UNESCO Chairs_Charles Hopkins

UNESCO Chair on Reorienting Teacher Education to Address Sustainability

York University, Toronto, Canada

Charles Hopkins Chair

Rosalyn McKeown, Secretariat

Initial Vision for the Chair in 1998

- Answer to a request from UN CSD in 1996 to find a way to engage 60,000,000 teachers

- Produce guidelines and recommendations for UNESCO- ESD and policy- Research- Professional development- Curricular development- Dissemination of ESD & TE expertise- Promote the evolution of ESD with focus on QE

4 Thrusts of ESD

1- Access and retention in quality education

2- Reorienting education from development to SD

3- Public awareness and understanding of SD

4- Training for all sectors of society

1 Acceso a educación básica de calidad

2 Reorientación de la educación existente de SD

3 Conciencia pública y comprensión de SD

4 Programas educativos para todos los sectores

Guidelines for Reorienting Teacher Education Project

• Locally relevant• Culturally appropriate• Fit the environmental, social and

economic contexts of the institution and the community.

UNESCO Report Recommendations

• National/ministerial• Regional/community• Institutional• Faculties in general• Faculties of Education• Pre-service teachers• In-service teachers• Faculty members

WWW/unesco.org/education/esd Teacher ed guidelines

• Funding• Partnerships• Research• Communication• IT

plus• Examples of initiatives• Publications • References

Missions over 3 Phases2000 - 04

Developed Guidelines for ESD and TE

30 institutions in 29 countries, 5 continents

2005 -14

Implement Guides/Recommendations during the DESD approx. 250 institutions worldwide in 81 countries

2015 – Partner in new Global Action Program

Currently1/ Partner in the Global Action Plan in the areas of educators and also sustainable communities.

2/ Advisor to UNESCO, UN University, and govt. agencies in Finland, China, Canada, Scotland, Peru…

3/ Launching the Asia Pacific Institute on ESD with Beijing ESD Working Group

4/ ESD and TVET, ECCE

5/ Regional Centres of Expertise in ESD

Current Activities

6- Sustainability and Education Academy – SEdA

7 - Prepared report on teacher ed and UN DESD

8- Research on ESD and Quality Education

-15 high-scoring PISA countries

9- Research on ESD and Improving the education of Indigenous/traditional youth

- 17 countries on 5 continents

Contact Information

Charles Hopkins

chopkins@edu.yorku.ca

The Post 2015 ESD Framework for action: higher education’s commitment to

the future

Charles Hopkins UNESCO Chair

York University, Toronto, Canada

1/ The Past:a/ What is ESD and where did it come fromb/ Importance of IHE and IAU has been a partner from the earliest days c/ The UNDESD 2/ The Present (IHE responses)a/ The formation of networks, AASHE categoriesb/ Greening campuses to greening the mindc/ learnings – motivators and barriers 3/ The Futurea Scaling up (motivators and barriers)b UNESCO opportunityc/ Next steps for IAU and your institution

The Past

PastUN Decade of ESD - clearer understanding

- Origin Agenda 21 – Education, Awareness & Training a means of implementing sustainable development

4 Thrusts of ESD

1- Access and retention in quality education

2- Reorienting education from development to SD

3- Public awareness and understanding of SD

4- Training for all sectors of society

4 Thrusts of ESD

1- Access and retention in quality education

2- Reorienting education from development to SD

3- Public awareness and understanding of SD

4- Training for all sectors of society

1 Acceso a educación básica de calidad

2 Reorientación de la educación existente de SD

3 Conciencia pública y comprensión de SD

4 Programas educativos para todos los sectores

The Present

5. ESD embedded in community goals

4. Teaching for ESD (systemic purpose)

3. Teaching about ESD in core disciplines

2. Sustainability Education – another adjectival

1. Events/clubs (equity, Eco-school, etc.)

Present - Education & ResearchCurriculum reorientationCo-Curricular Education & Student Organizing EventsResearchCampus OperationsClimateEnergyWastePlanning, Administration & EngagementAssessments & RatingsCoordination & PlanningDiversity & InclusionFunding

New Learning Perspectives

• Traditional – Learning as “acquisition” model

Knowledge, solutions, true/false right/wrong

• Plus – Learning as “participation” model”

complexity, reflexive, reflection, negotiation

• And – Learning as a “response model" ambiguity in world, taking charge-life, tolerance, engagement

W

I

C

K

E

D

N

E

S

S

U N C E R T A I N T Ylow high

high

Traditional

Traditional

Plus

Post-Traditional

Wicked Issue Dilemma Framework

Take Action

Don’t Act

UnnecessaryNecessaryWasted $Prepared

Unprepared Saved $

• Maximum damage/collapse• No understanding/expertise• More expensive to remedy• No transferable knowledge• Time-lag to begin • No equipment/infrastructure

• Resources diverted• Other issues unaddressed• Research and understanding• Economic activity• Some economic recovery-tax• Some activity salvageable

• Resources used elsewhere• Other knowledge gained?• No “collapses”

• Save resources• Deeper understanding• No “collapse” (econ/envi/soc)• Reduced suffering• Saleable technology• Economic infusion

Manitoba K-12 Mission Statement

“To ensure that all Manitoba’s children and youth have access to an array of educational opportunities such that every learner experiences success through relevant engaging and high quality education that prepares them for lifelong learning and citizenship in a democratic, socially just and sustainable society.”

Manitoba Ed Goal

“To ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable manner.”

Enough, for all, Forever

African elder 2002

Well-being, For all, Forever

Finnish perspective

RESOURCES AND CAPABILITIES - Income & wealth - Knowledge & skills - Physical & mental health - Social capital - Information - Time - Political power - Natural resources

MASLOWIAN NEEDS

- Self-actualization- Self- and social-

esteem- Love and

belonging- Safety- Physiological

needs (thirst, hunger,…)

EVERYDAY ACTIVITIES AND ROLES- Worker- Consumer- Family

member- Relative- Friend- Hobbyist- Citizen

SUBJECTIVE WELL-BEING

ENVIRONMENT- Natural

environment- Infrastructure- Technologies- Organizations- Demographics- Culture (values

& norms, activities)

- Institutions (laws & regulations)

- Politics- Economy- Labor markets- Media

SENSE OF COHERENCE- Comprehensibility of life- Manageability of life- Meaningfulness• Higher purpose• Serving others• Flow activities

Accumulating micro-externalities

Accumulating micro-externalities

Feedback fromhappiness

& flourishing

Feedback from needs’ satisfaction to internal capabilities

Feedback from needs’ satisfaction to culture, economy and politics

Feedback from happiness

& flourishing

Source: Timo Hämäläinen (2012): ”In Search of Coherence: Sketching a Theory of Sustainable Well-Being” (forthcoming)

The Future

Researching ESD and Quality Ed

1/ How can ESD update and improve educational purposes/outcomes?   

2/ How can ESD help to improve and enrich curriculum development?   

3/ How can ESD guide students to have the knowledge, skills and values to care for and solve their future sustainable development issues?

4/ How can ESD help strengthen the partnerships between schools and other stakeholders, including the surrounding community?  

5/ How can ESD promote innovation in pedagogical frameworks?   

ESD and Indigenous/Marginalized Youth

• 17 research sites in 15 countries• Infusion of current and future sustainability issues• Altering pedagogy to address indigenous and other

“ways of knowing”

Aboriginal Learning Knowledge Centre:Métis Holistic Lifelong Learning Model

8-way Aboriginal Learning

Conference objectives

1. Celebrating a Decade of Action

“What have we achieved, what are the lessons learnt?”

2. Reorienting Education to Build a Better Future for All

“How does ESD reinforce quality education?”

3. Accelerating Action for Sustainable Development

“How are sustainability challenges addressed through ESD?”

4. Setting the Agenda for ESD beyond 2014

“What are the strategies for our common future?”

Priority action areas

Advancing policy

Transforming learning and training environments

Building capacity of educators and trainers

Empowering and mobilizing youth

Accelerating sustainable solutions at local level

1

2

3

4

5

Global coordination mechanism to be put in place, which may comprise:

A regular forum for ‘Lead Partners’ and other interested stakeholders A coordination mechanism for UN agencies Support to national focal points A periodic global ESD report A clearinghouse of good practices from the implementation of the

Programme

Implementation of the Programme

To successfully launch the Programme, identify ‘Lead Partners’ in each of the 5 priority action areas responsible for

Implementation of the Programme

Convening and advocacy Executing/implementing concrete projects Reporting Mobilizing resources

Secretariat by UNESCO (TBC)

Contact Information

Charles Hopkins

chopkins@edu.yorku.ca