Nada Pav

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UNECE Strategy for implementation of ESD
RWL case study Eco-schools

• Nada Pavšer
• (nada.pavser_at_guest.arnes.si)
• Slovenia

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Recall the Strategy Strategy for ESD (Vilnius,
March 2005)To facilitate the introduction and
promotion of education for sustainable
development (ESD) in the UNECE region to the
realization of our common vision.The Aim of the
StrategyTo encourage UNECE member States to
develop and incorporate ESD into their formal
education systems, in all relevant subjects, and
in non-formal and informal education.? policy
driven process, focus on member states
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Setting up a frameworkTranslating
objectives into questions what do we need to
know, what do we want to know, which data are
available,what methodology is available

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Visions on Education Different approaches on
education. ESD is seen as a tool for policy,
used as an instrument, information and skills to
achieve predetermined behavioural change ESD is
seen as building capacity for critical
reflection, the capacity to learn and enhance
more participatory approach ESD has concrete
goals but does not forget to use critical
reflection!
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• Main approach
• ESD should be addressed in two ways
• through the integration of ESD themes across all
  relevant subjects, programmes and courses
• through the provision of specific programmes and
  courses (Real World Learning outdoor classroom,
  best practice of eco-schools, )

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Key themes of SD in the Strategy of ESD
poverty alleviation, peace, ethics, democracy,
justice, security, human rights, health,
equity, cultural diversity, economy, production
and consumption, climate change, environmental
protection, natural resource management and
biological and landscape diversity
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Seven steps to Eco-schools

• Establishment of the Eco-School Committee
• The core of the Eco-Schools process is that
  the Committee organizes and directs the school
  activities and consists of the stakeholders of
  the school environment, namely pupils, teachers,
  custodial staff, caretakers, parents and even
  representatives of the municipality or local
  authority.

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2. Environmental Review Work commences
with a review or assessment of the environmental
impact of the school. Pupils are involved in this
work, ranging from assessing the level of litter
on school grounds to checking infrastructure for
inefficiencies.
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3. Action Plan
The information from the review is used to
identify priority areas and create an action
plan, setting achievable and realistic targets
and deadlines to improve environmental
performance on specific issues.
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4. Monitoring and Evaluation
- Following progress tovords targets - Making
potential changes of the action plan -
Celebrating achievements It further ensures that
environmental education and care are an on-going
process in the school.
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5. Curriculum Work
Topics Climate change, energy, water and waste
manegement, biodiversity, practical
initiatives saving water, recycling materials
and diminishing litter. Environment, sustainable
education and RWL have to be a part of the
national and regional curriculum.
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• 6. Informing and Involving
• ESD directly brings Local Agenda 21 into schools
  (parents, local authorities, businesses and the
  wider community)
• ties with external organisations are supposed to
  be made (mountaineers, hunters, fishermen,
  scouts,) in order to benefit from their
  experience and expertise.
• encouragement to consider the wider community
  when preparing action plans.

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7. Eco-code Vision of ESD school Each
school produces its own Eco-code, a statement
of values and objectives, outlining what the
students are striving to achieve. It has to be
signed by students, principal, teacher
co-ordinators of eco-schools or ESD-schools,
parents, local authorities and the mayor .
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• Evaluation - Awarding Schools
• The National management team that is in charge of
  ESD school evaluates the programme and awards all
  the ESD schools that have met the requirements.
• Successful schools are awarded the Eco-Schools
  Green Flag.
• The Green Flag is an eco-label of high school
  performance in the Eco-Schools programme - it is
  awarded by FEE through the National Programme
  Manager.

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• Case study
• Eco document on the ecological awareness of
  nature
• All the employees are fully aware of the fact
  that only positive examples and actions
  contribute to the education of students into
  ecologically aware adults.
• We solemnly promise that we will
•         work on the SUSTAINABLE awareness of all
  the school participants through different
  activities,
•         strengthen our cooperation with the
  parents,
•         make new contacts and strengthen the old
  ones, community, institutions

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• 2. Case study
• Eco code Primary school Dobje
•  The long-term aims are
• to educate children with a sense of love towards
  nature and to act responsibly in the environment
• to develop positive relationship with the nature
  which should become pupils' way of life
• to emphasize the ENVIRONMENTAL responsibility of
  the municipality by means of education at school
• to stimulate pupils to criticaly observe nature,
  notice the negative influences and help to solve
  the problems in the environment 

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• 3. Case study
• A solemn promise of our pupils, teachers and
  parents to nature
• To respect all living beings since each is a part
  of a life chain
• To take care of cleanliness in our classrooms,
  school and its surroundings
• To collect used paper and help our parents with
  recycling rubbish
• To help birds and pets whenever they need us
• To be tolerant with everybody who is different
  from us since diversity makes us rich

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• Perspectives in implementation
• Development of National Action Plans for ESD
  (outdoor classroms programmes have to be a part
  of National Action Plans for ESD)
• Developing competencies in ESD in the education
  sector green competencies
• Coordination, capacity-building, sharing of
  experiences and raising awareness

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• The competencies are clustered around three
  essential characteristics of ESD
• a holistic approach
• (integrative thinking and practice)
• envisioning change
• (learns from the past, doing in the present for
  the future)
• and achieving transformation
• (changing the way of learning and the systems
  that support learning).
• The competencies are inspired by the report of
  the International Commission on Education to
  UNESCO, Learning the Treasure Within (Paris,
  1996)

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• 4. Working group
• RWL and Developing Career Competencies
• Learning to know
• to understand the challenges facing society both
  locally and globally (The educator
  understands....)
• Learning to do
• to develop practical skills and action
  competency in relation to education for SD (The
  educator is able to....)
• Learning to live together
• partnerships, pluralism, mutual understanding
  and peace (The educator works with others in ways
  that....)
• (d) Learning to be
• personal abilities, judgement and personal
  responsibility in relation to SD (The educator is
  someone who....).

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4. RWL and Developing Career Competencies
HOLISTIC APPROACH Integrative thinking and practice ENVISIONING CHANGE Past, present and future ACHIEVING TRANSFORMATION People, pedagogy and education systems
The basic system thinking Change from unsustainable practies towards advancing quality of life Why there is need to transform the education systemthat suport learning
Ways in which natural systems function and how they may be interrelated Creative thinking and planing the future How engagement in real world issues enhances learning outcomes and helps learners to make a difference in practice
Learning to know
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RWL CAN REALIZE A GREAT DEAL OF GOALS OF
EDUCATION FOR SUSTAINABLE DEVELOPMENT
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ESD with RLW and other projects would promote
a shift in people's mindsets and in doing so
enable us to make this world safer, healthier and
more prosperous THANK YOU ! For more
information Strategy of ESD visit
http//www.unece.org/env/esd