Proceeding of the International Conference on Future of Education, Vol. 1, 2018, pp.
1-7
Copyright © 2018 TIIKM
ISSN 2630-7413 online
DOI: https://doi.org/10.17501/26307413.2018.1101
CHALLENGES AND BARRIERS FOR IMPLEMENTING
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN
SECONDARY SCHOOLS IN SRI LANKA
K.G.C. Kandangama*
Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Sri Lanka
Abstract: This study was aimed to identify challenges and barriers to implement ESD in Secondary
Schools in Sri Lanka. The samples were 36 Geography teachers from 36 1AB & 1C schools out of
54 schools. Samples were selected from the Kandy district and stratified random sampling method
was used. Objectives were to identify challenges and barriers related to ESD in school curriculum, to
investigate the challenges and barriers related to teachers in teaching ESD, to suggest ways and
means to face the challenges and barriers. Data was collected by the survey method and the
quantitative and qualitative data collected. Analysis was done descriptively. Challenges and barriers
identified were; not including ESD as a core topic in the school curriculum, exam oriented mentality
of students, lack of awareness of Sustainable Development (SD) and ESD concepts among teachers,
lack of ESD programmes in the school time table, lack of funds, time and resource persons to carry
out ESD programmes. The study recommended that curriculum enhancement and implementation of
programmes to create awareness of SD and ESD with the concepts originated from the range of
themes selected from the syllabi from Grade 6 to 13, a specialized SD and ESD teacher training,
converting teachers to be change agents with a broad vision towards 17 SD Goals 2030 and
identifying strengths and opportunities to implement ESD in the school programmes.
Keywords: Sustainable Development, Education for Sustainable Development, Secondary School,
curriculum
Introduction
The Country Report of Sri Lanka Rio 20 (2012) explained that, “The Government of Sri Lanka has strongly
reaffirmed its commitment to the Rio principles and the implementation of Agenda 21 and the current
involvements of the education sector for Sustainable Development (SD) in Sri Lanka.” As well it has
mentioned that several strategies are used to implement Peace and SD Programes in schools. Use of morning
assemblies to talk on issues pertaining to SD, make use of Teachers’ Guides and other developed modules to
guide teachers, conducting co- curricular activities linked to Education Programs in SD in schools, monitoring
and ascertaining the progress are the major strategies used. But, there is a need for a well-planned approach to
implement SD concepts in the education system of Sri Lanka. When considering Sri Lanka’s current economic,
social and environmental issues which affect many people and the environment of the country. Therefore, to
address such issues ESD is a good tool but still there is a need to identify the challenges and barriers to
implement ESD in the schools in Sri Lanka.
Chandith, (2006) has pointed out at the UNESCO conference, representing Sri Lanka, the importance of
Education for Sustainable Development (ESD) by introducing it to Sri Lankan students. ‘ESD is very important
to Sri Lanka since it focuses on many issues that are interlinked. They help to make the students wholesome and
more aware of respect for human dignity and the rights and respect for the environment. The concept of SD is
defined as ‘our common future’ in the landmark report of the World Commission on Environment and
Development (1987) commonly known as the Brundtland Report, 1987. “SD is developments that meet the
needs of the present without compromising the ability of future generations to meet their own needs.”
ESD is a mechanism to educate people and make awareness towards SD. It is conveying the message for
keeping up humanity, empathy, compassion in hearts while sharing and caring for physical resources of the
K.G.C. Kandangama / Challenges and Barriers for Implementing Education for……
earth, protecting nature and all biological aspects and human beings while admiring the wonderful diversity on
this living planet.
Walls (2009) defines ESD in two ways:1) ESD as a means to transfer the ‘appropriate’ sets of knowledge,
attitudes, values and behavior; and 2) ESD as a means to develop people’s capacities and opportunities to
engage with sustainability issues so that they themselves can determine alternative ways of living.
Westin, Martin. (2007) has explained barriers for implementing ESD in his article based on a study done in
Sweden, ‘Implementing ESD-Means, Drivers and barriers’
1. Traditions and structures.
The school sector has strong traditions rigid structures which are difficult to change. The scientific disciplines
that have been evolving in the last couple of centuries are dominant and have made strong marks within the
school system. Education is still organized in subjects. Often the teachers and other actors identify themselves
with a subject and this sometimes causes rivalry and creates obstacles for implementing cross curricular
perspectives such as ESD. The traditions and structures also create barriers on the national level, since the civil
servants protect their areas of interest.
2. Fragmented public administration
Specialized and well organized Swedish administrative structure and the policy areas often compete for
resources. This creates barriers between them and rivalry is common. Since SD is still viewed as part of the
environmental policy the actors within the school sector are reluctant to accept the concept of ESD.
3. Weak pressure groups
The educational policy is formulated in interaction with different interests. There are strong pressure groups that
look after different parts of the school sector. ESD has still not come into the scientific world and does not have
strong support from the industry. This means there are no strong pressure groups that look after the interest of
ESD.
4. Difficulties to assess ESD
There is a constant pressure on the school sector to show results. ESD is not easy to assess and measure.
Therefore, parts of the educational system that are easier to measure are often prioritized.
A similar barrier was reported in Namibia, in a study by Anyolo (2015) where teachers reveal that teaching and
learning do not exist in schools. As a result, most teachers are forced to use only textbooks to teach ESD, these
sometimes being the only teaching material available. Lack of teaching and learning materials is one of the
challenges faced by the teachers in implementing ESD. However, the use of textbooks is likely to impact certain
teaching strategies and activities on the teacher which are then used when teaching ESD. Participatory
approaches are the best tools for the teaching of ESD. Barriers such as lack of time, overloaded timetables, lack
of resources, as well as the lack of teachers’ training, are some of the major barriers faced by teachers in
implementing ESD. The findings are compatible with Lee (2000) who argues that teachers’ resistance to new
innovations can be a barrier to the implementation of new education policies in all education systems.
Summers, Childs and Corney (2005) include the teacher’s personality, the prevailing school climate regarding
the use of teaching methods, and lack of support from the school principals. According to study of Granados
(2011, mentioned challenges were the National Curriculum not mentioning ESD even though teachers conceive
sustainability and ESD as the main purpose of Education, the teaching staff manifesting that there is an
unavailability of models of teaching and the old fashioned language used to introduce SD in the text books. SD
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Proceeding of the International Conference on Future of Education, Vol. 1, 2018, pp. 1-7
is an abstract concept, and there is a lack of clarity about what it is and how it should be taught, the key concepts
of sustainability are addressed in different ways in the curriculum, in the teaching materials and by the teachers,
teachers manifest the lack of proper teaching materials that guide them to teach geography from an ESD point of
view. They admit they haven’t done any training on ESD and in-service teacher training courses do not show
how to teach in a practical way.
The tables 1-3 below presents further clarifies challenges and barriers to implement ESD according to study
done by Gross (2009)
Table 1: Challenges and barriers for implementing ESD in developing countries
Latin America (Developing countries) Asia-Pacific Region (Developing countries)
Brazil-Political leaders have no interest in motivating India-Lack of coordination and concerted
people to participate in ESD efforts to come out with comprehensive approaches,
teachers lack the sensibility of imparting ESD
Peru-Lack of promoting analytical thinking for Pakistan Lack of government support, lack of
Students teacher’s knowledge and skills to integrate the concept
of ESD into school curriculum
Costa-Rica-Political leaders have no need to motivate Thailand-Political unrest ‘Asia’
people
Mexico-The lack of continuity in governments; Fiji-The concept and need is only kept at headquarters
political leaders do not always encourage and not passed down through schools to reach the
empowerment, Lack of competent teachers children and their communities i.e. parents and family
members.
Gross, (2009)
Table 2: Challenges and barriers for implementing ESD in Southern and Eastern Middle Europe
Southern and Eastern Middle Europe
Southern and Eastern Middle Europe Spain
EE is still confused with environmental studies, not There are no sustainable practices, which could be
adequate teacher training communicated easily
Greece Hungary
Teachers have no motivation to implement E.E., Several political leaders do not want to motivate
Scattered efforts to provide ESD, multiplication, lack of
synergy at local, national and international level,
Sustainability is not a priority for political leaders
Gross, (2009)
Table 3: Challenges and barriers for implementing ESD in developed countries
Further European countries
Switzer-land Germany
ESD is not understood as a real need yet, Lack of funds for demonstrations project,
There isn’t sufficient support to ESD activities, Lack of awareness about the real need for
Curricula do not consider as relevant as they should. sustainability,
Denmark- Lack of resources for educational innovation.
Lack of motivation among teachers,
Lack of resources for educational innovation
Gross, (2009)
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K.G.C. Kandangama / Challenges and Barriers for Implementing Education for……
Objectives of the study
To identify challenges and barriers related to ESD in school curriculum,
To investigate the challenges and barriers related to teachers in teaching ESD,
To suggest ways and means to face the challenges and barriers.
Methodology
Teacher sample was selected according to available number of 1 AB and 1C schools of Kandy district and one
Geography teacher from each school was selected purposively as a participant for the study. Altogether 36
teachers were included in the sample, selected out of 54 1AB and 1C schools. Table 4, represents the number of
teachers in the respective Sub Education Zones in the Kandy District. School sample selected by stratified
sampling method. Results analyzed by quantitatively and qualitatively. The following table presents the schools
and teacher samples.
Table 4: Schools and Teacher sample
Zone No of 1AB 1AB No of 1C 1C schools Total school Teacher
Schools Schools schools sample sample sample
sample
Gampola 04 01 11 04 05 05
Kandy 20 05 16 04 09 09
Denuwara 07 02 13 03 05 05
Wattegama 04 01 15 04 05 05
Katugastota 05 01 23 06 07 07
Teldeniya 03 01 15 04 05 05
Total 43 11 93 25 36 36
Analysis and Discussion
The responses obtained from Geography Teachers were analyzed. The main threats and challenges identified by
the teachers were, insufficiency of SD subject matter, concepts and issues in the school syllabi and not
considering SD as a core concept, the Advanced Level students having an exam oriented mentality and not
giving prominence to attitude changing programmes such as ESD, not having teachers trained for ESD and lack
of knowledge of concepts of SD, the formal timetable allocating time, to teach subjects and not for other
programmes, not providing direct training for teachers in ESD in such programmes.
The following table highlights the analysis of teacher responses received for questionnaires.
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Proceeding of the International Conference on Future of Education, Vol. 1, 2018, pp. 1-7
Table 5: Findings Challenges and barriers for implementing SD in secondary schools Sri Lanka
Findings Challenges and barriers for Frequen % Summary notes from responses received to
implementing SD in secondary school’s Sri cy questionnaires
Lanka
Curriculum related challenges and barriers 36 100% “ESD is not a core topic, lack of evaluation of
ESD, using lack of ESD concepts in the text
books”
Students related challenges and barriers 32 88.88% “Poor attendance of students, tuition, lack of
motivation of students to learn ESD concepts,
exam oriented attitudes, competition to win the
exams”
Teachers related challenges and barriers 30 83.5% “No proper teacher training for ESD, lack of
teacher awareness of ESD concepts”
Inadequacy of Resources related challenges 28 77.77% “No resource persons regarding ESD, lack of
and barriers buildings, lack of funds”
Community related challenges and barriers 15 25% “Threats of animals for school cultivation.”
Time related barriers 15 25% “Time is an obstacle owing to the responsibility
of covering the syllabus, less time allocation
for ESD”.
According to the table major barriers regarding implementation of ESD was related to curriculum.it was 100%.
“Insufficiency of ESD related subject content in the syllabus”, “having to teach only the syllabus and exam
oriented education system, ESD is not a core topic, lack of evaluation of ESD, using lack of ESD concepts in the
text books”
Second significant barrier was students related challenges and barriers and Poor attendance of students, tuition,
lack of motivation of students to learn ESD concepts, exam oriented attitudes, competition to win the exams was
88.88%.
Thirdly, teachers’ lack of teacher training and teacher awareness were 83.5%. And were no proper teacher
training for ESD, lack of teacher awareness of ESD concepts, No proper guidance and motivation to teachers
towards ESD.
The fourth challenge and barrier was inadequacy of resources and it was 77.77%. The responses related to these
challenges were No resource persons regarding ESD, lack of buildings, lack of funds”. Finally, community
related and time related barriers indicated 25% respectively. They are using school premises and grounds in the
afternoons by drug users, threats of animals for school cultivation, Time is an obstacle owing to the
responsibility of covering the syllabi, and less time allocation for ESD were as responses from teachers.
Further, the following tables presented the details of teacher responses related to syllabi, students, and teachers,
Table 6: Teacher Responses related to school syllabi
Teacher Responses related to school syllabi
“Not including Education for SD in the syllabus” “Inability to conduct external projects with formal
syllabus”
“Insufficiency of subject content in the syllabus, “There Isn’t enough evaluations regarding ESD
concepts in the school syllabus”
“having to teach only the syllabus and exam oriented “ESD is not named as a core theme in the new
education system” syllabus”.
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K.G.C. Kandangama / Challenges and Barriers for Implementing Education for……
“Knowledge based syllabus not paying attention to “Inability in finding time for other things as
skills and attitudes for ESD” completing the syllabus is a big challenge”
“These facts are not included in the syllabus “There is no identified ESD concepts included in the
sufficiently” syllabuses directly”
“Not enough ESD topics in the school curriculum, lack of ESD programmes in the school time table
having to cover syllabus for national exams”
The following table highlighted the details of teacher responses related to students
Table 7: Teacher Responses related to students
Teacher Responses related to students
“Students getting ready for targeted exams” “Lack of attitude development and Students attending
tuition classes on school days”
“Poor attendance of Advanced Level students due to “Students are targeting at only passing the exams.
concentrating on passing the Examination”
“Result oriented students’ expectations and their “Advanced Level students spending time on academic
inability to concentrate on other concepts” work due to the high level of competition at exams”
Students’ attitude to love environment, country,
should be built first”
The following table highlights the details of teacher responses
Table 8: Teacher Responses related to teachers
Responses related to teachers
“No proper guidance and motivation to teachers “Not receiving sufficient awareness at seminars
towards ESD” conducted for ESD”
“Lack of teachers with awareness’ “No teacher training towards ESD”
“Teachers are being busy to completing syllabuses” “Lack of awareness of ESD concepts”
Anyolo (2015) & Granados (2011) have done similar findings of his study related to SD implementation in
Namibia. According to Anyolo, ‘Teachers participating in this study are facing a number of barriers in
implementing ESD. These barriers include lack of learners’ motivation, time constraints, unavailability of
teaching and learning materials, lack of teachers’ training and limited ESD content in some syllabi.’ According
to Granados (2011) The National Curriculum does not mention ESD, Teachers conceive sustainability and ESD
as the main purpose of Education, The teaching staff has manifested that there is an unavailability of models of
teaching,
Conclusion of the study is Sri Lankan school curriculum does not incorporate SD as a core topic. The exam
oriented mentality of Secondary School students is an obstacle to implement a theme like SD which basically
aims at attitude change. Awareness of SD concepts among teachers is very low, difficulties in including ESD
programmes in the formal school timetable, obstacles in carrying out ESD programmes due to lack of funds,
Lack of physical space in schools to carry out ESD programmes, lack of resource persons to carry out
workshops and ESD programmes and obstacles which arise within the school community.
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Proceeding of the International Conference on Future of Education, Vol. 1, 2018, pp. 1-7
As implications, curriculum innovation and implementing programmes to create awareness about SD and ESD
concepts needs to be originated from the range of themes selected from the syllabus of the subject of Geography
from Grade 6 up to Grade 13 and knowledge, attitudes, values and perspectives related to ESD should be
developed according to age levels of students of Geography. Converting teachers to be change agents with a
broad vision towards 17 Sustainable Development Goals 2030 and identifying strengths and opportunities to
implement ESD in the school programmes with the help of the school management. Creating awareness among
students towards Sustainable development and 17 Sustainable Development Goals 2030, supplying proper
opportunities to participate in ESD related activities in the school ground as well as outside the schools. A
special place requires to be given to test students skills, attitudes and knowledge about SD and ESD concepts
through assessments, term end tests, and national level examinations.
References
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