thebigones-1610200530 heybigonesa18.pptx

esd sustainable

1. Education for S usta inable Dev elopment ( ESD)

2.  The focus is on Education for Sustainable Development (ESD) within the framework of Education for All (EFA),as a tool for global citizens who wants a sustainable fu ture

3.  No single route to sustainable developme nt.  The concept of sustainable development was popularized in 1987 with the publication of the "Brundtland Report"— the report of the World Commission on Environment and Development.

4. Soc ial Peace, Equity, Demo cracy Ec onomic Work, Money, Educ ation Enviro nment C onservation, Preserv ation, P rotection,

5.  Society : an understandings of social institutions and their role in change and development as well as the democratic and participatory system s.  Environment : an awareness of the resources and fragility of the physical environment and the effects on its human activity and decis ions.

6.  Economy : a sensitivity to the limits and potential of economic growth and their impact on society and on the environment, with a commitment to assess personal and societal levels of consumption out of concern for the environment and social justi ce.

7.  ESD is a dynamic concept.  ESD is fundamentally about val ues.  Education is an essential tool for achieving sust ainability.

8. Sustainability Plans  Implementation – an educated citizenry is vital to implementing informal and sustainable de velopment.  Decision making – good community based decisions.

9.  Quality of life – education is also central to improving quality of life.

10. Essential to ESD is the development of the following skills  Envision ing  Critical thinking and reflection  Systematic thinking  Building partnerships  Participation in decision making

11. These skills should be learned and applied according to the cultural contexts of different groups and stake holders.

12. Education is expected to make a contribution to addressing sustainable human development, peace and security, and the quality of life of the individual, family, societal and global lev els.

13. Education for sustainable development teaches individuals how to make decisions that consider the long-term future of the economy, ecology, and equity of all communities.

14. ESD should embedded in the whole curriculum, not as a separate subject. It should be locally relevant, stimulate critical thinking and encourage the use of problem solving techniques.

15. Quality education understands the past, is relevant to the present, and has a view to the future. It relates to knowledge building and the skillful application of all forms by unique individuals that function independently and in relation to ot her.

16. A quality education reflects the dynamic nature of culture and languages, the value of the individual in relation to the larger context, and the importance of living in a way that promotes equality in the present and fosters a sustainable future.

17. Improve the quality of education, our programs should be focused on these i deals.

18. UNESCO’S Role in Education for Sustainable Development In December 2002, the united nations General Assembly adopted a resolution putting in place a United Nations Decade for Sustainable Development (DESD) spanning from 2005-2014. The founding value of ESD is respect:

19.  Respect for others;  Respect in the present and the future generations;  Respect for the planet and what it provides to us (resources, fauna, and flora)

20. The DESD breaks down the traditional scheme and promotes:  Interdisciplinary and holistic learning rather than subject- based learning.  Values-based learning;  Critical thinking rather than memorizing;  Multi-method approaches; word, art, drama, debates, etc.;  Participatory decision-making; and  Locally relevant information, rather than national .

21. The DESD aims at changing the approach to education so that it can integrate the principles, values and practices of sustainable development. Its goals can be broken down into four key o bjectives:

22.  Facilitating networking, and collaboration among stakeholders of ESD.  Fostering greater quality of teaching and learning of environmental topics.  Supporting countries in achieving their millennium development goals through ESD efforts; and  Providing countries with new opportunities and tools to reform education.

23. Four major thrusts of ESD, as follows:  Improving access to quality basic ed ucation  Reorienting existing educational p rograms;  Developing public understanding and awareness; and  Proving training.

24. There are key action themes for Education for Sustainable Development  Gender Equality – is central to sustainable development.  Health Promotion – issues of development, environment and health are closely entwined.  Environment – environment perspectives cover several major th emes.

25.  Rural Development – education must respect diversity.  Peace and human Security – fundamental to human dignity and development.  Sustainable Development – cities have moved to the forefront of global socio- economic change.  Sustainable Consumption – our choices as consumers today will impact the way people will live tomorrow.

26. ESD as the right attitude to glo balization Different attitude on how man can face globalization:  optimist globalists  p essimist globalists  t raditional globalists  t ransformation globalists

27. Optimist globalists –they see only the boon of globalizing influences in terms of improved quality of life, higher living standards, and greater social cohesion and understanding.

28. Pessimist globalists – they see the dark side of globalization with dominant First World Countries imposing their own economic and political agenda on the world.

29. Traditional globalists – protecting the status quo, they take a safe ground feeling indifferent to change, saying the effects of globalization need not to be exaggerated.

30. Transformation globalists – they would not stand and wait but take a proactive stand.

31. Being an Educator for Sustainable Development Four dimensions of ESD:  Environmental awareness  Competencies for the knowledge economy  Human/social capital and economic growth  Inclusive education

32. The guidelines set for teachers are: 1. Acknowledge their key role as cornerstones of effective ESD programs and co-developers of the curri cula. 2. Understand the cross-cutting and multi-disciplinary nature of ESD. 3. Avoid overloading the curriculum and to solely link ESD to one or two discipline. 4. Be open to diverse learning strategies. 5. Appreciate the importance of multi-stakeholder partne rship.

33. 4 modes determined for ESD in teaching - learning process:  Values - based learning.  Learning to transform.  Whole - school approach.  Community - based learning