Educacion para el
Desarollo Sostenible:
Una decada de
oportunidades oportunidades
Professor Daniella Tilbury, Professor Daniella Tilbury,
Marie Curie Fellow
Director of Sustainability,
University of Gloucestershire
Chair of the UN DESD M&E Group
Aprender a Cambiar: estamos dispuestos a enfrentarnos al retor
4 4 preguntaspreguntas::
•• PorPor queque cambiarcambiar??
•• QueQue cambioscambios??
•• Como Como cambiarcambiar??
•• EstamosEstamos listoslistos a a enfrentarnosenfrentarnos al al retoreto??
Q. Q. PorPor QueQue CambiarCambiar??
Learning our way out �.
•
A UN DESD: Calls to Reorient Education
In 2002, The UN General Assembly In 2002, The UN General Assembly
adopted Resolution 57/254 to adopted Resolution 57/254 to
declare a Decade in ESD (2005declare a Decade in ESD (2005--2014)2014)
THE OBJECTIVES OF THE DESD:THE OBJECTIVES OF THE DESD:
• To improve access to and quality of
ESD
• To reorient Education so that ESD is
at the heart of the education systems
and curricula.
and curricula.
•• To develop national, regional and To develop national, regional and
institutional action plans.institutional action plans.
Q. Q. QueQue CambiosCambios??
To
Questioning and getting to the root of
the issues
---------------------------------------------
Reorienting Curriculum
FromFrom
Passing on knowledge
& raising awareness
----------------------------------------
Embedding
-------------------------------------------------------------------------------------
Creating opportunities for reflection,
negotiation &
participation for change (how)
----------------------------------------------
Encouraging values clarification
---------------------------------------------
-----------------------------------------
Sending messages and learning about
issues (what)
---------------------------------------
Teaching attitudes and values
--------------------------------------------
Learning for change
------------------------------------------------
Professional & institutional change
Single actions
----------------------------------------------
Individual & personal change
Challenge to consider how Challenge to consider how
one’s practiceone’s practice can make a major can make a major
Learning to Change
one’s practiceone’s practice can make a major can make a major
contribution to a more sustainable contribution to a more sustainable
future.future.
Challenge to question Challenge to question what what
students are actually learningstudents are actually learning
and and how ablehow able they are to they are to and and how ablehow able they are to they are to
positively influence futures.positively influence futures.
Q. Como Q. Como CambiarCambiar??
UNECE ESD UNECE ESD
COMPETENCES
FOR
EDUCATORS
• Learning to know
The educator understands…
• Learning to be
Vertical Axis
• Learning to be
The educator is someone who…
• Learning to live together
The educator works with others in
ways that….ways that….
• Learning to do
The educator is able to …Based on: Delors J. (ed) (1996) “Learning: The Treasure
Within” International Commission on Education for the
21st Century, Report to UNESCO, UNESCO.
• Holistic Approach
Towards integrative thinking
Horizontal Axis
Towards integrative thinking
and practice
• Envisioning change
Past, present and future
• Transformation
people, pedagogy and education systems
ESD Competences for Educators HOLISTIC APPROACH
Towards integrative
thinking and practice
E VISIO I G CHA GE
Past, present and future
TRA SFORMATIO
People, pedagogy and
education systems
Learning to
know
• The basics of systems
thinking
• Interrelationships between
• The root causes of
unsustainable development
• The evolving nature of
• Why there is a need to
transform the education
systems that support learning
The educator
understands…
economic, social, cultural
and environmental issues
• The interdependence within
the present generation and
between generations, as well
as relationships between rich
and poor and between
humans and nature
• Their own world view and
cultural assumptions and
sustainable development
• The urgent need for change
from unsustainable practices
towards advancing the
quality of livelihood,
solidarity, and environmental
sustainability
• The importance of problem
setting, critical reflection, and
visioning in planning the
• Why there is a need to
transform the way we
educate/learn
• Why it is important to
prepare learners to meet new
challenges
• The importance of building
on the experience of learners
as a basis for transformation
• How engagement in real cultural assumptions and
those of others
• The connection between
sustainable futures and the
way we think, live and work
• Understands one’s own
thinking and action in
relation to sustainable
development
visioning in planning the
future and effecting change,
• The importance of
preparedness for the
unforeseen and a
precautionary approach.
• How engagement in real
world issues enhances
learning outcomes and helps
learners to make a difference
in practice
ESD Competences for Educators HOLISTIC APPROACH
Towards integrative thinking and
practice
E VISIO I G CHA GE
Past, present and future
TRA SFORMATIO
People, pedagogy and education
systems
Learning to
do
• Create opportunities
for sharing ideas and
experiences from
• Critically assess
processes of change in
society
• Facilitate
participatory and
learner-centered
The educator
is able to <
experiences from
different
disciplines/places/cultu
res/generations
without prejudice and
preconceptions
• Work with different
perspectives on
dilemmas, issues,
society
• Communicate a
sense of urgency for
change and inspire
hope
• Facilitate the
evaluation of potential
consequences of
different decisions and
learner-centered
education that
develops critical
thinking and active
citizenship
• Assess learning
outcomes in terms of
changes and
achievements in dilemmas, issues,
tensions and conflicts
different decisions and
actions
• Use the natural,
social and built
environment, including
their own institution as
a context for learning
achievements in
relation to sustainable
development
ESD Competences for Educators-HOLISTIC APPROACH
Towards integrative thinking and
practice
E VISIO I G CHA GE
Past, present and future
TRA SFORMATIO
People, pedagogy and education
systems
Learning to
be
• Is inclusive of
different cultures,
perspectives and
• Is motivated to make
a positive contribution
to other people and
• Is willing to challenge
assumptions
underlying
The educator
is someone
who<
perspectives and
disciplines
(importance of
transparently
communicating own
values�)
to other people and
their social and natural
environment, locally
and globally
• Is willing to take
considered action even
in situations of
uncertainty
underlying
unsustainable practice
• Is a guide, facilitator
and participant in the
learning process
• Is a critically
reflective practitioner
inspires creativity and
innovationinnovation
VARIATIONS And RESPONSES
ALONG The SUB-REGIONS
• USA• USA
• Canada
• EU
• Balkans
• EECCA• EECCA
Mapping Progress:Mapping Progress:
-- Use of the ESD Use of the ESD
Competences for Competences for
development plans but development plans but development plans but development plans but
also for checking also for checking
progressprogress
-- ESD Indicators_ GMEF ESD Indicators_ GMEF
indicatorsindicators
and Asia Pacific ESD and Asia Pacific ESD and Asia Pacific ESD and Asia Pacific ESD
Indicators Project.Indicators Project.
Mapping Progress:Mapping Progress:
UNESCOUNESCO--IUCNIUCN
Asia Pacific ESD Asia Pacific ESD
Indicators Project.Indicators Project.Indicators Project.Indicators Project.
--provides a guideprovides a guide
to using indicatorsto using indicators
--differentiates between differentiates between
types of indicatorstypes of indicatorstypes of indicatorstypes of indicators
-- provides examplesprovides examples
of indicatorsof indicators
Q. Q. EstamosEstamos listoslistos parapara esteeste retoreto??
•
Copyright Macquarie University 24
‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’
Then a
miracle
I�
OUT
occurs
“Good work <<. but I think we needjust a little more detail right here”
JW99
Q. Are we up to the challenge?Q. Are we up to the challenge?
-- What are the first steps?What are the first steps?-- What are the first steps?What are the first steps?
-- What are the opportunities and What are the opportunities and
difficulties we can expect?difficulties we can expect?
-- How best do we assess the progress How best do we assess the progress
of our work in this area?of our work in this area?
-- What can we learn from our own and What can we learn from our own and
overseas experiences?overseas experiences?overseas experiences?overseas experiences?
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