Milan Poudel

Room to Read, Nepal

School-based Management refers to the system of administrating schools with active public contribution. Forces driving the move towards SBM demand more freedom, diversity and the establishment of a strong network. Creating a network among such SBM, schools will be an important factor for achieving the desired outcomes. It takes time, effort and resources for the full implementation of SBM.

It is very difficult for Nepal to move directly to the desired level of SBM because the process involved in it has several barriers. Implementation of reform policies that require breaking up of the traditional values and practices faces severe resistance not only from real interest groups but also from the genuine stakeholders. It helps to realize the possibility of transformation and build the capacities that address systematic, significant and sustained change across all schools.

Keywords: School-based Management ,administration, decentralization, economy, stakeholders

Background

Governments all over the world are introducing a range of strategies aimed at improving the financing and delivery of education services, with more recent emphasis on improving quality as well as increasing quantity (enrollments) in education. One such approach is to decentralize education decision-making by increasing parental and community involvement in schools, popularly known as School-based Management (SBM). SBM focuses on decentralization in decision-making authority to parents and the community fosters demand and ensure that school provide  the social and economic benefits that best reflect the priorities and values of those local communities (Lewis,2006).

These days, a major concern in education in Asia and the world is to decentralize the authority of the central education offices back to individual schools, allowing schools to develop their own management policies ; school-based management (Chapman,2002).  The aim is to empower principals and teachers or at strengthening their professional motivation, thereby enhance their sense of ownership to the school. In SBM system, tasks are set according to the characteristics and needs of the school itself. The members of the school have  greater sovereignty and accountability for the use of resources to solve problems and carry out efficient educational activities. Each of these tasks is focused for the long-term development of the school. The teachers and parents, who become active directly with students, have the most informed and plausible opinions as to what educational arrangements will be most beneficial to those students. More over the primary stakeholders are key actors who have the best information about what actually goes on in schools and how it can be improved by using limited means.

The concept of School-based Management is new in Nepal. The government of Nepal is now using this as a test implementation in some of the schools and not decided whether to imply all over the country or not. This paper tries to analyze the situation of SBM in Nepal and discusses on the difficulties of SBM system in Nepal.

School-based Management (SBM)

SBM as an organizational delivery model for schooling has been well documented in the literature over the past decade (Barrington 1997; Brown 1990;levacic 1998; Whitty et al 1997) in Cranton (2001). A world wide shift of the education reform and school reform in the 1990s was to decentralize power to the school level so that schools can make full discretional use of their human and other resources to provide quality education to students according to their own structural context. With this delegation of power, schools can make better decisions at the site level and set their own development plans according to their needs and characteristics (Robertson & Briggs 1998). At the same time, schools have to increase accountability of their work to their stakeholders that include students, staff, parents, alumni, relevant school organization and community members. Ideally, all these parties take part in school management and decision making (David, 1989).

The beginning of SBM was from the developed countries like: Australia, New Zealand, the UK and Canada in the 1980s and 1990s. Hong Kong introduced SBM in early 1990s, followed by Thailand and Malaysia. International bilateral/multilateral agencies, such as UNICEF, the World Bank, the Asian Development Bank, USAID and AusAID, have been assisting the government in supporting, strengthening and extending SBM to include governance.

What is School-based Management?

SBM is a “strategy to improve education by transferring significant decision-making authority from state and district offices to individual schools” (Myers & Stonehill, 1993). They further describes that, the traditional participants in the educational process, specifically, principals, teachers, students and parents are given greater control over the education process by giving them responsibility for decisions about the budget, personnel, and the curriculum.

In SBM, authority is decentralized from the central government to the school level (Caldwell, 2007). In the words of Malen et.al.(1990:290), “SBM can be viewed conceptually as a formal alternation of governance structures, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on the redistribution of decision-making authority as the primary means through which improvement might be stimulated and sustained.” Carldwell (2007) says that SBM is the systematic decentralization to the school level of authority and responsibility to make decisions on significant matters related to school operations within a centrally determined framework of goals, policies, curriculum, standards and accountability. SBM mainly is an approach to decentralize decision-making to the individual school environment, which assists the empowerment of parents and the professionalism of teachers with special focus on the shared decision-making among key stake holders at the local level becomes a defining characteristic (Murphy1997;39).

SBM does not guarantee school improvement. Wohlstetter, (1995) says that SBM as a form of governance will not in itself generate improvement in school performance. It is simply a tool, through which school-level decision makers can implement various reforms that can improve teaching and learning.  It shows that SBM transforms the responsibility and decision making authority of school operations to principals, teachers, parents and sometimes even the students including other school community members. Though, they are responsible for the management of the school, they need to run within the set of policies determined by the central government. SBM program generally transfers all the authority like: budget distribution,  hiring and firing of the teachers and other school staffs, designing and developing the curriculum, management of textbooks and other educational materials, infrastructure improvements and evaluating the teacher performance and student learning outcomes.

Models of School-based Management Morph and Beck (1995) suggest that SBM usually takes one of the three forms: administrative control SBM, professional control SBM, and community control SBM. Except these types one more is still visible in which power is shared and utilized equally by school professionals and parent/community ( Leithwood K., & Menzies T. 1998,p 25).

Administrative control SBM is aimed at enhancing responsibility to the school principals for the efficient expenditure of resources, on the supposition that such efficiencies will eventually pay off for students.  These efficiencies are to be gained by providing local school administrators authority on the key decision areas such as budget, personnel and curriculum. Supporters of this model argues that such power in combination with the motivation to make the best use of resources, ought to get more  of the resources of the school into the direct services of students. The teachers, parents, students or the community representatives can also be consulted informally for assisting to achieve the objective. To help the principal in decision making site councils are established.

In professional control SBM, teachers control the management of local schools aiming to make the better use of their knowledge in such key decision areas as budget, curriculum and personnel. The belief of this model is that professionals who are closest to the student have the most relevant knowledge for making decisions.  Complete participation and authority to the teachers, in the decision-making process will increase their commitment to implement whatever decisions are made because they are the ones who interact with the students for delivering the knowledge (Hess, 1991).

Community control SBM model is established to make the parents accountable and satisfy, who are the consumer of the school. The basic assumption giving rise to this model of SBM is that the curriculum of the school ought to directly reflect the values and preferences of parents and the local community (Ornstein,1983). The supporters of this model claim that the school professionals are not as responsible to such local values and likings as they ought to be. School councils in which parent/community constituents have a majority of the membership are the primary instruments for the exercise of such power. Community control SBM is limited to school governance dominated by parents and community members. There is, however another focus of community control in which parents are given a choice of schools, the most direct form of accountability by schools to the community.

Parents and teacher control (Balanced) SBM model attempts to accomplish the purposes of both community control and professional control forms of SBM. It aims to make better use of teachers’ knowledge for key decisions in the school, as well as to be more accountable to parents and the local community. Unlike the pure community control form of SBM, balanced control forms assume that professionals are willing to be quite responsive to the values and preferences of parents and the local community under conditions in which parents are in a position to act as partners with schools in the education of their children. It is assumed that both parents and teachers have important knowledge on key decisions about curriculum, budget and personnel. Site councils associated with form of SBM have decision-making power and their membership is balanced between school staff and parent members.

Decentralization and School-based Management Highly centralized system tends to be bureaucratic and allow little opportunity to schools and local communities. Decentralized systems divert significant powers to local level called self-management (Bush, 2003). Lauglo (1997:3-4) connects bureaucracy with centralization and defines as follows:

Bureaucratic centralization implies concentrating in a central (‘top’) authority decision-making on a wide range of matters, …a ministry could make decisions in considerable details as to aims and objectives, curricula and teaching materials to be used, prescribed methods, appointments of staff and their job descriptions, admissions of students, assessment and certification, finance and budgets and inspections/evaluations to monitor performance.

We can come with number of solid arguments to clarify the introduction of SBM. It is more democratic, which allows teachers and parents to take decisions about an issue of such importance as education is certainly more democratic than to keep this decision in the hands of a select group of central-level officials. SBM is more relevant to locate the decision-making power closer to where problems are being experienced. The local staffs generally know their own situation better than the ones form administrative level at central level. Decisions can be taken much faster if they do not need to go through a long bureaucratic process (from school through several intermediary offices to the central level), which is possible in SBM system. In SBM the decisions can be made at school level so that it is faster. SBM system is more accountable to the focused group. It focuses the teachers to be accountable for the school results towards parents and the close community directly. Such accountability is expected to act as tool for greater effectiveness. Mobilization of the resources in SBM system is more reasonable and rigid. Especially the parents including teachers will be more enthusiastic to contribute to the funding of their school using the locally available sources (Chautaut, 2005).

SBM system is not so easier to handle because the local people including the head teacher might not have got any training on educational management. Until and unless the management system is not better no promotion of an institution can be wished. Many management-related decisions, especially financing and staffing issues, are intricate and complex. Studies covering four OECD countries found that “principals were troubled by ethical dilemmas in all four countries and some reported an increase in the frequency with which they were confronted with difficult decisions in recent years” (Dempster, 2000, p. 51). All the communities are not able to fund the schooling then what happen is collapse of the school. This can be unwanted burden for the public and it is obvious that the educational quality will be decreased.

Autonomous schools and colleges may be regarded as potentially more efficient and effective but depend much on the nature and quality if internal management of these potential benefits is to be realized (Bush, 2003 p.12). But the effectiveness of SBM depends strongly on the responsibility that the school feels towards the community as well as pressure that the same community can exercise on the school. For the community to play that role, four requirements should be presented valid participation, as identified by Lawler (1984): knowledge and skill; power; information and rewards. This is hardly the case in many communities, which puts in doubt, one of the main tenets of the advocates of SBM: that it will create a stronger accountability framework than the centralized management system.

School-based Management Movement in Nepal 

The development of education in Nepal has got short history. During the prehistoric time, religious schools; Gurukul (Hindu) and Bihar (Buddhist) with the characteristics of religious values were managed and funded by the religious community with their trusts. Most of the schools before 1951 were established and financed by individuals and communities. On the other hand, there were very few fully funded educational institutes from the government. In this way, school governance before 1951 was the responsibility of both the community and the state. Even though the people were not educated, people from different parts of the country started to establish new schools on their own initiatives. They did not wait for the government to take initiative for establishing new schools and recruit teachers.

It can be said that the systematic development of education in Nepal started since 1951, after the establishment of Ministry of Education (MoE).In 1954, government had formed an education committee, known as Nepal National Education Planning Commission (NNEPC) for the systematic development of education. Subsequently, several commissions were formed and reports were made available. However, education policy, planning, administration and management aspects were not made specific as compared to and in line with the expansion of the schools. In the past, it is seen that the people in the community have the sole responsibility of school governance with little support from the government. From the initiative of the community, several new schools were established in many parts of the community within a short period of time. Hence, most schools at the initial stage were community-initiated schools which received different kinds of contributions like; land, funds, volunteer teachers, labor, construction materials etc. from the community. Since, the initiation was from the community, the community people were responsible for the management as well.

After the introduction of National Educational System Plan (NESP) (1971-1976), all community schools established earlier without any circumstances were brought under the direct control of the government which also shifted the governance role from the community to the central government. This plan became an effort to implement a uniform system of education by nationalizing the educational institutions of the country. This plan was formed on the assumption that education is one of the prime functions of the state and therefore, it must receive support and stimulation due to it. The feeling of the plan was that the educational system of a nation must be organized and supervised by the state itself. Ministry of Education (MoE) planned to have solitary authority and responsibility for the management of all schools in the country carried out through its Regional Education Directorates (REDs). During the time National Education Committee (NEC) was formed to guide the central Ministry in terms of general policy, establish coordination between school and higher level education. Furthermore, it was for assisting the MoE in the easy implementation of the NESP and carry out research and development functions. All the school management committees were dismissed. The school supervision system was run through secondary and primary school supervisors. This centralized system of education could not manage thoroughly the local problems in terms of curriculum, resources, manpower and monitoring (Lamichhane, 1997).

As time passed, the educational system in Nepal also has been influenced by the evolvement of the SBM practice throughout the world. Local Development Act 1966 divided the country into 14 zones and 75 districts for the administrative purpose. The educational management also was tired to decentralize according to the administrative division. However, such structural administrative changes did not manage any significance changes in educational governance (ibid. 1997).

After the Decentralization Act 1982, the government granted authority and responsibility to the local village development committee for formulating and implementing local development plans. A system of block grants-in-aid was introduced, in line with the government’s commitment to meet the teachers’ salaries for a fixed staff size so as to prevent indiscriminate hiring of teachers and also to encourage local resource mobilization by the schools. The management of public schools was thus handed over to the communities.

In 1990 the democracy was restored and the first elected government was formed. The government initiated several measures to expand the scope and participation of people in school management, but they remained less effective. Later on, Government of Nepal amended the “Education Act” in 2001(seventh amendment) and introduced the new “Education Regulations” in 2002. According to the amended version of the Education Act 2001 and regulations 2002, the government introduced major changes in the formation of school management committee (SMC). The guardians of the students were the members and they had the right to select or elect the SMC. In the history of Nepalese education development, this was the first time that community people were made responsible to government schools through the specific authority in the education act and regulations. The authority handed to the community was fully under control of the central administration. So the SMCs became the administrators without any power because all the financing, curriculum, teacher selection, supervision and monitoring was centrally handled (Lamsal, 2008).

After 2005, the government selected some schools as model-school and handed over the schools to the community. These school management committees of the respective schools get regular fixed amount of funding and centralized curriculum from the central government but the selection of teacher and staff, administrating the school, supervision and monitoring is the job of the SMC. The government is adding the number of this type of community based model-schools every year (ibid. 2008).

In the remote past, Nepal almost exclusively relied on community-managed and to a large part, community-financed schools for primary education. But those schools were not government’s schools they were established private and managed by themselves. During the time when the government became active in educational matters, community-managed schools were taken over with the anticipation of improving the overall quality of education through increased government funding and technical support. While there had been an increase in government funding of the school sector after nationalization, the improvements in quality and efficiency of SBM lagged seriously behind the public expectation with comparison to the fund invested. It can be said that there was gradual erosion of governance, accountability and quality after nationalization of the school management. 

Conclusive Discussion SBM is for the enhancement of the local society in terms of education. This process is not so simple to be succeeded. Only enforcement of the rules and regulations alone is not sufficient to make it effective and success. It is a joint effort of policies implementation, empowerment of community and professionals. Key element in successful operation of SBM is capacity development in the local level. Studies have indentified that defining the responsibilities of the stakeholders, widening participation, developing professionalism of teachers, setting goals, evaluating effectiveness and developing characteristics of good schools are necessary for the implementation of SBM. For the community to play the role, four requirements should be presented; (i) legitimate participation (ii) knowledge and skill (iii) power (iv) information and rewards. This is hardly the case in many communities, which puts in doubt, one of the main beliefs of the advocates of SBM: that will create a stronger accountability framework than the centralized management system.

In SBM system, reform of administrative procedures and devolution of more authorities to schools in human resource management, use of resources and design and delivery of curriculum is sought. These measures are for creating more area for schools to develop quality education with their own unique characteristics. Principally, Nepal can adopt SBM, but above mentioned serious considerations are needed. One very important aspect is that, SBM system is not any magic which can solve all the problems immediately.

The school management system which is being practiced as test-model in Nepal seems as if it is SBM but it requires more sovereignty and flexibility. The government and the policy makers themselves are not fully confident on it. Only recruiting the teachers and staffs and handling them with the fund from the government cannot be SBM. It can be extended to be autonomous in term of curriculum development according to the community including the main stream educational system and establishing local funding resources for the education.  Some people argue that the full power to the school management committee to administrate  is not better because issues like politics, culture, relationship etc. will influence while recruiting and evaluating teachers and staffs. In some cases what also can happen is the school management committee does not hold the capacity to conduct the administrative activities. This practice can only be the promotion of local politics in the educational institution in the name of SBM.  If this happens then it is for sure that there would be an accident which costs much and the quality can never be improved. The capacity of the school management committee and community people remains to be crucial factor for the establishment of the basic principles of SBM such as flexibility, autonomy, transparency, accountability and participatory decision making in school.

References 

Bush,T.(2003).Theories of Educational Leadership and Management.

London: SAGE Publications.

Carldwell,B.J.(2007). School-based Management. Educational Policy Series. The International Institute for Educational Planning and the International Academy of Education: Paris and Brussels.

Chapman, D. (2002). Management and Efficiency in Education: Goals and Strategies, Asian Development Bank and Comparative Education Research Centre : The University of Hong Kong.

Chataut, K.(2005,August 1). Try the Community Education. Light of knowledge, p.7.

Cranton,N.C. (2001). Collaborative Decision-making and School-based Management: Challenges Rhetoric and Reality. Journal of Education Enquiry, vol.2,no.2 page 1-24.

David, J.I.(1989). Synthesis of Research on School-based Management. London: Routledge.

Dempster, N. (2000). Guilty or Not: The Impact and Effects of Site-based Management on Schools. Journal of Educational Administration, vol. 38, no. 1, p. 47-65.

Hess, G.A.Jr.(1991). School Restructuring Chicago Style. Newbury Park, CA: Corwin Press.

Lamichhane,  et. al. (1997). Decentralized management policies and practices in the primary education sector in Nepal. In R. Govinda (ed.) in Decentralization from South Asia. Paris: UNESCO, IIEP

Lamsal, H.P. (2008). School-based Management. Education and Development, 23,123-131 CERID Nepal.

Leithwood,K., Menzies,T., Jantzi,D., & Leithwood,J.(1996). School Restructuring, Transformational leadership and the Amelioration of Teacher Burnout. Anxity,Stress and Coping, 9,199-215.

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Milan Poudel

Room to Read, Nepal

The vague concept of Sustainable Development is different according to socio, economic and environmental periphery.  The situation stated in this report can make several contributions to the current debate on ESD, about the states allied to the social, economic and environmental aspects of sustainable development. ESD is almost renamed for EE, which is narrow thinking. All the countries in this region are developing countries so it is very difficult to manage educational activities to acquire ESD form. They face significant poverty, food scarcity, ignorance and many more in their everyday life, which lead the ESD in this region to failure.

Keywords: Education for sustainable development (ESD); UNESCO; interdisciplinary; development; South Asia

1 Introduction

1.1 Background

Education is vital to ensuring a better quality of life and better world for human beings. The idea of Education for Sustainable (ESD) is not so older but this is the outcome of the different practices like; Nature Conservation Education (NCE) and Environmental Education (EE). After the establishment of United Nations’ Decade of Education for Sustainable Development (UNDESD) 2005-2014, it became more popular and worldwide.  In the different consultation practices on UNDESD there is a strong agreement that environment and sustainability education should be contextual and one of its main educational objective should be to develop strategies and approaches that allow for contextually relevant learning process (Lotz-Sisitka 2006:27). 

Since the concept of ESD is vague, this covers social, economic and environmental aspects. This paper focuses on some of the issues of ESD like; value education, peace education, environmental education, health education, information and communication technology and public awareness towards ESD in South Asia.

1.2 Aims and objectives

The overall aim of this study is to examine the situation of ESD in South Asia. More precise objectives are:

To present the concept of Education for Sustainable Development (ESD).

To analyze the situation of Education for Sustainable Development (ESD) in South Asia.

2.2  Education for Sustainable Development (ESD)

It is important to keep in mind that, at the time of United Nations Conference on the Human Environment (1972), relatively few people were concerned about the state of our planet Earth. However shortly after the conference and the establishment of United Nations Environment Program (UNEP Nairobi Kenya), the theme ‘man and environment’ was added in 1975 as one of the four topics for UNEP activities, which has now become ‘Education for Sustainable Development’

In previous time, environmental education was based on the belief that certain sets of values, knowledge-perspectives and attitudes are solving of environmental problems than others. These principles should therefore be prioritized in environmental education. Accordingly, it was the task of environmental educators to formulate certain standards of environmental education and to develop both content and methods that modify the behavior of students in accordance with those values and perspectives. Recent debate on environment and development emphasizes the social and cultural context. This perspective has given rise to several approaches on environmental education that are less openly normative than the traditional methods. A point of departure for these approaches is that there are many conflicting voices about environmental questions in democratic societies and that nobody is in a neural position to decide upon what actions will be most beneficial for our environment in the future. It has therefore been stressed that environmental education should be characterized by pluralism (Gurung 2004:111-119).

The concept of ESD is not uncontroversial.  For some debaters, ESD opposes pluralism in environmental education. The pointing area is the policy complied with the basis of ESD focus exclusively on the well-being of humans and ignores the intrinsic value of nature. Especially when connected with an economic market philosophy, the concept of ‘development’ implies constant economic and technological growth in line with ‘more is always better’. Some claim that, in the rhetoric of ESD, education is regarded as a tool for sustainable development, which makes education instrumental in striving for something external to itself and prescribing a preferred end. Thus, ESD is seen as a top-down concept, promoting a specific ideology created by politicians and experts in power, at the cost of the limited qualities and the critical dimensions of education (Chataut, 2007).

2.3 The United Nations’ Decade of Education for Sustainable Development (UNDESD)

United Nations’ General Assembly (UNGA) established the United Nations’ Decade of Education for Sustainable Development (2005-2014) in December 2002, through the Resolution no. 57/254. This establishment was shortly after the World Summit on Sustainable Development (Rio plus 10) which was held in Johannesburg in August/September of the same year.  This declaration is for achieving the sustainable future with the help of education. UN designated UNESCO to lead the decade and lunched by Mr. Koichiro Matsuura on 1st March 2005.DESD focuses on ‘respect’: respect for others and respect for the planet and to the items it provides us (resources, fauna and flora). DESD promoted for the following educational schemes by breaking down the traditional ones:

Interdisciplinary and holistic learning rather than subject-based learning

Value-based learning

Critical thinking rather than memorizing

Multi-method approaches: word, art, drama, debate etc.

Participatory decision-making

Locally relevant information, rather than national

3 Current scenario of ESD in South Asia

The countries namely; Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan and Sri Lanka forms South Asia. It Covers an area of more than 5 million square kilometers, and is home to approximately 1.4 billion people, which is more than one-fifth of the world’s population.

Awareness and Perceptions of ESD

Education in this region mostly is taken as formal education. The awareness of ESD is quite low, Environmental Education (EE) is considered as the domain of formal education in both the secondary and higher level. The concept of ESD as the expansion of Environmental Education is common in between the practitioners, educators and government officials but not for general public. The ministries of the Environment and Education have been promoting EE, conducting educational activities in the areas of health education, water resources and management and urban and rural development incorporate sustainable development concepts which are not integrated across different sectors. The possibility of common vision of ESD between the public and the governments of South Asia is achievable, but it requires greater mobilization, greater participation of local communities and greater incorporation of ESD into existing policies and programs (UNESCO, 2005).

Value Education

South Asia is richer than other region in cultural traditions and values. The rich cultural traditions that promote values for protection of the social environment in this region, is directly preserved in their constitutions. The philosophical beliefs and religious assumptions like; sacred properties to wildlife, forest and water resources have helped generations of communities to protect them. The virtues of peace, unity, harmony and respect for other beings in nature are normally highlighted by the faith-based teaching. Krishnamurthy Foundation in India integrates values education as part of the total understanding for the students (www.kfa.org).

Environmental Education

The governments of this region have mostly focused on Environmental Education (EE) assuming it as an important tool for sustainable development. The South Asia Cooperative Environment Program (SACEP) and UNEP formed the South Asian Environmental Education and Training Action Plan 2000-2005, outlining activities for EE and training.  During this time in South Asia, ‘Environment’ is introduced as a separate subject of study in most of the levels of formal education otherwise infused in curriculum with other subjects. Environmental protection is recognized as an integral part of the curriculum in the national policies. The networks of NGO, in collaboration with the Departments of Education and universities, conduct teacher training programs in EE. Despite abovementioned activities for environmental education, inflexible and overloaded curriculum, time constraints and a traditional approach to teaching still pose a challenge to the integration of EE in formal education. An option that could be explored for ESD is distance education networks, in Sri Lanka and India (Singh, 2007).

Health Education

Health is one of the main issues of South Asia. International agencies, governments and NGOs are enthusiastically addressing a wide range of health issues. International agencies such as Save the Children have been involved in capacity-building and awareness-raising among the communities in Nepal. Both the community and private schools the programs are carried out regularly targeting HIV/AIDS, mosquito-borne diseases, diarrhea, oral health, leprosy, rabies and personal hygiene.  Though the different agencies are investing a lot of fund in health related issues, but could not sufficiently reach women, the needy and country populations (Chetry, 2007).

Peace Education

Since conflict is the main problem of South Asia now, peace education plays vital role for the solution of it. There are peace education programs in the region: many in number and diverse in character. Some of the schools are with the curricula that reflect an overall ethos of peace. And some NGOs either work in classroom themselves or train the teachers to apply their peace education curricula. The peace education programs in this region primarily are started in response to specific phase of violence. The content of peace education programs have expanded to include issues of social security as well as traditional conflict resolution themes. Across the region, sustainability is a major concern, primarily because of the difficulties of finding long-term funding for peace education (Srinivasan, 2009).

Information and communication technology (ICT)

India, the leading country of South Asia has got strong examples of strategic ICT use for information dissemination, education and capacity- building across various sectors. As the result of 20 years of successful experience in satellite-based education, India has now lunched a satellite; EDUSAT, dedicated to education, which obviously is good signal for education for sustainable development. In the rural areas of Sri Lanka and India, rural telecentres are active towards the social and economic empowerment of the general public. In rural areas of Nepal, Bangladesh and the Maldives it is difficult to use ICT due to lack of infrastructure and connectivity but in the urban areas it is being used for different purposes including educational purpose (UNESCO 2005).

4 Discussion

Sustainable Development is vague to define and achieving sustainability is different according to socio, economic and environmental periphery.  The situation stated in this report can make several contributions to the current debate on ESD, about the states allied to the social, economic and environmental aspects of sustainable development. ESD is almost renamed for EE, which is narrow thinking. All the countries in this region are developing countries so it is very difficult to manage educational activities to acquire ESD form. They face significant poverty, food scarcity, ignorance and many more in their everyday life, which lead the ESD in this region to failure.

As for the concern related to value education, the rich cultural traditions are promoting the protection of social environment in this region. Value education is always not through formal education but mostly through religious and cultural imputes. If the governments of this region focuses on the value based education relating with their religion, the problem of conflict might get faster and easier solution, which leads the countries towards sustainability. So the national and international agencies on ESD should establish some institutions to promote value education.

Furthermore, health related issue in South Asia is tough to manage. This problem is interconnected with education, food and again conflict as well. HIV/AIDS and waterborne diseases are mainly influencing the people in this area. The governments with international agencies are trying to minimize the problem but due to centralized system of focus, the disadvantaged and rural people are still to be addressed focusing health education and their sustainable life.

Today’s world is mostly influenced by violence, which is one of the burning issues of South Asia for achieving sustainability. All the  development processes are being hindered due to conflict and violence. The cause behind violence is poverty, because the hunger cannot be tolerated. The political scenario of this region itself is promoting violence. For the sake of power and position politicians are misguiding the public in the name of religion, race and other diversities. For the betterment of this situation the UNESCO recently has approved India’s proposal to setup Mahatma Gandhi Institute of Education for Peace & Sustainable Development (Indian express.com).

In this 21st century, ICT plays a vital role in every phase of development. The urban areas of this region are better in ICT but the rural areas are not equipped. The satellite for education in India is one of the pioneers in the field of ESD but this must be expanded not only in the cities but also in rural areas as well. While talking about awareness on ESD, non-formal education, formal education, value education, ICT etc. come thoroughly. The more the public becomes aware on particular matter (ESD) the better and faster the achievement (sustainability) can be gained. 

5 Conclusion 

Contextual differences that exist from region to region are leading to different meanings, priorities and strategies for ESD. These differences indeed are rooted not only in traditions in governance, but also in the key existential challenges the region is currently facing. Traditions in governance are likely to affect whether a country adopts a more pedagogical orientation towards ESD emphasizing social learning, democracy & participation and changing peoples’ behavior in a determined direction or not.

South Asia is having difficulties in development of social, economical and environmental aspects. This region is facing extreme problems like; poverty, conflict, HIV/AIDS, environmental degradation and many more. So promotion of value education, health education through both formal and non formal education may help to make the public aware on ESD issues and help to maintain better quality of life.       

References

Chataut,R.(2007). Sustainable Development. Patna: Chamak Publication

Chetry, K. (2007). Health Education in South Asia.  Teaching Health- Education, pp 68-76. Kathmandu: Department of Education.

Gurung, R.(2004). Teaching Environmental Education. Birgung : Rohan Publication.

Lotz-Sisitka,H.(2006).Participating in the UN Decade of Education for Sustainability: Voices in a Southern African consultation process. South African Journal of Environmental Education, 23:10-33

Singh, J.(2007). Environmental Education: Issues and solutions, Delhi: Jaya Press.

Srinivasan,A. (2009). A Survey of Civil Society Peace Education Programs in South Asia. Tamil Nadu: Education for Peace.

UNESCO (2005). Situational Analysis of Education for Sustainable Development. Bankok: UNESCO.

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