What does ESD mean for Faculties of Education in Manitoba?

Léonard P. Rivard (CUSB)

Education for Sustainable DevelopmentFaculty SeminarNovember 26-27, 2009

A caveat…

Not an expert, but a novice in ESD

An educator, first and foremost…

Multiple identities and perspectives as teacher, curriculum consultant, professor, dean, citizen, and grandparent.

As teacher…

Summers studying wetlands at Delta Marsh Field Station

Outdoor experiences (canoe tripping, winter ecology, backpacking)

BSCS modules (Land Use, Human Populations, Food for Humanity) in the science classroom

As curriculum consultant …Mosquito fogging: too controversial?

As professor in science education…

Youth, Environment, and the Future (1991)

Atmosphere The North (& Aboriginal) Energy Fisheries Food & Agriculture Forests Health Industry & Commerce International Relations Transportation Urban Zones Water Quality Tourism

One of the Canadian delegates at the Forum PlanètERE2 held in France and organized by UNESCO (2001).

Education for sustainable development Education for a sustainable future Environmental education Education for the development of responsible societies … (« Pour un monde solidaire et responsable »)

Education for citizenship

2

?

Sustainability discourse is problematic as an ""hegemonic, developmentalist vision hegemonic, developmentalist vision of the world.of the world."" (Berryman, Orellana, Robottom, Sauvé, email, Sept 9, 2002)

"We seek to inform critical reflection and action whilst safeguarding students from indoctrination with the procedural safeguards built into critical pedagogycritical pedagogy and participative action research." (Huckle, 2000, p. 73)

Critical education for sustainability

Bonn Declarationwww.esd-world-conference-2009.org

A need for change…

Although many Americans will remember the events of September 11 as personally tragic, those events have virtually touched everyone in the world…

I believe that what took place on September 11 signaled the beginning of a "race between education and race between education and catastrophecatastrophe," to quote H. G. Wells. Environmental education can no longer simply stress ecology, conservation, and the great outdoors, isolated from economic and social isolated from economic and social realities… realities…

Science Activities, 38(4) 3-4 (2002)

PANCANNET

Attended the first meeting of the Pan Canadian Network of Faculties of Education Supporting Sustainability and Stewartship (PANCANNET) at its first meeting in Orangeville, Ontario (2001).

Individuals from a wide variety of areas and perspectivesperspectives in education.

Individual commitment and piecemeal implementationpiecemeal implementation, rather than a concerted faculty-based approach.

As Dean …Importance of engaging learners…

Transforming Classrooms through Social, Academic and Intellectual Engagement

J. D. Willms, S. Friesen, & P. Milton

First National Report May 2009Canadian Education Association

46 schools in Manitoba were surveyed.

Engaging learners

"less than one-half of Canadian students are deeply engaged in their study of school subjects." (p. 17)

"Certain teaching practices and learning processes engage students in deeper and more sustained learning." (p. 1)

Grade Level Intellectual Engagement

Elementary 62 %

Middle 44 %

Middle-Secondary 35 %

Secondary 30 %

(p. 18)

Engaging learners…

"a framework for thinking about classroom practices that classroom practices that engage students engage students so that they might understand deeply; gain critical perspectivescritical perspectives; create professional quality work by thinking and acting with the core ideas that are unique to particular disciplines; and make positive connections connections with their teachers, their peers and their communitiescommunities – locally, provincially, nationally and globally – through the work they do together."

(p. 33)

Choose the Future: ESD (2008)

Organized by the Manitoba Education for Sustainable Development Working Group (MESDWG)

Rick Wishart (Chair MESDWG)

Christina McDonald (Conference co-chairs)

Robert Adamson

Choosing the Future: ESD

"Leaders need to be trained in sustainability knowledgesustainability knowledge, communications, reflective leadership, collaborative problem-solving, conflict management, organizational development, teamwork, and networking."

"need people who can work in interdisciplinarinterdisciplinary fields, not in silos."

(C. Buckler, IISD, Sustainability leadership, p. 9-10)

Choosing the Future: ESD

students are less knowledgeable about issues of social justicesocial justice.

only 13% have learned about SD in courses.

attitudesattitudes are more closely linked to behaviour than knowledge.

(H. Creech, IISD, Assessing changes in knowledge…, p. 9-10)

Choosing the Future: ESD

Action research for community problem solvingcommunity problem solving (C. Poudrier, Éducation Québec , p. 12)

Anticipatory action learningaction learning, scenario planning, risk management, analysis of vulnerability, futures thinking futures thinking ... (D. Pruneau, Université de Moncton, p. 24-25)

How can educators prepare the next generation for the bewildering rate of change rate of change they will be faced with?

(L. Axworthy, University of Winnipeg, p. 1)

Choosing the Future: ESD

Challenge in ESD "lies in reaching every teacherreaching every teacher."

Currently ESD is being applied in a piecemeal piecemeal approach.approach.

"there is work being done for ESD at the K-12 level, but the post-secondary field is dragging behindpost-secondary field is dragging behind."

(B. Willard & B. Kelly, Sustainability and Education Academy, Schulich School of Business, p. 21)

A collage of ideas…

Problem solving, decision making Connectedness and stewardship Critical thinking Participatory teaching methods Engaging learners Community-based learning Systems thinking

Pedagogy of hopePedagogy of hope, not despair Empowering students Awareness to action

Benefits of going green in the classroom (CCL)

Canadians believe that it is either important important (46 %) or essential (50 %).

Many teachers are reluctant teachers are reluctant (lack of resources, inexperience, lack of confidence, insufficient training, interdisciplinarity, controversial issues).

Improved critical thinking skills, motivation, and engagementengagement.

Making the environmental grade: The benefits of going green in the classroom. Canadian Council on Learning. June 24, 2009. Retrieved Nov 25, from http://www.ccl-cca.ca/pdfs/LessonsInLearning/06_24_09.pdf

UNECE Expert Group on Competences in ESD

United Nations Economic Council for Europe or UNECE

"…the competence of educators competence of educators [is seen] as a frequent [is seen] as a frequent

bottleneckbottleneck vis-à-vis improving the quality of education and agreed that one priority for future implementation of the Strategy should be developing competences in ESD." UNECE Steering Committee on ESD 

Outcome: report "should be addressed to policymakers, while providing clear guidelines for educators."  

Timeline: February, 2011

Competencies in Education for Sustainable Development and Global Citizenship (ESDGC)

Wales (June, 2009)

We are increasingly aware that our current lifestyles are not lifestyles are not sustainablesustainable.

What knowledge, skills and What knowledge, skills and behaviours behaviours are going to be needed to understand the challenge that this poses? How do we educate our students to develop the attitudes to "do something about it"?

… … unpack the competencies unpack the competencies that are needed to develop ESDGC.

Competencies in Education for Sustainable Development and Global Citizenship (ESDGC)

Use a range of experiential and informal learning opportunities to encourage participatory and enquiry-participatory and enquiry-based approachesbased approaches. (p. 16)

Use outdoor and environmental activities to develop the learner’s sense of placesense of place. (p. 16)

Use current controversial issues controversial issues to explore and debate conflicting viewpoints. (p. 21)

Competencies in Education for Sustainable Development and Global Citizenship (ESDGC)

Empower learners Empower learners to take appropriate actions by encouraging positive personal action. (p. 21)

Develop a culture of peer learning culture of peer learning through group work. (p. 22)

Understand how enabling learners to become active citizens can engage learners in education and connect connect learners to their communitylearners to their community and to society. (p. 31)

Competencies in Education for Sustainable Development and Global Citizenship (ESDGC):

CONCEPTS

• Wealth and poverty• Health• Identity and culture• Climate change• Natural environment• Consumption and waste• Choices and decisions

THEMES

• Interdependence• Stewardship and citizenship• Quality of life• Sustainable change• Diversity• Conflict resolution• Needs and rights• Values and perceptions• Uncertainty and precaution

ACDE/CATE Joint Session at CSSE 2010

Competences in Education for Sustainable Development (ESD)Panel / Table ronde

In June, 2009, the United Nations Economic Commission for Europe (UNECE) established an Expert Group on Competences in Education for Sustainable Development (ESD) with representation from 19 of the 56 member countries. The mandate of the Expert Group is to prepare general recommendations for policymakers and to define a range of core competences in ESD for both define a range of core competences in ESD for both educators and learners. educators and learners. The work of this group is considered an important contribution to the United Nations Decade of Education for Sustainable Development (2005-2014) and will undoubtedly have a great impact on teacher education in Canada. The work in progress of the Expert Group will be described and panelists, as well as participants to the session, will be invited to comment.

"Canada has one of the poorest environmental records poorest environmental records of the industrialized countries."

"… for the twenty-five environmental indicators examined, Canada’s overall ranking among OECD nations is a dismal 28th out of 2928th out of 29."

(D. R. Boyd, Eco-Chair of Environmental Law and Policy, U. of Victoria, 2001)

As citizen …

OECD Environmental

Outlook to 2030

How will economic and social developments drive environmental change to 2030?

What policies are needed to address the main environmental challenges?

OECD (2008)

OECD Environmental Outlook to 2030

some of the key environmental challenges key environmental challenges can be addressed at a cost of just over 1 % of world GDP in 2030cost of just over 1 % of world GDP in 2030, or about 0.03 percentage points lower average annual GDP growth to 2030. (p. 3)

Policies needed to stabilise atmospheric concentration at 450 ppm CO2 450 ppm CO2 – Such action would reduce GDP by 0.5 % and 2.5 % below Baseline estimates in 2030 and 2050 respectively, equivalent to a reduction in annual GDP growth reduction in annual GDP growth of about 0.1 percentage points per annum of about 0.1 percentage points per annum on average. (p. 3)

OECD (2008)

As a grandfather…

What does ESD mean for Faculties…?

Course on sustainable development and systems thinking sustainable development and systems thinking (UM – University 1, Earth: A User’s Guide, Faculty of Environment,

Earth and Resources)?

Competencies specific Competencies specific to ESD? Identify gaps in pre-service and in-service programs? Links to program renewal?

Courses for the critical study critical study of models, approaches, and practices for ESD?

Affective education Affective education (values, attitudes, dispositions)?

ParticipatoryParticipatory teaching/learning methods?

CommunityCommunity-based (and placeplace-based) teaching/learning methods?

Working from our strengths…

Manitoba universities have strong programs for developing generic competencies.

MECY’s leadership in policy development and instructional support.

MERN’s support (Winter Forum on Learning what Works for Social Justice).

World-class partners: Canadian Museum for Human Rights, International Institut for Sustainable Development…

My wish list…

A network (or networks…) for sustaining conversations about ESD in teacher education (or SD in our

community: Regional Centre of Expertise in Education for Sustainable Development)

Concerted coherent approaches rather than piecemeal efforts…

A sounding board for the work of Expert Group (UNECE).

Other suggestions?