31
ESD and Teacher Education Utrecht, 2012 Charles Hopkins UNESCO Chair, York University Toronto, Canada
ESD and Teacher Education
Utrecht, 2012
Charles Hopkins UNESCO Chair, York University
Toronto, Canada
Future Societal Challenges
We will try to provide for 40% more people:
• using less water
• using less land
• using fewer ocean food resources
while
• raising global energy supply (14TW–50 TW) (carbon free) and replacing existing carbon fuels
• addressing new global issues as they emerge
• developing employable skill sets
• developing the will and skills to act with “others”
• Create sustainable communities here and abroad
The Sustainability Vision
Enough
For All
Forever !
African elder at Johannesburg (WSSD) 2002
The Sustainability Vision
Well-being
For All
Forever !
Scandinavian perspective
Education FOR Sustainable
Development (ESD)
ESD is the contribution of the world’s education, public awareness, and training systems to learning our way towards a more sustainable future
The 4 Major Thrusts of ESD
1 Access to quality basic education
2 Reorienting existing education
3 Public awareness and understanding
4 Training programs for all sectors
Agenda 21 -92, UNESCO-96, UNCSD -98, JPOI-2002
Activity/I
mple
menta
tio
n
0
2
4
6
8
10
12
14
EXISTING Education
Currently
Emergence of a new idea
Time
Premises of the “Strengths” Model:
a starting point for reorienting ESD
• No single discipline/leader/department/employee can do it all
• Every discipline/leader/department/employee can contribute
• Some individuals or sectors can take lead roles in directing/managing the reorientation
• Senior leadership and coordination of “strengths/initiatives” are key elements as we “learn” our way forward
• “Train the trainers” becomes “learn with the learners”
The United Nations Decade of Education
for Sustainable Development
(2005 – 2014)
Seven Possible Responses to the Call
for ESD in Schools
• 1 Ignore: (ESD obligation not an option)
• 2 Form a club: (eco-school or NGO)
• 3 Teach about sustainable development
• 4 Invent another adj. “Sustainability Ed”
• 5 Whole school - ESD in core disciplines:
• 6 ESD as very purpose of our education
systems (educate FOR Sust. Dev)
• 7 Working in the wider community e.g. RCE
4- Creating Sustainability Ed 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)
Issues with creating Sustainability Education as #101
5 – ENGAGING THE CORE DISCIPLINES
Energy Savings
Geography
Economics
Languages
Family Studies
History
The Arts
Health
Literacy
Science
Technology
IT
Media Arts
Mathematics
Option 6- Whole System Reorientation
The intent of the Earth Summit at Rio
Very difficult to do without a crisis but possible
and now underway in several
countries/states/provinces/boards/schools
However, if it exists - it is possible!
Manitoba Ed Goals
1/ To ensure education in Manitoba
supports students experiencing and
learning about what it means to live in a
sustainable manner.
Whole System Implications
• What is a “quality education”
• Mandate and policy revision
• National/local curriculum
• Professional development at all levels
• Texts and other Curriculum resources
• New assessment criteria (PISA, TIMMS)
• Practices – food, buildings, transport etc.
www.ias.unu.ed
u
7- RCE Conceptual Structure +
Messengers
Non Formal Formal Informal
Ngo’s Tertiary Media
Zoo/etc Secondary Peers
Gov Agencies Elementary Society
Corp Training Preschool Life Exp.
Outcomes • Improved academic outcomes
• More knowledgeable/supportive citizenry
• More sustainably oriented production and consumption
• Perhaps a shift in behaviour as learning is relevant and in scale etc.
Local Information
Sources
Regional/National
Local Government
Private Sector
Researchers (University, NGO) etc.
• What are the implications of ESD and
both ministries of education and teacher
education institutions?
UNESCO: Teacher ED and ESD
• Phase 1 (2000-2005)
– 30 TEI in 30 countries
• Phase 2 (2010 – 2015)
– Networks of TEI in 60
plus countries
ESD Innovations by FoE
• Jamaica – Young male violence
• Pakistan – Women’s rights
• Canada – Indigenous knowledge
• Finland – Well being, ECCE
• Latvia, New Zealand etc. ECCE
• South Africa – Social Justice
• China – Climate change
• Sweden – Citizenship
• Japan – Environmental programs
Why do we teach what we teach ?
• To preserve our culture _____%
• To prepare/train for work _____%
• To care for environment _____%
• To live a full, meaningful life _____%
• To contribute to society _____%
• To be creative and resourceful _____%
• To live a religious life _____%
• To live together in peace _____%
• To be self-sufficient _____%
• “Others” teach it _____%
Where is ESD in our vision of education ?
The Purpose of Education Jacques Delors – Learning the Treasure Within: UNESCO
Learning:
to know
to do
to be
to live together
Perhaps we can alter this last purpose slightly to:
Learning:
to live together with “others” and “sustainably”?
ESD COMPETENCIES
Youth Engagement (CEA)
Classroom Practice
Learning Perspectives/models
• Traditional – Learning as “acquisition” -knowledge, solutions, true/false right/wrong
• Traditional-Plus – Learning as “participation” -complexity, reflexive, reflection,
• Post Traditional – Learning as “seeks engagement” -ambiguity yet choosing, responsibility, values and ethics base, foresight, negotiation
W
I
C
K
E
D
N
E
S
S
U N C E R T A I N T Y low high
high
Wicked Issue Dilemma Framework
Take Action
Don’t Act
Unnecessary Necessary Wasted $ Prepared
Unprepared Saved $
•Maximum damage/collapse
•No understanding/expertise
•More expensive to remedy
•No transferable knowledge
•Time-lag to begin
•No equipment/infrastructure
•Resources diverted
•Other issues unaddressed
•Research and understanding
•Economic activity
•Some economic recovery-tax
•Some activity salvageable
•Resources used elsewhere
•Other knowledge gained?
•No “collapses”
Charles Hopkins 2010
•Save resources
•Deeper understanding
•No “collapse” (econ/envi/soc)
•Reduced suffering
•Saleable technology
•Economic infusion
Framework for Analyzing Sustainability Issues
What are the main historical and current causes of the issue?
What is the geographic scale, the spatial distribution, and longevity of the
issue?
Why is the issue persisting? Is anyone currently benefiting?
What are the major risks/consequences to the environment?
What are the major risks and consequences to human systems?
What are the economic implications?
What are the major currently implemented or proposed solutions?
What are the obstacles to these solutions?
What major social values (e.g., economic, ecological, political, aesthetic) are
involved in or infringed upon by these solutions?
Who would be hurt by or bear the costs of these solutions?
What is the political status of the problem and solutions?
How does this issue relate to other environmental/social issues?
www. ESDTOOLKIT.org
`
Education Paradox
Currently our most
educated nations
leave the deepest
ecological footprints
Our education systems
Are for Development
Rather than
Sustainable
Development
Radical Hope!!
We need more
“Sustainability
Handprints”
And
fewer “footprints”
www.handsforchange.org
