period of time. • Studying the quality assessment of schools in Hesse, Germany, transferring the self-assessment sheet of the \"Whole School Approach\" that is being tested as part of the ESD-II project, and spreading the experience throughout the country. She also said that they will further plan and implement activities at national level during this project implementation period and after the project ended.

REINER MATHAR \"SIMPLE ACTIONS OF THE GERMAN PEOPLE ESD-GUEST REPRESENT EDUCATION FOR SUSTAINABLE DEVELOPMENT\" Reiner Mathar, an international consultant on sustainable development education and a member of the \"Round Table Council\" of Hesse, Germany, was invited to the \"ESD-GUEST\" platform to clarify and discuss the experience of how the country provides education for sustainable development (ESD) to its children and citizens. • Global change analysis; • Change of opinion and empathy; • Critical thinking and interpretation; • Evaluation of development activities; • Unity and collective responsibility; • Understanding and conflict resolution; • Ability to participate in global change; • Participation and co-creation; It is determined which skills will be developed more in which subjects. We visited two NGO centers that provide training in How do you prepare teachers for sustainable development When did Germany officially start providing education for the field of sustainable development education. We felt education? sustainable development? that they are spreading information and knowledge in a very simple way and focusing on making it a habit. Are They are prepared in two stages. For example, in the case of a Germany adopted its first policy document in this field in 1980. At the results produced fast? chemistry or physics teacher, we include sustainable development this time, 16 German states had signed on to introduce environmental policies and ideas in all their university courses. In the two years and sustainable development education into the education system The results of Germany's lengthy efforts in education after graduating from university, they will participate in teaching for sustainable development can be seen in simple things. and teaching methodology training on the topic of sustainable You said that the results of including ESD in the official Let me give you an example. When I went to France development education. It's simple. It means learning to teach how curriculum can be seen in the good habits of citizens. On the other with my two sons, there were quite a few things that to grow flowers and vegetables, what type of transport to use to go hand, what are the economic results? upset them. Having learned to sort their garbage from to school in order to be environmentally friendly for yourself and the childhood, France's different situation must have upset environment. Teachers learn how to connect and teach sustainable Germany is in the process of developing a measuring system that them. Garbage is separated everywhere in Germany. development education topics to their own subjects. They practice can measure this across the country. For now, the results are measured Sustainable development policy is officially included in 12 hours a week. by each of the 16 states. It is measured by how many eco-schools all curricula in our country. Therefore, it can be said that there are, whether they are progressing, how many schools are at the actions for sustainable development have become a way We understood that these activities are managed by the provincial top level, and how they have progressed. Each school specializes in of life for people. For example, sorting garbage, saving Ministry of Education in collaboration with the Committee on a different area of sustainable development education. For example, electricity, and choosing organic food, even if it is more Education for Sustainable Development. What is the role of the expensive, have become daily habits. temporary committee itself? Until 2016, I worked as the head of the education department of the Government's Sustainable Development Policy Committee. There are 11 centers supporting education for sustainable development in our province. I lead the development of the policies. In Germany, primary school children must visit a farm to get acquainted with their operation one or more times during their four years of study. Learn about how milk is processed, how flour, rice, and vegetables are grown, and what steps are taken to transport those foods to city stores. Will there be a separate lesson on sustainable I am now the head of the NGO Hessian Association for some focus on anti-violence and human rights issues, while others development education at school? Sustainability. The Ministry of Education and said association are different determine what schools should do in the field of education for There are no separate or special lessons. All course sustainable development. But how to do it is up to the school. The In your presentation, it was said that you had experience in programs include sustainable development education above 11 centers provide ideas, advise and collaborate on how to organizing training in the framework of the ESD project in Mongolia content. In general, the German education system focuses provide ESD in schools. with the approach of working with the whole school. on the development of children's skills. Children will develop in the following 11 skills: It was observed during the trip that NGOs play an important I visited and worked in Mongolia twice in 2017 and 2018. role as a bridge in the implementation of government policies in When I first visited, I worked in different schools and got to know • Data collection and processing; Germany. They are also financed from the budget. Can you tell me the Mongolian education system. Thus, the concept of introducing • Embrace diversity; more about this. ESD into the Mongolian education system was developed. On my second visit, I proposed the idea that NGOs should be involved in the The government supports the budget of NGOs financially. Schools implementation of this concept in Mongolia, and it is in the process of and NGOs have the right and duty to implement the policies issued being implemented. by the government. They work together. For example, a school that includes agricultural training in its program will work with farmers. Thank you very much In this way, farmers who cooperated in sustainable development education are given incentives from the budget. NGOs are 100 percent financed from local and state budgets. This is how NGOs, schools, and the government work together. \"EDUCATION FOR SUSTAINABLE DEVELOPMENT-II\" PROJECT Local host INFORMATION AND TRAINING Ulaanbaatar 14210, Sukhbaatar Distarict, Email: [email protected] organization - ITCNE CENTRE FOR NATURE AND Khoroo 1, Embassy Street Website: feemongolia.mn ENVIRONMENT Phone: +976 88111893 National host NATIONAL INSTITUTE OF Ulaanbaatar 14191, Sukhbaatar District, Email: [email protected] 13 organization - NIER EDUCATIONAL Khoroo 8, Peace Avenue-10 Website: www.mnier.mn RESEARCH Teachers Development Palace, 4th floor Phone: +976 70129404