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Social dimension
- 2. It opens an awareness of a globalizing/shrinking world. It nurtures higher cognitive and interpersonal skills/values/ attitudes for problem- finding/solving.Globalization affirms the human right to education, providing Education for All (EFA). More encompassing, education for globalization gives the capacity for change as required for “world citizenship” in a new human order.
- 3. Education for Sustainable Developm •Its integrative and critical role in sustaining man’s capacity for future changes.
- 6. Society
- 7. Society – an understanding of social institutions and their role in charge and development as well as democratic and
- 9. Environment – an awareness of the resources and fragility of the physical environment and the effects on its human activity and decisions.
- 10. Economy
- 11. Economy – sensitivity to the limits and potential of economic growth and their impact on society and on the environment.
- 13. Implementation – an educated citizenry is vital to implementing informal and sustainable development.
- 14. Decision Making – good community based decisions which will affect social, economic, and environmental well- being also depend on
- 15. Quality of Life – educatio n is also central to improvin g quality
- 16. Envisioning Critical Thinking and reflection Systematic Thinking Building Partnersh p Participation on decision makin
- 17. Respect for others Respect for the present and the future generation s Respect for planet and what it provides us
- 18. DESD breaks down traditional schemes and promotes:
- 19. •Interdisciplinary and holistic learning rather than subject based learning. •Values-based learning. •Critical thinking rather than memorizing.
- 20. • Multi-method approaches: word, art, drama, debates, etc. • Participatory decision making. • Locally relevant
- 21. 4 key objects:
- 22. •Facilitating networking, and collaboration stakeholders of ESD. •Fostering greater quality of teaching and learning of environmental topics.
- 23. •Supporting countries in achieving their millennium development goals through ESD efforts. •Providing countries with new opportunities and form
- 27. Gender equality Health promotion Environment Rural development
- 28. Sustainable consumption Sustainable development Peace and human security Cultural diversity
- 29. ESD as the right attitude to globalization
- 30. •Optimist globalists see only the boon of globalizing influences in terms of improved quality of life, higher living standards, and greater social cohesion and
- 31. •Pessimist globalists see dark side of globalization with dominant First World Countries imposing their own economic and political agenda on the world.
- 32. •Traditional globalists take a safe ground feeling indifferent to change, saying the effects of globalization need to be
- 33. •Transformation globalists who would not stand and wait but take a proactive stand.
- 34. 4 dimensions of ESD
- 35. Environmen tal awareness Competencies for the knowledge economy Human/social capital economic growth Inclusive
- 36. Guidelines for Effectively Incorporated ESD into the curricula
- 37. •Decide the theme to ensure programs fit the environmental, social, and economic
- 38. • Ensure educators/administrat ors understand the concept of sustainability and are familiar with its principles; that they distinguish between
- 39. • Use the UNESCO design criteria for ESD program evaluation: relevance and appropriateness, based on local needs/ perceptions/condition s, lifelong endeavor, addresses context/
- 40. deals with the well-being of realms of sustainability, not imported from another culture/region, not “one size fits all, but created to
- 41. Guidelines set for teachers
- 42. 1. Acknowledge their key role as cornerstones of effective ESD programs and co- developers of the
- 43. 2. Understand the cross- cutting and multi- disciplinary
- 44. 3. Avoid overloading the curriculum and to solely link ESC to one or two
- 45. 4. Be open to diverse learning strategies.
- 46. 5. Appreciate the importance of multi- stakeholders partnerships working together to solve shared problems.
- 47. 4 modes for ESD teaching-learning
- 50. Why is there a need for Education for Sustainable Development? (ESD)
- 51. What is the purpose of the UN Decade of Education for Sustainable Development?
- 52. What did the decade come about?
- 53. What were initial actions for the decade?
- 54. What were the eventual activities at all levels/all sectors of education?
- 56. What is the plan of implementation from the world’s summit on ESD?
- 57. What is the scope of ESD?
- 58. 4 Major thrust of E
- 59. Promotio n and improve ment of basic education Reorien ting existing educati onal program s. Developing public understand ing and awareness. Providing training.
- 60. How is ESD related to international educational priorities?
- 61. What are the keys themes of ESD?
- 62. Key action themes in ESD
- 63. Overcoming poverty Gender equality Health promotion Environment Rural transformation
- 64. ICTs Cultural diversity Sustainable production Understanding and peace Human rights
- 65. How can ESD improve the quality of education?