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Educacion para elDesarollo Sostenible:Una decada deoportunidadesProfessor Daniella Tilbury,Marie Curie FellowDirector of S...
Aprender a Cambiar: estamos dispuestos a enfrentarnos al retor  4 preguntas:    preguntas:  •   Por que cambiar?          ...
Q. Por Que Cambiar?           Cambiar?
Learning our way out   .
•
A UN DESD: Calls to Reorient Education    In 2002, The UN General Assembly    adopted Resolution 57/254 to    declare a De...
Q. Que Cambios?       Cambios?
From                                             ToPassing on knowledge                                                 Qu...
Learning to Change Challenge to consider how one’s practice can make a major contribution to a more sustainable future. Ch...
Q. Como Cambiar?        Cambiar?
UNECE ESDCOMPETENCES    FOR EDUCATORS
Vertical Axis• Learning to know       The educator understands…• Learning to be       The educator is someone who…• Learni...
Horizontal Axis• Holistic Approach      Towards integrative thinking      and practice• Envisioning change      Past, pres...
ESD Competences for Educators               HOLISTIC APPROACH                   E VISIO I G CHA GE                      TR...
ESD Competences for Educators               HOLISTIC APPROACH                E VISIO I G CHA GE         TRA SFORMATIO     ...
ESD Competences for Educators-              HOLISTIC APPROACH                E VISIO I G CHA GE         TRA SFORMATIO     ...
VARIATIONS And RESPONSES       ALONG The SUB-REGIONS• USA• Canada• EU• Balkans• EECCA
Mapping Progress:-   Use of the ESD    Competences for    development plans but    also for checking    progress-   ESD In...
Mapping Progress:  UNESCO-  UNESCO-IUCN  Asia Pacific ESD  Indicators Project.  -provides a guide  to using indicators  -d...
Q. Estamos listos para este reto?                            reto?
•                                     Copyright Macquarie University                        24‘I expect you all to be inde...
I                                        Then a        OUT                                        miracle                 ...
Q. Are we up to the challenge?-   What are the first steps?-   What are the opportunities and    difficulties we can expec...
Educacion para el Desarollo Sostenible: Una decada de oportunidades - Daniella Tilbury
Educacion para el Desarollo Sostenible: Una decada de oportunidades - Daniella Tilbury
Educacion para el Desarollo Sostenible: Una decada de oportunidades - Daniella Tilbury
Educacion para el Desarollo Sostenible: Una decada de oportunidades - Daniella Tilbury
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Educacion para el Desarollo Sostenible: Una decada de oportunidades - Daniella Tilbury

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Educacion para el Desarollo Sostenible: Una decada de oportunidades - Daniella Tilbury

  1. 1. Educacion para elDesarollo Sostenible:Una decada deoportunidadesProfessor Daniella Tilbury,Marie Curie FellowDirector of Sustainability,University of GloucestershireChair of the UN DESD M&E Group
  2. 2. Aprender a Cambiar: estamos dispuestos a enfrentarnos al retor 4 preguntas: preguntas: • Por que cambiar? cambiar? • Que cambios? cambios? • Como cambiar? cambiar? • Estamos listos a enfrentarnos al reto? reto?
  3. 3. Q. Por Que Cambiar? Cambiar?
  4. 4. Learning our way out .
  5. 5.
  6. 6. A UN DESD: Calls to Reorient Education In 2002, The UN General Assembly adopted Resolution 57/254 to declare a Decade in ESD (2005-2014) (2005-THE OBJECTIVES OF THE DESD:• To improve access to and quality of ESD• To reorient Education so that ESD is at the heart of the education systems and curricula.• To develop national, regional and institutional action plans.
  7. 7. Q. Que Cambios? Cambios?
  8. 8. From ToPassing on knowledge Questioning and getting to the root of & raising awareness the issues---------------------------------------- ---------------------------------------------Embedding Reorienting Curriculum----------------------------------------- --------------------------------------------Sending messages and learning about Creating opportunities for reflection,issues (what) negotiation & participation for change (how)--------------------------------------- ----------------------------------------------Teaching attitudes and values Encouraging values clarification-------------------------------------------- ---------------------------------------------Single actions Learning for change---------------------------------------------- ------------------------------------------------Individual & personal change Professional & institutional change
  9. 9. Learning to Change Challenge to consider how one’s practice can make a major contribution to a more sustainable future. Challenge to question what students are actually learning and how able they are to positively influence futures.
  10. 10. Q. Como Cambiar? Cambiar?
  11. 11. UNECE ESDCOMPETENCES FOR EDUCATORS
  12. 12. Vertical Axis• Learning to know The educator understands…• Learning to be The educator is someone who…• Learning to live together The educator works with others in ways that….• Learning to do The educator is able to … Based on: Delors J. (ed) (1996) “Learning: The Treasure Within” International Commission on Education for the 21st Century, Report to UNESCO, UNESCO.
  13. 13. Horizontal Axis• Holistic Approach Towards integrative thinking and practice• Envisioning change Past, present and future• Transformation people, pedagogy and education systems
  14. 14. ESD Competences for Educators HOLISTIC APPROACH E VISIO I G CHA GE TRA SFORMATIO Towards integrative Past, present and future People, pedagogy and thinking and practice education systemsLearning to • The basics of systems • The root causes of • Why there is a need to thinking unsustainable development transform the educationknow • Interrelationships between • The evolving nature of systems that support learning economic, social, cultural sustainable development • Why there is a need toThe educator and environmental issues • The urgent need for change transform the way we • The interdependence within from unsustainable practices educate/learnunderstands… the present generation and towards advancing the • Why it is important to between generations, as well quality of livelihood, prepare learners to meet new as relationships between rich solidarity, and environmental challenges and poor and between sustainability • The importance of building humans and nature • The importance of problem on the experience of learners • Their own world view and setting, critical reflection, and as a basis for transformation cultural assumptions and visioning in planning the • How engagement in real those of others future and effecting change, world issues enhances • The connection between • The importance of learning outcomes and helps sustainable futures and the preparedness for the learners to make a difference way we think, live and work unforeseen and a in practice • Understands one’s own precautionary approach. thinking and action in relation to sustainable development
  15. 15. ESD Competences for Educators HOLISTIC APPROACH E VISIO I G CHA GE TRA SFORMATIO Towards integrative thinking and Past, present and future People, pedagogy and education practice systemsLearning to Create opportunities • • Critically assess • Facilitatedo for sharing ideas and processes of change in participatory and experiences from society learner-centeredThe educator different • Communicate a education thatis able to disciplines/places/cultu sense of urgency for develops critical res/generations change and inspire thinking and active without prejudice and hope citizenship preconceptions • Facilitate the • Assess learning • Work with different evaluation of potential outcomes in terms of perspectives on consequences of changes and dilemmas, issues, different decisions and achievements in tensions and conflicts actions relation to sustainable • Use the natural, development social and built environment, including their own institution as a context for learning
  16. 16. ESD Competences for Educators- HOLISTIC APPROACH E VISIO I G CHA GE TRA SFORMATIO Towards integrative thinking and Past, present and future People, pedagogy and education practice systemsLearning to • Is inclusive of • Is motivated to make • Is willing to challengebe different cultures, a positive contribution assumptions perspectives and to other people and underlyingThe educator disciplines their social and natural unsustainable practiceis someone (importance of environment, locally • Is a guide, facilitatorwho transparently and globally and participant in the communicating own • Is willing to take learning process values ) considered action even • Is a critically in situations of reflective practitioner uncertainty inspires creativity and innovation
  17. 17. VARIATIONS And RESPONSES ALONG The SUB-REGIONS• USA• Canada• EU• Balkans• EECCA
  18. 18. Mapping Progress:- Use of the ESD Competences for development plans but also for checking progress- ESD Indicators_ GMEF indicators and Asia Pacific ESD Indicators Project.
  19. 19. Mapping Progress: UNESCO- UNESCO-IUCN Asia Pacific ESD Indicators Project. -provides a guide to using indicators -differentiates between types of indicators - provides examples of indicators
  20. 20. Q. Estamos listos para este reto? reto?
  21. 21. • Copyright Macquarie University 24‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’
  22. 22. I Then a OUT miracle occurs “Good work . but I think we need just a little more detail right here”JW9 9
  23. 23. Q. Are we up to the challenge?- What are the first steps?- What are the opportunities and difficulties we can expect?- How best do we assess the progress of our work in this area?- What can we learn from our own and overseas experiences?

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