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The Role of Higher Education in the Search for a More Sustainable Future Lüneburg , 2011 Charles Hopkins UNESCO Chair York University, Toronto. 3 Main Sections. ESD progress to Date T he Role of Higher Ed Moving Forward to 2014 and Beyond in a Systemic Approach. - PowerPoint PPT Presentation
Citation preview
The Role of Higher Education in the Search for a More Sustainable Future
Luumlneburg 2011
Charles HopkinsUNESCO Chair
York University Toronto
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Many Paths Necessary to SD
bull Good legislationgovernancebull Economic incentivesbull Overcoming corruption bull Environmental protectionbull Human rightssecuritybull Infrastructure (roads to banking) bull 40 issues identified in Agenda 21bull Education Public Awareness
and Training (Ch 36) are key
Education FOR Sustainable Development (ESD)
bull Definition
ESD is the contribution of the worldrsquos education public awareness and training systems to learning our way towards a more sustainable future
The Four Major Thrusts of ESD
1 Access to quality basic education2 Reorienting existing education3 Public awareness and understanding4 Training programs for all sectors
Agenda 21 -92 UNESCO-96 UNCSD -98 JPOI-2002
ClarityIn sustainable development we speak of three dimensions
ndash environmentalndash social andndash economic
In ESD we speak of the four thrustsndash access and retention to quality educationndash reorienting current educationndash public awareness and understandingndash training
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Many Paths Necessary to SD
bull Good legislationgovernancebull Economic incentivesbull Overcoming corruption bull Environmental protectionbull Human rightssecuritybull Infrastructure (roads to banking) bull 40 issues identified in Agenda 21bull Education Public Awareness
and Training (Ch 36) are key
Education FOR Sustainable Development (ESD)
bull Definition
ESD is the contribution of the worldrsquos education public awareness and training systems to learning our way towards a more sustainable future
The Four Major Thrusts of ESD
1 Access to quality basic education2 Reorienting existing education3 Public awareness and understanding4 Training programs for all sectors
Agenda 21 -92 UNESCO-96 UNCSD -98 JPOI-2002
ClarityIn sustainable development we speak of three dimensions
ndash environmentalndash social andndash economic
In ESD we speak of the four thrustsndash access and retention to quality educationndash reorienting current educationndash public awareness and understandingndash training
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Many Paths Necessary to SD
bull Good legislationgovernancebull Economic incentivesbull Overcoming corruption bull Environmental protectionbull Human rightssecuritybull Infrastructure (roads to banking) bull 40 issues identified in Agenda 21bull Education Public Awareness
and Training (Ch 36) are key
Education FOR Sustainable Development (ESD)
bull Definition
ESD is the contribution of the worldrsquos education public awareness and training systems to learning our way towards a more sustainable future
The Four Major Thrusts of ESD
1 Access to quality basic education2 Reorienting existing education3 Public awareness and understanding4 Training programs for all sectors
Agenda 21 -92 UNESCO-96 UNCSD -98 JPOI-2002
ClarityIn sustainable development we speak of three dimensions
ndash environmentalndash social andndash economic
In ESD we speak of the four thrustsndash access and retention to quality educationndash reorienting current educationndash public awareness and understandingndash training
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Education FOR Sustainable Development (ESD)
bull Definition
ESD is the contribution of the worldrsquos education public awareness and training systems to learning our way towards a more sustainable future
The Four Major Thrusts of ESD
1 Access to quality basic education2 Reorienting existing education3 Public awareness and understanding4 Training programs for all sectors
Agenda 21 -92 UNESCO-96 UNCSD -98 JPOI-2002
ClarityIn sustainable development we speak of three dimensions
ndash environmentalndash social andndash economic
In ESD we speak of the four thrustsndash access and retention to quality educationndash reorienting current educationndash public awareness and understandingndash training
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
The Four Major Thrusts of ESD
1 Access to quality basic education2 Reorienting existing education3 Public awareness and understanding4 Training programs for all sectors
Agenda 21 -92 UNESCO-96 UNCSD -98 JPOI-2002
ClarityIn sustainable development we speak of three dimensions
ndash environmentalndash social andndash economic
In ESD we speak of the four thrustsndash access and retention to quality educationndash reorienting current educationndash public awareness and understandingndash training
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
ClarityIn sustainable development we speak of three dimensions
ndash environmentalndash social andndash economic
In ESD we speak of the four thrustsndash access and retention to quality educationndash reorienting current educationndash public awareness and understandingndash training
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Acti
vity
Im
plem
enta
tion
0
2000000
4000000
6000000
8000000
10000000
12000000
14000000
EXISTING Education
Emergence of a new idea
Time
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
ESD and Non-formal Edbull Much has been accomplished bybull NGOrsquosbull Faith-based groupsbull The arts communitybull Mediabull Institutions- Zoos Botanical Gardens etcbull Private and public sector training
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Approaches to ESD in Formal Ed
1 Create and add Sustainability Education
Or
Cluster existing adjectival educations to address ldquosustainability issuesrdquo
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Adding ESDEnvironmental Education Population Education Development Education Energy Education HIVAIDS Education Permaculture Education Citizenship Education Democracy Education Consumer Education Media Education Outdoor Education Experiential Education Workplace Education Conservation Education Anti-Racist Education Religious Education Equity Education Gender Education Holocaust Education Entrepreneurship Education Horticulture Education Water Education Global Education Drug Education Sex Education International Studies Family Studies Human Rights Education Womens Studies Native Studies Values Education Natural History Education Vocational Education Economic Education Anti-smoking Education Conflict Resolution Education Workplace education Disaster Prevention Education Computer Studies Life-Skills Education Recycling Education Civics Education Heritage Education Community Studies Multicultural Education Anti-Violence Education Systems Thinking Education Futures Education Biodiversity Education Pioneer Studies Nutrition Education Resource Management Education Self-Image Education Peace Education Leadership Education Cooperative Education Character Education Sexual orientation Educationhelliphelliphelliphelliphellip(100 plus)
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
2 Embed ESD in Existing Disciplines
This is the goal of most adjectival education
But usually resisted by the system unless needed by the system to respond to a perceived currenturgent societal need
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
3 Whole System Reorientation
The intent of Chapter 36
Very difficult to do without a crisis but possible and underway
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
A Question for All Societies
What should our studentsbull knowbull be able to dobull and value enough to act uponwhen they graduate
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
The Purpose of Education
Learningto knowto doto beto live together
Perhaps we can alter this last purpose slightly toLearning to live together with ldquoothersrdquo and ldquosustainablyrdquo
-Jacques Delors ndash Learning the Treasure Within UNESCO
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Reorienting Existing Formal EducationMeans Addressing
Not onlybull Buildingsbull Curriculumbull Practices and actions
But alsobull What we value bull What we evaluatebull Monitor and report uponbull Modeling sustainability
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Manitoba K-12 Mission Statement
ldquoTo ensure that all Manitobarsquos 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 societyrdquo
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Manitoba Ed Goal
ldquoTo ensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable mannerrdquo
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Initial ESD Interventions in Formal Education
bull Curriculum modificationbull Energy Water Waste Managementbull Food servicesbull Social programs ndash racism equity etcbull Site development
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Youth Engagement (CEA)
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
UNESCO World Conference ESD 2009
bull 31 March ndash 2 April 2009 bull 900 participants from 150
countries 48 ministers and vice-ministers
bull Objectives to highlight the contribution of ESD to quality education to promote international exchange on ESD to take stock of Decade activities to develop strategies for the way ahead
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Bonn Declaration-ESD
RecommendsEngage higher education
bull Teacher education institutionsbull Work with senior education leadersbull Indigenoustraditional knowledge
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Approaches to ESD in IHE
bull Student organizationsbull Individual professorsbull Department reform and inclusionbull Institutesbull Systemic reform including
ndash Mission practice monitoring rewards etc
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Initial IHE Reorienting
bull Greening the campus (savings)bull Reputation managementbull Recruiting strategybull Fund raising
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Emerging IHE Reorienting
bull Greening the ldquomindrdquobull Research opportunitiesbull Moving to social sciencesbull Embedded in practice as well as policy
ldquoClimate change is as much about change as it is climaterdquo
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
SD ESD and Complexity
The only problems that have simple solutions are simple problems The only managers that have simple problems have simple minds Problems that arise in organizations are almost always the products of interactions of parts (of a system) never the action of a single part
Complex problems do not have simple solutionsrdquo Professor Russell L Ackoff management thinker organizational theorist and
Professor Emeritus at the Wharton School University of Pennsylvania
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Complexity and Changing Behaviour
There is no simple relationship between attitudes engagement and behaviour change A very wide range of contextual factors influence attitudes and constrain behaviour habit and routine are also important
If engagement is undertaken for the purpose of changing attitudes andor encouraging behaviour change then these wider factors will also need to be addressed
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
WELL-BEING FOR ALL FOREVER
These simple concepts provide a starting definition for the complexity of sustainable development and help frame the global search for solutions to the social economic and environmental issues that threaten the planet
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Key Drivers of Subjective Well-beingRESOURCES AND CAPABILITIES Income amp wealth - Knowledge amp skills - Psychological resources - Physical health - Social capital - Information - Time - Political power
ENVIRONMENT
- Natural environment- Infrastructure- Technologies- Product markets- Organizations- Culture (values amp norms)- Institutions - laws amp regulations- Public policies- Media amp marketing
MASLOWIAN NEEDS- Self-actualization- Self- and social esteem- Love and belonging- Security- Physiological needs (thirst hungerhellip)
MEANINGFULNESS- Exceeding self-
interest- Serving others- Higher purposeEVERYDAY
ACTIVITIES AND ROLES- Worker- Consumer- Family
member- Relative- Friend- Hobbyist- Citizen
SUBJECTIVE WELL-BEINGamp HAPPINESS
MENTAL COHERENCE- Comprehensibility of life- Manageability of life
FEEDBACK
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Aboriginal Learning Knowledge CentreMeacutetis Holistic Lifelong Learning Model
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
HE Restructuring Step 1
bull Restructure the curriculum beginning with graduate programs and proceeding as quickly as possible to undergraduate programs The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network Responsible teaching and scholarship must become cross-disciplinary and cross-cultural
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
HE Sustainability Fundingbull Sustainability advocates in the ranks of
higher education are circulating a letter among college presidents asking for their support for a plan to set aside 1 percent of the proceeds from carbon-emissions allowances - or up to $1 billion - for such education reports the Chronicle of Higher Education
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
3 Main Sections1 ESD progress to Date
2 The Role of Higher Ed
3 Moving Forward to 2014 and Beyond in a Systemic Approach
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Presenting ESD bull Awareness bull Understandablebull A ldquomust-havedordquo popular choice but ethicalbull Seen as ldquoDo-ablerdquobull Exemplars from prestigious sourcesbull Cost saving or affordable or prestigiousbull An opportunity verses a problembull Digestible and manageable
Tony Piggott ndash CEO JW Thompson
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Premises of the ldquoStrengthsrdquo Model a starting point for reorienting ESD
bull No single disciplineleaderteacheremployee can do it all
bull Every disciplineleaderteacheremployee can contribute something
bull Some individuals or sectors can take lead roles in directingmanaging the reorientation
bull Inter-institutional leadership and coordination of these ldquostrengthsinitiativesrdquo are key elements as we ldquolearnrdquo our way forward
bull ldquoTrain the trainersrdquo becomes ldquolearn with the learnersrdquo
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Ongoing Government Support
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
IHE and ESD Variables
bull Variables1- How HE is perceived
Societal good or for the benefit of the individual
2- Sources of funding
3- Emphasis (teaching research service)
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
The United Nations Decade of Education for Sustainable Development
(2005 ndash 2014)
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
The Objectives for the DESDbull 1048707 facilitate networking linkages exchange
and interaction among stakeholders in ESDbull 1048707 foster an increased quality of teaching
and learning in ESDbull 1048707 help countries make progress towards
and attain the millennium development goals through ESD efforts
bull 1048707 provide countries with new opportunities to incorporate ESD into education reform efforts
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Addressing the ldquoHOWrdquo
The global MampE framework involves MampE Expert Group (MEEG) UNESCO Institute for Statistics (UIS) UNESCOrsquos Bureau of Strategic Planning (BSP) Global Monitoring Report (GMR) for EFA Programme Team leaders (UNESCOrsquos Plan) DESD Reference Group DESD Secretariat
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
Tracking the Reorienting Process
Handprints
Footprints(Enviromental social economic)
TomorrowToday
Action amp embedded
Exploratory amp assessment
Greening amp cost saving
Useful to all of society
bull Recyclingbull Energy savingsbull Waterwaste reductionbull Green purchasingbull Cafeteria compostingbull Water bottle bansbull Food source and handlingbull Green buildingsbull Transportation
bull Natural and social sciencesbull Teaching for SDbull Overarching principle at IHEbull Transdisciplinary approachbull Focus on informed actionbull Assessment and reportingbull Values Ethics embedded (EC)
bull Exemplary modelsbull Embedded throughoutbull Community partnershipbull Greening all school designbull Corporate Citizenshipbull Full Cost Accountingbull Tracking and reporting
bull Natural sciencesbull Teaching about SDbull Environmental studiesbull Individuals at IHEbull Climate change researchbull Waterbull Eco-schoolbull Green Economics
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
DESD 2014 and Beyond
bull Celebrations Japan and around the worldbull Formal meeting plus related satellite eventsbull Building the next phase ndash global work programbull Widening partnerships-Privatepublic sectorsbull Creating synergy with EFA MDGs Rio+20bull Synergy with UN Agencies INGOs and NGOsbull Higher educationbull Institutions
wwwhandsforchangeorg
Radical Hope
wwwhandsforchangeorg
Radical Hope
