Jean Monnet UN DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN LATVIA AND PERSPECTIVE OF THE LIFE-LONG EDUCATION FOR SUSTAINABLE DEVELOPMENT SYSTEM Dr. Jānis Zaļoksnis Associate professor, University of Latvia, Riga Saransk, April 23, 2014. 1 Sustainable development 2 HOTEL „BELLA SKY”, COPENHAGEN 3 United Nations Climate Change conference, 2009 India’s Prime Minister Manmohan Singh (blue) and Indian Minister of Environment and Forests Jaraim Ramesh (behind) during a multilateral meeting with U.S. President Barac Obama, Chinese Premier Wen Jiabao, Brazilian President Lula da Silva and South African President Jacob Zuma Connie Hedegaard, former president of the UN Climate Change Conference 2009 in Copenhagen; now – EU Commissioner for Climate action 4 EU Sustainable Development Strategy implementation progress for the period between 2000 and 2013 5 Sustainable development Stockholm (1972) -United Nations Conference on the Human Environment Rio De Janeiro (1992) -United Nations Conference on the Environmental and Development “Sustainable development meets the needs of the present generations without compromising the ability of future generations to meet their own needs." Johannesburg (2002) -United Nations Conference on the Sustainable Development Rio De Janeiro (2012) -United Nations Conference on the Sustainable Development - (Rio+20-”The Future We Want” ) 1972 1992 Gro Harlem Bruntland Dennis Meadows 2004 6 7 Planetary boundaries 8 The UN’s High-Level Panel on Global Sustainability In early 2012, the UN’s High-Level Panel on Global Sustainability — chaired by Presidents Zuma of South Africa and Halonen of Finland — noted the need for “The international community to measure development beyond gross domestic product (GDP) and develop a new sustainable development index or set of indicators.” 9 THE WORLD DEVELOPMENT MODELS „Green economy” + „National happiness” = „Sustainable world” 10 United Nations Decade of Education for Sustainable Development Education in its general sense is a form of lerning in which the knowledge, slills and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Systematic thinking – acknowledging complexities and looking for links and synergies, when trying to find solutions to problems. Participation in decision-making – empowering people. Envisioning – being able to imagine a better future. The premise is that if we know where we want to go, we will be better able to work out how to get there. Critical thinking and reflection – learning to question our current belief systems and to recognize the assumptions underlying our knowledge, perspective and opinions. Critical thinking skills help people learn to examine economic, environmental, social and cultural structures in the context of sustainable development. Building partnerships – promoting dialogue and negotiation, learning to work together. 11 The objectives of the UN Decade ESD are to: • facilitate networking linkages, exchange and interaction among stakeholders in ESD; • foster increased quality of teaching and learning in ESD; • help countries make progress towards and attain the Millennium Development Goals through ESD efforts; • provide countries with new opportunities to incorporate ESD into education reform efforts. Concepts development for the education 12 UN DECADE ESD HAS BEEN NEEDED FOCUS ON: • reorienting educational programmes - rethinking and revising education from nursery school through university to include a clear focus on the development of knowledge, skills, perspectives and values related to sustainability, • building public understanding and awareness - achieving the goals of sustainable development requires widespread community education and a responsible media committed to encouraging an informed and actived citizens, • providing practical training - all sectors of the workforce can contribute to local, regional and national sustainability, • creating synergies with the other global initiatives that preceded it, like the Millenium Development Goals (centered on the reduction of poverty) and Education For All (focuses on the universal access to education). 13 Teaching and Learning for a Sustainable Future UNESCO multimedia teacher education programme Theme 1 Curriculum Rationale These modules present an introduction to the global realities, imperatives for sustainable development and educational issues that form the rationale of Education for a Sustainable Future. 1. Exploring global realities 2. Understanding sustainable development 3. A futures perspective in the curriculum 4. Reorienting education for a sustainable future 5. Accepting the challenge Theme 3 Contemporary Issues This section illustrates ways in which a variety of curriculum themes may be recognised to integrate an interdisciplinary emphasis on a sustainable future. 10. Culture and religion for sustainable future 11. Indigenous knowledge and sustainability 12. Women and sustainable development 13. Population and development 14. Understanding world hunger 15. Sustainable agriculture 16. Sustainable tourism 17. Sustainable communities 18. Globalisation 19. Climate change Theme 2 Sustainable Development Across the Curriculum These modules illustrate ways in which Education for Sustainable Development can be integrated into all areas of the curriculum, especially into cross curriculum themes such as health and consumer education. 6. Sustainable futures across the curriculum 7. Citizenship education 8. Health education 9. Consumer education Theme 4 Teaching & Learning Strategies This set of modules develops professional skills for using teaching and learning strategies that can help students achieve the wide range of knowledge, skill and values objectives of Education for Sustainable Development. 20. Experiential learning 21. Story telling 22. Values education 23. Enquiry learning 24. Appropriate assessment 25. Future problem solving 26. Learning outside the classroom 27. Community problem solving 14 22. Values education Introduction The values and attitudes we live by affect how we relate to other people and to all our activities in the environment, and so are a major influence on our prospects for achieving a sustainable future. Although they cannot be separated from cognitive understanding, values and attitudes relate to the affective (or emotional) dimension of human behaviour. While values and attitudes are similar in this regard, they differ in several important ways. Values are generally long-term standards or principles that are used to judge the worth of an idea or action. They provide the criteria by which we decide whether something is good or bad, right or wrong. Attitudes predispose us to respond in particular ways to people and events. They are not so deeply felt as values and quite often change as a result of experience. This module provides an opportunity to consider the importance of human values and attitudes in shaping the future. It also provides ideas and examples for two categories of strategies for exploring values in the classroom – values clarification and values analysis. Objectives To develop an understanding of values education strategies; To consider the relation between values and personal behaviour affecting the achievement of sustainable futures; To reflect on your futures awareness, commitment and actions; and To develop skills for using values clarification and values analysis in teaching. Activities The Elephant Dilemma Towards an ethic of sustainability Values educational strategies Reflection References 15 Values education - Reflection Begin by opening your Learning Journal for this activity. Completing the module: Look back through the activities and tasks to check that you have done them all and to change any that you think you can improve now that you have come to the end of the module. Values education aims to achieve two basic outcomes: • Helping students to better understand the values that guide their own daily lives, and • Contributing to changes in values held collectively by communities and personally by individuals. In Education for Sustainable Development, the direction of this change is toward increased understanding, tolerance and fairness toward other humans (through social equity, peace and democracy) and toward sustainability in the use of resources drawn from the natural environment (through appropriate development and conservation). Q: Identify eight key values that you believe can contribute to achieving a sustainable future. Q: Outline how the Copper Mine exercise (or a similar issue – perhaps one in your own country) could be adapted to use with a class you teach. 16 UNESCO World Conference on ESD Bonn, Germany, 2009 DECLARATION • Despite unprecedented economic growth in the 20th century, persistent poverty and inequality still affect too many people, especially those that are most vulnerable. • The global financial and economic crises highlights the risks of unsustainable economic development models and practices based on short-term gains. • The food crisis and world hunger are an increasingly serious issue. • Unsustainable production and consumption patterns are creating ecological impacts that compromise the options of current and future generations and the sustainability of life on Earth, as climate change is showing. • All countries will need to work collaboratively to ensure sustainable development now and in the future. • Investment in ESD is an investment in the future, and can be a life-saving measure, especially in post-conflict and least developed countries. • Education should be of a quality that provides the values, knowledge, skills and competencies for sustainable living and participation in society and decent work. • Through education and lifelong learning we can achieve lifestyles based on economic and social justice, food security, ecological integrity, sustainable livelihoods, respect for all life forms and strong values that foster social cohesion, democracy and collective action. • Education for sustainable development is immediately necessary for securing sustainable life chances, aspirations and futures for young people. 17 UNESCO World Conference on ESD Plenary Hall 18 Environmental Protection Law of the Republic of Latvia Section 42. Environmental Education (1) The matters in respect of environmental education and education for sustainable development shall be included in the mandatory curriculum of the subject or course standard in accordance with the specific character of each subject by co-ordinating and ensuring succession on different education levels. (2) The environmental protection course shall be included in the mandatory part of all study programmes of authorities of higher education and colleges. (3) A course regarding sustainable development shall be included in the study programmes of instructors of all authorities of higher education and colleges. Law approved in Saeima (Parliament) of the Republic of Latvia on November 2, 2006 19 Number of schools and teachers for general daily education in Latvia 2013/2014 sch./y. Total Schools in Latvia 807 Primary schools 48 Elementary schools 337 Primary schools Latvia, together 1-4 class Elementary schools Latvia, together 5-9 class Secondary schools Latvia, together 10-12 class Latvia, together 1-12 class Secondary schools 361 Total 76921 Total 90459 Total 33320 200 207 1.cl. 20168 5.cl. 18293 10.cl. 10409 Special educational establishments 61 2.cl. 18876 6.cl. 18820 11.cl. 10976 3.cl. 19120 7.cl. 17644 12.cl. 11941 4.cl. 18757 8.cl. 17015 9.cl. 18687 Number of learners by classes in the schools of general daily education in Latvia, 2012/2013 sch./y. No. of teachers 28 221 Full day teachers 23 882 20 Regulations of Cabinet of Ministers on the general state education standard Regulations of Cabinet of Ministers of the Republic of Latvia Regulations on the general state education standard, study subjects and curriculum models” (No.281; 21.05.2013.) in the 3rd article identify the needs and requirements as „To provide learners with the knowledge and skills necessary for personal growth and development, civic participation, employment, social integration and continuation of education”, with one of the main task “creation of awareness of the processes of society and the desire to share responsibility to engage in sustainable community”. Integration of the sustainable development issues are required at 14 of 25 teaching subjects by mentioned above education standard (Natural sciences; Mathematics; Physics; Chemistry; Biology; Geography; Economics; Politics; Philosophy; Psychology; Ethics; History; Culture; Household). 21 HISTORICAL DEVELOPMENT OF SCHOOLS Plato’s academy, mosaic from Pompei. Mental calculations in the school of S. Rachinsky. Nikolay Bvogdanov-Berlsky, Russia, 1895. 22 HISTORICAL DEVELOPMENT OF SCHOOLS 23 NEW PROBLEMS DUE TO SCHOOLS DEVELOPMENT 24 An Agenda 21 for Education in the Baltic Sea Region – Baltic 21E Overall goal for Education All individuals should have competence to support a sustainable development that meets the needs of the present without compromising on the ability of future generations to meet their own needs. Education for sustainable development should be based on an integrated approach to economic, societal and environmental development. Goal for higher education The individual learner should have such skills and competence relevant to their future professions and future roles as decision-makers. Higher education should also play an active role locally, nationally, and internationally in enhancing knowledge and action competence regarding sustainable development through research and education in cooperation with surrounding society. Goal for schools The individual learner should have the knowledge, values and skills to be active, democratic and responsible citizens and to participate in decisions at individual, as well as at different levels within society, locally and globally, to contribute to creating a sustainable society. Learners in vocational education should also have skills and competencies relevant to their future professions. This will require the following: • legal provisions that clearly include ESD, • ESD is part of regular teaching and learning in school and the basis of all school life, • educators have relevant competence to include SD in their teaching , • Suitable learning methods and a learning environment positive to SD. 25 Sustainable Development Strategy of Latvia until 2030 SAEIMA OF THE REPUBLIC OF LATVIA Change of Paradigm in Education In order to multiply the human capital at our disposal and to use other capitals fully, for example, culture, nature and economic capitals, change of paradigm in education is necessary. Available lifelong education of good quality is the necessity of the 21st century, because only educated society which is open to creative activity is capable to work efficiently. Qualitative and Available Lifelong Education • Access to Education and Changes in Organisation of Educational Process • School as the Centre of Social Networking • Contextual Education and Shift in the Profession of Teacher • E-school and Use of Information Technologies • Lifelong Education – from Pre-school to Further Education of Adults Indicators 2030 • Number of children in pre-school institutions at the age of four, % of the total number of children >95 • Participation of inhabitants in adult education, % of the age group 25-64 >14 • Proportion of the persons, who have acquired higher education in the age group from 30 up to 34, % >40 •Proportion of foreign students in institutions of higher education (at the beginning of the school year), % >10 26 United Nations University Sustainable Development Main sectors Population and Health Food & Nutrition; Health; Infectious Disease; Population & Migration; Water Science, Technology & Society Energy; Housing; Technology & Innovation; Urban Development Global Change & Sustainable Development Biodiversity; Climate Change; Green Economy; Natural Resources; Risk & Vulnerabilities Development Governance Economic Development; Education; Entrepreneurship; Fair Trade; Governance; Poverty; Regional Integration Peace, Security & Human Rights Gender; Global Dialogue; Human Rights; Human Security; Peace Interact with GEO-5 experts and join the global discussion on the environment. http://unep.org/geo/ 27 Books on Sustainability in Higher Education Barlett, Peggy and Geoffrey W. Chas, eds. Sustainability in Higher Education: Stories and Strategies for Transformation. Cambridge, MA: MIT Press, 2013. Johnston, Lucas. Higher Education for Sustainability: Cases, Challenges, and Opportunities from Across the Curriculum. New York, NY: Routledge, 2012. Bowers, C.A. University Reforms in an Era of Global Warming. Eugene, OR: Eco-Justice Press, 2011. Jones, Paula, David Selby, and Stephen Sterling. Sustainability Education: Principles and Practices across Higher Education. New York: Earthscan, 2010. Reynolds, Heather L., et al. Teaching Environmental Literacy: Across Campus and Across the Curriculum. Bloomington: Indiana University Press, 2009. Aber, John, et al. The Sustainable Learning Community: One University’s Journey to the Future. Durham, N.H: University of New Hampshire Press, 2009. 28 29 30 Eco School Programme Eco School program is currently the most popular model of environmental education in the world. It is UNEP and UNESCO partner of environmental education, and the environment is the foundation of the educational process in schools. Currently Eco School program involves about 40 000 schools in 60 countries, involving 6 million students. 62 Latvian educational institutions in the last school year received international Eco School Green Flag. Another 34 schools will receive the Green Eco School diploma. These awards are given to schools for one year and each time it is necessary fought again. Latvia’s Eco School program involves more than 120 schools, bringing together about 20 000 schoolchildren. The Eco School program address environmental and sustainable development issues. 31 “Competence enhancement for professional education teachers, involved in teaching general subjects " CONTENT PEOPLE AND THE ENVIRONMENT Earth systems: the lithosphere , hydrosphere , atmosphere , biosphere. Substance and energy movement of the Earth. Environmental pollution and degradation of environmental quality. Exercises and follow-up. SUSTAINABLE DEVELOPMENT Limits to growth. Restrictions on development. Beyond the border. The concept of sustainable development. Basic Principles of Sustainable Development. Ecological footprint. Sustainable consumption and production. Sustainable development of the Latvia. Exercises and follow-up. CONTENTS AND METHODS OF EDUCATION Education for sustainable development. Environmental education and education for sustainable development - similarities and differences. Education for sustainable development - historical approach. ESD implementation strategies. Exercises and follow-up. 32 Associated Schools Project The UNESCO Associated Schools Project Network (ASPnet) is a long term initiative in the field of education. Established in 1953 as a pilot project the ASPnet has taken up its work with 33 schools from 15 countries. In Latvia the UNESCO ASPnet was launched in 1989. At the moment there are 11 educational institutions from all Latvian regions taking part in the project. The main objective of the project is to promote sustainable development and implement basic principles of sustainable education into the Latvian educational system. ASPnet translate the four pillars of education for the 21st century into good practices of quality education: • learning to know, • learning to do, • learning to be, • learning to live together. Membership of UNESCO ASP network is globally recognized mark for school’s quality. 33 Pedagogical universities in Latvia Main target groups are pedagogical students (1510 studying with state budget financing in 2014), who, as a teachers will be obliged teach sustainable development at secondary schools of Latvia. University of Latvia Rezekne Higher Education Institution Liepaja University Higher Education Institution Riga Teacher Training and Educational Management Academy University of Latvia Liepaja University Rezekne Higher Education Institution Latvia Academy of Music Latvia University of Agriculture TOTAL No. of students 482 379 214 150 67 38 Riga Teacher Training and Educational Management Academy Daugavpils University 1510 34 EDUCATION FOR SUSTAINABLE DEVELOPMENT/ ENVIRONMENTAL EDUCATION EDUCATION FOR SUSTAINABLE DEVELOPMENT integrated approach to the environment and the protection of ecosystems, efficient use of natural resources, and economic and social development believes that the problems arises from the conflict between the different objectives of humans on environment , social, cultural and economic fields focuses on the cultural, social , economic and biological biodiversity motivation to change lifestyle based on personal life experiences responsibility for people's living conditions and the quality of the environment raises the competence of human activity, their ability to develop moral criteria to encourage public participation in decision-making resulting from local economic , social and ecological context and take into account regional, national and global context of environmental integrated throughout all educational process and integrated into the life of the school ENVIRONMENTAL EDUCATION dealing with environmental problems believe that environmental problems resulting from human activities and their impact on the environment focus on the biological diversity of their conservation focus on environmental protection activities environmental responsibility emphasizes individual actions (environmental ethics) environmental education has a local and global context integrate in the school’s subjects, mainly in nature science subjects 35 Development of Environmental Science Study Content and Study Materials Norway Grants Project LV0044 September 2008 – April 2011 36 Study Course ”Environment and Sustainable Development” for Universities 4 CP = 6 ECTS Study level: 1–4 year bachelor studies; Total amount of the study hours 160 = 64 hours – auditorium + 96 hours self-education. Number of lecture hours 32; Seminars (2 x 16 hours); Environmental films & environmental simulation games; First test, second test, final exam. 1. Introduction 2. Environmental Science 3. Ecosystem Services 4. Ecology 5. Environmental Systems 6. Natural Disasters 7. Resources 8. Environmental Pollution 9. Climate Change 10. Water Pollution 11. Lithosphere Pollution 12. Environmental Health 13. Economics (Environment or Growth) 14. Nature Protection 15. Cultural Environment 16. Environmental Legislation 17. Environment and Territory Planning 18. Environmental Management, Institutions 19. International Cooperation 20. Environmental Technologies 21. Prevention of Air Pollution 22. Technologies for Drinking Water Processing 23. Wastewater Treatment Technologies 24. Solid Waste Management Systems 25. Sustainable Development 26. Implementation of Sustainable Development 27. Students’ Perspective on Sustainable Development 37 38 CONTENT - TEXT & ILLUSTRATIONS Environmental management Environment and health Legislation of Environmental Protection Legal Principles of Environmental Protection Process of Enforcement of Environmental Legislation Approaches to Elaboration of Legal Documents Environmental Legislation Instruments Dialogue with Society Environmental Policy Environmental Management System From Vision to Implementation Environmental Monitoring Indicators Voluntary Measures of Environmental Policy EU Environmental Management Institutions EU Directorate-General for the Environment General Objectives of DG Environment DG Environment Management European Environment Agency EU Nature and Environmental Programmes Biodiversity Conservation Programmes Clean Air for Europe Programme EU Climate and Energy Package 39 Foreword for Textbook „Environment and Sustainable Development” Connie Hedegaard, EU Commissioner for Climate Action Janez Potočnik, EU Commissioner For Environment Andris Piebalgs, EU Commissioner for Development 40 Six advanced learning textbooks for students and teachers of environmental science and sustainable development 41 E-study course ”Environment and Sustainable Development” The e-study course ”Environment and sustainable development” was made in the Moodle virtual learning environment devised at the University of Latvia. It contains lecture materials on 27 themes structured in detail, provides options of tests and self-tests, course organisation calendar, e-mail and forum for students and teachers. The virtual learning environment provides ample opportunity to develop the study course in the future. It helps to learn the study course; furthermore, it is a place for virtual meetings and exchange of ideas. 42 Environmental Simulation Games Compass Education is an approach to Education for Sustainable Development that integrates classroom teaching, institutional management, and community relations, using a common platform called the Sustainability Compass: Nature, Economy, Society, and Wellbeing. The course also addresses the critical role played by all educational institutions in the process of transitioning to a sustainable society, and offers a comprehensive, integrated, systems-based framework and set of tools for accelerating that transition at the institutional level. EKOPROFIL: www.ekoprofil.com Arnold Bernaciak: a.bernaciak@ue.poznan.pl Tomasz Branka: tomasz.branka@amu.edu.pl www.AtKisson.com © 2011 AtKisson, Inc. 43 Educational Films The share of the total public TV viewers watching the programme “Environmental Facts” on Channel LTV1 was 13–16.8%, the average number of viewers including rerun was 130,000. 1. Johannesburg Summit Meeting. 2. Bacteria and oil. 3. Climate change. 4. Electro-cars in Riga and in the world. 5. Alternative Europe – Malta: the green energy island. Wooden chip power. 7. Oil catastrophe in Latvia. Fukushima and Chernobyl disasters. 8. How clean are rain and snow? Snow and salts on the streets of Riga. 9. Climate change – European and global politics. 10. Tank ship “Prestige” catastrophe. The fragile sea. 11. Pollution on the banks of the Daugava River. 12. Bad smell and odours. Flux oil ponds in Latvia. Noise and health. 14. Latvian orchids, insects and butterflies - Kemeri National Park. 15. Latvia’s waterfalls. Daugeni natural trail. 16. Tow belt. Prohibition of fishing at night-time. Legislation on lake privatisation 17. Ligatne Nature Park – Natura 2000. Engure – Natura 2000. 19. UN Climate Conference in Copenhagen. 20. Eco-building in London. Low energy consumption houses. CO2-neutral house. 21. Bikeways and bikers in Riga. 22. Drinking water in Venice. H2O – fresh from the tap in Latvia. 23. Malta – ecological houses. 24. Biogas procuring in the solid waste polygon ”Getlini”. 25. Energo-efficiency. Processing of glass chippings. Second life of the refrigerator. 26. Heat insulation of buildings. 27. Environmental innovations. Environmental education lessons in open air. 44 Opening Ceremony of the Sustainability Index From the left: Līvija Marcinkēviča, Deputy Chairman of the Free Trade Union Confederation of Latvia; Valdis Dombrovskis, Prime Minister of Latvia; Elīna Egle, Director-General of the Employers’ Confederation of Latvia; Ilona Jurševska, Minister of Welfare; Raimonds Vējonis, Minister of the Environment and Regional Development; Artis Kampars, Minister of Economics 45 Voices of students International student’ s group, Uppsala University It is time to move on now. We do not have much time left, and we can no longer allow laggards to get in our way. It is time to leave them behind and agree with people on ideas that will actually move the humanity forward - towards a future that is attractive, fair and sustainable, a future shaped by us, not by the people that have a vested interest in maintaining the status quo. With the tools we have at our disposal, with vision and networking, truth-telling, learning and love, we are sure our generation can change the world towards a better future. 46 Our future needs for improvement of the educational system and ESD Unfortunately, educational system of Latvia is not ready yet fulfilled all educational goals, which are following from binding documents of the European Union (EU Sustainable Development Strategy) and United Nations (Decade of Education for Sustainable development: 2005-2014). Therefore we need: • substantially improve qualification of school teachers to be integrated and provide complex understanding for learners about the world and main processes going in it, • ensure education for sustainable development for pedagogical study programmes students, • elaborate study courses content, text books, methodical materials, • work-out national tests for compulsory schools, possibly one test for each education level on sustainable development, because integrated teaching through many subjects not to let evaluate knowledge of the sustainable development, • prepare e-course and educate acting school teachers, possibly using life-long education system (award - better knowledge on topic and higher salary likewise), • organise national network of school teachers, lectures and professors of universities and researchers working on ESD/SD. 47 The Hope Graph Transformation Point Objective: Poverty gap Innovation Pollution Destruction of natural habitat Strive to PUSH this point forward and up Empowerment ... implement Sustainability FASTER ... Renewables Fossil fuel use Conservation Unsustainable Technologies & Practices The time of our lives Awareness Sustainable Technologies & Practices 1880 1920 1960 2000 ... and REDUCE the amount of loss and damage 2040 48 I would like to live in this beautiful world too !!! 49 Thank You for attention ! 50