The Global Action Programme (GAP) - World Organization for Early

Early Childhood Education for Sustainable
Development: The Global Action Programme (GAP)
Ingrid Pramling-Samuelsson
Action Agenda Rio 1992
Chapter 36 of Agenda 21 Identified four
major thrusts to begin the work of ESD:
(1) improve basic education,
(2) reorient existing education to address
sustainable development,
(3) develop public understanding,
(4) training.
Early Childhood Education
Gothenburg Recommendations:
 Building upon the everyday experience of children
 Curriculum integration and creativity
 Intergenerational problem solving and solution
 Promotion of intercultural understanding and
recognition of interdependency
 Involvement of the wider community
 Active citizenship in the early years
 The creation of cultures of sustainability
Davis, J., Engdahl, I., Otieno, L., Pramling Samuelsson, I., Siraj-Blatchford, J., & Valladh, P. (2008)
The Gothenburg Recommendations on Education for Sustainable Development, SWEDESD
Should be based on a holistic
perspective, including:
• Safety, nutrition, hygiene, attachment,
stimulation, and communicative
interaction from birth to starting school
ECCE of high quality should be
available, from early years of age,
since it supports:
• The individual child, his/her family and
the society
Access to ECCE
(UNESCO, 2012, 193/209 Countries
OMEP Perspective
To give all children access to ECCE is by
itself a sustainable action
To create ECCE programs framed within
ESD – curricula and pedagogy
• Content related to, environment,
social/cultural and economic questions
• To develop self confidence, collaboration,
critical thinking, problem solving and
creativity, 3Rs
• A pedagogy based on interaction,
communication and relationship – learning
for change (transformative learning)
The UN Convention on the
Rights of the Child
Provides a crucial rationale for ESD in
• Advocacy - taking the child’s perspective –
what is best for each child, and;
• Listen to each child’s own perspective and
creation of meaning
View children as active, competent
agents in their own every-day life
‘Global Action Programme’
UNESCO launched in Nagoya
To provide concrete, practical
commitments to the development of
The ‘OMEP GAP Commitment’ to
create an OMEP package of materials
for global ‘high quality’ ESD teacher
Presentation details
The UNESCO GAP programme will run from 2015 to
2019 and aims to to generate and scale up ESD
action to accelerate progress towards sustainable
 Reorienting education and learning so that
everyone has the opportunity to acquire the
values, skills and knowledge that empower them
to contribute to sustainable development.
 Enhancing the role of education and learning in
all relevant agendas, programmes and activities
that promote sustainable development.
UNESCO GAP Network 3
“Building the Capacity of Educators and
Includes 4 Intergovernmental organisations, 2
governments organisations and 8
Education/research institutions
Work plan:
• Synergizing the Commitment Activities
of the individual partners
• Scaling-up Commitment Activities and
reaching out to other stakeholders
• Exploring Joint Activities among the
Training Materials
 ESD Definitions and Rational (e.g. What are the
Challenges? What is SD? What is ESD? The Rights of the
 ESD from Birth to school (Parent and Community
Partnerships, Informal and Non formal education,
Inequality and Social Justice)
 ESD and Environmental, Social and Cultural and
Economics Education
 ESD and Citizenship (Governance, children’s agency,
family and community involvement)
 ESD and Project work – Investigations and problem
 ESD and Resilience (including Disaster Risk Resilience)
 Curriculum Development and Planning – applying the ESD
Rating Scale (with video exemplars)
 Summary of the proposed OMEP ECCE GAP Strategy:
 GAP project leader to participate in online and annual
face to face meetings with UNESCO GAP Network
 Continue travel award competitions to generate many
more case studies of good teacher education practice
 GAP presentations at OMEP Regional and World
Conferences to;
 a) present exemplar case studies;
 b) promote the GAP process, and;
 c) report on editorial progress
 Editorial team meetings to be held between open OMEP
GAP meetings
Consultative meeting WEEC 2015
 Teacher education resources should be presented
in the most flexible way - a searchable database
of exemplars and teaching and inservice training
materials (tagged and indexed).
 While copyright free materials should be provided
references should also be made to the best
published sources
 A proforma should be distributed at the
Washington Assembly to collect of source
materials from a broad range of countries
 This process should continue ideally through the
regional conference to ensure the broad range of
exemplars contribute to global awareness
Consultative meeting WEEC 2015
 Volunteers with equally wide representation
should be called for in the creation of an
executive subcommittee to contribute to the
editorial effort
 The materials should provide guidance on how
to develop integrated projects
 Courses may be ‘kitemarked’ or accredited in
partnership with established agencies e.g. Green
My suggestions to OMEP for GAP
 I will create a subgroup that can guide the work
on GAP and editing the material
 The VP should take responsibilities for making
sure that GAP work-shops take place at regional
OMEP meetings (WASH)
 To continue the travel awards, since that has
been a good way to generate interest, AND
because we need good examples from various
Sustainable Development Goals