SARVAMFour Key Facets of ESD inclusive curriculum

Dr. Geetika Saluja

geetika.b.saluja@gmail.com

The figures from the United Nations Educational, Scientific and Cultural Organization (UNESCO)Statistical Yearbook and World Education Report, for example, show that in the United States more than 80 percent of the population has some post-secondary education, and about 25 percent of the population has a four-year degree from a university.

Statistics also show that per-capita energy use and waste generation in the United States are nearly the highest in the world.

Sustainable development:Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.As given in Brundtland Report written by the UN world Commission on Environment and Development

Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.

UN Millennium Declaration that led to the creation of the Millennium Development Goals (MDGs). These are eight goals that all 191 UN member states have agreed to try to achieve by the year 2015.

At the UN SDG Summit on September 25-27, 2015, the leaders of 193 countries converged on the United Nations General Assembly in New York to commit to the agenda set forth by an ambitious document titled, "Transforming Our World: The 2030 Agenda for Sustainable Development".

•ACTIVE CITIZENSHIP•SUSTAINBALE DEVELOPMENT•LIFE SKILLS

Who is Global and Active Citizen?

• The wisdom to perceive the interconnectedness of all life and living.

• The courage not to fear or deny difference, but to respect and strive to understand people of different cultures, and to grow from encounters with them.

• Has compassion and empathy for ones immediate surroundings and has a will to make a difference

• Plans, collaborates, acts as cooperative team member for actively participating in finding and implementing solutions.

Has a sense of identity and self-esteem and promotes these feelings in others: recognises the value of individuality in oneself and others; acknowledges that we all make mistakes and that we can learn from themHas an understanding of and respect for diversity: treats all pupils as different but equal; and is actively anti-discriminatory.

Has the ability to think critically, creatively and is open to new ideas is aware of their own opinions, but able and willing to challenge and change them in the light of convincing evidence; is able to present an informed, persuasive argument based on reason.

Understands that people working together on a common goal can accomplish more than people working alone

Has a belief that people can make a difference: has the confidence to act in order to improve situations; is an active participant in their school and community and sees the two as interlinked and actively participates in it.

Has understanding of key fundamental rights and duties as guaranteed by the constitution of India and , rights of every child as outlined in UNCRCDisposition of every right has corresponding duty that goes with it.

Has an understanding of peace and conflict, and has the ability and willingness to behave co-operatively and resolve conflict: ensures that there is a democratic class system in place, where pupils can share their problems and where grievances can be resolved.

Has an understanding of and active commitment to, social justice and equity: is aware of causes of inequality in the world, deeply concerned by its injustices, and committed to changing things; behaves democratically within and outside school; uses fairness as the basis for decision-making does not generalise about peoples, countries, continents; is able to recognise and challenge bias and manipulation of information in books, ICT and the media.

Understands environment and socio economic challenges and is committed to sustainable practices in behaviour and disposition. is aware of MDGs and SDGs and commits to its success in his or her own capacity

LIFE SKILLS AS DEFINED BY UNICEF IS: A behaviour change or behaviour development approach designed to address a balance of three areas; knowledge, attitude and skills

SARVAMEducation of Active Citizenship & Sustainable Development for a Future U’

Dr. Geetika Saluja

OBJECTIVE OF ‘Sarvam’:•Through whole school – whole system approach to encapsulates a great deal of what an active and participatory curriculum means in practice. •To reorient education and learning and provide environment; so that everyone has the opportunity to acquire the knowledge, skills, values and attitudes that empower them to contribute to sustainable development – and make a difference.

OBJECTIVE OF ‘Sarvam’:•To create resource, inspiration and ideas for classroom learning through participation of the participating school teachers and build their capacity to deliver sustainability concepts in the classroom.•To understand ways in which general educational objectives, interdisciplinary teaching methods, different subjects and various celebrations and competitions in the school calendar may be used to help reorient the curriculum of a school towards sustainability•To incorporate all four key facets of learning: Thinking, Feeling, Doing and Believing

ETHOS

PEDAGOGY

COMMUNI

TY

MANAGEME

NT

CURRICULU

M

Whole School Whole System developmentNo single element stands alone. All of elements are interdependent

Students and parents

Teachers and staff

Whole School Whole System development

STUDENT AS ACTIVE PARTICIPANT IN CURRICULUM PLANNING

•How many schools, students are involved in curriculum planning? With this I mean an active participants in curriculum designing with understanding of the objective of the concepts taught•How many times as a teacher we have asked them whether they liked what they are taught and how they are taught? •Whether they would want any change in the approach?•What they would like to eliminate or add to the curriculum?•How they would like to assess their own learning? •Whether we have formally asked them what excites them?•What is the role of students committee in major decision making of the school’s policy and management?

A school that respects children and encourages them to voice their opinions carries a hidden message that children are valued.

ETHOSA positive school culture which is active, environment friendly , sustainable and provide interactions and experiences

1. Encourage listening to, and valuing, all contributions that children make and that there is no right or wrong answer2. Encourage children to express opinions 3. As far as possible, present at variety of perspectives on the issue being investigated 5. Relate to an issue and support children in make choices about how to take positive action 6. Demonstrate that change can be local or global and that each affects the other7. Make use of interactive / participatory approaches, taking account of learning intelligences and engaging higher order thinking skills

TOPICS THAT CAN BE INTEGRATED WITH THE CONTEXTUAL CONCEPTS

This calls for a reorientation of the thinking and practice of formal education – that dissolves the classroom walls and create pathway between students and it socio – economic – cultural – natural-physical world that helps child to construct knowledge and derives meaning. This can be done by

NATURE and ECOLOGY-Critical analysis of Action of a typical day in ones life- Cell and its components-Life cycle of living beings-Fibers to fabric-Food web food chain-Biosphere-Ecosystem its interdependence and interaction-Flow of energy and nutrients-Bio-geo chemical cycles-Multipurpose projects- its pros and cons-Habitat and Niche-Biodiversity-Threats to biodiversity-Ecosystem Services-Co Evolution-Ecological resilience

ENVIRONMENTAL CHALLENGES:Geological time scaleAnthropogenic interventionsEcological resilienceWater, Air, soil pollutionOzone depletionGreen house effectClimate changeBiomagnificationsEutrophicationAcidificationDeforestationSpecies invasionSpecies extinctionHabitat fragmentationStress on natural resourcesLoss of biodiversityStress on Agriculture

SOCIO ECONOMIC CHALLENGESPovertyHealth and SanitationHuman rights

MEASURING SUSTAINABILITYGDP- Gross Domestic ProductHDI – Human Development IndexGreen GDPEcological foot print indicator

ROLE AND RESPONSIBILITY OF VARIOUS STAKE HOLDERS IN A SOCIETY TOWARDS SUSTAINABILITY

COMMUNICATION FOR SUSTAINABILITY

SUSTAINABLE USE OF energyWaterFood

SUSTAINABLE TRANSPORTATION

ECO- AND SUSTAINABLE TOURISM

WASTE MANAGEMENT

NEED BASED ASSESSMENT

PRINCIPLES OF SUSTAINABLE DEVELOPMENTS

INSTRUMENTS FOR SUSTAINABLE DEVELOPMENTLIFE CYCLE ANALYSIS (LCA)

FOUR WAYS TO SOLVE ENVIRONMENTAL PROBLEMSDilutionPollution controlRecyclingPrevention

SPIN

Task integrating ESD

Try to find one or two examples for each of the following from your list and in the nature area that you have visited.ProducersPrimary consumersSecondary consumersDecomposersNon-biotic elements

Describe a simple food web consisting of a selection of the organisms you have listed. Explain how these organisms interact. Try to describe nutrient flows and energy flows in this area.

Choose one of the species of plants and animals you have described in earlier tasks. What do you think would happen if this plant or animal suddenly disappeared from your area? How would other plants and animals be affected? What new species could replace it? Motivate your answer.

Find out whether the area is considered to be rich or poor in biodiversity? Explain your answer. Mention if there are typical species of that area in particular and describe them.

NATURE AND ECOLOGYDescribe what you see in the nature area. Focus on the way that people interact with nature. For example, describe if people use the area, what they do in it or how they make use of it.

Interview your grandparents or some other elderly people that know this nature area. Describe the changes that have occurred in the area over time. Mention in what ways these changes have been positive or negative. Try to find out if the changes have happened naturally or if they have been created by human activities.

Describe how you would like to see this area in 30 years. This can be called your "vision for the area in 30 years". Identify things that would need to be done in order to make your vision for this area happen.

EELCTRICITY:What is the source of electricity in your school, where does it come from? (You may have to ask the school staff)

Each of you in your group think of all the electric devices that you use in your house (or at school). Make a list with 3 devices that each of the members of your group uses most. Then find out how much energy these devices consume and write it next to each device in your list.Does it have any energy efficient label? Find our which is the most energy efficient equipment?

ENVIRONMENTAL SOLUTIONS:Find out what are the three most important environmental problems in your country. Briefly describe them. Describe the social effects of each of the three identified problems.Focus on of the problems that you mentioned in the previous task, discuss with your group and write down if each of those problems are local, regional or part of global threats.

Search in the news from the last month and try to find some news related to an environmental issue. Write about it here, mention what are the main environmental and social consequences related to it.

Focus on one of issue. Find an organisation in your country, province or city that is working to help solve one of these issues. What is the name of the organisation? What is their mission, goal or mandate? How are they working to help solve the challenge?

Contact the organisation you listed in Task 2. Interview a member of staff either by telephone, skype, e-mail or in person. Take good written notes when you interview them so you can refer back to those notes. Ask any questions that you are interested in but be sure to cover: what the person’s role is; and what sort of work they do (practical examples) in order to address the challenges

FROM LOCAL TO GLOBALTo begin thinking about the future of Earth, a good starting point can be a place you know well. This place you have identified may currently, or in the future, be under threat – from local council development plans, pollution or even deforestation.

Activities•Find a place that is somehow special to you. This place can be as big or as small as you like, but should be a place you enjoy going to – and which makes you feel good.•If possible revisit your special place, and think about what it is that makes it special to you.•Undertake investigations to determine if there are current or future threats to it as a place of value to you. You may wish to contact your local council or an environmental scientist.•Produce an artwork that expresses the value of this place to you with text that also alludes to any perceived threat, and show this to your friends.

•Produce an artwork that expresses the value of this place to you with text that also alludes to any perceived threat, and show this to your friends.•Expand your thinking to consider Earth as a special place, and think about what you value about Earth and the current or potential threats to these values.•Produce a work of creative artwork that also incorporates text referring to any perceived threat, or art that expresses your views of Earth as a special place.For a visual artwork, there can be a text component integrated into or accompany it as a ‘title’ statement. If the creative artwork is piece music, then the text component could be the lyrics

Inclusion of Attitudes and valuesin ESD inclusive curriculum

Attitudes and Values•Care for the community.•Respect for the beliefs and opinions of others.•Respect for evidence and rational argument.•Tolerance and open-mindedness.SkillsCommunication skillsFor example:• Expressing views through different media; and• Arguing clearly and concisely.Numeracy skillsFor example:• Collecting, classifying and analysing data; and• Interpreting statistics.Study skillsFor example:• Retrieving, analysing, interpreting and evaluating information from a variety of

sources; and• Organising and planning a project.Problem solving skillsFor example:• Identifying causes and consequences of problems; and• Forming reasoned opinions and developing balanced judgements.Personal and social skillsFor example:• Working co-operatively with others; and• Taking individual and group responsibility.Information technology skillsFor example:• Collecting information and entering it into a database; and• Simulating an investigation using information technology.

Which days are celebrated in your School Calendar? List the days that would be culturally appropriate and locally relevant to include in your School Calendar of celebratory days?February 2 – World Wetlands DayMarch 23 – World Meteorological DayApril 7 – World Health DayApril 22- Earth DayMay 1 – Workers’ DayMay 15 – International Day of FamiliesMay 18 – International Day of MuseumsJune 5 – World Environment DayJune 17 – World Day to Combat DesertificationJuly 11 – World Population DayAugust 9 – International Day of the World’s Indigenous PeopleSeptember 8 – International Literacy DaySeptember 16 – International Day for the Preservation of the Ozone LayerSeptember 17-19 – Clean Up the WorldSeptember 21 – International Day of PeaceOctober 5 – World Teachers’ DayOctober 16 – World Food DayOctober 24-30 – Week for Disarmament and DevelopmentNovember 20 – Universal Children’s DayDecember 10 – Human Rights Day