PROJECT
Application for grants Municipal Partnership Programme
Project name:
Ref (to be filled in by the ICLD):
Integrated Management Processes
for ESD
Amount applied for:
Year 1:
Lenght of project
(1,2 or 3 years):
Year 2:
Year 3:
Swedish applicant organization:
Cooperation partner:
The City of Umeå
Cau Giay District of Hanoi, Vietnam
Project leader (must be employed by
Project leader (must be employed by
applicant organization):
partner organization):
Cathrin Alenskär
Nguyen Thi Tao
Address:
Address:
Skolgatan 31 A, City Hall
N485 Nguyen Khang Cau Giay Ha Noi
Postal code: 901 84
Postal code:
City: Umeå
City and country: Ha Noi, Vietnam
Telephone: +46 (0)90 16 2280
Telephone:
+46 (0)70 370 55 73
+844982562239
Fax: +46 (0)90 16 32 09
Fax:
E-mail: cathrin.alenskar@umea.se
E-mail: taont01@yahoo.com
Main area of cooperation (choose ONE):
Local governance, and
Municipal technical services
government administration
Environment/Climate
Urban planning
Social issues
Local economic development
Education
Health and medical care
Cultural and leisure activities
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ICLD * Kommunalt Partnerskap * Box 1125 * 621 22 Visby
I confirm that the application contains the following (mark with an X):
Completed application form including cover sheet
Signature from person at managerial level in the applicant organization
Letter of intent signed by an authorized signatory in the partner organization
(one for each project application as well as for Management and Coordination
Subsidy OR one joint where each project and Management and Coordination
Subsidy is described)
Completed application containing all the points, 1-14, as shown below
Completed budget according to template
Have also applied for Management and Coordination Subsidy (or next point)
Have ongoing Management and Coordination. State ref:
Have sent a summary of problem description, objectives and expected results in
accordance with specific template (Appendix 3), electronically to ICLD in Swedish
and English. (The summary will later be submitted to Sida)
Completed electronic budget submitted
Mark with an X if you wish to get the decision from ICLD in English:
Note! For the ICLD to consider the application it must contain all of the
above mentioned points.
Applicant has read the rules and guidelines for the grant including the budget
guidelines which hereby is confirmed:
Signature by project leader in Sweden
Signature by person at Managerial
level in Sweden
…………………………………………………..
…………………………………………………..
Name and title
Name and title
…………………………………………………..
…………………………………………………..
Place and date
Place and date
…………………………………………………..
…………………………………………………..
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ICLD * Kommunalt Partnerskap * Box 1125 * 621 22 Visby
The City of Umeå and Cau Giay District of Hanoi
Integrated Management Processes for ESD
1. Background
At the ICLD´s seminar for municipal partnership (week 11, 2011), the City of Umeå
presented its efforts to introduce and work with the concept “Education for Sustainable
Development (ESD)” in all municipal schools, with the goal of certifying all schools in
the municipality. Representatives from Vietnam showed interest in Umeå´s method to
initiate and work with ESD. The parties agreed to write an application for the inception
phase.
Since then, and within the framework of the inception phase, further discussion on
partnership between the City of Umeå and Cau Giay District of Hanoi, has been
arranged.
Before describing problem identification, and challenges, for the partners, this
background will include information on organizations, approaches and experiences in
the City of Umeå and Gau Giay District of Hanoi, which are of relevance for
understanding the mutual benefits of this partnership and aims of this project. As this
brief description will reveal both cities have structures, interest and experience of
working with ESD, and in this project the ambition is high. However, the need for
improvement is still there, since local authorities and other stakeholders need to enhance
ESD on a scale and depth far more committed than before. This perspective is also
something supported by UN:s decade for education for sustainable development, which
started 2005.
City of Umeå and School of Environment
The Umeå preschool and the school´s basic values as expressed in the curriculum, along
with ESD, is the basis for the realization of the Umeå City Council as well as pre- and
primary school board goals and priorities.
The strategies underlying the performance and improvements help to create a culture for
children that enhance learning, communication and democracy.
This cultural attitude of both management and operations is constantly searching for
how the activities can be improved and developed in relation to the school´s basic
values. Transparency, openness, dialogue, participation, influence, management,
development and quality improvement are the characteristics sought.
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Strategies for implementation are:
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Systems thinking, which means too always strive for networking, learning in and
from the context, and to seek cooperation of all interested parties.
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A process-oriented approach which means that management always is focusing
on the mission, creating involvement between different levels through further
dialogue and consolidating decisions, creating forums for learning, working
together and deciding by consensus.
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To develop the pre- and primary school administrations into a learning
organization. The objective is that the administration is capable of self-creating,
acquiring and disseminating knowledge and to have the ability changing their
behavior as a consequence of new knowledge and new insights.
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To manage, develop and innovate advanced forms of assistance to teachers,
principals and the common management level.
Umeå´s school management and part of the school have experience of international
exchange, for example Teg´s central school for several years with the Seychelles and
Stöcke School with Petrozavodsk and Archangelsk in Russia.
The school of environment and representatives from the primary and secondary school
are cooperating with Nordic countries regarding ESD, e.g in the network of
“environmental pedagogues in Nordic countries”. The school of environment; has
received many study visits from Japan and Argentina and is involved in an ongoing
process together with other partners in Holland, Bulgaria, Rumania, Hungary and Italy.
In 2010 representatives from the school of environment and the school of education of
Umeå took part in a study visit to Guatemala organized by the “the Global School”,
which is a resource within International Programme Office.
The school of environment is presently doing a pre-study aiming at starting up at
cooperation with Norway, Finland and Denmark to create a Regional Center of
Expertise (RCE) regarding ESD, in the framework UN:s decade for learning for
sustainable development. The pre-study is financed by the Nordic Council.
Cau Giay District and Cau Giay District Department of Education and Training
Cau Giay District Department of Education and Training (Cau Giay Doet) acts as a
consultative department for Cau Giay People´s Committee in undertaking and carrying
out the state management function in all aspects of education and training. This involves
forming and identifying aims, programs and contents of education and training; setting
quality standard for administration and education officers, teaching staff, school
facilities and equipments; setting and executing regulations for examinations; awarding
diplomas and degrees for students; ensuring the best quality of education and training
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on the large scale. The number of schools in the district has increased 69 with 40 000
students and over 2000 teachers.100% children who are 5 years old go to attend
kindergarten, and 34 % attend nursery in comparison with 85 % and 24 % of those of
Hanoi respectively. Students of primary and junior high school students attend day
schools. Cau Giay Doet was ranked the first in the rate of students passing the entrance
exams to senior high schools for the last 6 years. In these 6 years, Cau Giay District
education quality always stands at the top of Hanoi city.
Cau Giay DoET also participated in many projects such as Children Right (funded by
Sida); Asia communication (funded by British Council): Connecting classrooms (in
2008) and Connecting classroom online (since 2010) – cooperate with some schools in
England (Cardiff, John Leggot College), Australia, Singapore, Malaysia, Changing
textbooks for primary and secondary students (funded by Educational Ministry).
Every year Cau Giay District (Cau Giay People´s Committee and Cau Giay Doet)
spends 30% of district budget on education: building and upgrading schools with the
aim to improve teaching and learning quality, offering a friendly, warm and safe
environment for students. Up to now, 100% schools in Cau Giay district have been built
strongly and modernly. Classrooms are well-equipped with modern facilities: TV sets,
projectors, DVD players and audio systems. The rate of standardized management staff
is increasing with 98,4 % at kindergarten, 99,3 % at primary and 72,3 % at high schools.
With the decision 295/QD-TTg (11/11/2005) about the Decade of Education for
Sustainable Development, Cau Giay Doet organized many activities include integrating
curriculum and outdoor activities. Especially, from 2011 Cau Giay Doet cooperated
with Action for the City (local NGO) and Global Action Plan International to
implement the ESD program for junior high school. This program is organized in two
schools (Cau Giay and Trung Hoa) in pilot stage to show the good ESD model. Their
approach is through seven topics (waste, water, energy, eco-wise consumptions, plant,
relationship and health) students will change their behavior more sustainable at
household, school and community with four criteria: empowerment, action-orientation,
autonomy and continuation.
2. Problem identification and mutual challenges
In this section, the problem identification and analysis of mutual challenge for this
project is framed within the other project; Sustainable strategies for sustainable
education, which focus on capacity building of the school management and it´s
associate organizations (School of Environment and Cau Giay District Department on
Education and Training), and also on the development of strategic plans for ESD in the
district and cities.
In order to add values to that project, the parties also want to integrate a partnership
between two selected schools in both cities, which have experience of ESD and have the
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ICLD * Kommunalt Partnerskap * Box 1125 * 621 22 Visby
capacity to support the general purpose of the project Sustainable strategies for
sustainable education.
It is also a possibility for these schools to learn about ESD in other settings and
conditions, and to support ESD initiatives on a school level.
As for the other project, this project aims to transfer knowledge between the
collaborating partners - in this case between schools in the City of Umeå and Cau Giay
District in Hanoi. The issues raised in the other application, are also of relevance here,
i.e democratic methods for ESD within interdisciplinary work, opportunities to
communicate and critical thinking for pupils. How school works is organized to involve
all pupils, teachers and other staffs, how work is organized for the staff to receive
training on sustainable development and how interaction with actors outside the school
can be strengthened.
As for the other project, a healthy and genuine reciprocity between the partner schools
requires clarity and self-expressed identity. Reciprocity is based on having an opinion or
not to subordinate oneself. Genuine reciprocity is about transparency, being honest,
being humble, to listen and to act with self-esteem and respect the other party as an
equal.
In sum – the schools have mutual benefits by working together on ESD, and more
important, they are in this project for supporting the general purpose of the strategic
project for ESD.
3. Project objectives
The overall vision of this project is to enhance integrative approaches for ESD, i.e
collaboration between important political and management levels where every level is
of importance for having results in the area of ESD. Of central importance is that
representatives from the schools support the general purpose of the strategic project for
ESD. The schools are in this partnership for a wider purpose than improving their own
school.
An added value of their collaboration in this project, is that the schools can create an
outstanding example of cross-cultural learning on ESD between schools in Umeå and
Cau Giay District in Hanoi. This means that these schools will take the opportunity to
support and learn from each other, and to communicate this learning inwards to the
schools and outwards to other schools in the cities and other settings.
The objectives of this project is to: a) enhance collaborative approaches on ESD
between important political and management levels, and b) learn and communicate how
ESD is planned, implemented and evaluated in other cultural, political, socio-economic
settings
.
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The specific objectives for this project are the following;
1. to expose teachers, staff and pupils for ESD-work in another country,
2. to, in a joint effort between schools in Umeå and Hanoi, communicate this
collaboration on different platforms in both cities and countries,
3. to, and most important; give input from a school perspective to the collaborating
parties in the strategic project, in order for making school management sensitive
to conditions and needs at the school level were teachers, other staff and pupils
interact.
It is possible to describe this project as way of giving the general collaboration between
the City of Umeå and Cau Giay District of Hanoi a concrete manifestation, where ESD
is practiced and communicated. We believe that these two projects mutually support the
ambitions of the partnership between the City of Umeå and Cau Giay District of Hanoi.
4. Activities and timeframe
The partners of this collaboration have agreed on a way of working, which both
municipalities consider as supporting the process and aimed at the general and specific
goals for the project. This way of working has the following components;
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Workshops in which dialogue between the members of the teams is facilitated
and supported in order to create a creative and trustful atmosphere. These
workshops have different focus in the start, the middle and at the end of the
collaboration. There is a need of identifying what needs to be discussed and
solved in order for taking the project to the next level, i.e achieve necessary
results step by step and making sure that this will be done.
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Follow-up and evaluation since the members of cooperation and steering
committee need to make sure that the project is on the right track, but also make
sure that learning and adjustment are possible and considered as necessary.
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Training and education since there is a need of enhancing knowledge and
understanding for the issues discussed. In this project there will be room for
shorter lectures and sessions, with possibilities for the members to discuss the
content.
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Study visits and guided tours in which the members of the project can learn and
discuss about the different realities in both countries, and if there are
possibilities to transform these learning to something that can be applied in their
own municipalities.
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Communication of what is happening in the project, in order for having accurate
information to other citizens and stakeholders in each municipality, and also for
others who have an interest in knowing about and learning from the project.
Transparency is of central importance for legitimacy and public support.
These are the basic components which are used as tools when working towards the
goals of the project. The activities is not specified in detail at the early stage of the
project, since the partners have a continued dialogue on what the needs are, and what is
best to do during every stage. However, in this project it is of important that the
representatives for the schools take part in workshops in the strategic project, since they
are expected to perform a important function in that project. After the meetings in each
country, both municipalities will know what to do until they meet next time. This
agreement on what to do and perform is discussed between the members of the groups,
and decided by the steering committee.
2012/2013
2012: Meeting in the City of Umeå
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Training and education ESD
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Workshops on ESD in schools
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Workshops on joint communication project
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Study visits and guided tours
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Follow-up and evaluation
2013: Meeting in Guan Giay District, Hanoi
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Training and education on ESD
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Workshops on ESD in schools
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Workshops on joint communication project
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Study visits and guided tours
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Follow-up and evaluation
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2013/2014
2013: Meeting in the City of Umeå
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Workshops on ESD in schools
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Workshops on joint communication project
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Study visits and guided tours
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Follow-up and evaluation
2014: Meeting in Guan Giay District, Hanoi
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Workshops on ESD in schools
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Workshops on joint communication project
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Study visits and guided tours
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Follow-up and evaluation
2014/2015
2014: Meeting in the City of Umeå
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Exhibition of joint communication project
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Study visits and guided tours
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Follow-up and evaluation
2015: Meeting in the Guan Giay District, Hanoi
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Exhibition of joint communication project
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Study visits and guided tours
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Evaluation of the whole project
5. Participants
The City of Umeå
Marie Karling – Headmaster for the School of Hedlunda
XX – Headmaster for the School of Sjöjungfru
XX – School Department, City of Umeå
XX – School Deparment, City of Umeå
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Cau Giay District
XX
XX
XX
XX
6. Monitoring and evaluation
In the description of activities and timeframe, it is clear that follow-up, monitoring and
evaluation will be an important part of the work every time when the members of the
team meet each other. In order for making it easier to monitor and evaluate the work,
Umeå and Can Giay have identified indicators for the goals in the project. These
indicators are:
Vision: to enhance integrative approaches for ESD, i.e collaboration between important
political and management levels where every level is of importance for having results in
the area of ESD. Of central importance is that representatives from the schools support
the general purpose of the strategic project for ESD. The schools are in this partnership
for a wider purpose than improving their own school.
An added value of their collaboration in this project, is that the schools can create an
outstanding example of cross-cultural learning on ESD between schools in Umeå and
Cau Giay District in Hanoi. This means that these schools will take the opportunity to
support and learn from each other, and to communicate this learning inwards to the
schools and outwards to other schools in the cities and other settings.
The objectives of this project is to: a) enhance collaborative approaches on ESD
between important political and management levels, and b) learn and communicate how
ESD is planned, implemented and evaluated in other cultural, political, socio-economic
settings
Indicators in relation to the vision and general objectives:
-
6 workshops on integrative and collaborative approaches for ESD
4 workshops and several study visits on ESD in Umeå and Hanoi
The specific objectives for this project are the following;
1. to expose teachers, staff and pupils for ESD-work in another country,
Indicator in relation to the objective:
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3 seminars in each school about findings
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2. to, in a joint effort between schools in Umeå and Hanoi, communicate this
collaboration on different platforms in both cities and countries,
Indicator in relation to the objective:
-
Communication of findings in relevant arenas and platforms
3. to give input from a school perspective to the collaborating parties in the
strategic project, in order for making school management sensitive to conditions
and needs at the school level were teachers, other staff and pupils interact.
Indicator in relation to the objective:
-
Several workshops between the schools and the participants of the strategic
project
4. Mutuality
In this project the partner schools have agreed to support each other in their respective
effort for ESD in the schools. This means that no one of the partners could be perceived
as the mentor for the other. This is a mutual enterprise with learning and dialogue as the
fundamental tool for change. The parties own their own situation and process.
When the workshops are carried out, there need to be space for dialogue on critical
challenges and listening to the voice of the other.
5. Sustainability
Since this project aims at supporting ESD at the school level, exposing the learning
from this collaboration to a wider audience, and to contribute with views and ideas to
the other project, this means that the project is built on an approach for sustainability, i.e
support for building the necessary platforms which will sustain the results after the
project is completed.
6. Dissemination/communication
The City of Umeå and the Can Giay District Department and Training has several
platforms for dissemination and communication of results from these projects. The
project will be disseminated and communicated in for example the municipality
councils, the school departments, in arenas and conferences for educators, and at the
web-based platforms which are available for the public.
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7. Poverty reduction
When it comes to ESD, this will only have indirect effects on poverty reduction.
However, without ESD, sustainable results in the area of poverty reduction will not
occur.
ESD is of fundamental importance when reducing poverty and enhancing sustainable
development from a rights-based approach.
Since sustainable development includes efforts for environmental sustainability, social
sustainability and economic development, and since ESD need to take an integrated
approach on development, this will mean that ESD support poverty reduction and the
increasing of choices, power and security for humans.
When the schools support each other, there will be opportunities to discuss and reveal
how ESD can support poverty reduction in the district and cities.
8. Horizontal objectives
With an integrated approach on ESD, issues of gender and environment will be
considered. Gender equality is a central part of social sustainability, and with
environmental sustainability social issues can be managed in way that support human
development; the expansion of people´s choices.
This project will give space for both men and women from both countries to contribute
to the overall objectives of the project, and to discussion on how to achieve gender
equality.
This project will also give full attention to environmental sustainability since this is a
prerequisite for human development. In practical terms this means that the project will
choose environmentally friendly alternatives in the activities as far it is possible.
9. Risk analysis
Since this is a partnership over several years, it is of outmost importance to create
continuity and capacity to work with the same group during the whole project.
The steering committee needs to involve motivated people who have the capacity to
create sustainable change. The steering committee has to work for political and financial
support, in order for taking the visions and objectives of this project seriously.
All of the participants also need to be aware of the risk of misunderstanding due to
difference in culture and language. The partners in this collaboration need to invest time
communication and preparation.
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10. Co financiers
There is no other funding for this project. However, both municipalities need to
separately and jointly asses if there are any other funding opportunities which will
support the goals of the project. This will mean that options and possibilities can be
revealed along the way.
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