Schooling’s Contribution to a Sustainable Future in Asia: Can Schools Develop ‘Green’ Citizens?

  • Kerry J. Kennedy
  • Joseph Kui Foon Chow
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 19)


This chapter draws on data from five Asian societies that participated in the International Civic and Citizenship Education Study (ICCS). Samples of students from the Republic of Korea, Hong Kong, Taipei, China, Indonesia and Thailand, aged approximately 15 years, answered a number of questions that tested their knowledge of issues related to sustainable development, and teachers and school principals were also asked to indicate the opportunities that were provided for students to engage with these issues both inside and outside school. The results showed that while environmental education appears to be part of the school curriculum across the region, its outcomes are uneven and the opportunities for students to engage with real-world environmental problems are also uneven. Suggestions are made as to how this situation can be improved.


School Curriculum Environmental Activity Environmental Organization Asian Society Environmental Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



The research reported in this chapter draws on a project funded by the Research Grants Council of Hong Kong, China, Asian Students’ Conceptions of Citizenship: Constructing Indigenous Views of Citizens, Citizenship Education and the State [Project No: 842211]. The views expressed are those of the authors and not of the funding body.


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Copyright information

© Asian Development Bank. The book is published with open access at 2013

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Non-commercial License which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  1. 1.Faculty of Education and Human DevelopmentThe Hong Kong Institute of EducationHong KongChina
  2. 2.Department of Curriculum and InstructionThe Hong Kong Institute of EducationHong KongChina

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