Haute Ecole Charlemagne Educational department - RADIX · CONTEXTE, Mouvement des écoles en DD SDE...

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Haute Ecole Charlemagne Haute Ecole Charlemagne EducationalEducational departmentdepartment

LIEGE LIEGE -- Belgium Belgium •• Ministery for higher education and Ministery for higher education and

scientificscientific research research (French Community of (French Community of Belgium)Belgium)

•• With the support of the European Social With the support of the European Social Fund Fund


CCenter for enter for EEducationducation RRelated to elated to IInteractionsnteractions between Health & between Health &

EEnvironmentnvironment


HistoricalHistorical accountaccount

••CreatedCreated in 2000 in 2000 withwith the the followingfollowinggoals:goals:the the educationeducation for the for the sustainablesustainabledevelopmentdevelopment, for the , for the environmentalenvironmentalrisksrisks preventionprevention and the and the creationcreation of a of a more more systemicsystemic kit for kit for teachersteachers..


WHY?WHY?

Various needs as identified Various needs as identified in the education field: in the education field: •• Weave transversal links Weave transversal links •• Improve teacherImprove teacher’’s scientific s scientific

alphabetisationalphabetisation


Need for a SDE training ??Need for a SDE training ??

3 pillars :3 pillars :•• Economic: SDE training = qualified job?Economic: SDE training = qualified job?•• Societal: meeting between the needs of the Societal: meeting between the needs of the

citizen or the governmental plannings ?citizen or the governmental plannings ?•• Environnemental: interactions between Environnemental: interactions between

environment & healthenvironment & health


Minded learningMinded learningfor citizensfor citizens

•• Learning Learning sciences and technologiessciences and technologies•• Learning Learning complexitycomplexity•• Learning Learning risks, uncertaintiesrisks, uncertainties•• Learning efficient Learning efficient communicationcommunication•• Learning Learning valuesvalues (solidarity, rights)(solidarity, rights)

active and participative citizenactive and participative citizen


3 axis for motivation3 axis for motivation

•• environment environment •• health health •• ICTICT

Various pedagogical approaches: field trips, Various pedagogical approaches: field trips, sociosocio--constructivism, various constructivism, various strategies/mediastrategies/media


Target groupsTarget groups

In the beginning: teachers & other In the beginning: teachers & other education actors. education actors.

Later on: social workers, journalists, infoLater on: social workers, journalists, info--graphists, medical staff, teachers, graphists, medical staff, teachers, education actors, animators, artists education actors, animators, artists ……


To educate for SDE, To educate for SDE, «« motivate, stimulatemotivate, stimulate…… »», to , to appropriate the concept (and its various appropriate the concept (and its various interpretations) to oneself. Importance de interpretations) to oneself. Importance de ll’’affectivitaffectivitéé, de l, de l’é’émotion dans les apprentissages motion dans les apprentissages en santen santéé environnementale (peurs, incertitudes)environnementale (peurs, incertitudes)

Blocking, bridle

External motivation Internal motivation



CONTEXTE, Mouvement des écoles en DDSDE must not only address any scholar audience but also any citizen. (Unesco 2005)

• Skilled staff requested for setting up agendas 21.

•Education to environmental risks has become a right, since 2004, (Arrhus convention)

•It is a priority for the present decade (Vilnius strategy).


TopicHealth

TopicEnvironment

Methodology


Toxicology

TopicHealth

Topic Environment

Ethical & economic aspects


An education« for » :

a « sustainable development »

health environment


The pedagogical approaches are The pedagogical approaches are designed towardsdesigned towards the actionthe action

•• Problem solving,Problem solving,•• Acting to change, improve, develop or reduce Acting to change, improve, develop or reduce ……•• Oneself educate and professionalize to become Oneself educate and professionalize to become

education actor and then act within oneeducation actor and then act within one’’s life or s life or job spheres with onejob spheres with one’’s own skills.s own skills.

•• ……Behaviour modificationsBehaviour modifications


PrioritPrioritéés aux besoins de terrain s aux besoins de terrain pour les stagespour les stages•• Bruxelles: prBruxelles: préévention des mutilations vention des mutilations

ggéénitales auprnitales auprèès de femmes africaines (s de femmes africaines (ààla demande dla demande d’’un planning familial)un planning familial)

•• Liens avec lLiens avec l’é’éthique et les valeurs thique et les valeurs culturelles, environnement social culturelles, environnement social particulierparticulier


Innovation and creativity:

•Environment and health are not new issues in the education world ; our specificity is to insist on the INTERACTIONS existing among both concepts.•Approach through SOCIO-CONSTRUCTIVISM(listen in the learners, considering of representations). •Thanks to learners heterogeneousness, interdisciplinary construction , innovation, creation…



Benefits from the conception of such a Benefits from the conception of such a curriculumcurriculum•• Choose the targets according to the needs: Choose the targets according to the needs:

pedagogical freedom pedagogical freedom •• Regulate, develop, choose the partnershipsRegulate, develop, choose the partnerships•• Select the formers according to their skills? Select the formers according to their skills? •• Gain resourcesGain resources•• Adapt to events of the moment, be in touch with Adapt to events of the moment, be in touch with

the reality. the reality.


Des exemplesDes exemples«« projet alimentationprojet alimentation »» dans le scolaire ou dans le scolaire ou

parascolaire ( par une mutualitparascolaire ( par une mutualitéé))«« valisette alimentationvalisette alimentation »» documents ,outils, documents ,outils,

jeux pour les enseignants (pour une jeux pour les enseignants (pour une commune)commune)

«« animation pranimation préévention MSTvention MST »» en maison de en maison de jeunesjeunes

«« sensibilisation au bisphsensibilisation au bisphéénol A et autres nol A et autres perturbateurs endocriniensperturbateurs endocriniens »» en cren crèècheche

c1

Diapositive 20

c1 cerise; 07.07.2010


Introduire lIntroduire l’é’équitquitéé et let l’é’éthique par thique par la la rrééflexion allostflexion allostéérique rique (mod(modèèle le de A.giordan et C.Souchon)de A.giordan et C.Souchon)

•• LL’’origine (qualitative?) de nos produits de origine (qualitative?) de nos produits de consommation (y compris les produits de consommation (y compris les produits de bienbien--être ou de santêtre ou de santéé) et leur fili) et leur filièères de res de production. Enjeux production. Enjeux ééconomiques sousconomiques sous--jacents. Exemple du vaccin de la grippe Ajacents. Exemple du vaccin de la grippe A


Nos difficultNos difficultééss•• Trop peu de donnTrop peu de donnéées accessibles mettant es accessibles mettant

en lien les informations men lien les informations méédicales et les dicales et les donndonnéées environnementales. es environnementales.

•• Peu dPeu d’’ouverture des milieux (mouverture des milieux (méédical, dical, ééducation, environnement) aux ducation, environnement) aux compcompéétences des autres et tences des autres et àà la crla crééativitativitéédu travail ddu travail d’é’équipe; trop de cloisonnementsquipe; trop de cloisonnements


Et maintenant,Et maintenant,

••place place àà vos questions!vos questions!

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