Training for Educational Personnel-Kenya, 2013

Education for Sustainable Development is derived from the Brundtland report which focuses on Sustainable Development (SD) and requires fundamental changes in society and institutions, in politics and in our individual family life styles based on the notion that economic development cannot be separated from social development and a concern for the environment.

This course is the 4th  of its kind, administered by MASHAV and the Ofri International Training Center, as part of the partnership signed on January 21 st  2013, between the Republic of Kenya and Israel’s Agency for International Development Cooperation and the Ministry of Foreign Affairs (MASHAV), on the topic of Education for Sustainability.

The objective of this partnership is to provide a framework for the establishment of ESD that aims at the preservation of environmental integrity, economic viability, and a just society for present and future generations.

Education for Sustainable Development (ESD) is a rather new field of education. We can see it as an innovative kind of future education for schools, linking the child’s development with the future challenges of society, with the objective of reaching children from different societies all over the world.

We don’t think that Education for Sustainable Development is just another buzzword which will be forgotten in a few years. On the contrary, we believe Education for Sustainable Development (ESD) is a new field in education that aims to direct the educational system towards what will be truly useful for each child and for each society in the future.

ESD is an excellent frame for the empowerment of teachers and children. The respect given to each individual, its ideas and opinions, together with challenging learning situations, facilitates this sense of empowerment. It is this concept of working with real problems that can develop a much better understanding of capabilities and skills from the school’s core curriculum in a meaningful context.


Concerning a better approach to ESD, headmasters and teachers alike should ask questions such as:

  • How can we challenge students’ thinking about the future and how can we use the core curriculum in a meaningful way?

  • How can we cooperate in order to create stimulating activities and plan the teaching in such a way that will boost and benefit the students’ self esteem?

  • How can we help students to investigate local people's  concern for the future and how can we make sense of such results?

  • How can we help students try to make a difference according to their wishes and visions?

The main issue then is asking the right questions, and this is precisely the main purpose of this course: to address these objectives through the establishment of broad teaching and learning processes that emphasize an interdisciplinary and holistic approach, which promotes critical and creative thinking in education. Using these method, we aim to develop a better vision of our societies.


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