Introduction to Education for  Sustainable Development           Gregory Borne
QuestionWhat is the difference between education aboutsustainable development and education forsustainable development. Ho...
Outline of the talkRecap – Sustainability Science andinterdisciplinarityEvolution of ESD. Importance of the UnitedNationsW...
RecapTuesday -Introduction to sustainabilityscience and inter-disciplinarityExplored sustainable development as aconcept a...
Evolution of Education forSustainable Development
Origins of Education for Sustainable DevelopmentDrivers from outside the educationsystemUnited Nations has had a significa...
United Nations Conference onEnvironment and Development United Nations conference on Environment and Development (Rio Eart...
Foundations of education for Sustainable Development         40 Chapters covering         4 broad areas     Elements      ...
Agenda 21 Chapter 36Promoting Education, Public  Awareness and Training
Chapter 36 Agenda 21          Connection between Sustainability Science and EducationThe generation and application of kno...
‘United Nations Decade of                    ‘Education for Sustainable Development’                                (ESD) ...
Goal of UN Decade of Education for Sustainable Development 2005-14 … to integrate the values inherent insustainable develo...
Decade for Education for Sustainable DevelopmentIt seeks to break down traditional educational boundries   and promotes:  ...
MomentumUN Decade for ESD (2005-15)DIUS Sustainable Development Action PlanHEFCE’s Strategic Review of SD in HE and SD Act...
ScotlandUNDESD has had a direct impact on the Scottisheducation system‘Leaning for change: Scotlands action plan for these...
Relationship between real world aspirations and practical implementation
Professor Stephen Sterling makes a distinction between two  types of leaning/Education regarding sustainable development  ...
A ‘Sustainability Literate’ Person…    Would be expected to:• understand the need for change to a sustainable way of    do...
‘Sustainability literacy’: the ability..- to appreciate      - to solve real-life    - to think creativelyimportance of   ...
Skills for Sustainable            Developmentthe ability to think about systems (both natural and socialsystems); the abil...
BarriersCited factors  Limited institutional  commitment                     Types of barriers  Crowded curriculum  Percei...
Transformative rather than    Transmissive learningSterling’s eight Key questions for Transformative learningHolistic –How...
Is Education a Good Thing?… the volume of education has increased andcontinues to increase, yet so do pollution, exhaustio...
Students as ‘Active, Engaged, and EffectiveCitizens’ are…• Comfortable dealing with ambiguity• Willing to take a risk to m...
Essential lessonsEducation for sustainable development has beenimplemented from above but is now being driven at alllevels...
Key TextsSUSTAINABILITY EDUCATIONPerspectives and practiceacross higher education
Education sustainabledevelopment
Upcoming SlideShare
Loading in …5
×

Education sustainabledevelopment

927 views

Published on

Lecture on Education and Sustainable Development

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
927
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
27
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Education sustainabledevelopment

  1. 1. Introduction to Education for Sustainable Development Gregory Borne
  2. 2. QuestionWhat is the difference between education aboutsustainable development and education forsustainable development. How does thisdifference impact on the way education is deliveredand received?
  3. 3. Outline of the talkRecap – Sustainability Science andinterdisciplinarityEvolution of ESD. Importance of the UnitedNationsWhat does ESD meanSustainable education, skills andcompetenciesDiscuss the exam question
  4. 4. RecapTuesday -Introduction to sustainabilityscience and inter-disciplinarityExplored sustainable development as aconcept and some of the pro’s and consWicked problems – complex, messy do notfit into disciplinary boundariesDisciplines and inter-disciplinarity Sustainability Science
  5. 5. Evolution of Education forSustainable Development
  6. 6. Origins of Education for Sustainable DevelopmentDrivers from outside the educationsystemUnited Nations has had a significantimpactA number of conferences and eventseach one building up a picture of whatneeded to be achieved througheducation
  7. 7. United Nations Conference onEnvironment and Development United Nations conference on Environment and Development (Rio Earth Summit) 1992 Agenda 21 has been described as a blueprint for sustainable development Highlighted the importance of education for sustainable development (1992)
  8. 8. Foundations of education for Sustainable Development 40 Chapters covering 4 broad areas Elements IssuesSocial and economic Poverty, production and consumption, health, humandimensions to development settlement, integrated decision-makingConservation and Atmosphere, oceans and seas, land, forests,Management of natural mountains, biological diversity, ecosystems,Resources biotechnology, fresh water resources, toxic chemicals, hazardous radioactive and solid wasteStrengthening role of major Youth, women, indigenous people, NGOs, localgroups authorities, trade unions, businesses, scientific and technical communities, farmersMeans of implementation Finance, technology transfer, information, public awareness, capacity building, education, legal instruments, institutional frameworks
  9. 9. Agenda 21 Chapter 36Promoting Education, Public Awareness and Training
  10. 10. Chapter 36 Agenda 21 Connection between Sustainability Science and EducationThe generation and application of knowledge, especially indigenous and localknowledge, to the capacities of different environments and cultures, to achievesustained levels of development, taking into account interrelations at thenational, regional and international levels;35.7. Countries, with the assistance of international organizations, whererequired, should:[…](h) Develop methods to link the findings of the established sciences with theindigenous knowledge of different cultures. The methods should be tested usingpilot studies. They should be developed at the local level and shouldconcentrate on the links between the traditional knowledge of indigenousgroups and corresponding, current "advanced science", with particular focus ondisseminating and applying the results to environmental protection andsustainable development.[…]
  11. 11. ‘United Nations Decade of ‘Education for Sustainable Development’ (ESD) 2005-2014UNESCO - ESD involves: “learning how to make decisions thatconsider the long-term future of the economy, ecology & equityof all communities”“Every individual... has an obligation & an interest in changingoutlooks through education & by example, thereby helping toend thoughtless or deliberate waste & destruction”. UN SecretaryGeneral - Kofi Annan (2004, p1)
  12. 12. Goal of UN Decade of Education for Sustainable Development 2005-14 … to integrate the values inherent insustainable development into all aspects oflearning in order to encourage changes inbehaviour that allow for a more sustainable andjust society for all. This involves learning thevalues, behaviour and lifestyles required for asustainable future and for positive societaltransformation.http://portal.unesco.org/en/ev.php-URL_ID=29008&URL_DO=DO_TOPIC&URL_SECTION=201.html
  13. 13. Decade for Education for Sustainable DevelopmentIt seeks to break down traditional educational boundries and promotes: Interdisciplinary and holistic learning rather than subject-based learning Values-based learning Critical thinking rather than memorizing and fact accumulation Multi-method approaches: word, art, drama, debate, etc. Participatory decision-making Locally rather than nationally relevant information.
  14. 14. MomentumUN Decade for ESD (2005-15)DIUS Sustainable Development Action PlanHEFCE’s Strategic Review of SD in HE and SD Action Plan (‘09)HEFCE’s Carbon Reduction Target and Strategy for HE (‘10)HE Academy ESD Project - recognised as a prioritySustainability CETLs and a growing number of leader HEIsPeople and Planet ‘Green League’Future Leaders SurveyGreen Gown Awards (University of St Andrews)Rise of Regional Centres of ExpertiseUniversities UK SD Group and Statement of IntentAcademy/SFC review of sustainability in the Scottish HEI sector
  15. 15. ScotlandUNDESD has had a direct impact on the Scottisheducation system‘Leaning for change: Scotlands action plan for thesecond half of the UNDESD’Learning for sustainable development is fully integrated into allstages of the formal education systemThere are lifelong opportunities to learn The sustainable development message is understood and actedupon We share our skills, expertise and resources through strongnetworks and partnerships
  16. 16. Relationship between real world aspirations and practical implementation
  17. 17. Professor Stephen Sterling makes a distinction between two types of leaning/Education regarding sustainable development Institutional learning – refers to the social and organizational learning that the policy makers and providers themselves undergo or experience: For example government education departments, schools, universities and educational agencies Designed Learning – is concerned with all educational programmesSustainability requires learning within educational systems, not just learning through educational systems
  18. 18. A ‘Sustainability Literate’ Person… Would be expected to:• understand the need for change to a sustainable way of doing things, individually and collectively• have sufficient knowledge and skills to decide and act in a way that favours sustainable development• be able to recognise and reward other people’s decisions and actions that favour sustainable development- Higher Education Partnership for Sustainability www.heps.org.uk Forum for the Future
  19. 19. ‘Sustainability literacy’: the ability..- to appreciate - to solve real-life - to think creativelyimportance of problems in a non- and holistically andenvironmental, reductionist manner make criticalsocial, economic and judgementspolitical contexts- to develop high- - to identify, - to bridge the gaplevel of self understand, evaluate between theory andreflection, personal and adopt values practiceand professional conducive to sustainability- to participate - to initiate and AND, have a broadcreatively in inter- manage change and balancediscipinary teams foundation knowledge of SD
  20. 20. Skills for Sustainable Developmentthe ability to think about systems (both natural and socialsystems); the ability to think in time – to forecast, to think ahead, and toplan; the ability to think critically about value issues; the ability to comprehend quantity, quality, and value; the capacity to move from awareness to knowledge to action; the ability to work cooperatively with other people; the capacity to use various processes – knowing, inquiring,acting,judging, imagining, connecting, valuing, questioning andchoosing; and the capacity to develop an aesthetic response to theenvironment.
  21. 21. BarriersCited factors Limited institutional commitment Types of barriers Crowded curriculum Perceived irrelevance Limited staff awareness and/or Paradigmatic/psychological expertise Policy/purpose related Limited commitment from external stakeholders Structural Perceived as separate and/or (governance, compartmentalisatio too demanding n etc) Resource/information deficiency
  22. 22. Transformative rather than Transmissive learningSterling’s eight Key questions for Transformative learningHolistic –How does this relate to that?Critical- Why are things this way, in whose interestsAppreciative- what’s good and what already works hereWho and What is being heard, listened to and engagedSystematic what are or might be the consequences of thisaction?Creative what innovation might be requiredEthical- How should this relate to that? What is wise action, howcan we work towards the inclusive well being of the wholesystem – social economic and ecologicalPractical- How do we take this forward with sustainability inmind as our guiding principle
  23. 23. Is Education a Good Thing?… the volume of education has increased andcontinues to increase, yet so do pollution, exhaustionof resources, and the dangers of ecologicalcatastrophe. If still more education is to save us, itwould have to be education of a different kind: aneducation that takes us into the depth of things.(Schumacher, 1997)
  24. 24. Students as ‘Active, Engaged, and EffectiveCitizens’ are…• Comfortable dealing with ambiguity• Willing to take a risk to make a difference• More interested in solving problems than taking credit• Both effective advocates and listeners• Eager to imagine and implement daring multifaceted solutions – together- Lawrence Bacow, President of Tufts University, Rappaport A and Creighton S H (2007) Degrees that matter. Massachusetts: MIT Press
  25. 25. Essential lessonsEducation for sustainable development has beenimplemented from above but is now being driven at alllevelsIt is now having profound effects on education worldwideDirect relationship between sustainability science andeducation for sustainable development
  26. 26. Key TextsSUSTAINABILITY EDUCATIONPerspectives and practiceacross higher education

×