EUROPEAN EXPERIENCES AND PERSPECTIVES ON
REORIENTING
TO ESD
UNECE
The 10th UNESCO APEID International Conference on Education, Bangkok
6-8 December 2006
EDUCATION
ESD
Changing mental
models
CURRICULA
DIETER GROSS, BERLIN
CHALLENGES THE UNECE IS FACING: ESD
ENVIRONMENT
ECONOMY
GLOBAL CHANGE
- INTERACTIONS:
# space and time
# short and long-term
processes
# local and global
ECONOMIC
GLOBALIZATION
- vanishing frontiers
- socially unsustainable
prosperity
THIS CLUSTER OF
CHALLENGES
AND
INTERWOVEN
REQUIREMENTS
MUST BE MET BY
CURRICULA
European Experiences and Perspectives on
Reorienting Curricula to ESD
UN DECADE ESD/UNESCO
CONFERENCES - RESULTS - STRATEGIES
UNECE, March 2005, Vilnius
Economic Commission for Europe/Environment - Education
SEED/ENSI
(School Development through Environmental Education)
Conference, May 2005, Esbjerg
“Education for Sustainable Development - Building Capacity and Empowerment”
CEEE 2005 LITHUNIA , Sept.
Klaipeda,
Conference of Environmental Education in Europe
3 WEEC, Oct. 2005,
Torino
3rd World Environmental Education Conference
MEDIES, Nov. 2005,
Athens
Official Launching of the UN Decade of Education for
Sustainable Development in the Mediterranean Region
German -Japanese Cooperation: ESD Curriculum Development Project, Hiroshima 2006
peace
health
poverty
alleviation
!
production and
consumption
patterns
Key Themes
in all education
systems
responsibility in
local and global
contexts
UNDERSTANDING
CURRICULA
LEARNING TARGETS
aim at a shift in people’s mindsets
KNOWLEDGE
SKILLS
action competence
COMPETENCE DIMENSION
VALUES
DECISION
empathy,solidarity
MAKING
SOCIETY
SOCIAL DIMENSION
# how to act?
# how to care for?
# how to strive
PERSON
for one’s own
PERSONAL DIMENSION
and other’s
well-being?
SOLIDARITY
HUMAN
WILL AND
NETWORKING
RESPONSIBILITY
CAPACITY
AND
RESOURCE
EDUCATION FOR A SUSTAINABLE FUTURE
“The answers will be different:
because of local conditions and
cultural backgrounds” “BUT there is a global
commitment based on”
Earth
Charter
Millennium
Goals (MDGs)
The 4 Pillars of Learning
for the 3 Pillars of SD
LEARNING
# critical LEARNING
thinking, problem
solving and decision-making
skills
# self awareness, self esteem
and self confidence
to
know
# practical skills
to
be
# “collective responsibility and
constructive partnership” and
empathy skills
to do
to live together
DEFICITS IN IMPLEMENTING
SD IN CURRICULA/EUROPE
STRATEGY IN THE CLASSROOM
DEFICITS
ESD perceived as EE
supplemented by social aspects
Real-life situations in the curr. for gaining
action competence – part of SD!
ESD – reformulation of content and
hardly as the rethinking of
education itself
Offering decision-making
structures within curricula;
innovation instead of
integration
Sectoral initiatives instead of
cooperation with others
Cooperation between school
and the community
Present methods do not
promote values
Make SD relevant, not only the
rainforest and collecting litter
PERSPECTIVE
STRATEGY
COOPERATION
Curricula should be developed
from within the disciplines
apart from cross-curricular
offers – decentralization!
different stakeholders work together
Little attention paid to
‘decoupling of responsibility’
individual actions are
dissociated from space
PUBLIC AWARENESS
CHANGING the mental models
and time
Ministries – few recognize the importance of ESD
An Overview: ESD in Europe
ESD as part of educational
programmes
ESD being included
as part of educational
programmes
Finland, France,
Netherlands, Sweden,
United Kingdom
Austria, Belgium,
Denmark,
Ireland, Italy, Malta and
Focus on traditional
approaches to environmental
education
Cyprus, Estonia, Greece,
Latvia,Lithuania,Luxemburg,
Poland, Portugal, Slovenia,
Spain
N
W
E
S
vid.: Walter Leal
DISADVANTAGES
TRANSFORMATION (CENTRAL EAST EUROPE)
A PILE-UP OF POSTPONED REFORMS (EDUCATION)
ADMINISTRATION !
REASONS
FOR
DIFFERENT
SPEEDS IN EUROPE
HIGH PRIORITY
OF EDUCATION
ESD: A KEY FOR GLOBAL
COMPETITIVENESS –
OECD QUALITIES
European
Implementation
Schemes
(examples)
Finland
Focal point
Ministry of
Education/
National Board
of Education
Baltic 21 E
program
The Netherlands
Learning for
SD
2004-2007
England
National Curr.
2000/SD/
Department for
Education and
Skills (DfES)
2003/Action
Plan
Greece
They are still
coordinating
Dec. 2005
National Plan/ESD/curricula
Core
curriculum
2004-2006
ESD as part of
education
programmes
NC: Geography,
Science, Design
and Technology
etc.
Qualifications
and Curriculum
Authority (QCA)
Incorporated in
all subjects and
the school’s
operational
culture
Focus on
# the learning
individual,
# the learning
organization
# the learning
society
ESD as a “bureaucratic
add-on” and judged
to be of low priority
in too many schools
House of Commons,
Report, 2004/05
SD more visible in
vocational
education/value
perspectives not
in the data
# raising public
awareness
Business:
missing as a
core actor
A rising demand
for curricula
developed by the
teacher himself/
herself
BLK-Agenda 21, 1999-2004
Bund-Laender Commission for Educational Planning and Research Promotion
COMPETENCIES
Germany
National Decade,2005
Transfer 21: good practice
Network of stakeholders
• transcultural understanding and
cooperation
• planning and implementation
skills
• distanced reflection on individual
and cultural models
Public awareness
International cooperation
German Efforts – Implementing ESD
ESD, e.g
Change of socioeconomic
structures and
lifestyles
Approach:
Bottom up/
Process oriented
Values oriented
Action competence
Preponderance of EE because
there is a lack of models for
implementing SD
ESD
Dissemination of projects
GERMANY
STRUCTURAL PARTICULARITIES
(deficiencies)
EDUCATION
EFFORTS TO OVERCOME THEM
German Commission for UNESCO (DUK)
Standing Conference of Ministers and Cultural Affairs (KMK)
Reference Curriculum
Global Development
16
LAENDER
Main Focus
Consequences:
# individual and collective resp.
# education has to convey values
# curricula have to offer
decision-making structures
(economy, environment, society)
of Curricula
SOCIETY
ENVIRONMENT
ECONOMY
The individual is confronted with
changed societal and political
structures:
# knowledge-based economy
# jobless growth
# end of lifelong employment
# internationalized problems
# socially unsustainable prosp.
Awareness of cross-sectoral
linkages:
# interconnectedness of culture
and nature
# crisis of nature means crisis
of culture
COMMENTS ON A MODEL CURRICULUM
BASED ON THE PRINCIPLE OF
SUSTAINABLE DEVELOPMENT
MODEL
“I was deeply impressed by the materials you had sent me,
and I am sure that this kind of idea would also work in
Japanese classrooms, I am sure that your systematic idea
will help Japanese teachers in terms how they should
teach topics and items in the extremely wide Geography
curriculum in Japan.”
Kaoru OKAMOTO, Ministry of Education, Science and Culture, Tokyo, 25.5.94
Education of the Rising Sun : An Introduction to Education in Japan / Kaoru Okamoto.
Published:
[Tokyo: Ministry of Education, Science and Culture, 1992.]
http://www.dgross-sustainable.de/comeuro.htm
ESD CONFERENCE
Hiroshima, Feb. 2006
Asia/Pacific Cultural Center for UNESCO (ACCU)
PERSPECTIVES
ON REORIENTING CURRICULA TO ESD
KEEP IT SIMPLE
HOW TO CREATE A DECISION- MAKING STRUCTURE?
ISSUE: MODERN FARMING TECHNIQUES AND CONSEQUENCES FOR THE
ECOSYSTEM AS WELL AS FOR THE SOCIO-ECONOMIC SYSTEM IN DISTANT REGIONS
ECONOMY
ENVIRONMENT
Export of fertile topsoils,
decrease of genetic variety
MAKING
in the USA
and “Toast
instead of Tortillas” in
Mexico
Export of wheat to reduce
an unfavourable balance
DECISION
of trade,
e.g. USA
SOCIETY
# REDUCING PERVERSE SUBSIDIES
# FARMING WHICH COOPERATES WITH THE ENVIRONMENT
STRUCTURE
# LESS INTENSIFICATION
SFI
Sustainable Future Instructions
How to create decision-making
structures? ENVIRONMENT
ECONOMY
EXPORT OF WHEAT
SOCIETY
?
SFI
Sustainable Future Instructions
How to create decision-making
structures? ENVIRONMENT
ECONOMY
DEGRADATION
OF SOIL
EXPORT OF WHEAT
SOCIETY
?
SFI
Sustainable Future Instructions
How to create decision-making
structures? ENVIRONMENT
ECONOMY
DEGRADATION
OF SOIL
EXPORT OF WHEAT
Mexico: Tortillas, traditional food
SOCIETY
?
SFI
Sustainable Future Instructions
How to create decision-making
structures? ENVIRONMENT
ECONOMY
DEGRADATION
OF SOIL
EXPORT OF WHEAT
Mexico: Toast instead of Tortillas!!
SOCIETY
?
ESD:TOOL FOR IMPLEMENTING
ECONOMY
Modern farming techniques/
industrialized agriculture:
Export of wheat to reduce an
unfavourable balance of
trade, e.g. USA
SOCIETY
DECISION - MAKING STRUCTURES
ENVIRONMENT
ESD:TOOL FOR IMPLEMENTING
ECONOMY
Modern farming techniques/
industrialized agriculture:
Export of wheat to reduce an
unfavourable balance of
trade, e.g. USA
SOCIETY
DECISION - MAKING STRUCTURES
ENVIRONMENT
Export of fertile topsoils,
Decrease of genetic variety
in the USA and “Toast
instead of Tortillas” in
Mexico
ESD:TOOL FOR IMPLEMENTING
ECONOMY
Modern farming techniques/
industrialized agriculture:
Export of wheat to reduce an
unfavourable balance of
trade, e.g. USA
DECISION - MAKING STRUCTURES
SOCIETY
# Reducing perverse
subsidies
# Farming which cooperates
with the environment
# Less intensification
ENVIRONMENT
Export of fertile topsoils,
Decrease of genetic variety
in the USA and “Toast
instead of Tortillas” in
Mexico
ESD:
Curriculum (Geography - Modern farming techniques/industrialized agriculture)
OBJECTIVE
# Reducing perverse
subsidies
# Farming which cooperates
with the environment
# Less intensification
CONTENT THEMES
ECONOMY
Modern farming
techniques/
industrialized agriculture:
Export of wheat to reduce
an unfavourable balance
of trade, e.g. USA
ENVIRONMENT
Export of fertile topsoils,
decrease of genetic
variety in the USA and
“Toast instead of
Tortillas” in Mexico
Examples:
USA –The
Wheat Belt
The objective is the result after having analyzed the interconnectivity
of the ECONOMY- ENVIRONMENT dimension.
SUSTAINABILITY
ECONOMY
I
N
N
E
R
C
I
T
Y
W
A
S
T
E
H
O
U
S
I
N
G
Mega-Cities (Growing Cities): Structural change
of economic sectors towards services, cities as
centers of services will grow but followed by
further crises. In order to cope with these
issues additional resources must be allocated due to inborn genetic deficiencies of mega –
cities.
SOCIETY
Political imperative: City planning for a
Sustainable Future
Objectives: A livable and sustainable city;
Mixture of housing (30%) and services (70%).
Knowledge industry could be partly moved
into the vicinity.
Appropriate measures should be taken to avoid
urban sprawl and/or the doughnut
phenomenon
Unsustainable production and
consumption cause an increase in decology.
Reasons: Cultural peculiarities and
shareholder-value instead of
societal responsibility.
Stressful living conditions cause migration
towards suburbs. City Planning should be
re-evaluated. The CBD should be more than
business. Recreational areas (parks)
and public squares for social communication
should be added. Raises identification with
the city and supports well- being.
Decrease environmental load and create a
sustainable society.
Economic pressure: Continuous demand for
property in the CBD. Face-to-Face business.
Decentralisation of services by making use
of high-speed-systems (train). Improving living
conditions in the inner city. And loop roads
should be merged with green axis
Responsibility
Mega Cities
ENVIRONMENT
The inner city will lose residents, therefore
increase of offices vs. decrease of housing.
Suburbs will grow - more noise and air
pollution caused by urban traffic
since there will be more commuters.
CO2 emission, water and air pollution
(incinerating plant) will have effects
on freshwater reserves and
well-being conditions.
Results of densely populated areas:
- Heaps of waste and noise
- Missing social consensus
SUSTAINABILITY
OBJECTIVE
Curriculum
CONTENT THEMES
ECONOMY
ENVIRONMENT
INNER CITY:
Political imperative: City
planning for a Sustainable
Future
Objectives: A livable and
sustainable city;
Mixture of housing (30%)
and services(70%).
Knowledge industry could
be partly moved into the
vicinity. Appropriate
measures should be taken to
avoid urban sprawl and/or
the doughnut phenomenon
Mega-Cities (Growing
Cities): Structural change
of economic sectors
towards services, cities as
centers of services will
grow but followed by
further crises. In order to
cope with these issues
additional resources must
be allocated - due to
inborn genetic deficiencies
of mega – cities.
The inner city will lose
residents, therefore
increase of offices vs.
decrease of housing.
Suburbs will grow more noise and air
pollution caused by
urban traffic since
there will be more
commuters.
Examples:
Tokyo
Decision-Making Structures which help to determine self-responsibility: the correlation network of economic, ec
and social conditions being balanced and related to other areas by simultaneous and equilibrated viewing of these con
factors
UBJECTS
Economy
and tourism
components
mic and social
e
nng and ren Europe in
h measures
e framework
licy and with
subsidiarity
tructure of the
taking into
political system
public of Germany
European nations
Understanding the fact that keeping the European
Agricultural Market open for agricultural produce
from Third countries, i.e. non-members of the European Community, also contributes towards the preservation of a varied landscape of cultivated land and
of nature in Europe, thereby facilitating a durable
and ecologically acceptable equilibrium between
agricultural activity and the natural resources.
Excessive exploitation of agriculture as a
result of tourism and “industrial” production
methods. Neglected land to be cultivated: a
lack of environmental awareness.
A progressing agglomeration process in urban
areas and areas of industrial activity, advantages
and disadvantages
Understanding the fact that a balanced proportion
(mixture) of various types of utilisation (for example:
living, working, transport) must be guaranteed, with
a view to keeping the burdens placed on the natural
and social environment on an “ecologically acceptable” level.
(Over) utilisation of land.
Intervention in the natural environment and in
social ecosystems, displacement processes,
inferior quality of life due to environmental
problems.
# Berl
requ
and
# Tert
cen
# Toky
prere
The production and the distribution of goods
are by no means ecologically harmless; what is
more, they have no rely on transport. Transport
policy as environmental policy.
# The
inno
histo
# The
railw
4
Understanding the fact that regional policy will
have to find ways and means to balance any regional disparities by taking into account the respective
locational conditions as well as the requirements
of ecological acceptability.
3
A change of importance of locational factors as
a result of internationalisation and globalisation
of the economy, cross-border planning and creation of transnational networks. Development
of communication and traffic routes as a component of structural policy for regions and the
European Economic Area
2
A structural change of the “old” industries in
the highly developed countries is necessary in
order to achieve competitiveness on the world
market. Developing high-tech industries, combined with the willingness to stand up to global
competition, for instance, by means of investment in the research sector (knowledge/knowhow)
Understanding the fact that the kind of “gobal” management of the economies of the European industrialised nations has to follow the principle of “sustainability” and that in order to preserve Europe’s competitiveness (the motor of integration) it is absolutely vital to
realise to that the quality of the environment and economic growth are interdependent and that energy-saving measures constitute a contribution towards developing the DCs
Services:
owledge/
oundations of
Environment
Subsidised agriculture without market orientation, a result of the Common Agricultural Policy (CAP), overaccentuation of production quotas. Tourism, an important economic factor,
includes peripheral areas as well
5
ulated regions
ns”) as economic
eas
Competence of Responsibility
The European Union :
The Treaty of Rome and stages on the path towards political union: an economic, monetary,
social and environmental union. Necessary developments in Europe with regard to an internationalisation and globalisation of the economy
Understanding the fact that Europe must not only
strive for unity and economic prosperity but will
also have to assume global responsibilty for development and the environment.
1
COMPETENCE OF SPACE
A burden on and damage to the local and
global environment caused by “old” industries:
a waste of raw materials and of energy
Repercussions of the political unification process on economic and social conditions (the
environment) as well as the national and cultural identity of the population inside and outside Europe.
# Con
farm
# Agri
# Trad
Fort
# The
# The
# Old
scap
# Stru
polic
# The
# The
# Cent
# The
# Mig
Euro
INCREASE OF ESD
The more
efforts in raising
public awareness
and changing
people’s mindset
The more
approriate tools
for implementing
SD and providing
action competence
EUROPEAN EXPERIENCES AND PERSPECTIVES ON
REORIENTING CURRICULA TO ESD
I: Global Changes demand a reorientation of education because there must be a shift in
people’s mindsets in order to cope with a system of mutual interaction and transformation
processes. Actions have to be based on individual and collective responsibility.
II. DESD/Europe
# different speeds in implementing
# still deficits
III. PERSPECTIVES
• Strengthening the cooperation among different stakeholders
• Public awareness towards changing of mental models
• Sustainable Business Partnerships
ESD Curricula
# Process- and value-oriented curricula to gain action competence, based on self-responsibility
# Objectives will be generated AFTER having analyzed the interconnectivity
of economic-environmental and social systems
# TOOL: Decision-making structure for developing ESD Curricula