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| Education for Sustainable Development (ESD) Community-Based Practices of Teacher Education Institutions (TEIs) in Caraga Region |
Dr. Grace T. Flores, Dr. Cecilia Elena P. De Los Reyes
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Abstract:
Balancing the act of development which implies adapting to changes while respecting the values of conservation, sufficiency, modernization, and solidarity is the heart of Education for Sustainable Development (ESD). This study aims to explore ESD community-based practices and the level of Integration among selected Teacher Education Institutions (TEIs) in the Caraga Region. Descriptive survey methods both quantitative and qualitative analysis were employed. Document analysis, interviews, direct observation, participant observation, and focus group discussions were used during the data collection of the study. Results show that the activities and programs initiated by teacher education have an ESD composition and their integration to the teacher education was on the level of responding and limited on engaging and enabling. Most of them are non- embedding, non- sustaining, and non-transforming. The result of the observations and focus group discussion from the research participants reveals that Caraga Region teacher education higher institutions are not starting from anything. Best practices such as Agribusiness based education for Mamanwas tribes as ESD practice; Trash to cash winning scheme for economic waste management; Extension services a jump start for ESD. These localized initiated practices for ESD can be a strong entry point for ESD. Higher Institutions in Caraga Region may be ESD certificated through benchmarking to local and international schools as their model for ESD implementations.
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