Good Practice in Education for Sustainable Development
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ECO-UNESCOSuivre
26 Jan 2010•0 j'aime•3,655 vues
Good Practice in Education for Sustainable Development
26 Jan 2010•0 j'aime•3,655 vues
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ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development Presentation by keynote speaker Andy Griggs (Environmental Education Forum) on Good Practice in Education for Sustainable Development. About this presentation: In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally. The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
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Good Practice in Education for Sustainable Development
- 1. Education for Sustainable Development ANDY GRIGGS CO-ORDINATOR ENVIRONMENTAL EDUCATION FORUM (EEF)
- 3. How Sustainable Are You?
- 5. Education for Sustainable Development: a definition "enables people to develop the knowledge, values and skills to participate in decisions about the way we do things, individually and collectively, locally and globally, that will improve the quality of life now without damaging the planet of the future". UK Panel for Education for Sustainable Development, 1998 .
- 7. Less than 20% of the world’s population use over 80% of the world’s resources. www.worldmapper.org
- 8. Worldmapper: territory size shows proportion of carbon emissions
- 10. Enables students to learn how all societies, economies, peoples and environments are interrelated and interdependent.
- 11. Every _ seconds a child dies of a treatable disease. 4 5 6 7 8 9 10 20% of the world’s population earn $ _ or less per day. A cow in the EU receives $ _ subsidy per day. 1 2 3
- 12. _ % of people in the world do not have electricity at home 32 45 50 58% of the world’s people live in Asia but have only _ % of the world’s wealth Only _ % of people in the world have access to computers. 26 24 10
- 13. Sustainable Development – relevance to you! To take good care of their environment and each other our young people need to be good ‘ global citizens’ and fully realise their impacts and responsibilities. We must realise that we live on a finite and delicate planet.
- 14. Northern Ireland Curriculum Aims to empower young people to develop their potential and to make informed and responsible choices and decisions throughout their lives.
- 17. Individuals: Personal & Mutual Understanding … Self-confidence; motivation; creativity; exploration Personal Health … Active & healthy lifestyles Moral Character … Values; choices; responsibility; tolerance Spiritual Understanding … Sense of awe & wonder about the world around them!
- 18. Contributors to Society: Citizenship … Issues & problems; creating a better world Cultural Understanding … Interdependence Media Awareness … Impact of the media in influencing personal views, choices & decisions Ethical Awareness … Imbalances both locally & globally
- 19. Contributors to the Economy & Environment: Employability … Team-work; perseverance; risk takers Economic Awareness … Informed, sustainable choices Environmental Responsibility … Their role in maintaining & improving the environment
Notes de l'éditeur
- This map shows: Territory size shows proportion of people living on less than $2 per day
- countries around the world are becoming more and more interdependent. We may live on a geographical island, but the global dimension allows students to learn how all economies, environments, societies and peoples are affected by global events and decisions made around the world.
- Territory size shows the proportion of all carbon weight of carbon dioxide emitted; carbon damage is assumed. from there.
- Global Dimension in Schools is based on eight main concepts: Values and Perceptions: help young people develop multiple perspectives, including the power of the media, and allow them to challenge any assumptions and stereotypes. Diversity includes enabling students to (more than just tolerate ) but understand and respect diversity in our societies. Social Justice: allows students to understand the impact of unequal power, challenge prejudice and injustice and how they affect past and present politics. Conflict Resolution: enable students to develop skills of communication and negotiation Human Rights: understand and value our common humanity with all people all over the world. Sustainable Development: allows students to understand to respect the environment, that the earth’s resources are finite and see the interconnections between environmental and economic spheres. Global Citizenship: helps students to appreciate the global context of local and national issues. Interdependence: People, places, economies and environments are interrelated; choices and events that occur here have repercussions on a global scale. These Global Dimension Concepts, like the aims, may sound very familiar. There is much similarity between them and the key elements of the Northern Ireland Curriculum.
- countries around the world are becoming more and more interdependent. We may live on a geographical island, but the global dimension allows students to learn how all economies, environments, societies and peoples are affected by global events and decisions made around the world.