SHS Web of Conferences
Volume 26, 2016ERPA International Congresses on Education 2015 (ERPA 2015)
|Number of page(s)||6|
|Published online||26 April 2016|
Integration of sustainable consumption education in the Malaysian School Curriculum: Opportunities and barriers
Faculty of Environmental Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
a Corresponding author: firstname.lastname@example.org
It has been identified that gaps exist in education for sustainable development (ESD) in the Malaysian curriculum, and specifically in Education for Sustainable Consumption (ESC). There is a general lack of cohesiveness and intent although numerous aspects of education for sustainable consumption are present in the curriculum. On the conceptual level, the understanding of the vision of sustainable consumption based on sustainable human development is often vague or lacking. The opportunity to incorporate ESC in the curriculum could be realised in the impending curriculum review of the Malaysian secondary school curriculum. In 2011 Malaysia implemented the new Malaysian Standard Curriculum for Primary Schools and is now into its fifth year running. It will complete its first run by 2016 and will transition into the new Standard Curriculum for Secondary Schools that will be implemented in 2017. This curriculum revamp provides the opportunity for ESC content to be formally incorporated in the new Standard Curriculum for Secondary Schools. A study was carried out to determine the need and viability for the integration of sustainable consumption education in the Malaysian curriculum. The output from this study could inform the impending curriculum review for the inclusion of ESC content and materials in the new curriculum in 2017. A survey was carried out to identify opportunities and barriers towards this effort. The objective of this survey was to determine the barriers and enabling factors in the integration of Education for Sustainable Consumption (ESC) in learning and teaching among teachers. Preliminary findings showed that teachers are enthusiastic about integrating ESC in their learning and teaching, but lack formal training. The availability of trained teachers and administrative support system are also possible barriers to the implementation of the ESC curriculum. It is recommended that ESC content, stressing on desired behaviors towards sustainable consumption and production in daily life practices be integrated within the curriculum in the impending national curriculum review. Formal training of in-service and pre-service teachers are necessary for successful delivery of the curriculum.
Key words: Education for Sustainable Consumption (ESC) / Education for Sustainable Development (ESD) / sustainability / curriculum integration
© Owned by the authors, published by EDP Sciences, 2016
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