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?
3Scotlands 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.
4Did we meet our goals? respondents in Delphi
process
5What 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
6What 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
7UNDESD 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
9UNDESD 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
10UNDESD 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
11UNESCO 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)
12Aichi-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
13Global 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.
14UNESCO 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
15Global 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
16What 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..)
17In 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?