Several tools are used to monitor the sustainability and effectiveness of the trainings in the work of all training courses, as well as the effectiveness of the trainers during the training, regardless of the target group or the institution for which it is provided. Both participants and trainers are evaluated during the training. In addition, basic data needs to be collected from the list of participants.

Two methods are used to monitor the participants' opinions: a short daily evaluation at the end of each day of the training and a final written evaluation at the end of each course.

Each training is coached by CAMP Alatoo experts and at the end of all trainings the participants exchange feedback, where they share their impressions and suggestions for improving their coaching skills. And also, to improve the presentation of the material.

The core objective to achieve sustainability was to integrate the Education for Sustainable Development methodological course using the GIZ manual, into regular teachers training courses. This particularly contributes to the achievement of SDG 4 “Quality of Education”. 

Another main objective was to integrate a methodological course on ESD into the standard curricula of teacher training institutions, both for in-service teacher training and pre-service teacher training. To achieve this goal CAMP Alatoo and GIZ consultant made a stakeholders’ mapping and identified educational institutions responsible for in-service pre-service teachers training and willing to develop ESD in the country.

In 2021-2022 three institutions (I. Arabayev Kyrgyz State University (KNU), M. Rakhimova Institute of Professional Development and Retraining at I. Arabayev KNU, the Republican Institute of Professional Development and Retraining of Educators at MoI and KR) on a basis of a Memorandum of Understanding were trained and coached throughout the process of developing ESD based courses, testing and adaptation of the learning materials and training of pre-service and in-service teachers. 

The fourth institution Osh state university inspired by the ESD trainings requested support in training its teachers. After trainings the university also introduced ESD into its curricula. 

To ensure sustainable conservation of the manual through methodological training of teachers in educational institutions in Kyrgyzstan CAMP Alatoo had the task to train multipliers to disseminate the manual through on-site trainings. In particular, this was an indicator for raising awareness in the project region. 

Teacher training on teaching sustainable development and biodiversity conservation in schools was conducted in Jalal-Abad. The event was organised for secondary school teachers, the Jalal-Abad Methodological Centre, representatives of the Arabaev KSU and the Republican Institute for Advanced Training and Retraining of Teachers. Two teacher training courses were conducted by trained teachers from Bishkek, J-A city and Bazar-Korgon district during the assignment. At the first training teachers learnt the ESD methodologies and practiced ESD manual exercises, while at the second training they were implementing a role of trainers. During the whole process they were supported and coached by CAMP Alatoo team and consultants. 

The outstanding trainers/teachers were selected as master trainers and are now supporting the project by training teachers in the project regions and outside the project area.

The schools in the pilot area of Jalal-Abad oblast tested the preliminary version of the environmental education manual. During the testing the quality of material presentation, the capacity of teachers and pupils to understand and absorb the new information was identified.

In addition to informational and educational content, project specialists from “CAMP Alatoo” PF and “Lesik Ug” association practiced practical exercises together with pupils in 6 schools. High school students performed tasks to understand different processes, such as climate change, as well as the functions of ecosystems and natural resources specific to Kyrgyzstan.

After the pilot testing, adjustments and modifications were made to the manual as exercises, at the same time the teaching methodology of the teaching material was studied.

A special feature of the training manual is that the material on pasture management, forestry and adaptation to climate change is based on the example of Kyrgyzstan, where teachers from Bishkek and Jalal-Abad have identified topics and offer a new methodology for teaching sustainability standards. 

In the frame of the project a teacher manual on Education for sustainable development and biodiversity had been developed.

The manual consists of the following 4 technical chapters each with elaborated exercises and teaching aids as well as one methodological pre-chapter:

1. Education for sustainable development
2. Forest
3. Pasture
4. Climate

The manual is designed to address gaps in the school curriculum with regard to teaching about the environment, using Kyrgyzstan as an example. "When it comes to teaching materials on the environment, they often do not address this area in relation to our country. For example, pasture and forest management systems in Kyrgyzstan.

The start of our information campaign was preceded by a survey among the communities in the project area. We used this approach to objectively assess the attitudes and use of local people's knowledge about the state of the forest, their understanding and perception of the consequences of the current environmental situation, and their willingness to change consciousness and behaviour. First we interviewed 214 respondents in 4 rural districts to determine their level of awareness of the project's thematic areas and their preferences for the choice of information sources/channels/activities that would be effective in increasing their environmental knowledge. 

The target groups selected were: 

1. Representatives of local authorities at the rural district, village level (village administrations, forestry); 

2. Representatives of social institutions (schools, kindergartens, hospitals, first aid points);

3. Representatives of different associations and groups: religious (mosques), pasture committees, water users associations, political parties, NGOs etc; 

4. General population: dependent users of natural resources (focus on pilot communities): forest users, pasture users, product processors, etc.; women, elderly, people with disabilities.

The results of the survey showed that the level of environmental awareness and readiness to change the consciousness and behaviour of the population was below average (on a scale from 1 to 10 it was 4). The planned information campaign should have raised the level by at least 3 points. According to the results of the final KAP survey conducted among 332 residents in the two districts within the project area, the score would be 7. Thus, the level of environmental awareness was 10 points after the end of the project. 

Modern teaching methods and materials are often adapted to a European context and setting, making it hard to impossible to integrate them into a system that works differently. The ESD Manual offers Biology and Geography teachers additional teaching methods adapted to Kyrgyzystan that are in sync with the curricula. Teachers can use more interesting material to enhance their classes. Education is the basis towards a healthier planet, only by knowing how to act more sustainably, behavior can be adapted. 

The educational standards and the curriculum are showing access points for ESD, but they are not reflected in the school-books, because they are outdated.

Another weak link exists between the educational standards and the school curriculum on the one hand and the implementation through the teachers training institutions on the other hand.

• Integration of sustainable development and ESD approaches and principles in Kyrgyzstan is experiencing some difficulties due to low interest of the Ministry of Education. Today, most of the teaching staff is ready for this work, as evidenced by the results of numerous trainings conducted by the NGO "CAMP Alatoo".
• Low interest and capacity of specialists of educational institutions in the development of ESD standards and programmes;
• Lack of optimization of pedagogical workload (a teacher with a high workload is not able to prepare for classes and improve his/her professional skills).

改解决方案采用水下低速射流和超临界流方法，设计了虹吸管驱动系统。

低速射流：于彩池底部人工形成淹没贴壁湍动射流， 临时重建流体边界层（层流边界层和湍流粘性底层）。充分利用边界层内较强的 粘滞力，消减进入层内的碳酸钙微粒的动能，使得微粒逐层沉积固结。流速最 大控制在2m/s以内，以达到形成与天然条件下相似的钙华。本方法用于规模较 大的彩池。水下射流形成的剪切流对绿藻滋生亦有抑制作用。

超临界流方法：超临界流以急速水流冲击静止水体，在流层间切应力的作用下，拖曳下部流 层，使待修复区水体局部或全部成为超临界流（水体流速超过水中波速），弗劳 德数Fr在2以上。本法用于规模小、深度在10cm以下的小型彩池或滩地修复。