TDA

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TDA

• Subject Resource Network Conference
• May 8 2008

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The UK ITE ESD/GC Network
Funded by ESCalate with support and additional
funding from WWF and TDA
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Aims

• To create a UK wide community of practice in
  ESD/GC ITE through which innovative practice can
  be shared and disseminated
• In the longer term to contribute to embedding
  ESD/GC in UK ITE institutions in relation to
  ethos, curriculum content, learning and teaching
  and assessment.

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Objectives

• To provide a UK forum for mutual support, debate
  and the exchange of ideas
• To raise the profile of EFS/GC within ITE
  providers and the associated organisations with
  whom they work, for example, the TDA, UCET,
  subject associations
• To develop partnerships for ESD/GC learning and
  teaching programmes and research projects
• To provide a platform for joint activities and
  events
• To provide for continuing professional
  development in ESD/GC for ITE university and
  school based tutors
• To gather a body of interesting practice and
  research in the field of ESD/GC practice and ITE
• To enable ITE to learn from the experience of
  other sectors e.g. schools, community, and
  business
• To form a strong base of support from which to
  influence policy and practice with respect to
  ESD/GC

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Activities

• Short term
• Promote the network and ESD/GC through the
  website and through making links with other
  organizations.
• Hold a national conference July10 to focus on
  sharing of good practice and policy initiatives
  and produce a publication from this
• Set up regional networks as part of UK network
  and hold regional seminars
• Set up research library
• In medium to long term
• Establish research and publication focus
• Widen network to become more international

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Research

• Resources and web support includes
• Academic articles including those from ESCalate,
  Multiverse, TRRB, TDA, Sustainable Schools,
  Manchester DEP
• Bibliographies from University of Cumbria, Bath
  Spa University, Roehampton University
• Web-sites including RISC, Global Dimension,
  UNICEF, Christian Aid,
• Oxfam, UNEP, TIDE, Plan UK,
• Excellent Development, Open Spaces for Dialogues
  and Inquiry,
• Global Gateway and Miniature Earth
• Examples of Practice with contributions from
  Bangor
• University, University of Chester, MMU and DEP,
  Open University
• Key Resources and organisation that support ITE
  including
• Geographical Association, Global Teacher
  Project, Practical Action,
• UNICEF

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Regional Networks

• ESD/GC ITE Network coordinator funded by WWF to
  liaise with regional networks
• Regional Network information on website
• Yorkshire and Humberside ESD Forum, GDE Project
  St Marys Belfast, DEED
• Contacts at regional networks identified to cover
  geographical regions
• ESD/GC ITE Network promoted through regional and
  national networks, e.g. DEA, UCET, CCCI, WOSDEC

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ESD/GC and ECM Every Childs Future Matters

• Our generation is the first to knowingly degrade
  the environment at the expense of children now
  and in the future a fact that challenges much
  of our rhetoric about the importance of children
  in society. The evidence presented here suggests
  that it may not be possible to deliver ECM at all
  unless the environment becomes one of its leading
  considerations. Sustainable development is not an
  optional extra for childrens policy and
  services it is a necessary part of building a
  society that cares for its children
• Sustainable Development Commission

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Link to aims of secondary curriculum- responsible
citizens

• appreciate the benefits of diversity
• challenge injustice, are committed to human
  rights and strive to live peaceably with others
• sustain and improve the environment, locally and
  globally
• take account of the needs of present and future
  generations in the choices they make
• can change things for the better. (QCA 2007)

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Skills for ESD/GC and secondary curriculum

• Independent enquirers
• Creative thinkers
• Reflective learners
• Team workers
• Self-managers
• Effective participators

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Global dimension - secondary

• appreciate the importance of a global context and
  engage in a range of culturally diverse
  experiences
• understand the connections between the
  environmental, social and economic spheres and
  make links between local, national and global
  issues
• critically evaluate their own values and
  attitudes, appreciating the similarities between
  people everywhere and learning to value diversity
• understand and appreciate the relevance of the
  global dimension to their own lives
• develop skills that will enable them to identify
  and challenge injustice, prejudice and
  discrimination
• participate in global partnerships, which can be
  a powerful and exciting way of bringing a global
  dimension into the classroom
• make informed decisions about how they can
  understand and potentially make their own
  distinctive contribution to local and global
  communities
• recognise that some of the Earths resources are
  finite and therefore must be used responsibly
• consider probable and preferable futures and how
  to achieve the latter
• appreciate the importance of sustainable resource
  use rethink, reduce, repair, re-use, recycle
• appreciate the importance of obtaining materials
  from sustainably managed resources
• appreciate that economic development is only one
  aspect that contributes to the quality of life.

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