Call for Situation Analysis Research on: Greening Education in East Asia

1. Background and Rationale

Education serves as a vital tool in equipping learners of all ages to address pressing global issues, such as climate change, biodiversity loss, resource depletion, and inequality. UNESCO's Greening Education initiative recognizes the power of education in fostering sustainable practices and cultivating informed, engaged citizens who can advocate for positive environmental and societal change. Through transformative education, the initiative seeks to embed sustainability principles deeply within educational systems, promoting widespread impact across schools, curricula, teacher training, and communities, as the four pillars of transformative education.

Greening Education emphasizes the importance of sustainable operations and resource management in schools, which not only reduces environmental footprints but also serves as a daily model of sustainable practices for students and staff alike. Integrating sustainability and climate change content within the curriculum across disciplines is another critical focus, ensuring learners build a strong foundation of environmental knowledge, critical thinking, and problem-solving skills needed to address ecological challenges. Climate Change Education (CCE) and Education for Sustainable Development (ESD) help people understand and address the impacts of the climate crisis, empowering them with the knowledge, skills, values and attitudes needed to act as agents of change. Moreover, enhancing teacher training and building institutional capacities within education systems are essential to enable educators to confidently and effectively teach sustainability, while also ensuring that systems can support sustainable education at all levels. Finally, by engaging with local communities and fostering partnerships between schools and community members, Greening Education extends its impact beyond the classroom, positioning education as a key driver of community-wide sustainable practices and resilience.

Despite this imperative, a 2021 UNESCO analysis of 100 national curriculum frameworks revealed significant gaps: nearly half (47%) do not mention climate disruption, only 23% of teachers feel equipped to address climate action in their classrooms, and 70% of young people surveyed were unable to explain climate disruption and expressed concerns over how it is currently taught. Further, UNESCO's Global Education Monitoring Report shows that only 30% countries have publicly available CCE budgets, only 38% of countries have a national level law, policy or strategy specifically focused on climate change education, and only 63% of countries have teacher training plans that include a focus on climate change. These findings underscore the urgent need to enhance climate and environmental education worldwide.

To address these challenges, UNESCO has developed two key tools to support Member States and educational communities worldwide in implementing high-quality climate and environmental education. The Greening Curriculum Guidance serves as a practical manual for mainstreaming environmental topics across curricula. It emphasizes active learning and hands-on activities, enabling learners to engage meaningfully with environmental topics and develop critical thinking and problem-solving skills. Additionally, the Green School Quality Standard, developed in partnership with UN agencies, civil society, and Member States, sets forth minimum requirements for creating "green schools." This standard promotes action-oriented approaches, such as establishing green governance committees involving students, teachers, and parents to oversee sustainable practices in energy, water, food, and waste management. It also advocates for stronger community ties, encouraging students to address local environmental issues in collaboration with their communities.

2. Purpose and Scope of the Project

This project aims to conduct a comprehensive assessment of Greening Education initiatives in East Asia, focusing on the four pillars of transformative education-schools, curricula, teacher training, and communities. By examining these core elements, the project seeks to provide actionable insights into the region's educational response to sustainability and climate change. The project's findings will guide UNESCO's strategic interventions and support East Asian countries in building education systems that foster sustainable, climate-resilient societies.

The scope of this analysis encompasses a comprehensive investigation into the following four areas:

1. Greening Schools: Reviewing how educational institutions integrate environmental practices, sustainability projects, and climate awareness into their daily operations and culture. This analysis will explore the extent to which schools, colleges, and universities with green accreditation are operating sustainably. It will also assess school-level initiatives such as green infrastructure, waste management practices, and student-led environmental activities that contribute to a sustainable learning environment.

2. Greening Curricula: Analyzing the content and structure of school curricula across pre-primary to secondary education to evaluate the integration of climate change, environmental conservation, and sustainable development concepts. This assessment will focus on identifying strengths and gaps in curricula that address environmental challenges and promote sustainable practices.

3. Greening Teacher Training and Education Systems' Capacities: Examining the extent to which teachers have been trained to integrate climate education into teaching and learning across schools. This will include reviewing the availability, accessibility, and effectiveness of teacher training programs on climate change education and environmental sustainability. The study will assess both in-service and pre-service training opportunities, the availability of specialized courses, and the provision of resources and guidelines to equip educators with the necessary knowledge and skills to engage students in sustainability-focused learning.

4. Greening Communities: Assessing the role of community engagement in promoting Greening Education, including partnerships with local organizations, businesses, and other stakeholders. This component will explore how learning opportunities for adults outside the formal education system are designed to develop the skills, attitudes, and actions needed to foster community resilience in tackling climate change. The project will examine initiatives aimed at raising environmental awareness and encouraging sustainable practices within communities, as well as how schools collaborate with external partners to reinforce climate education and action.

3. Roles and Responsibilities

The selected research group will conduct an in-depth analysis of the greening education status across East Asian Countries. The responsibilities include, but are not limited to:

1. Project Planning and Coordination:

• Develop a detailed research work plan, outlining timelines, methodologies, data sources, and research tools.

• Coordinate with UNESCO's project team for approvals and to ensure adherence to project objectives, timelines, and deliverables.

• Regularly communicate project progress, adjustments, and key findings through scheduled meetings and reports.

1. Data Collection and Analysis:

• Conduct thorough desk research on current policies, strategies, and initiatives supporting Greening Education across East Asia, covering schools, curricula, teacher training, and community engagement.

• Design and implement primary data collection methods, including interviews, surveys, and consultations with Ministries of Education, educational institutions, and other stakeholders to obtain direct insights on Greening Education practices.

• Analyze data to evaluate strengths, gaps, and opportunities in each pillar, emphasizing sustainable practices, climate awareness, and community engagement.

1. Identification of Challenges, Gaps, and Opportunities:

• Identify the primary challenges in integrating environmental sustainability within school operations, curricula, teacher training, and community initiatives.

• Highlight successful policies and practices that support sustainability-focused education, green skills development, and community involvement across the region.

1. Development of Evidence-based Recommendations:

• Formulate actionable, evidence-based recommendations to address identified challenges and enhance Greening Education efforts, with attention to country-specific needs and capacities.

• Ensure recommendations support UNESCO's goals for inclusive, sustainability-oriented education systems and provide guidance for resource allocation, policy adjustments, and program enhancements to advance environmental education across the region.

1. Drafting and Revising the Situation Analysis:

• First Draft: Compile an initial Situation Analysis summarizing research findings, analysis, and preliminary recommendations, and submit it to UNESCO for review and feedback.

• Second Draft: Based on UNESCO's feedback, revise the Situation Analysis, enhancing sections as needed and incorporating additional analysis or data if requested.

• Final Situation Analysis: Participate in a sub-regional expert workshop/meeting, presenting the second draft to receive input and suggestions from subject-matter experts. Based on this feedback, finalize the Situation Analysis, ensuring that it reflects expert insights and aligns with UNESCO's expectations.

1. Organizing an Expert Workshop

• Organize a sub-regional workshop with experts (at least 20, but not more than 30) in corresponding areas together with those from Ministries of Educations and National Commissions for UNESCO to validate the research findings and recommendations with a developed concept note and agenda to be agreed by UNESCO Regional Office for East Asia/UNESCO Beijing Office.

• Facilitate discussions on the Situation Analysis's findings and recommendations, gather feedback, and make further refinements as needed.

• Produce the workshop proceedings to be ready for its publication.

4. Methodology

The research methodology follows a rigorous mixed-methods approach, combining desk research, data collection, and iterative report development, refined through expert feedback. The steps are as follows:

1. Desk Review and Literature Analysis: Conduct a comprehensive desk review of national policies, international frameworks, and recent literature on Greening Education, focusing on sustainable practices in schools, curricula, teacher training, and community engagement.

2. Qualitative and Quantitative Data Collection

• Qualitative Data: Conduct interviews and focus groups with stakeholders, including educators, policymakers, and community leaders, ensuring representation from both urban and rural areas. These discussions will capture a wide range of perspectives on environmental education practices and challenges.

• Quantitative Data: Design and administer surveys targeting school administrators, teachers, and community members to gather data on the extent and impact of environmental initiatives, training needs, and perceived barriers to implementing Greening Education strategies.

1. Data Analysis and Cross-Country Comparison: Perform cross-country comparisons to uncover common patterns, as well as unique, country-specific challenges and opportunities in implementing Greening Education, highlighting strengths and potential areas for UNESCO support.

5. Deliverables

The project is expected to be a seven-month project, and to produce the following deliverables:

1. Inception Report: A detailed inception report outlining the research methodology, timeline, data collection tools, and stakeholder engagement plan.

2. Data Collection Tools and Situation Analysis Content Structure: Submit finalized versions of data collection tools (e.g., survey instruments, interview guides) for UNESCO's review and approval. Provide the main content structure of the Situation Analysis for review and approval.

3. Draft Reports: The initial draft Situation Analysis presents key findings, analysis, and preliminary recommendations based on desk research and field data. UNESCO will review this draft and provide feedback, to be incorporated in the second draft. The Situation Analysis structure will include:

• Executive summary

• Abstract

• Introduction (including purpose and scope)

• Methodology and Materials

• Findings, recommendations, and conclusions (with different aspects of each country)

• Annexes

A refined Situation Analysis incorporating UNESCO's feedback, with expanded analysis and clarification as required. This draft will serve as the foundation for the expert workshop discussion.

1. Online Expert Workshop and Workshop Summary: Co-organize and conduct an expert workshop to present the second draft Situation Analysis, gather feedback, and engage stakeholders (20~30 experts) from all countries. Submit a summary of workshop proceedings, including key insights and feedback from experts, and an outline of planned revisions to the final Situation Analysis.

2. Final Situation Analysis: The final, comprehensive Situation Analysis, incorporating expert feedback from the workshop, finalized analysis, and actionable recommendations. The Situation Analysis should include an executive summary, methodology, detailed findings, and strategic recommendations tailored to each country's context.

Timeline table

7. How to Apply

Interested organizations/individuals are invited to submit in writing to the UNESCO Regional Office for East Asia/UNESCO Beijing Office:

• Technical Proposal clearly referencing "Greening Education in East Asia", indicating

1. qualifications and experiences that make suitable for the assignment,

2. the methodology/ approaches and workplan to be adopted to carry out the assignment,

3. detailed CVs of the team for the assignment

4. profile of the organization/individual

• Financial Proposal indicating all the necessary cost in the budget breakdown with unit cost for each item.

UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the applications for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization best value for money.

Your application should reach t.zhao(at)unesco.org by email no later than 17:00 Hours (GMT+8 time) on 18 December 2024.

Only short-listed applicants will be contacted.