The Role of Education in the Pursuit of a Sustainable Future LSF AGM The Role of Education in the...
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![Page 1: The Role of Education in the Pursuit of a Sustainable Future LSF AGM The Role of Education in the Pursuit of a Sustainable Future LSF AGM Charles Hopkins.](https://reader030.fdocuments.in/reader030/viewer/2022032802/56649e0c5503460f94af5397/html5/thumbnails/1.jpg)
The Role of Education in the Pursuit of a Sustainable Future
LSF AGM
The Role of Education in the Pursuit of a Sustainable Future
LSF AGM
Charles HopkinsCharles Hopkins
UNESCO and UNU Chairs, York University
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What is Sustainable DevelopmentWhat is Sustainable Development
• Global Change (environment)• Globalization (economic)
• Human Development (social/culture)• Sustainable Development
Plus concepts of:• intergenerational responsibility
• Need verses greed / equity• Social justice, etc.
• Global Change (environment)• Globalization (economic)
• Human Development (social/culture)• Sustainable Development
Plus concepts of:• intergenerational responsibility
• Need verses greed / equity• Social justice, etc.
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Many QuestionsMany Questions
Sustaining what?
For whom?
Sustaining what?
For whom?
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Northern IssuesNorthern Issues
• Sustainable production and consumption• 0.5 trillion in advertising
• 50% targeted at USA• Working with “others”
• Developing global citizenship• Redistribution of wealth and power
• Improving democracy
• Sustainable production and consumption• 0.5 trillion in advertising
• 50% targeted at USA• Working with “others”
• Developing global citizenship• Redistribution of wealth and power
• Improving democracy
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The Power of SD Remains DormantLocked in Isolated Issues
CleanAir
AIDSPrevention
EquityClimateChange
PeaceSustainableConsumption
Poverty Eradication
Bio-diversity
PopulationGrowth
Sustainable Development
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Many Paths to SDMany Paths to SD
• Good legislation/governance
• Economic incentives
• Overcoming corruption
• Environmental protection
• Human rights/security
• Infrastructure (roads to banking)
• 40 issues identified in Agenda 21
• Good legislation/governance
• Economic incentives
• Overcoming corruption
• Environmental protection
• Human rights/security
• Infrastructure (roads to banking)
• 40 issues identified in Agenda 21
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“Education is a key and vital element in moving sustainability forward…”
Report of the UN Sec. General
“Education is a key and vital element in moving sustainability forward…”
Report of the UN Sec. General
• Agenda 21(Rio)• Millennium Goals• Earth Charter• UN Commission for Sustainable
Development (CSD)• WSSD (Johannesburg)
• Agenda 21(Rio)• Millennium Goals• Earth Charter• UN Commission for Sustainable
Development (CSD)• WSSD (Johannesburg)
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2. Facilitating Development Through Improving Quality Education
2. Facilitating Development Through Improving Quality Education
• 100 million children ages 6 to 11 never attend school in the
developing countries• 90% of school aged are in developing/emerging nations
• Millions more are “under- educated” in both the South and
the North
• 100 million children ages 6 to 11 never attend school in the
developing countries• 90% of school aged are in developing/emerging nations
• Millions more are “under- educated” in both the South and
the North
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Northern Problem As WellNorthern Problem As Well
• Hard to serve students suffer• Preferred learning style other than reading• Poverty related issues• Irrelevant curricula• Home/family related issues• Student/school conflict
• Hard to serve students suffer• Preferred learning style other than reading• Poverty related issues• Irrelevant curricula• Home/family related issues• Student/school conflict
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The 4 Major Thrusts of ESDThe 4 Major Thrusts of ESD
• 1 Public awareness and understanding
• 2 Access to quality basic education
• 3 Reorienting existing education
• 4 Training programs for all sectors
Agenda 21 -92, UNESCO-96, UNCSD -98, JPOI-2002
• 1 Public awareness and understanding
• 2 Access to quality basic education
• 3 Reorienting existing education
• 4 Training programs for all sectors
Agenda 21 -92, UNESCO-96, UNCSD -98, JPOI-2002
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Reorienting formal ed. includes addressingReorienting formal ed. includes addressing
• Values• Principles• Perspectives• Knowledge• Skills
• Values• Principles• Perspectives• Knowledge• Skills
• Buildings• Program• Practices and Actions• What we value and
evaluate
• Buildings• Program• Practices and Actions• What we value and
evaluate
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UN Decade of Education for Sustainable Development 2005 to 2014
UN Decade of Education for Sustainable Development 2005 to 2014
• UN General Council Resolution Dec 2002• UNESCO is the lead UN Agency• Mainly a coordinating role • Integrate with other Decades and programs• Mainly up to each country / state • Organization / institution / private sector etc.
• UN General Council Resolution Dec 2002• UNESCO is the lead UN Agency• Mainly a coordinating role • Integrate with other Decades and programs• Mainly up to each country / state • Organization / institution / private sector etc.
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Strengths Model: A Starting Point Strengths Model: A Starting Point
• No single discipline/group/teacher can do it all
• Every discipline/group/teacher can contribute something
• Some can take lead roles in reorientation
• No single discipline/group/teacher can do it all
• Every discipline/group/teacher can contribute something
• Some can take lead roles in reorientation
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Reorienting Informal and Non Formal EdReorienting Informal and Non Formal Ed
• What can you contribute that could help the UN DESD?
• What can you contribute that could help the UN DESD?
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2 Key Websites2 Key Websites
www.esdtoolkit.org
www.earthcharter.org
www.unesco.org/education/tlsf
www.esdtoolkit.org
www.earthcharter.org
www.unesco.org/education/tlsf
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Regional Centres of Expertisein Education for Sustainable Development
Regional Centres of Expertisein Education for Sustainable Development
A contribution by the United Nations University to the
UN Decade of Education for Sustainable Development
A contribution by the United Nations University to the
UN Decade of Education for Sustainable Development
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RCE ObjectivesRCE Objectives
• To help implement the education, public awareness and training components of Agenda 21, and the Millennium Dev. Goals
• To research and develop ESD• To contribute to the success of the UN DESD• To assist national sustainability plans
• To help implement the education, public awareness and training components of Agenda 21, and the Millennium Dev. Goals
• To research and develop ESD• To contribute to the success of the UN DESD• To assist national sustainability plans
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UNU Regional Centre of ESD ExpertiseUNU Regional Centre of ESD Expertise
Methodology
1 Engage the esd messengers (current and potential) within a community
2 Work together to identify and address community needs, relevant issues
3 Focus on improving pedagogy
4 Focus on integrating delivery mechanisms
Methodology
1 Engage the esd messengers (current and potential) within a community
2 Work together to identify and address community needs, relevant issues
3 Focus on improving pedagogy
4 Focus on integrating delivery mechanisms
MessengersNon Formal Formal Informal
Ngo’s Tertiary Media
Zoo / etc Secondary Peers
Gov’t agencies Elementary Society
Corp training Preschool Life Exp.
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Regional Centre of ESD Expertise Regional Centre of ESD Expertise
Methodology 2
Engage the sources of locally relevant sustainabilty information
Infuse local issues data, information and programmes
Identify emerging issues
Collaborate with the messengers
Methodology 2
Engage the sources of locally relevant sustainabilty information
Infuse local issues data, information and programmes
Identify emerging issues
Collaborate with the messengers
MessengersNon Formal Formal Informal
Ngo’s Tertiary Media
Zoo Secondary Peers
Gov’t Elementary Society
Corp training Pre school Life Exp.
Local InformationSources
Regional/National
Local Government
Private Sector
Research (HE, NGO) etc.
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UNU Regional Centre of ESD ExpertiseUNU Regional Centre of ESD Expertise
Outcomes• Improved academic outcomes
• More knowledgeable/supportive citizenry
• More sustainably oriented production and consumption
• Perhaps a shift in behaviour as learning is relevant and in scale etc.
• Process is crucial
Outcomes• Improved academic outcomes
• More knowledgeable/supportive citizenry
• More sustainably oriented production and consumption
• Perhaps a shift in behaviour as learning is relevant and in scale etc.
• Process is crucial
MessengersNon Formal Formal Informal
Ngo’s Tertiary Media
Zoo/etc Secondary Peers
Gov Agencies Elementary Society
Corp Training Preschool Life Exp.
Local InformationSources
Regional/National
Local Government
Private Sector
Research (HE, NGO) etc.
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Why do we teach what we teach ? Why do we teach what we teach ?
• To preserve culture _____%• To prepare/train for work _____%• To care for environment _____%• To live a full, meaningful life _____%• To contribute to society _____%• To be creative and resourceful _____%• To live a religious life _____%• To live together in peace _____%• To be self-sufficient _____%
What is the vision for our schools ?
• To preserve culture _____%• To prepare/train for work _____%• To care for environment _____%• To live a full, meaningful life _____%• To contribute to society _____%• To be creative and resourceful _____%• To live a religious life _____%• To live together in peace _____%• To be self-sufficient _____%
What is the vision for our schools ?