4 th  International Beijing Forum on Education for Sustainable Development Beijing, China 22-24 October 2009
Education for Sustainable Development is a vision of education that seeks to  empower people to assume responsibility for ...
<ul><li>Climate change can cause...  </li></ul><ul><li>Changing weather patterns </li></ul><ul><li>Melting Glaciers </li><...
<ul><li>Informed,  appropriate  decisions </li></ul>
4 th  Year Math Question: At a wedding party, 100 guests are invited knowing that each guest should drink 0.5 liters (one ...
Parents and teachers were concerned about the reference to beer in a textbook for young children. They felt it sent an unw...
<ul><li>Engages students, teachers, parents and community members in the education process. </li></ul><ul><li>Together, th...
<ul><li>Project-based learning </li></ul><ul><li>Experiential learning </li></ul><ul><li>Inquiry-based learning </li></ul>...
<ul><li>Students engage in the planning, developing, facilitating and evaluation of projects in their school or community....
<ul><li>The school community… </li></ul><ul><li>Organizes and conduct field visits to forests to identify plants and anima...
<ul><li>Students…  </li></ul><ul><li>Organize and launch a school-wide project to decrease their school’s carbon footprint...
<ul><li>1.  Experience :  The experience! </li></ul><ul><li>2.  Summary of the Experience :  What was learned? What challe...
The Compass can be used to help frame curricula for ESD, help set school policy in line with sustainability principles, he...
<ul><li>WHOLE SCHOOL APPROACH </li></ul><ul><li>A School Sustainability Committee debated how to integrate  The Compass  i...
 
 
<ul><li>Students raised concerns  about food at the cafeteria   </li></ul><ul><li>The Compass provided </li></ul><ul><li>a...
 
 
<ul><li>THE SUSTAINABILITY COMPASS… </li></ul><ul><li>Increases thinking about  well-being   </li></ul><ul><li>Encourages ...
<ul><li>The school head maintains a clear vision for ESD which is shared by teachers, parents and students.  </li></ul><ul...
Joel Bacha Education Consultant UNESCO Beijing [email_address]
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ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessment (Oct 2009)

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Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009

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  • The basic vision of the DESD is: A world where everyone has the opportunity to benefit from education and learn the values, behavior and lifestyles required for a sustainable future and for positive societal transformation.
  • Emhpasize values!
  • ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessment (Oct 2009)

    1. 1. 4 th International Beijing Forum on Education for Sustainable Development Beijing, China 22-24 October 2009
    2. 2. Education for Sustainable Development is a vision of education that seeks to empower people to assume responsibility for creating a sustainable future . Learning for Change (ESD) © S. Faison Sustainable Development Challenges © Carf 2009 6.7 billion people © ss_kriegsberichter © rhythm beating silence aka rbs Peaceful, Just, Sustainable World 2050 9 billion people © M. Foley © UNESCO / LC. Tan © k9mq
    3. 3. <ul><li>Climate change can cause... </li></ul><ul><li>Changing weather patterns </li></ul><ul><li>Melting Glaciers </li></ul><ul><li>Rising Sea Levels </li></ul><ul><li>Floods </li></ul><ul><li>Droughts </li></ul><ul><li>Desertification </li></ul><ul><li>Loss of Biodiversity </li></ul><ul><li>Spreading Disease </li></ul><ul><li>and more global challenges </li></ul>Decision making More heat is trapped in the atmosphere The rate of climate change increases Electricity consumption Fossil fuels such as coal and natural gas are burned to make electricity CO 2 is released into the atmosphere Education for Sustainable Development
    4. 4. <ul><li>Informed, appropriate decisions </li></ul>
    5. 5. 4 th Year Math Question: At a wedding party, 100 guests are invited knowing that each guest should drink 0.5 liters (one bottle of beer is .65 litres).  How many bottles of beer should be ordered,  and how many crates?  (one crate contains 12 bottles) Is this a good question? Why or why not? If you were a teacher, how would you change this question?
    6. 6. Parents and teachers were concerned about the reference to beer in a textbook for young children. They felt it sent an unwelcome message, so they worked together to develop a new version of the question. The new question is no less challenging mathematically, but sends out another message – one of social responsibility: You want to buy a snack that costs 4000 kip. If you have 21000 kip, how many snacks can you buy? How much money will you have left to share with each member of your family?
    7. 7. <ul><li>Engages students, teachers, parents and community members in the education process. </li></ul><ul><li>Together, the school community establishes a sustainable vision (i.e. a school/community vision). </li></ul><ul><li>Goals are set and integrated across school processes, curriculum content and learning. </li></ul><ul><li>The school community carries out school/community projects to achieve the goals while at the same time students learn the knowledge, skills, values and attitudes that fall in line with the curriculum . </li></ul>
    8. 8. <ul><li>Project-based learning </li></ul><ul><li>Experiential learning </li></ul><ul><li>Inquiry-based learning </li></ul><ul><li>Collaborative learning </li></ul><ul><li>Cooperative learning </li></ul><ul><li>Participatory learning </li></ul><ul><li>Student-centered learning </li></ul><ul><li>Integration of ICTs </li></ul><ul><li>… </li></ul>
    9. 9. <ul><li>Students engage in the planning, developing, facilitating and evaluation of projects in their school or community. </li></ul><ul><li>Students gain relevant, hands on experience with content, while at the same time, developing required competencies in the curriculum. </li></ul><ul><li>By reflecting on their experiences, students can also develop skills, values and attitudes associated with team building, cooperation, self-confidence, independent learning and more – all competencies associated with change for sustainable development . </li></ul>
    10. 10. <ul><li>The school community… </li></ul><ul><li>Organizes and conduct field visits to forests to identify plants and animals and their relationship with the natural environment ( earth science); </li></ul><ul><li>Sets up recycle banks at schools where students are responsible for weighing and organizing recyclables, calculating revenues and dividing up earnings ( social studies, mathematics ) </li></ul>
    11. 11. <ul><li>Students… </li></ul><ul><li>Organize and launch a school-wide project to decrease their school’s carbon footprint (Thailand). </li></ul><ul><li>Engage their school on issues of food security by planning and growing a home garden (Japan). </li></ul><ul><li>Develop an awareness raising programme for families in the community about the effects of alcoholism and how to prevent it (Sri Lanka). </li></ul>www.atkisson..com 2009
    12. 12. <ul><li>1. Experience : The experience! </li></ul><ul><li>2. Summary of the Experience : What was learned? What challenges occurred? Why? </li></ul><ul><li>3. Analysis of the Experience : What needs to be improved? </li></ul><ul><li>4. Strategies for Improvement : What steps will be taken to try to improve? </li></ul>1. Experience 2. Summary of the Experience 3. Analysis of the Experience 4. Strategies for Improvement The Experiential Learning Cycle
    13. 13. The Compass can be used to help frame curricula for ESD, help set school policy in line with sustainability principles, help manage school operations and offer a common ground which everyone in the school community can feel a part of the journey towards sustainability. NATURE ECONOMY SOCIETY WELLBEING www.atkisson..com 2009 Information on the sustainability compass received from Systainability Asia ( www.systainabilityasia.com ), an affiliate of AtKisson Group
    14. 14. <ul><li>WHOLE SCHOOL APPROACH </li></ul><ul><li>A School Sustainability Committee debated how to integrate The Compass into all aspects of campus life: </li></ul><ul><li>Strategic planning tool </li></ul><ul><li>Or </li></ul><ul><li>Educational classroom tool </li></ul>
    15. 17. <ul><li>Students raised concerns about food at the cafeteria </li></ul><ul><li>The Compass provided </li></ul><ul><li>a tool to understand </li></ul><ul><li>how a cafeteria operates </li></ul><ul><li>and the different elements </li></ul><ul><li>that must be taken into consideration </li></ul>
    16. 20. <ul><li>THE SUSTAINABILITY COMPASS… </li></ul><ul><li>Increases thinking about well-being </li></ul><ul><li>Encourages systemic thinking </li></ul><ul><li>Creates higher level critical thinking among both students and staff </li></ul><ul><li>Promotes greater awareness for valuing the wider community </li></ul><ul><li>Is powerful in its simplicity and depth, and ease to manage </li></ul><ul><li>The metaphor of a compass showing the way ahead is helpful </li></ul>
    17. 21. <ul><li>The school head maintains a clear vision for ESD which is shared by teachers, parents and students. </li></ul><ul><li>All school stakeholders (teachers, parents, students and the community) need to be engaged for a process to be successful. </li></ul><ul><li>Time is set aside for teachers, administrators and students to reflect on school challenges and develop solutions. </li></ul><ul><li>Opportunities to share good practice examples and lessons learned across faculty and schools is essential. </li></ul>
    18. 22. Joel Bacha Education Consultant UNESCO Beijing [email_address]

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