Education for Sustainable Development (ESD)

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Education for Sustainable Development (ESD)

• Engaging Faculties of Education
• Manitoba 2009
• Chuck Hopkins
• UNESCO and UN University Chairs
• York University

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• science

• Our pressures on the planet have increased with
  numbers

• 6.7 billion (2009)

• 4 billion (1975)

• 2 billion (1920)

• 1 billion (1800)

• Source UN Population Division 2004 Lee, 2003
  Population Reference Bureau

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• Generating great wealth but paying a great price

• 70 trillion in 2008

• World GDP (trillion 1990 dollars)

• 10 trillion in 1967

• 1 trillion in 1900

• Great wealth without FCC Full Cost Accounting

• Source CIA World Fact Book

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• Biomass of Table Fish (tons per km2)

• 1900

• 2000

• Source Millennium Ecosystem Assessment
  Christensen et al. 2003

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• From Steffen et al. 2004

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• From Steffen et al. 2004

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Our Students Eventual Greatest Challenges

• Provide for 50 more people
• using less water
• using less land
• using fewer ocean food resources
• while
• tripling the global energy (carbon free)
• addressing new issues as they emerge
• developing employable skill sets etc.

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The Evolving Concept of Sustainable Development

• Global Change (environment)
• Globalization (economic)
• Human Development (social/culture)
• Sustainable Development
• Plus concepts of
• Intergenerational responsibility
• Need verses greed /equity
• Social justice, etc.

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Manitobas Sustainability Threats

• Environmental certainly but also
• Social issues such as racism, inclusion, equity,
  poverty, citizenship, relationships.
• Economic issues such as preparing for the world
  of work, managing money and larger issues such as
  creating new opportunities..
• Plus the global issues that face us all.

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Understanding EE and ESD

• Environmental Education, Population Education,
  Development Education, Energy Education, HIV/AIDS
  Education, Permaculture Education, Citizenship
  Education, Democracy Education, Consumer
  Education, Media Education, Outdoor Education,
  Experiential Education, Workplace Education,
  Conservation Education, Anti-Racist Education,
  Religious Education, Equity Education, Gender
  Education, Holocaust Education, Entrepreneurship
  Education, Horticulture Education, Water
  Education, Global Education, Drug Education, Sex
  Education, International Studies, Family Studies,
  Human Rights Education, Women's Studies, Native
  Studies, Values Education, Natural History
  Education, Vocational Education, Economic
  Education, Anti-smoking Education, Conflict
  Resolution Education, Workplace education,
  Disaster Prevention Education, Computer Studies,
  Life-Skills Education, Recycling Education,
  Civics Education, Heritage Education, Community
  Studies, Multicultural Education, Anti-Violence
  Education, Systems Thinking Education, Futures
  Education, Biodiversity Education, Pioneer
  Studies, Nutrition Education, Resource Management
  Education, Self-Image Education, Peace Education,
  Leadership Education, Cooperative Education,
  Character Education, Sexual orientation
  Education.(100 plus)

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Sustainable Dev. and Education (ESD)

• ESD is the potential contribution of the worlds
  education, public awareness, and training systems
  to building a more sustainable future.
• Thus ESD varies from situation to situation
  depending on the local/global environmental,
  social and economic threats both current and
  emerging

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Four Major Thrusts of ESD

• Access and retention to quality education
• Reorienting existing education
• Public awareness and understanding
• Training programs for all sectors
• Agenda 21 -92, UNESCO -96, UNCSD -98, JPOI -2002
  

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A Question for All Societies

• What should our students
• know,
• be able to do,
• and value,
• when they graduate?

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UNESCO Purpose of Education

• To Know
• To Do
• To Become
• To live together
• (To live together with others sustainably)

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Global Awakening Formal Ed.

• Formal education leaders are taking action (CMEC)
• Collaboration Regional levels UNECE, Asia
  Pacific,
• ESD Indicators are being developed
• Engagement of core disciplines professional
  organizations
• ESD research platforms being established
• New ESD Research Journals
• Embedding ESD initiatives mainstream projects
• ESD concept linking to ECE, Spec. ED, TVET,
  Lifelong learning / adult education
• Manitoba an ESD Leader in Canada

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UN Decade of ESD (2005-2014)

• Co-coordinated internationally by UNESCO
• Each country/region to develop locally relevant
  and culturally appropriate response
• Formal, non-formal and informal ed. Included
• www.unesco.org/education/undesd
• Key Agents
• Canadian Commission for UNESCO
• Environment Canada
• Canadian Council of Ministers of Education

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UNESCO World Conference on ESD 2009

• 31 March 2 April 2009,
• 900 participants from 150 countries, 48 ministers
  and vice-ministers
• Objectives to highlight the contribution of ESD
  to quality education to promote international
  exchange on ESD to take stock of Decade
  activities to develop strategies for the way
  ahead

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Bonn Declaration A Call for Action

• Promote ESDs contribution to all of education
  and to achieving quality education
• Increase public awareness and understanding
  about sustainable development and ESD
• Mobilize adequate resources , in particular
  through integrating ESD into national development
  policy and budgetary frameworks
• Support the incorporation of sustainable
  development issues e.g., climate change using
  an integrated and systemic approach in formal
  education as well as in non-formal and informal
  education at all levels

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Bonn Declaration A Call for Action

• At the practice level
• Support the incorporation of sustainable
  development issues e.g., climate change using
  an integrated and systemic approach in formal
  education as well as in non-formal and informal
  education at all levels, in particular through
  the development of effective pedagogical
  approaches, teacher education, teaching practice,
  curricula, learning materials, and education
  leadership development.

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Teacher-educators

• Have broad influence
• Educate next generation of teachers.
• Sit on national curriculum committees.
• Write textbooks for elementary secondary.
• Invited to give advice to ministries.
• Speak at conferences.
• Publish.
• At local, regional, and national levels.

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International Network Formed

• Met in 2000, Canada,
• Baseline reports, Agreed to experiment at home
• institutions. Set up reporting format.
• Met in 2002. South Africa
• Sent in reports and responded to survey.
• Met in 2004. Sweden
• Reviewed draft of guidelines.
• Met in 2006 Finland
• Establishing regional UNESCO networks
• Met in 2008 Turkey - Launch phase 2

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Recommendations Research

• Create a research agenda to address important
  questions, such as the effectiveness of faculty
  efforts to reorient education to address
  sustainability.
• Develop strong arguments backed by research to
  submit to academic boards to show that education
  for the future that does not include ESD is not
  an appropriate education for the future.

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Aboriginal Learning Knowledge CentreMétis
Holistic Lifelong Learning Model
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Systemic Challenges for both EE and ESD

• vision and awareness
• policy or mandate
• societys expectation
• funding and resources
• training programs
• crowded curriculum
• research base
• models and exemplars

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OECD ESD Problems

• Hard to serve students suffer
• Not seen as relevant to testing reading and
  math
• Poverty related issues
• Irrelevant to core curricula
• Technical and vocational ed.
• Untrained staff
• Lack of meaningful equipment

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The Need for Hope

• Speak of solutions
• Our ability to change/survive etc
• Age appropriate
• Education verses indoctrination
• Ministry guidelines
• and
• Our need to learn by acting and experimenting now
  before the worlds poor suffer unbearably!
• We will change but when and how!

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Reorienting Existing Education

• Currently our most
• educated nations
• leave the deepest
• ecological footprints
• We have ED systems
• for Dev. Rather
• Than SD

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Reorienting Existing Education

• We need more
• ecological handprints!!
• - From all sources!
• www.handsforchange.org

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Infusing EE Means Addressing

• Values
• Principles
• Perspectives
• Knowledge
• Skills
• But again in a context of education rather than
  indoctrination

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Infusing EE into Existing EducationMeans
Addressing

• Buildings
• Program
• Practices and actions
• What we value and
• what we evaluate
• Modeling sustainability

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SEdA Domains

• Governance policy, goals, mission
• Curriculum, teaching and learning
• Human Capacity professional development
• Facilities, operations, procurement
• Community relationships
• Commitment System culture and ethos
• Leadership

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Prof Dev. Considerations

• Prof development for all employees including
  leaders
• PD and teacher education institutions
• Capacity building
• Technology transfer for support staff
• Rewarding innovative practices

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Ministries and Faculties of Ed

• Learning Perspectives
• Traditional Learning as acquisition model
• Knowledge, solutions, true/false right/wrong
• Plus Learning as participation model
• complexity, reflexive, reflection, negotiation
• And Learning as a response model
• ambiguity in world, taking charge-life,
  tolerance, engagement

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• high

• W
• I
• C
• K
• E
• D
• N
• E
• S
• S

• Post

• Traditional

• Traditional Plus

• traditional

• low

• high

• U N C E R T A I N T Y

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Strengths Model A Starting Point for Formal ed.

• No single discipline/group/teacher/employee can
  do it all
• Every discipline/group/teacher/employee can
  contribute something
• Some individuals or sectors can take lead roles
  in directing/managing the reorientation
• Leadership and coordination of these strengths
  are key as we learn our way forward

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• Industrial Arts

• Geography

• Economics

• Energy savings

• History

• The Arts

• Literacy

• Health

• Math

Science

• Media Arts

• Family Studies

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IN Phase Two - (2010-2014)Goals1 - To
implement the Guidelines2 - To develop regional
networks3 - To further refine the Guidelines4 -
To assist in the overarching SD strategies
(internationally - local)5 Research into
ESD competencies, impact, contributions
delivery schemes, EfSD vs EuSD