Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

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Conference on Education and Climate Change in The Danish Embassy © dg-system: Dieter Gross (SFI), Berlin dieter.gross(at).t-online.de and Deficits with Implementing ESD An Analysis for Isolating Efficient Strategies to Cope with Global Changes Barriers environmenta l economic cultural 20 Nov. 2009

description

The presentation has slide transition and animations, for viewing you must download the file. ESD and Climate Change are dependent on a mental change and action. UNESCO has adopted Action Goals for the Second Half of the Decade.The results of a Survey on these Goals reveal drivers and barriers.

Transcript of Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Page 1: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Conference on Education and Climate Change in The Danish Embassy © dg-system: Dieter Gross (SFI), Berlin dieter.gross(at).t-online.de

and Deficits with Implementing ESD An Analysis for Isolating Efficient Strategies to Cope with Global Changes

Barriers

environmental

economic

cultural

20 Nov. 2009

Page 2: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Climate Change

Behavior change is seen by many experts as moreimportant than technology in addressing climate change

9 %

7 %25 %

15 %Technology is more important

Technology is slightly more important Behavior change is

slightly more important

Behavior change is much more important

What is the relative importance of technology versus behavior change in addressing climate change over the next five years?

The Sustainability Survey 2009 Report on Climate Change, Global Expert Insight: 1.385 responses/ SustainAbility and GlobeScan

45 %Both are equally important:technology and behavior change

ESD

Page 3: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

TOO DEMANDING

TOO MUCH WORK

LACK OF TIME

REGARDED AS IRRELEVANT

NO QUICK BENEFIT

WHICH ARE THE MAIN BARRIERS FOR IMPLEMENTING ESD IN 2008 ? At the practice level

STAKEHOLDERS OF THENATIONAL DECADE ‘lost in space’

LACK OF MONEY

14,8

27,9

32,8

34,4

36,1 37,7

54,1

Main DeficitsGovernments have not adapted their legislation and policy frameworks to the needs of ESD

There is no real rethinking of education itself, only social aspects are added to EE

Barriers and Deficits With Implementing ESDhttp://www.desd.sustain-future.org/int_jap_compilation_survey%20results_dg.pdf

Page 4: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

DANKE !

4 Pillars: Strategies to Cope with Global Changes by changing the mental mode and action attitude

1

2

3

4

integrative thinking –in order to master complex challenges

global thinking

Competence in accepting responsibility

Value orientation

E E

S

DECISION-MAKING STRUCTURES

ECONOMY

ENVIRONMENT

SOCIETY

What kind of economy?

What kind of environment?

What kind of society?

Which Goals?Which are the Drivers?

Page 5: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

ActionGoalsat policylevel

ActionGoalsat practicelevel

a

b

m

g

+

+

*

Surveyexperts

There is a need

to prioritize the

Action Goals

because an abundance

of equally important goals

does not show how to

act successfully

nearfuture

2014DESD

and beyond

“It does seem that UNESCO reports keep saying much the same things, but don’tgo after the reasons, the recommendations are often not implemented”

UNESCO World

Conference DESD

Bonn Declaration10% - 100%

Survey Europe Asia Africa LA NA Oceania

Action Goals 09 65 23 3 7 8 5

Page 6: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%0%

5 %

10%

15%

20%

30%

25%

2,2% 2,2% 2,2%

8,9% 8,9%

12,2%

25,6%

17,8%

20,0%

q) Engage the expertise available within the UN system to strengthen ESD in key sustainable development conventions for example focussing on climate change 01.10.2009/ 110 respondents

degree of realization in %

% ofrespondents

66% of respondents = this goal might be realized to 70% and more

Page 7: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

allEUROPE

5

10

15

20

25

30

% respondents

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Climate, 01.10.09

110 33 13

42,3%

biodiversitydesertification

media and climate change

Media should support under-standing of sustainability issues by increasing public awareness – contribution of media, how much?

to strengthen ESD by focussing on climate change

APEC Conference

Page 8: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Increase public awareness and understanding about sustainable developmentand ESD, by mainstreaming and expanding the learning and insights gained in the firstfive years of the UN DESD into public awareness policies and programmes andvarious forms of informal learning.

Page 9: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

5

10

15

20

25

30

% respondents

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

25,8

MEDIA; Survey: 01.10.09: total 110 , Europe 33 , Japan 13

More engagement from the media, a fact largely overlooked ; Germany

Politicians and the media should convince the public that ESD is the key to cope with the negative consequences of globalization; Germany

Unless all understand the concept no progress can be made and no others will follow with commitment ; Australia

23,8Are the media the signposts and catalysts to sustainability?

Page 10: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

5

10

15

20

25

30

% respondents

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The first Stock Exchange in Europe, 1309 Bruges

Develop and implementESD through coordinated policies that also involve business and the corporate sector

28.09.09110/33/13

X

38,5

“ESD should …become an integral part in the training of leaders in business and industry. The latter has been little emphasized in the DESD so far” UNESCO, 2009

Page 11: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

5

10

15

20

25

30% respondents

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

raise publicawareness

Action Goal (c) of UNESCO’s Declaration for the Second Half of the DESD: Mobilize adequate resources and funding in favour of ESD, in particular through integrating into national development policy and budgetary frameworks; 01.10.09

Europe: 33

Japan 13

All: 110

18,6% of respondents/ 60% and more

81,4% of respondents/ 50% and less

In most countries across the world, the availability of public budgets and/or economic incentives is either non-existent or minimal at best …raising funds for ESD activities and projects is key to ensurethe successful achievement of the DESD, UNESCO 2009

Page 12: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

# That sustainable development is taken seriously at all levels, but particularly at the centers of political and economic power. If those sectors are refocused under a sustainability perspective, ESD won`t have an uphill battle anymore, Switzerland

What is most urgent to solve at the policy level ?

The roadmap for the Second Half of the Decade

ESD

# orientation for policy makers, Philippines

83 comments, 25.09.09

Page 13: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

How to awake and strengthen public awareness on ESD? 86 comments, 25.09.09

Roadmap

ESD

# I don’t think UNESCO has had significant impact on things, at least as far as is apparent in headlines. Perhaps behind the scenes there have been pressures usefully brought to bear, UK

# to integrate an environmental consciousness into all public media, New Zealand

# intensive campaigning using mass media, India

# I am not sure public awareness is key. The history of Environmental Education shows that awareness does not necessarily lead to action. The deal is to practice sustainability on all levels, Switzerland

Page 14: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Results

EVALUATION OF UNESCO’s ACTION GOALS by 111 experts

Summary: SURVEY (big picture)Action Goals:satisfactory international results

gender equality

*Youth engage the commit-ment, solidarity and potential of youth and their organisations and networks in enhancing ESD

** *integrate ESD by involving

NGOs and development partners

* * approaches that involve the

scientific communities

****global syndromes:strengthening ESD by focussing on climate change: 78% of respondentsthink will be realized to 60% and more

Action Goals: these are dependent on promotion and support because they will be realized to less than a half

business and corporate sector

at the national level

integrate ESD/ curricula

civil society, implement ESD

adequate resources

media

curricula /integrated and systemic

media

business

Drivers

e.g. climate change NGOsscientific communities Youth

refocussing by priority ranking

Booster public awareness policies

training of business leaders

STRATEGY

public awareness policies

Page 15: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Summary: SURVEY (to-do list)

WHAT TO DO?

There is no real rethinking of education

Specific Barriers

no support by administration

Lack of political will and financial resources

DEFICITS

The public has not been linked to the process of implementing ESD

raise public awareness by making use of the media(after capacity-building)and form partnership with other stakeholders: especially at the centers of economic power

training of administrators and reformof teacher education towards ESD - focus on systemic thinking

Current Addendum: UNESCO global report on ESD, 2009

lackllack of human and financial resources difficulties in making linkages with ESD weak inter-sectoral collaboration

lack of appropriate tools for ESD and difficulties in assessing ESD

Page 16: Dieter Gross: Education and Climate Change, with Reference to UNESCO's Action Goals

Which of the following outcomes of the COP-15 meeting in Copenhagen is most likely?

5

12

82

There will be an agreement that will besufficiently stringent to avoid majordamages

no international agreement

an agreement but it willnot be sufficiently stringent

The Sustainability Survey 2009 Report on Climate Change, Global Expert Insight: 1.385 responses/ SustainAbility and GlobeScan

COP-15 is not expected to result in a sufficiently stringent climate change agreement

Thank you again

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