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UN Decade of ESD in Scotland

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UN Decade of ESD in Scotland What s next for Further and Higher Education? Betsy King, LfS Scotland Rehema White, University of St Andrews – PowerPoint PPT presentation

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Title: UN Decade of ESD in Scotland


1
UN Decade of ESD in Scotland Whats next for
Further and Higher Education?
Betsy King, LfS Scotland Rehema White, University
of St Andrews
2
UN Decade of ESD in Scotland and beyond?
  • Scotlands FE and HE UNDESD goals 2005-14
  • How did we do?
  • Scotlands end of UN Decade conference
  • Global perspectives on the Decade
  • Celebrations and planning in Japan
  • What next globally and for Scotland?

3
Scotlands UNDESD goals for Further and Higher
Education
  • For the UN Decade, we envisage a Scotland where
  • Our universities and colleges play a key role in
    developing knowledge and understanding of
    sustainable development
  • Estates developments embody the principles of
    sustainable development and encourage learners
    and staff to act sustainably
  • Education for sustainable development is
    integrated into curricula
  • The whole experience offered to learners
    contributes to the development of their
    sustainability literacy and citizenship skills,
    attitudes and behaviours
  • Universities and colleges have access to the
    highest quality materials, advice and support to
    enable them to embed education for sustainable
    development into their courses and the wider
    student experience
  • The value of sustainability skills is understood
    and articulated by institutions, learners and
    employers.

4
Did we meet our goals? respondents in Delphi
process
5
What Scotlands end of UNDESD conference said
  • Workshop on FE/HE focused on past achievements
    but highlighted some ways forward including
  • Build on success of estates and accredited
    curriculum and community holistic approach
  • Student demand will increase provision of LfS
  • Explore impact of LfS does it enhance learning
    overall?
  • Maintain global perspective

6
What next? Mind the GAP
  • End of UNDESD (November 2014)
  • Celebrations and planning in Japan
  • A Global Action Programme adopted by the UN
  • Linked to the new UN Sustainable Development
    Goals?
  • Five years or longer
  • Scotlands role in the GAP

7
UNDESD Final Report Nov.2014 Shaping the Future
We Want http//bit.ly/1AfjAJt
  • Successes and trends
  • No. of countries including SD in education plans
    increases steadily
  • ESD has encouraged multi-stakeholder approaches
  • ESD has entered discourse on Quality Education
  • Increase in no. of universities seeking to
    transfer influence beyond the university,
    particularly within local communities
  • Challenges
  • closer alignment and coherence across education
    and SD sectors
  • political support for institutionalised ESD to
    ensure implementation at systemic whole
    institution level
  • better knowledge more research, innovation,
    monitoring and
  • evaluation for effectiveness of ESD.

8
  • UNDESD Report Key Findings
  • Shaping the Future We Want http//bit.ly/1AfjAJt
  • Need broader understanding of ESD
  • Convergence between SD and education agendas
  • Strong political leadership instrumental in
    advancing ESD
  • Multi-stakeholder partnerships and networks
    within and beyond national boundaries have been
    particularly effective
  • Whole institution change is important
  • Educators are the major priority
  • Importance of early years and tertiary education
  • Technical and Vocational Education and Training
    (TVET) programmes are becoming more significant

9
UNDESD 2005-14 ReportHigher Education
  • global transformation of HE towards SD has yet
    to occur (p31)
  • Need
  • Whole institution approaches to curriculum change
  • Capacity building for leaders

10
UNDESD 2005-14 ReportTVET
  • Internationally the skills needs of the Green
    Economy are recognised
  • Nationally and locally implementation is slow
  • Government, business and industry and educators
    need to work together
  • Capacity building for leaders and
  • educators needed

11
UNESCO World Conference on ESD Nov. 2014 Japan
  • 1100 people, 74 Ministers
  • Four main themes
  • Celebrating a decade of action
  • Reorienting education to build a better future
    for all
  • Accelerating action for SD
  • Setting the agenda for 2014 and beyond
  • This conference marking the end of the DESD is
    the culmination of
  • a journey and the start of a new one
  • (Irnia Bokova, Director General of UNESCO)

12
Aichi-Nagoya Declaration - key messages for ESD
http//bit.ly/1CF0rWe
  • Reorienting Education to build a better future
    for all
  • In sum upscale the outcomes of the DESD to
    drive a paradigm shift across the education and
    training system
  • Involves changes in purpose, policy, ethics,
    values, knowledge production approaches, teaching
    methods etc.
  • Accelerating action for Sustainable Development
  • In sum changes must begin now, with a renewed
    sense of urgency
  • link education and action in all spheres to
    create socially
  • just green economies and societies

13
Global Action Programme on ESD
  • Global Objectives
  • to reorient education and learning 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
  • to strengthen education and learning in all
    agendas, programmes and activities that promote
    sustainable development.

14
UNESCO Roadmap for implementing the GAP
http//bit.ly/1sUGrE8
  • Priority Action Areas
  • Advancing policy
  • Transforming learning and training environments
  • Building capacities of educators and trainers
  • Empowering and mobilising youth
  • Accelerating sustainable solutions at local level

15
Global Strategies
  • Building new momentum
  • Partner networks for the 5 areas
  • A Global Forum
  • UNESCO prize for ESD?
  • Urging national ESD co-ordination and action
  • plans with targets
  • GAP Secretariat at UNESCO

16
What next for FE and HE in Scotland?
  • FE established curriculum, leading on from CfE
    and eco-schools regulate and embed through
    certification requirements?
  • HE research and teaching no set curriculum and
    fierce defence of academic freedom pursue via
    graduate attributes, critical thinking and
    innovative pedagogies? (beware employability
    rhetoric..)

17
In Groups
  • What are the opportunities to strengthen ESD in
    FE and HE now?
  • What are the barriers?
  • What resources do we need to enable us as
    individuals, institutions and a sector to develop?
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