Health promotion and education for sustainable development:

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Health promotion and education for sustainable
development establishing connections Dr.
Laima Galkute Research and Higher Education
Monitoring and Analysis Centre, Vilnius,
Lithuania 2009-06-16


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Sustainable development

• Quality
• of life

The main goal of sustainable development is to
achieve relevant quality of life now and for
coming generations. Sustainable development
means that the needs of the present generation
should be met without compromising the ability of
future generations to meet their own needs.
Sustainable development is based on an
integrated, holistic approach to economic,
societal and environmental development taking
into account a cultural context.
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• by Stephen Sterling

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A transformative function of education

• Action competence

• Education must inspire the belief that each of
  us has both the power and the responsibility to
  effect positive change on a global scale.
• Education for sustainable development is a
  process of learning how to make futureoriented
  decisions that consider the long-term future of
  the equity, economy and ecology of all
  communities.
• Education is the primary agent of transformation
  towards sustainable development, increasing
  people capacities to transform their vision for
  society into reality.
• Education fosters the values, behaviour and
  lifestyles required for a sustainable future.

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The UNECE Strategy for education for sustainable
development www.unece.org
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• The aim of the Strategy is to encourage the UNECE
  member states to develop and incorporate
  education for sustainable development into their
  formal education systems, in all relevant
  subjects, and in nonformal and informal
  education.
• Objectives
• 1. Ensure that policy, regulatory and
  operational frameworks support ESD
• 2. Promotion SD through formal, non-formal and
  informal learning
• 3. Equip educators with the competences to
  include SD in their teaching
• 4. Ensure that adequate tools and materials for
  ESD are accessible
• 5. Promote research on and development of ESD
• 6. Strengthen cooperation on ESD at all levels
  within the UNECE region.

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Basic concepts
ESD is student-centred ESD is connected with
real students life and with the local
community ESD meets the challenge of
complexity ESD is future-oriented ESD is
calling for participation ESD is founded on
values  

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ESD indicators

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Indicators policy

• 1.1. Prerequisite measures are taken to support
  the promotion of ESD.
• 1.2. Policy, regulatory and operational
  frameworks support the promotion of ESD.
• 1.3. National policies support synergies between
  processes related to SD and ESD.

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Indicators actions
School strategy

• 2.1. SD key themes are addressed in formal
  education.
• 2.2. Strategies to implement ESD are clearly
  identified.
• 2.3. A whole institution approach to ESD/SD is
  promoted.
• 2.4. ESD is addressed by quality assessment /
  enhancement systems.
• 2.5. ESD methods and instruments for non-formal
  and informal learning are in place to assess
  changes in knowledge, attitude and practice.
• 2.6. ESD implementation is a multi-stakeholder
  process.

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Indicators competence of educators and learning
environment

• 3.1. ESD is included in the training of
  educators.
• 3.2. Opportunities exist for educators to
  cooperate on ESD.
• 4.1. Teaching tools and materials for ESD are
  produced.
• 4.2. Quality control mechanisms for teaching
  tools and materials for ESD exist.
• 4.3. Teaching tools and materials for ESD are
  accessible.

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Indicators research and innovation
Research and innovation

• 5.1. Research on ESD is promoted.
• 5.2.Development of ESD is promoted.
• 5.3. Dissemination of research results on ESD is
  promoted.

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Expected learning outcomes

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Indicators cooperation

• Networks

6.1. International cooperation on ESD is
strengthened within the UNECE region and beyond

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SD competences (1)

• Action competence

• Learning to learn
• posing analytical questions/critical thinking
• understanding complexity/systemic thinking
• overcoming obstacles/problem-solving
• managing change/problem-setting
• creative thinking/future-oriented thinking
• understanding interrelationships across
  disciplines/holistic approach.

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SD competences (2)

• Action competence

• Learning to do
• applying learning in a variety of life-wide
  contexts
• decision making, including in situations of
  uncertainty
• dealing with crises and risks
• acting responsibly
• acting with self-respect
• acting with determination.

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SD competences (3)

• Action competence

• Learning to be
• self-confidence
• self-expression and communication
• coping under stress
• ability to identify and clarify values.

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SD competences (4)

• Action competence

• Learning to live and work together
• acting with responsibility (locally and
  globally)
• acting with respect for others
• identifying stakeholders and their interests
• collaboration/team working
• participation in democratic decision making
• negotiation and consensus building
• distributing responsibilities (subsidiarity).

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Key themes (1)

• Peace
• Ethics and philosophy
• Biological and landscape diversity
• Production and/or consumption patterns
• Citizenship, democracy and governance
• Natural resource management
• Human rights
• Personal and family health
• Environmental health

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Key themes (2)

• Poverty alleviation
• Cultural diversity
• Economics
• Rural/urban development
• Corporate social responsibility
• Environmental protection
• Ecological principles/ecosystem approach
• Climate change

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Integration scenarios
School strategy

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ESD-school
School strategy

• Quality criteria for ESD-school (Lithuanian
  example)
• Co-operation of teachers to achieve an integrity
  of the content and co-ordination of the subject
  curricula as well as out-of-class and project
  activities.
• Opening the school to important issues of the
  local community and co-operation with social
  partners
• Orienting an overall school strategy and
  management towards sustainable development.
• Development of school as a learning organization
  and dissemination of experience among colleagues.

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Networks of ESD-schools

• Networks

• SEED (Austria, Belgium, Denmark, Italy, Finland,
  Germany, Greece, Hungary, Spain)
• Transfer-21 (Germany)
• School Agenda 21 (Lithuania)

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ESD network in Lithuania

• Networks

ESD cluster University, Teacher in-service
training centre, School (demonstration centre)
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ESD competence network

• Networks

• Interactive support for educators in
  implementing ESD.
• Integrity and interaction of teacher education
  and in-service training systems.
• Educational institutions as learning
  organizations disseminating good practice and
  providing consultations.
• Connections of research and the practice.
• Horizontal relations between the corresponding
  institutions universities, teacher in-service
  training centres and education institutions.

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Connections
Quality of life
Action competence
School strategy
Research and innovation
Networks

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• Thank you for your attention