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

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.

Many QuestionsMany Questions

Sustaining what?

For whom?

Sustaining what?

For whom?

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

The Power of SD Remains DormantLocked in Isolated Issues

CleanAir

AIDSPrevention

EquityClimateChange

PeaceSustainableConsumption

Poverty Eradication

Bio-diversity

PopulationGrowth

Sustainable Development

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

“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)

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

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

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

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

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.

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

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?

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

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

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

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.

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.

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.

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 ?