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ESDGC and Work Based LearningOr....communicating sustainable living and supporting people
to make the changes that need to happen........
Rachel Lilleyand
Bob Jacques
Aims and objectives in this session you will:
• Discuss some of the questions and issues related to sustainability
• Experience the resources in the NTFW/Ymlaen Ceredigion e-book created from a series of sector workshops
• Be able to apply some of the main considerations when teaching ESDGC
• Gain insight into the current thinking around sustainability and climate change
• Enjoy yourself! Develop your knowledge and challenge your thinking
Climate Change - what is it?
Ref: http://www.skepticalscience.com/graphics.php
Myths and legends
Eco Footprinting vs Carbon Footprinting
Welsh government targets
• Annual 3 percent reductions in greenhouse emissions in areas of devolved competence from 2011
• At least a 40 percent reductions in all emissions in Wales by 2020 on a 1990 baseline
Targets Current Indicator
Breakdown - current and future actions will focus on reduction of emissions to defined levels by 2020 as follows:
• Transport emissions reduced to between 5.21 and 5.78 MtCO2e against a baseline of 7.14 MtCO2e.
• Residential emissions reduced to between 5.46 and 6.04 MtCO2e against a baseline of 7.48 MtCO2e.
• Business emissions (that fall within Wales’ 3% target) reduced to between 8.33 and 10.30 MtCO2e against a baseline of 11.24 MtCO2e.
• Agriculture and land use emissions reduced to between 4.07 and 4.97 MtCO2e against a baseline of 5.57 mtCO2e
Sustainability – measure?
2. The right single measure of progress must be the one that is self-evidently good. The only such measure is the happiness of the population - and the equivalent absence of misery.
Richard Layard: "Why subjective well-being should be the measure of progress", given at the OECD World Forum on “Statistics, Knowledge and
Policy Charting Progress, Building Visions, Improving Life", Busan, Korea - 27-30 October 2009 chard Layard,
Principles to consider when integrating ESDGC into teaching, learning
and assessing
Not another nature film
Point one – Make the links between the themes in order to understand them as a whole, consumption and waste relates to climate change, climate change relates to health which links to choices and decisions etc etc.
Point two – make ESDGC relevant to the here and now. Young people find it very difficult to consider the future. Often they don’t even believe they will be alive!
“Climate Change is difficult because it's not in our nature to perform favours for people that aren't born yet”
Ian McKewan, Author
Point three - understand that people are not necessarily rational. When thinking about sustainability it is key for learners to understand it is a process ofchange, with all that that means.
Education about sustainabilityFirst order learning, facts, information
Vs Education for sustainability
Includes content but also values, reflection, acceptance of complexity and contradictions
Point four – encourage people to reflect and think for themselves. No one changes just because they are told to.
Finally….Finally…. Be prepared to be challenged and to challenge
The volume of education.... continues to increase, yet so do the pollution, exhaustion of resources, and the
dangers of ecological catastrophe. If still more education is to save us, it would
have to be education of a different kind: an education that takes us into the
depth of things.”E F Schumacher, Towards Sustainable
Education
People don’t resistchange .......They resist being changed
Peter Senge
Behaviour Change Theories
Economics PsychologicalSociological
Is this the way? - greenpeace train
Animation the definition of sustainability
Ads and kids
Don't you love him?
BBC - the science explained
The birthing room
Your mom hates.....
Turning off computers
Reducing paper use
Rachel Lilley [email protected]: 07749188520
Bob Jacques [email protected]: 07976134184
Ymlaen CeredigionCanolfan Rheidol, Rhodfa Padarn, Llanbadarn, Aberystwyth, SY23 3UETel: 01970 633395
