Families in Balance The post 2015 Development Agenda- Setting a new course for the world families want …..

1. Families in BalanceThe post 2015 Development Agenda- Setting a new course for the world families want ….. World Family Summit +9 Berlin- Germany 2-5 December 2013

2. Success story Education for Sustainable Development in Higher Education (2012-2013) By Mona SharafAbdelgalil ( PhD) Associate professor household management and family sciencesDepartment of Home Economics Faculty of Specific EducationAlexandria University- Egypt Liaison of IFHE in Egypt Email: mon_abdelgalil@hotmail.fr

4. Home Economics pedagogic interest is preparing a home economics teachers for primary, middle and secondary school *Preparing home economics’ teacher program, is a multidisciplinary program include humanities, social and economic sciences and applied sciences (e.g. physiology, microbiology, organic and analytical chemistry). whose Vision is To become a leading, educational and research institution in different approaches of Home Economics studies.

5. Its mission is to educate, train, research, disseminates knowledge and technology, and promotes family in its 3 domains; • Home economics focus on the family , as primary unit of change in human society. We propose that the basic unit of society is the family, and define it as a household, no matter who the members are, so long as they are living together intentionally. • Man's life and its development as well as food, clothes and health issues are studied. • Teaching Home Economics is addressed to students from 11 to 18 years of old at the primary , middle and high school.

6. What is The change project Education for Sustainable Development ESD ? The Swedish International Development Cooperation Agency Sida offered Advanced program (as a change project) to the social and economic development in the participants’ countries.

7. -The program is a collaborative venture with UNEP’s Environmental Education and Training Unit (EETU) and seeks to support the Global University Partnership on Environment and Sustainability (GUPES). • -The program are specially designed for persons qualified to participate in reform processes of strategic importance on different levels and hold a position in their home organisation with mandate to run processes of change, it seeks to support creative thinking and the development of Education for Sustainable Development practice in higher education in Africa and Asia. • The program is built around an ESD change project conceptualized by an institutional team consisting of the participant and a selected co-participant.

8. This change project can be innovations in teaching, research, community engagement or university policy and management. • The project objectives : • To provide an opportunity to exchange knowledge and experiences in ESD in the higher education sector. • deepen understanding of the environmental, social-cultural and economic dynamics of sustainable development. • -Enhance the teaching, learning, research, community involvement and management of higher education institutions with regard to ESD.

9. The long term specific objectives • To contribute to: • - Poverty reduction and sustainable development; • Capacity development and change processes in • participants´ institutions and home countries; • Strengthening of methods, processes and monitoring to • enable effective education; • Improved institutional infrastructure for ESD. • Increase the awareness of the importance of effective • ESD in the higher education sector; and • Stimulate development and sustainability of networks • in the field of higher education.

10. The program has been structured into 5 phases outlined below. Each phase is structured to support the development of the ESD Change Project which be worked on over a year. Each phase has results associated with the ESD Change Project.

12. Main problem in the first stage of the change project : How can ESD be integrated at the Home Economics program ? 2. How can the department of Home Economics ’s work on ESD be visible for the university, the community and internationally?

13. There is an opportunity for changing project as the university mission and vision enhance the sustainable development

14. How to change? • Lectures – seminars – workshop – • Training programs for teachers and students • Reorientation of the scientific research plan • How did we work? • integrate of Environment- life Science / • family affaires - daily life activities • What did we achieve?

15. Initially, the objective of this change project is to mainstream and implement the idea of sustainability in household management education program at the faculty of specific education in Alexandria University within some courses of under and postgraduate students. • However, after several meetings with the dean, vice dean and the staff member we decided to :

16. 1- held an information day for all students about sustainable Development with the collaboration of some staff members • 2- insert the concept of sustainable development in both under and post graduates program; • 3- Re orient the scientific research plan of the department to include the sustainability under titled • “management of family resources and sustainable • development in home economics”

17. 4-Reorient the content of some courses to be integrated with sustainability issuese.g. • a- family health, ( grade 1) • b- family economics and consumer guidance ( grade 4) • c- Home task management (grade 1 and master ) d- Family relations and family crises(grade 3) e- human rights to water” is a small chapter added to consumer rights course in the university compulsory course “human right” addressed to all the faculty students ( grade 1). • 5- change the content of 2courses for master degree titled “family health and the environment” and “Advanced Home task management” focus on the sustainability issues and some relevant skills and activities to integrate the community issues.

18. That was done during phase 1 ,2 and phase 3 6- Reorient the curriculum of home economics by adding 2 new courses design addressed to 3rd and 4th year students titled “Strategies for Sustainable living and family wellbeing” this objective came up where the faculty intended to transfer the education system to credit hours system for under graduate students according to university demand. The course explores the use of management systems and performance frameworks to make sustainability part of family daily life tasks. Projects, activities and scientific ideas are used to reinforce the concepts and develop the skills to enable students to use the knowledge imparted in the course.

19. Practical outcomes: - the curriculum become more relevant and responsive to changes in urban and rural area. - the new courses will improve the students’ cognitive, about social sustainability which is a pattern of resource use that aims to meet human need, - the courses will support the capacity of current generations to create healthy and livable communities and will reflect to the future generation .

20. then 3 proposals at the department was approved for PhD and master degree; the first is a PhD proposal “ the effectiveness of a training program for developing time management skills for life satisfaction on a sample of Alexandria university students” by assistant lecturer Shaimaa El Naggar . the second is for a master degree “ the effectiveness of a training program to develop consumer skills in making a fortified bread and its impact on management and simplication of domestic tasks” by Ghadir post graduate student , work as a teacher of home economics at private middle school. Another master proposal was approved about the knowledge and attitudes of girls at middle schools about the risk of early marriage.........by post Graduate Shaimaa a school teacher

21. Example of a course content ( What we teach)(Home tasks management)

23. What is discussed in this course (applied part )? • Academic tutorial for household management for • social stustainability • some practices and activities to develop students’ skills as a tool for development • importance of Student involvement and engagement . • specialized content to future home economics teacher working For Sustainable Development

24. Applied part of the course It was planned to:- realize some of the activities to mainstream the sustainable development (sustainability) principles and practices among the students. to integrate some of the sustainability issues in the activities of the course content. By the end of the course ( module ), students were be able to :Define and link the sustainability in each activity they have done

25. - A concern for sustainability taken up in student research for grade 4 department of home Economics, through course titled family economics and consumer guidance. They made researches on “emphasising operational practices that include ideas for domestic waste reduction, recycling the food residues to make different varieties of receipt, e.g. take advantage (make benefits) of the bread crumbs instead of , which has received in the trash

27. Plastic Cups

28. Plastic Spoons Flower

29. Rationalizing consumption in different resources, Consumer guidance and protection discussed in Family economics and consumer Guidance • carbon dioxide and air pollution reduction, safe gas stove used at households , energy and water conservation practices, and so on ... were discussed in both courses family health and household establishment and development

30. And is it ESD? • Our course • Focus on natural resources linked • to the social behavior and economics • Room for discussions and team work • Student involvement • Innovative forms of learning

31. Training program for some HE teachers and students about “How to establish a small business domestic project

32. international workshop at the university on “Sustainable Development” in the presence of the program co-ordinator from Rhodes University – South Africa

33. A workshop How to addressed the eco system, sub marine and African mask to activities for the students by using compilations of natural colors. A Collaborative work with the department of art education

36. Students’ practical work to establish a small domestic project

38. Students design and make their garments – graduation project course . Home Economics program promote fashion and design

40. Establishing small business projectsin graduation project course (home management program) based on a feasibility study

46. What did we achieved? • 1- Development of existing course . • 2- Involvement of students (post graduate ) in activities in mainstreaming education for sustainable development as staff members . • 3- Participation of young future teacher • of home economics ( in middle and secondary school) with their new ideas . • 4- producing low cost household products can be contribute to reduce household expenditure.

47. Acknowledgment I present my thanks to the World Family Organisation for giving me the opportunity to participate and talk about our project in this prestigious summit +9 I acknowledge with deep thanks the Swedish International Development Cooperation Agency (Sida) , the program organizer of the training program NIRAS which provided opportunity for exchange knowledge and experiences in ESD in the higher education sector, and collaboration amongst African, Asian and Swedish universities, also, I present my great thanks to Alexandria University, the dean, vice dean,s , my colleague ‘contributors’ and all staff members contributed , whose commitment and dedication have made this work is done.

50. The situation prior to the change project • Although the study of home economics can be used to achieve social sustainability and sustainable living for individuals , families and communities, where it aims at teaching many skills, activities of interest to the girl, who is the mother of the future, and transfer- in turn -these knowledge , experiences and practices to the next generations through the family. But • the study of home economics at schools today is not a compulsory education and became an optional study instead for middle and secondary schools. • No enough fund at schools for the applied and practical lessons, • The ministry of education has stopped issuing the home economics’ textbook for girls at middle and secondary schools many years ago, teachers depends on the old textbook and their experience .