Educacion para el

Desarollo Sostenible:

Una decada de

oportunidades oportunidades

Professor Daniella Tilbury, Professor Daniella Tilbury,

Marie Curie Fellow

Director of Sustainability,

University of Gloucestershire

Chair of the UN DESD M&E Group

Aprender a Cambiar: estamos dispuestos a enfrentarnos al retor

4 4 preguntaspreguntas::

•• PorPor queque cambiarcambiar??

•• QueQue cambioscambios??

•• Como Como cambiarcambiar??

•• EstamosEstamos listoslistos a a enfrentarnosenfrentarnos al al retoreto??

Q. Q. PorPor QueQue CambiarCambiar??

Learning our way out �.

•

A UN DESD: Calls to Reorient Education

In 2002, The UN General Assembly In 2002, The UN General Assembly

adopted Resolution 57/254 to adopted Resolution 57/254 to

declare a Decade in ESD (2005declare a Decade in ESD (2005--2014)2014)

THE OBJECTIVES OF THE DESD:THE OBJECTIVES OF THE DESD:

• To improve access to and quality of

ESD

• To reorient Education so that ESD is

at the heart of the education systems

and curricula.

and curricula.

•• To develop national, regional and To develop national, regional and

institutional action plans.institutional action plans.

Q. Q. QueQue CambiosCambios??

To

Questioning and getting to the root of

the issues

---------------------------------------------

Reorienting Curriculum

FromFrom

Passing on knowledge

& raising awareness

----------------------------------------

Embedding

-------------------------------------------------------------------------------------

Creating opportunities for reflection,

negotiation &

participation for change (how)

----------------------------------------------

Encouraging values clarification

---------------------------------------------

-----------------------------------------

Sending messages and learning about

issues (what)

---------------------------------------

Teaching attitudes and values

--------------------------------------------

Learning for change

------------------------------------------------

Professional & institutional change

Single actions

----------------------------------------------

Individual & personal change

Challenge to consider how Challenge to consider how

one’s practiceone’s practice can make a major can make a major

Learning to Change

one’s practiceone’s practice can make a major can make a major

contribution to a more sustainable contribution to a more sustainable

future.future.

Challenge to question Challenge to question what what

students are actually learningstudents are actually learning

and and how ablehow able they are to they are to and and how ablehow able they are to they are to

positively influence futures.positively influence futures.

Q. Como Q. Como CambiarCambiar??

UNECE ESD UNECE ESD

COMPETENCES

FOR

EDUCATORS

• Learning to know

The educator understands…

• Learning to be

Vertical Axis

• Learning to be

The educator is someone who…

• Learning to live together

The educator works with others in

ways that….ways that….

• Learning to do

The educator is able to …Based on: Delors J. (ed) (1996) “Learning: The Treasure

Within” International Commission on Education for the

21st Century, Report to UNESCO, UNESCO.

• Holistic Approach

Towards integrative thinking

Horizontal Axis

Towards integrative thinking

and practice

• Envisioning change

Past, present and future

• Transformation

people, pedagogy and education systems

ESD Competences for Educators HOLISTIC APPROACH

Towards integrative

thinking and practice

E VISIO I G CHA GE

Past, present and future

TRA SFORMATIO

People, pedagogy and

education systems

Learning to

know

• The basics of systems

thinking

• Interrelationships between

• The root causes of

unsustainable development

• The evolving nature of

• Why there is a need to

transform the education

systems that support learning

The educator

understands…

economic, social, cultural

and environmental issues

• The interdependence within

the present generation and

between generations, as well

as relationships between rich

and poor and between

humans and nature

• Their own world view and

cultural assumptions and

sustainable development

• The urgent need for change

from unsustainable practices

towards advancing the

quality of livelihood,

solidarity, and environmental

sustainability

• The importance of problem

setting, critical reflection, and

visioning in planning the

• Why there is a need to

transform the way we

educate/learn

• Why it is important to

prepare learners to meet new

challenges

• The importance of building

on the experience of learners

as a basis for transformation

• How engagement in real cultural assumptions and

those of others

• The connection between

sustainable futures and the

way we think, live and work

• Understands one’s own

thinking and action in

relation to sustainable

development

visioning in planning the

future and effecting change,

• The importance of

preparedness for the

unforeseen and a

precautionary approach.

• How engagement in real

world issues enhances

learning outcomes and helps

learners to make a difference

in practice

ESD Competences for Educators HOLISTIC APPROACH

Towards integrative thinking and

practice

E VISIO I G CHA GE

Past, present and future

TRA SFORMATIO

People, pedagogy and education

systems

Learning to

do

• Create opportunities

for sharing ideas and

experiences from

• Critically assess

processes of change in

society

• Facilitate

participatory and

learner-centered

The educator

is able to <

experiences from

different

disciplines/places/cultu

res/generations

without prejudice and

preconceptions

• Work with different

perspectives on

dilemmas, issues,

society

• Communicate a

sense of urgency for

change and inspire

hope

• Facilitate the

evaluation of potential

consequences of

different decisions and

learner-centered

education that

develops critical

thinking and active

citizenship

• Assess learning

outcomes in terms of

changes and

achievements in dilemmas, issues,

tensions and conflicts

different decisions and

actions

• Use the natural,

social and built

environment, including

their own institution as

a context for learning

achievements in

relation to sustainable

development

ESD Competences for Educators-HOLISTIC APPROACH

Towards integrative thinking and

practice

E VISIO I G CHA GE

Past, present and future

TRA SFORMATIO

People, pedagogy and education

systems

Learning to

be

• Is inclusive of

different cultures,

perspectives and

• Is motivated to make

a positive contribution

to other people and

• Is willing to challenge

assumptions

underlying

The educator

is someone

who<

perspectives and

disciplines

(importance of

transparently

communicating own

values�)

to other people and

their social and natural

environment, locally

and globally

• Is willing to take

considered action even

in situations of

uncertainty

underlying

unsustainable practice

• Is a guide, facilitator

and participant in the

learning process

• Is a critically

reflective practitioner

inspires creativity and

innovationinnovation

VARIATIONS And RESPONSES

ALONG The SUB-REGIONS

• USA• USA

• Canada

• EU

• Balkans

• EECCA• EECCA

Mapping Progress:Mapping Progress:

-- Use of the ESD Use of the ESD

Competences for Competences for

development plans but development plans but development plans but development plans but

also for checking also for checking

progressprogress

-- ESD Indicators_ GMEF ESD Indicators_ GMEF

indicatorsindicators

and Asia Pacific ESD and Asia Pacific ESD and Asia Pacific ESD and Asia Pacific ESD

Indicators Project.Indicators Project.

Mapping Progress:Mapping Progress:

UNESCOUNESCO--IUCNIUCN

Asia Pacific ESD Asia Pacific ESD

Indicators Project.Indicators Project.Indicators Project.Indicators Project.

--provides a guideprovides a guide

to using indicatorsto using indicators

--differentiates between differentiates between

types of indicatorstypes of indicatorstypes of indicatorstypes of indicators

-- provides examplesprovides examples

of indicatorsof indicators

Q. Q. EstamosEstamos listoslistos parapara esteeste retoreto??

•

Copyright Macquarie University 24

‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’

Then a

miracle

I�

OUT

occurs

“Good work <<. but I think we needjust a little more detail right here”

JW99

Q. Are we up to the challenge?Q. Are we up to the challenge?

-- What are the first steps?What are the first steps?-- What are the first steps?What are the first steps?

-- What are the opportunities and What are the opportunities and

difficulties we can expect?difficulties we can expect?

-- How best do we assess the progress How best do we assess the progress

of our work in this area?of our work in this area?

-- What can we learn from our own and What can we learn from our own and

overseas experiences?overseas experiences?overseas experiences?overseas experiences?