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Vietnam

The development of ESD in Vietnam took place in the most recent decades. The National Council of Sustainable Development was formed in 2006 to acknowledge the United Nations Decade of Education for Sustainable Development (DESD). A committee consisted of high-ranking leaders such as government leaders and ministers were appointed to develop a education for sustainability guideline.

The Ministry for Education and Training (MOET) played an important role to push forward establishment goals for ESD and CCE. Furthermore, they were also able to recognize the climate change impacts overall in Vietnam such as increase in average temperature and sea rise level. From 1951-2000, Vietnam’s global average temperature increased about 0.5-0.7 Celsius, and sea level had risen about 20 cm. These two factors had put a hold on the growing socioeconomic achievements; therefore, MOET acted on the development education aspects to mitigate climate change in the future. The first key steps MOET promoted toward ESD and CCE were the National Action Plan of Education for Sustainable Development of Viet Nam in 2010 and the Action Plan for Response to Climate Change of the Education Sector for the period of 2011-2015 ( ).

Action Plan of Education for Sustainable Development

In 2016, Vietnam, Costa Rica, and Kenya started their partnership with UNESCO to establish high standard ESD policies at a regional and global level. Through UNESCO, there were four main projects that the countries can get involved in different socioeconomic levels such as Advancing ESD policy development, A whole-institution approach to climate change through the UNESCO Associated Schools Network (ASPnet), Sustainability starts with teachers, Empower youth ESD leaders as change agents, and Community for ESD.

Climate Change Education

In 2009, MOET was able to develop and implement environmental education (EE) and CCE education into formal education curricular. This gained approval from ESD standpoints, however it was still not considered to count towards all ESD approaches. Furthermore, one of the main challenges MOET was facing during this time was an increase of materials on top the regular curriculum, resulted in overloading students with knowledge.

References

1.UNESCO. National Journeys towards Education for Sustainable Development 2013. sustainabledevelopment.un.org/content/documents/925unesco8.pdf.

2. Shaw, Rajib, and Yukihiko Oikawa. “Education for Sustainable Development and Disaster Risk Reduction.” Google Books, Google, 2014, books.google.com/books?id=SCM9BAAAQBAJ&pg=PA69&lpg=PA69&dq=the%2BNational%2BAction%2BPlan%2Bof%2BEducation%2Bfor%2BSustainable%2BDevelopment%2Bof%2BVietnam%2Bin%2B2010%3B&source=bl&ots=TaJpPbomza&sig=ACfU3U1ETlIUA9jgqYLpMvL8qOtFOvuUxw&hl=en&ppis=_c&sa=X&ved=2ahUKEwi_hpO318LoAhXaJDQIHe97CUIQ6AEwAnoECAgQAQ#v=onepage&q=vietnam&f=false.

3. [https://unesdoc.unesco.org/ark:/48223/pf0000246270 UNESCO. “UNESCO Global Action Programme OnEducation for Sustainable Development.” Unesdoc.unesco.org, 2018, unesdoc.unesco.org/ark:/48223/pf0000246270.]

4. https://en.unesco.org/themes/education-sustainable-development

5. https://sustainabledevelopment.un.org/focussdgs.html

6 .Thao Phuong Nguyen (2019) Searching for education for sustainable development in Vietnam, Environmental Education Research, 25:7, 991-1003, DOI: 10.1080/13504622.2019.1569202