ESDGC Presentation – background to ESDGC Presentation – background to its development in Walesits development in WalesIncluding links, graphics and specific Including links, graphics and specific information related to work basedinformation related to work based

Based on a presentation by Rachel Lilley and Bob Jacques, Ymlaen Ceredigion March 2011

Find units in the qualifications/routes most appropriate to ESDGC and exploit them

Include in induction activities if they are part of your pathway

Include as ESW activities as themes, projects or activities Add any appropriate additional qualifiations such as the

Sustainablility Skills BTEC Theme reviews, or add questions to reviews. Create calendars of themes and provide assessors with crib

sheets and information to support themes Evidence in log books or reviews (create box or column for

ESDGC) Add on to appropriate staff agendas such as

standardisation/quality groups Include in equal opportunities/equality and diversity work Include and extend from any work around health and safety

as ‘normalised ways of operating’ Create quizzes or workbooks the learners can fill in

How ESDGC has been included intoWork Based Learning to date........

Welsh Government initiativeWelsh Government initiative

“Central organising principle”

Sustainable development will be the central organising principle of the Welsh Assembly Government

One Wales, One Planet

One Wales: One Planet, a new Sustainable Development Scheme for Wales, 22 May 2009.

The perfect stormThe perfect storm“Can we cope with the demands in the future on water? Can we provide enough energy? Can we do it, all that, while mitigating and adapting to climate change? And can we do that in 21 years time?”

John Beddington, the UK government's chief scientific adviser. SDUK Conference London March 2009http://news.bbc.co.uk/1/hi/sci/tech/8213884.stm

Many people still do not fully Many people still do not fully understand climate changeunderstand climate change

Climate Change - what is it?

How CO2 causes climate change...http://www.vimeo.com/28991442

http://www.skepticalscience.com/graphics.php

Standard Brundtlanddefinition – Standard Brundtlanddefinition – sustainable development is......sustainable development is......

Development that meets the needs of the present without compromising the ability of future generations to meet their own needs

It contains within it two key concepts: the concept of 'needs', in particular the essential needs of the world's poor, to which overriding priority should be

given; and the idea of limitations imposed by the state of technology and social

organization on the environment's ability to meet present and future needs."Report of the Brundtland Commission, Our Common Future, published by Oxford University Press in

1987.

But what does it really mean?

I know that this term is obligatory, but I find it also absurd, or rather so vague that it says nothing

Luc Ferry, French philosopher

Welsh Government, Welsh Government, how do ththey measure sustainability?how do ththey measure sustainability?

1. We should measure progress in a way that can guide policy. This requires a single over-arching measure of how we are doing. [...]

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,

Early reports on affluence and Early reports on affluence and happinesshappiness

In 1957, americans per person income, as expressed in todays dollars, was less than $8000. Today it is more than $16000, making America “the doubly affluent society” with double what money buys. Compared with 1957, in 1993, Americans had twice as many cars per person, microwave ovens, colour TVs and $12 billion worth of new brand name athletic shoes a year. So were Americans happier? They were not. In 1957 35% told the National Research Center they were very happy. In 1993 with doubled affluence 32% said the same thing.........Satisfaction is less a matter of getting what you want, than wanting what you have.”

David G Myers and Ed Dianer, Psychological science, vol 6 no 1 January 1995

Mapping to global Mapping to global citizenship/well beingcitizenship/well being

global footprint network - human development

Millennium Ecosystem Assessment how Millennium Ecosystem Assessment how sustainable living supports our well beingsustainable living supports our well being

http://www.millenniumassessment.org/en/index.aspx

ESDGC in Work Based ESDGC in Work Based Learning Toolkit – published Learning Toolkit – published 20092009

•Toolkit designed to give clear checklist ofwhat needs to be in place within the organisation and within teaching and learning

• Practical examples from sector across wales

For document download see: http://www.ngfl-cymru.org.uk/esdgc-assessment-toolkit-for-wbl.pdf

ESDGC in Work Based Learning – ESDGC in Work Based Learning – assessment by Ymlaen Ceredigion 2010 at assessment by Ymlaen Ceredigion 2010 at that time:that time:

Over half organisations reported they had performed some level of curriculum audit

A third of organisations had embedded the curriculum audit into internal systems and in the induction materials and 25 percent of organisations had embedded ESDGC materials in key skills.

75% of providers gave some indication that ESDGC was being incorporated in teaching and learning materials

Common Common errors - bin errors - bin recycling!recycling!

Activities and statements related to ‘environmentalism’ and ‘recycling’ tend to be overused. The concept of ‘sustainability’ (including economic, social and environmental development) should be being used instead.

Training providers find it hard to cover Training providers find it hard to cover biodiversitybiodiversity

• Difficult – but everything depends on biodiversity see video link below

Not another nature film

Five principles to consider in Five principles to consider in ESDGC teaching and ESDGC teaching and learninglearningTeach that sustainability is complex,

needing us to develop critical thinking skills

Don’t just state facts, help them understand the issues for themselves

Make it relevant to todays young people

Be aware of the barriers involved in accepting change

Be prepared to challenge existing ways of thinking and doing

Principle 1 - ESDGC should reveal and encourage an understanding of the interconnectedness of all things

NOT BEEducation about sustainability

First order learning, facts, information

BUT SHOULD BE Education for sustainability

Includes content but also values, reflection, acceptance of complexity and contradictions and

encouraging critical thinking

Inlude link to Bill Scott work.......

Principle 2 – ESDGC should …..

Point three – ESDGC should make the subject relevant to today, here and now…..

““Climate Change is difficult because it's not in our nature to Climate Change is difficult because it's not in our nature to perform favours for people that aren't born yet”perform favours for people that aren't born yet”Ian McKewan, AuthorIan McKewan, Author

Principle four – ESDGC should understand the barriers to getting people to consdier making changes…..

Principle 5….ESDGC should Principle 5….ESDGC should challenge us……..challenge us……..

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