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From: Steffen et al. 2004

The Current Response-Sustainable DevelopmentThe Current Response-

Sustainable Development

• Global Change (environment)• Globalization (economic)

• Human Development (social/culture)• Sustainable Development

Plus concepts of:• intergenerational responsibility

• Need verses greed / equity

• Global Change (environment)• Globalization (economic)

• Human Development (social/culture)• Sustainable Development

Plus concepts of:• intergenerational responsibility

• Need verses greed / equity

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Issues re: - Sustainable DevelopmentIssues re: - Sustainable Development

• Many definitions!• Many questions!• SD focuses upon the interrelatedness of

environment, economy, society• Need for health of all 3 of these sectors

both now and into the future• Major acceptance by governments

• Many definitions!• Many questions!• SD focuses upon the interrelatedness of

environment, economy, society• Need for health of all 3 of these sectors

both now and into the future• Major acceptance by governments

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

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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.• Much is happening

• 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.• Much is happening

International Implementation Scheme: Outline of Seven Principles :

International Implementation Scheme: Outline of Seven Principles :

• Advocacy and vision building• Consultation and building local ownership• Partnerships and networks• Capacity building and training• Research and innovation• Information and communication

technologies, and• Monitoring and evaluation

• Advocacy and vision building• Consultation and building local ownership• Partnerships and networks• Capacity building and training• Research and innovation• Information and communication

technologies, and• Monitoring and evaluation

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1st Thrust - Raising the Level of Public Awareness and Understanding

1st Thrust - Raising the Level of Public Awareness and Understanding

• Build public awareness• Informed citizenry – political support

& preparation for democratic change• Wise consumers• Raising the level of the discussion• Changing lifestyle where possible

• Build public awareness• Informed citizenry – political support

& preparation for democratic change• Wise consumers• Raising the level of the discussion• Changing lifestyle where possible

2. Facilitating Development Through Improving Quality Education

2. Facilitating Development Through Improving Quality Education

• 120 million children never attend school

• 90% of school aged are in developing or emerging nations• Millions more are “under-educated” in both the South and

the North

• 120 million children never attend school

• 90% of school aged are in developing or emerging nations• Millions more are “under-educated” in both the South and

the North

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2. Facilitating Development Through Improving Quality Basic Education

2. Facilitating Development Through Improving Quality Basic Education

• Latin America and Caribbean – 6 years

• Parts of Asia – 5 years• Parts of Africa - months

• Latin America and Caribbean – 6 years

• Parts of Asia – 5 years• Parts of Africa - months

2. Facilitating Development Through Improving Literacy and Adult

Education

2. Facilitating Development Through Improving Literacy and Adult

Education

• 800 million illiterate adults

• 60% are women• Employment limitations• Political unrest-50% of

youth will live in India• UN Decade for Literacy

• 800 million illiterate adults

• 60% are women• Employment limitations• Political unrest-50% of

youth will live in India• UN Decade for Literacy

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UNECE Problem As WellUNECE 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

3rd Thrust: Reorienting Existing Education3rd Thrust: Reorienting Existing Education

Most Educated nations = deepest ecological

footprint

Equity at present standards means we need 2 more Earths !

Most Educated nations = deepest ecological

footprint

Equity at present standards means we need 2 more Earths !

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Training -the 4th thrustTraining -the 4th thrust

• Training for “all” - lifelong • Training in workplace• Teacher Education – 60 million educators • Capacity building• Technology transfer• Implementing innovative practices

• Training for “all” - lifelong • Training in workplace• Teacher Education – 60 million educators • Capacity building• Technology transfer• Implementing innovative practices

The 4 Major Thrusts of ESDAgenda 21 -92, UNESCO-96, UNCSD -98, JPOI-2002

The 4 Major Thrusts of ESDAgenda 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

• 1 Public awareness and understanding• 2 Access to quality basic education• 3 Reorienting existing education• 4 Training programs for all sectors

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Systemic Issues and Challenges to Moving ESD Forward Globally

Systemic Issues and Challenges to Moving ESD Forward Globally

Lacking • vision and awareness• policy or mandate from leaders• funding and resources• training

Lacking • vision and awareness• policy or mandate from leaders• funding and resources• training

Strengths Model: A Starting Point Strengths Model: A Starting Point

• No single discipline/group/individual can do it all

• Every discipline/group/individual can contribute something

• Content/Didactic/Critical Reflection etc.• Some can take lead roles in reorientation• Others continue aware of a greater goal

• No single discipline/group/individual can do it all

• Every discipline/group/individual can contribute something

• Content/Didactic/Critical Reflection etc.• Some can take lead roles in reorientation• Others continue aware of a greater goal

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Much is in PlaceMuch is in Place

• Adjectival educations• Environmental movements

• Consumer education• Corporate/public sector training

• Equity education• Research• Indicators

• Adjectival educations• Environmental movements

• Consumer education• Corporate/public sector training

• Equity education• Research• Indicators

ENSI QUALITY ESD RESEARCHENSI QUALITY ESD RESEARCH

• Teaching and learning approaches/processes• Visible outcomes of their studies and actions

• Perspectives for the future• A Culture of complexity

• Critical thinking and “possibilities”• Value clarification and development

• Action-based perspective• Participation

• Teaching and learning approaches/processes• Visible outcomes of their studies and actions

• Perspectives for the future• A Culture of complexity

• Critical thinking and “possibilities”• Value clarification and development

• Action-based perspective• Participation

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Source: Hart, S. and Milstein, M. 2003. “Creating Sustainable Value”Source: Hart, S. and Milstein, M. 2003. “Creating Sustainable Value”

TomorrowTomorrow

TodayToday

ExternalExternalInternalInternal

Growth Path & Trajectory

Innovation &Repositioning

Cost & RiskReduction

Reputation & Legitimacy

•EMS•Greening•Pollution Prevention (P2)•Eco-Efficiency•Risk Management•Environmental Management•ISO 14001•Waste Reduction•Resource Productivity

•Sustainable Development•Base of the Pyramid•Urban Reinvestment•Brownfield Redevelopment•Inclusive Capitalism•Community Capitalism•Civic Entrepreneurship•Radical Transactiveness•B24B

•Corporate Social Responsibility•Industrial Ecology•Stakeholder Management•Life-Cycle Management•Design for Environment (DfE)•Green Design•Corporate Citizenship•Full Cost Accounting•Take-back•Transparency•Corporate Governance

•Clean Technology•Eco-Effectiveness•Biomimicry•Leapfrog Technology•Sustainable Technology•Knowledge & Service Intensity•Cradle to Cradle•Closed Loops•Restorative Technology•Systems Thinking

Economy / ProfitsSustainable businessProfitsTaxes, R&DJobsExpendituresTrainingFair tradeCore values

The Sustainability “3-Legged Stool”

Environment / PlanetEco-EfficiencyManufacturing efficienciesOperations efficienciesProduct efficienciesSmart designCradle-to-cradle, take-backBeyond complianceRestorative to nature

Equity / PeopleEthical businessInternal employees§Human rights§Health & Safety§Empowerment§Respect, CaringLocal communityRest of the world

Sustainable Development (SD)Corporate SocialResponsibility (CSR)

Sustainability

Triple Bottom Line (TBL) 3Es / 3Ps

Corporate Responsibility (CR)

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Dow Jones Sustainability Index

0.5

1

1.5

2

2.5

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3.5

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7.5

Jan-90 Jan-91 Jan-92 Jan-93 Jan-94 Jan-95 Jan-96 Jan-97 Jan-98 Jan-99 Jan-00 Jan-01 Jan-02 Jan-03 Jan-04

Valu

e of

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inve

sted

DS 400 S&P 500® Russell 1000®

Engaging Senior Education OfficialsEngaging Senior Education Officials

• It is not just the curriculum!• It is all policy – purchasing/hiring/….

• Its about how we teach• The buildings

• What we evaluate/report upon• It is what our systems model

• Why do we teach what we teach?• What is relevant for all in the 21st C

• It is not just the curriculum!• It is all policy – purchasing/hiring/….

• Its about how we teach• The buildings

• What we evaluate/report upon• It is what our systems model

• Why do we teach what we teach?• What is relevant for all in the 21st C

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Why do we currently teach what we teach ?Why do we currently 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 Kazakhstan’s 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 Kazakhstan’s schools ?

CautionsCautions

• ESD is very much a process - learning• It is not just new curricula• ESD includes questioning SD as a paradigm• We must see ESD as education and not a form of SD

indoctrination• Learning to work in community cohesion • Partnerships of formal, nonformal, informal educators• The enormity of ESD is not to be taken lightly!

• ESD is very much a process - learning• It is not just new curricula• ESD includes questioning SD as a paradigm• We must see ESD as education and not a form of SD

indoctrination• Learning to work in community cohesion • Partnerships of formal, nonformal, informal educators• The enormity of ESD is not to be taken lightly!

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• What is your strength?• Contribute• Collaborate

• Lead

• What is your strength?• Contribute• Collaborate

• Lead

ESD is bigger than any one of us or our institution acting as we presently think we should

butHopefully, ESD is not bigger than all of us and our institutions working together as we could !

THANK YOU

ESD is bigger than any one of us or our institution acting as we presently think we should

butHopefully, ESD is not bigger than all of us and our institutions working together as we could !

THANK YOU

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www.unesco.org/education/desdwww.unesco.org/education/desd