Keynote bernard combes

Addressing and Integrating Sustainable Development in Education Bernard Combes, Information Officer, Education for Sustainable Development UNESCO

Why should we care about Sustainable Development in Education?

Planet Earth – our world that needs …. to change

Our Planet is in trouble …

Earth is marked by, for example:  increased effects of climate change  deforestation, with half of the world’s forests

destroyed

 increased loss of biodiversity  difficult access to safe drinking water  rapid spread of HIV & AIDS and other

diseases

 many indigenous languages threatened by

extinction

If we could shrink the population of the world to a village of 100 people  There would be 61 Asians, 12

Europeans, 14 North & South Americans, 13 Africans and 1 from Oceania.

 The village would have 50 females

and 50 males.

 There would be 33 Christians, 18

Muslims, 16 Hindus, 6 Buddhists, 11 practicing other religions, 16 non-religious.

a miniature Earth ...  59% of the village’s wealth would be in the hands

of 6 people. 17 females and 8 males would be living in abject poverty. 80 would live in substandard housing and 50 would suffer from malnutrition.

 70 would be unable to read. Only 1 would have a

university degree. Of the 23 children aged 5 -14 years, 6 would be working, 3 of them working fulltime and receiving no education.

… learning to live together sustainably  70 % of the work of the village would be done by

women but they would only be paid 10 % of the village’s revenue.

 16 villagers would speak Mandarin Chinese, 10

Spanish and Portuguese, 9 English, 8 Hindi, 4 Arabic, 4 Russian, 3 Malay-Indonesian, 3 Bengali, 2 French, 2 Japanese, 2 German and the rest as many as 39 other languages. www.miniature-earth.com

This perspective – the miniature earth – reveals the need for change and to face the challenges of our century !!!

Source : Japan for Sustainability

Why Education for Sustainable Development?  Provide everyone with the opportunity to

acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future  Integrate key sustainable development issues (such as poverty, climate change, disaster risk reduction & biodiversity) into teaching & learning  Apply participatory teaching & learning methods  Promote competencies like critical thinking, imagining future scenarios & making decisions in a collaborative way.

ESD Timeline 1992 2002 05-14

• United Nations Conference on Environment and Development (Earth Summit, Rio de Janeiro, Brazil) • World Summit on Sustainable Development (Johannesburg, South Africa)

• United Nations Decade of Education for Sustainable Development

2012

• United Nations Conference on Sustainable Development (Rio+20, Rio de Janeiro, Brazil)

2014

• UNESCO World Conference on Education for Sustainable Development (Nagoya, Japan)

• Global Action Programme (GAP) on Education for Sustainable Development 2015 • Sustainable Development Goals (SDGs)

What is Education for Sustainable Development?  Links to and builds on the international discourse on

sustainable development (Stockholm 1972, Our Common Future 1987, Rio 1992, Johannesburg 2002, Rio 2012, etc.)  Refers to the three dimensions of sustainable

development: society, economy, environment with culture as an underlying element  Addresses the Education agenda: aims to integrate SD

issues in order to enhance education quality and relevance  Addresses the SD agenda: aims to integrate education

as a major means of implementation

What is Education for Sustainable Development?  An education that

prepares learners to contribute to sustainable development  An education for

democracy  An education that is

available to everyone, everywhere

Education for Sustainable Development means learning to…

Respect  the dignity and human rights of all

people  the rights of future generations and inter-generational responsibility  the greater community of life (ecosystems)  cultural diversity and a commitment to build peace.

Education for Sustainable Development means learning to‌ Live together

In a world where technology has no frontiers, it is essential to learn to respect the cultures and beliefs of others.

Starting from an early age, ESD raises awareness about the diversity of people around the world. It helps us understand our common values while celebrating our differences.

Education for Sustainable Development means learning to‌ Be good citizens

ESD helps develop a sense of social responsibility.

Through learning that we are all responsible for our community, we become committed to its preservation and development.

Awakening the “inner citizen� is the first step to become an active member of society.

Education for Sustainable Development means learning to‌ Respect and protect the environment

Human activity is threatening most of the Earth’s biodiversity. It is estimated that tens of thousands of species become extinct each year.

Understanding the value and fragility of biodiversity is the first step towards doing something to protect it.

Education for Sustainable Development means learning to‌ Buy wisely

Our daily consumer choices have a direct impact on the lives of people all around the world, and will influence the quality of life of tomorrow’s generations. It is good to be informed of the effects of our decisions.

Well-informed consumers support sustainable production that takes into account the well-being of local populations and respects the fragility of ecosystems.

Education for Sustainable Development means learning to‌ Value local cultures

Water management courses in Mali, technical training in green technologies in India, seminars on business practices in the UK...

These examples and more demonstrate possible approaches to ESD. Local communities must follow the path to sustainability in their own way.

Education for Sustainable Development means learning to‌ Stay healthy

Good health is the centre of our well-being.

Health education is a very effective tool for influencing certain harmful behaviours, especially when they favour the spread of diseases. ESD helps to reduce hunger, eradicate water-transmitted diseases and prevent the spread of HIV and AIDS.

Education for Sustainable Development means learning to‌ Learn throughout life

The spectrum of ESD is very broad: it addresses young and old, is taught in schools and in communities, formally and informally.

Every one of us has a role to play in ESD. School, family, places of worship and community are all places for teaching and learning about sustainability.

Education for Sustainable Development means learning to‌ Think critically

ESD goes beyond simple knowledge transfer: it provides people with the tools to handle real-life situations.

ESD sparks a reflection that enables students to question the foundations of unsustainable behaviour. ESD helps us to imagine new solutions for the challenges we face.

Education for Sustainable Development means learning to‌ Change one’s behaviour

A quality education enables people to reach their full potential. Making the link between what students learn in the classroom and student behaviour outside it helps education to address the challenges of sustainable development.

Education for Sustainable Development means learning to‌ Get involved

ESD is learner-centred. It is an exchange of ideas between teacher and student on key topics such as gender equality, climate change and poverty reduction.

ESD encourages children to express themselves and come up with their own ideas.

Education for Sustainable Development means learning to‌ Take action

ESD brings theory and practice together.

Acting on our knowledge in everyday life is an important part of ESD. This can mean raising funds for a good cause, initiating projects in neighbouring communities or simply growing vegetables in the school garden.

«Sustainable development must be more than just a slogan. It must be a concrete reality for all of us – individuals, organizations governments - in all of our daily decisions and actions, so as to promise a sustainable planet and a safer world, to our children, our grandchildren and their descendants. » Koïchiro Matsuura (former Director-General of UNESCO)

ÂŤYou can dream, create, design, and build the most wonderful place in the world ... but it requires people to make the dream a reality.Âť

Walt Disney

What about UNESCO and Education for Sustainable Development?

What about UNESCO?  Leads the Global Action Programme on  

  

Education for Sustainable Development Advises policy-makers on how to integrate ESD into education plans and curricula Publishes material on ESD for decisionmakers, teachers and students to increase quality of teaching and learning Communicates examples of good ESD practice Encourages research on ESD Monitors progress in implementing ESD

What about UNESCO?  Works on 3 thematic priorities to address global

sustainable development challenges through ESD:  Climate Change  Biodiversity  Disaster risk reduction and preparedness  Fosters ESD partnerships by bringing together ESD practitioners and experts from all regions  Follows up on ESD in the Sustainable Development Goals (esp. Target 4.7 of Goal 4; Target 13.3 of Goal 13)  Is the voice of ESD in the United Nations

What is the Global Action Programme on ESD?  follow up to the UN Decade of ESD (2005-

2014)  concrete contribution to the post-2015 agenda  endorsed by UNESCO’s General Conference & acknowledged by the UN General Assembly  UN General Assembly invited UNESCO, as lead agency for ESD, to coordinate GAP implementation (Resolution 69/211)

Global Action Programme on ESD Goal: to generate and scale up ESD action to accelerate progress towards sustainable development a. Reorienting education and learning so that everyone has the opportunity to acquire the values, skills and knowledge that empower them to contribute to sustainable development. b. Enhancing the role of education and learning in all relevant agendas, programmes and activities that promote sustainable development.

Priority Action Areas of the GAP 1

Advancing policy 2 3 4

5

Transforming learning and training environments Building capacity of educators and trainers Empowering and mobilizing youth

Accelerating sustainable solutions at local level

Priority Action Areas 1. Advancing Policy Integrate ESD into international and national policies in education and sustainable development by mainstreaming good practices and bringing about systemic change.

 Work with Ministry of Education to strengthen ESD policy  Connect ESD policy with other sectors (e.g., aligning low-carbon strategies with content of TVET)

2. Transforming learning and training environments Integrate sustainability principles into institutions through whole-institution approaches.

 Support education institution to set up a school sustainability plan  Work with private companies to transform them into inspiring models of sustainability through education and training

Priority Area 2 Integrate sustainability principles into education settings ď‚— Sustainable learning environments, such as eco-

schools or green campuses, allow educators and learners alike to integrate sustainability principles into their daily practice. ď‚— Transforming learning and training environments concerns not only managing physical facilities more sustainably, but also changing the ethos and governance structure of the whole institution. ď‚— Universities incorporate sustainability into campus operations, governance, policy and administration.

3. Building capacity of educators and trainers Build capacities of educators and trainers to become learning facilitators for ESD.

 Introduce ESD into pre-service and in-service education and training.

4. Empowering and mobilizing youth Support youth in their role as change agents.

 Design learner-centered ESD opportunities, such as e-learning and mobile learning.  Work with youth-driven organizations to enhance youth participation in addressing sustainability challenges.

5. Accelerating sustainable solutions at local level Develop innovative solutions to sustainable development challenges at the local level.

 Work with local authorities and municipalities to enhance ESD programmes.

Global Coordination by UNESCO Building New Momentum: Launch Commitments Harnessing Partnerships: Partner Networks Fostering a Global Community of Practice: Global Forum and Online Clearinghouse Showcasing Good Practice: UNESCO-Japan Prize for ESD

Timeline (provisional) 2014 2015 2017 2019

• UNESCO World Conference on ESD launches the Global Action Programme (GAP) on ESD

• First meeting of Partner Networks • Launch of online Clearinghouse

• Global Review Forum for the Global Action Programme on ESD • Short mid-term report for the Global Action Programme on ESD

• Global Review Forum for the Global Action Programme on ESD • Final report for the first phase of the Global Action Programme on ESD

Activities of Members of Partner Networks Flagship Projects

What are the challenges?  Assess ESD progress at

local and national levels

 Assess educational

elements that already carry ESD concepts and values

 Go in depth into promising

experiences and spread them

 Mobilise media  Establish partnerships and

mobilize ESD stakeholders

and also .. ď‚— more work for

institutionalizing ESD

ď‚— ensure strong political

support to implement ESD on a systemic level

ď‚— the need for more research,

innovation, monitoring and evaluation to develop and prove the effectiveness of ESD good practices

What about the Sustainable Development Goals?

UNESCO and the SDGs In Education, Natural Sciences, Social and Human Sciences, Culture and Communication, UNESCO highlights and reaffirms the importance of:  inclusive and quality education for all to

achieve sustainable development

 protecting cultural heritage and fighting

against the illicit trafficking of cultural objects

 solving the Science, Technology,

Engineering and Mathematics education crisis that the world faces today

UNESCO and the SDGs highlights and reaffirms the importance of:  investing in youth and access to quality

education to counter violent extremism

 the role of freedom of expression and

access to information and knowledge in sustainable development

 gender equality and the empowerment of

women for sustainable development and lasting peace

UNESCO and the Education SDG Sustainable Development Goal 4 - “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” :  Target 4.7 of Goal 4 calls for: "by 2030 all learners

acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development".

ÂŤAlthough individual decisions may seem small in the face of global threats and trends, when billions of people join forces in common purpose, we can make a tremendous difference. Âť

Ban Ki-Moon, UN Secretary General

ÂŤThe world we have created is a product of our thinking.

If we want to change the world, we have to change our thinking.Âť

Albert Einstein

What about Higher Education and ESD implementation?

What about Higher Education institutions? ď‚— Higher education constitutes the learning

environment for all educational professionals; providing ESD literacy to all professionals is paramount. ď‚— Leaders of higher education institutions and their academic colleagues are in a key position to contribute to an equitable and ecologically sound future by establishing Sustainable Development as a central academic and organizational focus.

What about Higher Education institutions? ď‚— Universities and higher education

institutions have a key role to play in all of the GAP Priority Action Areas. ď‚— Universities and higher education networks can contribute to needs analysis and diagnosis of sustainability challenges to inform policy. They can conduct research and provide advice and guidance on strengthening national education systems as well as aspects of capacity building for sustainable development across different sectors.

What about Higher Education institutions?  Many higher education institutions are

pioneers in adopting a whole-institution approach and are expected to lead this movement through green campuses.  They are the key institutions that train teachers as well as decision makers.  Colleges, universities and higher education institutions are where many youth leaders are engaging in action as students.

What about Higher Education institutions?  Higher education institutions can provide

expertise and support to local ESD initiatives. They can combine the knowledge and experience at the local level with information housed at higher levels.  They can strengthen the interface between research findings and decision-making using evidence-based data, as well as problem-based scientific research.  They can promote inter-cultural exchange of experiences in ESD.

ESD achievements in the last 10 years ď‚— Higher education has stepped up its efforts to

support sustainable development ď‚— Higher Education Institutions have made significant efforts to address sustainability in campus operations, supported by the development and sharing of tools and reporting frameworks, followed by various examples of good practice in the reorientation of learning and teaching practices and advances in sustainability research. ď‚— New ESD-related specialist programmes and courses are on the rise.

Some examples in Higher Education  COPERNICUS Alliance is a European network of

60 members and project-affiliated institutions committed to ESD.  Spreading across a network of 370 universities, the Global Universities Partnership on Environment and Sustainability (GUPES) seeks to implement environment and sustainability practices into the curricula.  The Higher Education Sustainability Initiative (HESI) was created by a consortium of UN entities in the run up to the United Nations Conference on Sustainable Development (RIO+20).

Some examples in Higher Education ď‚— The regional Mainstreaming Environment and

Sustainability in Africa (MESA) network brings together over 100 academics from 77 African universities in 32 African countries, involving 29 regional and international partners. ď‚— The Higher Education for Sustainable Development (HESD) portal is an information tool developed by the International Association of Universities (IAU) - http://iau-hesd.net/en

«If you want to build a boat, don’t bring your men and women together to give them orders, to explain every detail, to tell them where to find every plank…

If you want to build a boat, trigger in their hearts the desire of the sea.»

Antoine de Saint-Exupéry

What practices and methods should be encouraged in ESD for Higher Education?

Key principles and definitions ESD concerns educational content and methodology ESD promotes skills like critical thinking and imagining future scenarios ESD treats the three pillars of SD in an integrated manner, with culture as an underlying and critical dimension ESD encompasses formal, non-formal and informal education and learning The Global Programme also encompasses activities that are in line with the above but may not be called ‘ESD’

Education for Sustainable Development means learning to…  respect, value and preserve the achievements     

of the past; appreciate the wonders and the peoples of the Earth; live in a world where all people have sufficient food for a healthy and productive life; assess, care for and restore the state of our Planet; create and enjoy a better, safer, more just world; be caring citizens who exercise their rights and responsibilities locally, nationally and globally.

Dealing with complex sustainability issues  Complex and inter-related issues that

threaten the sustainability of a community require a multiple-perspective approach.  ESD advocates a multi-disciplinary approach.

Each discipline carries with it a different perspective or way of looking at the world.  To solve problems, often teams of experts from different disciplines are brought together to examine an issue and recommend solutions.

A multiple perspective approach  Multiple perspective analysis helps to understand

the points of view of others. It looks at difficult questions of power, money, resource distribution and conflict of interest.  The ESD Multiple-Perspective Tool helps examine, understand and deal with complex community issues – through eight perspectives: Scientific; Historical; Geographic; Human rights; Gender Equality; Values; Cultural diversity; Sustainability.

Some skills and competencies in ESD  Think and act in a forward looking manner  Acquire knowledge in an interdisciplinary

manner  Handle incomplete and overly complex information  Motivate oneself as well as others  Co-operate in decision making  Show empathy and solidarity

Good Practice in ESD An ideal ESD project:  Addresses various dimensions of sustainable development,  Goes beyond the individual subject area,  Has real-life relevance,  Uses interactive, participatory learning,  Moves beyond the confines of the education institution,  Cooperates with outside partners.

ÂŤ We must use imagination and resolution to go to the roots of the world problems and nip conflicts in the bud or, better still, prevent them.

Learning to live together means daring to share, daring to do things differently, daring to dream of a better, safer, more just and humane world. It also means having the resolve and courage to transform our dreams into reality. Âť Federico Mayor (former Director-General of UNESCO)

«Learning without thought is useless.

Thought without learning is dangerous.»

Confucius

What can we do?

What should we do to enhance sustainable development in education?

What can we do?  Recognize teachable moments – individuals

often learn moral lessons unconsciously, in casual moments.

 Recognize and respond to people’s diverse

learning needs and multiple intelligences - we have many intelligences (Dr Howard Gardner’s theory of Multiple Intelligence)

 Remember that Education is about

relationships, life (action), memory (experiences), imagination (creativity), and most important the quality of listening (or intuition).

Education for Sustainable Development requires educators and learners to:  reflect critically on their own communities;  identify non-viable elements in their lives;  become empowered to develop and

evaluate alternative visions of a sustainable future;

 assume responsibility for creating and

enjoying a sustainable future;

 work to collectively fulfill these visions.

Organizations and people capable of growth and development have an ability to:  learn from experiences, to codify and to

store this learning;

 'learn how to learn,' that is, to develop

methodologies for improving the learning process;

 acquire and use feedback on one’s own

performance, to develop a 'process orientation,' in short, to be self-analytical;

 direct one’s own destiny.

Bennis, W. (1989). On Becoming A Leader

Challenges for Higher Education  Translation of commitments into

implementation requires coordinated change at multiple levels – in governance, planning, academic programmes, facility management and financial systems.

 Deeper innovation in staff development and

across institutions is necessary to transform curricula and pedagogy.

 Disciplinary boundaries continue to be

barriers to the exploration of complex issues, and to the preparation of learners with the capacity to address complexity.

Some suggestions to integrate Sustainable Development issues

A vision for 2030 – Learning our way to sustainability  Address the social, economic, cultural and

environmental issues we face in the 21st century through education  Offer opportunities to rethink and reorient various dimensions of education and training so that people are empowered to imagine and devise sustainable local solutions to global development problems  Contribute, in ways large and small, to changes in thinking, values, attitudes and behaviours conducive to acting responsibly to create a sustainable world  Further encourage countries and stakeholders in their efforts to foster sustainable human development

Learning our way to sustainability

Source: liveearth.org

«The world is changing – education must also change… This means moving beyond literacy and numeracy, to focus on learning environments and on new approaches to learning for greater justice, social equity and global solidarity. Education must be about learning to live on a planet under pressure. It must be about cultural literacy, on the basis of respect and equal dignity, helping to weave together the social, economic and environmental dimensions of sustainable development..»

Irina Bokova (Director-General of UNESCO)

Let us work together to transform this vision into reality and make it happen

Visit the GAP ESD Clearinghouse http://en.unesco.org/gap-esd-clearinghouse

Follow ESD on Facebook www.facebook.com/Education-for-Sustainable-Development-Education-au-DĂŠveloppement-Durable-115988995086547

谢谢 你们 Global Action Programme on Education for Sustainable Development www.unesco.org/education/desd Email: esd@unesco.org