1. UNESCO Chair on Reorienting Teacher
Education to Address Sustainability
York University,
Toronto, Canada
Charles Hopkins Chair
Rosalyn McKeown, Secretariat
2. Initial Vision for the Chair in 1998
- Answer to a request from UN CSD in 1996 to find a way
to engage 60,000,000 teachers
- Produce guidelines and recommendations for UNESCO
- ESD and policy
- Research
- Professional development
- Curricular development
- Dissemination of ESD & TE expertise
- Promote the evolution of ESD with focus on QE
3. 4 Thrusts of ESD
1- Access and retention in quality education
2- Reorienting education from development to SD
3- Public awareness and understanding of SD
4- Training for all sectors of society
1 Acceso a educación básica de calidad
2 Reorientación de la educación existente de SD
3 Conciencia pública y comprensión de SD
4 Programas educativos para todos los sectores
4. Guidelines for Reorienting Teacher
Education Project
• Locally relevant
• Culturally appropriate
• Fit the environmental, social and
economic contexts of the institution and
the community.
5. UNESCO Report Recommendations
• National/ministerial
• Regional/community
• Institutional
• Faculties in general
• Faculties of Education
• Pre-service teachers
• In-service teachers
• Faculty members
WWW/unesco.org/education/esd Teacher ed guidelines
• Funding
• Partnerships
• Research
• Communication
• IT
plus
• Examples of initiatives
• Publications
• References
6. Missions over 3 Phases
2000 - 04
Developed Guidelines for ESD and TE
30 institutions in 29 countries, 5 continents
2005 -14
Implement Guides/Recommendations during the DESD
approx. 250 institutions worldwide in 81 countries
2015 – Partner in new Global Action Program
7. Currently
1/ Partner in the Global Action Plan in the areas of
educators and also sustainable communities.
2/ Advisor to UNESCO, UN University, and govt.
agencies in Finland, China, Canada, Scotland,
Peru…
3/ Launching the Asia Pacific Institute on ESD with
Beijing ESD Working Group
4/ ESD and TVET, ECCE
5/ Regional Centres of Expertise in ESD
8. Current Activities
6- Sustainability and Education Academy – SEdA
7 - Prepared report on teacher ed and UN DESD
8- Research on ESD and Quality Education
-15 high-scoring PISA countries
9- Research on ESD and Improving the education
of Indigenous/traditional youth
- 17 countries on 5 continents
10. The Post 2015 ESD Framework for
action: higher education’s commitment to
the future
Charles Hopkins UNESCO Chair
York University, Toronto, Canada
11. 1/ The Past:
a/ What is ESD and where did it come from
b/ Importance of IHE and IAU has been a partner from the earliest days
c/ The UNDESD
2/ The Present (IHE responses)
a/ The formation of networks, AASHE categories
b/ Greening campuses to greening the mind
c/ learnings – motivators and barriers
3/ The Future
a Scaling up (motivators and barriers)
b UNESCO opportunity
c/ Next steps for IAU and your institution
13. Past
UN Decade of ESD - clearer understanding
-
Origin Agenda 21 – Education, Awareness & Training
a means of implementing sustainable development
4 Thrusts of ESD
1- Access and retention in quality education
2- Reorienting education from development to SD
3- Public awareness and understanding of SD
4- Training for all sectors of society
14. 4 Thrusts of ESD
1- Access and retention in quality education
2- Reorienting education from development to SD
3- Public awareness and understanding of SD
4- Training for all sectors of society
1 Acceso a educación básica de calidad
2 Reorientación de la educación existente de SD
3 Conciencia pública y comprensión de SD
4 Programas educativos para todos los sectores
19. New Learning Perspectives
• Traditional – Learning as “acquisition” model
Knowledge, solutions, true/false right/wrong
• Plus – Learning as “participation” model”
complexity, reflexive, reflection, negotiation
• And – Learning as a “response model" ambiguity in
world, taking charge-life, tolerance, engagement
22. Manitoba K-12 Mission Statement
“To ensure that all Manitoba’s children and youth
have access to an array of educational
opportunities such that every learner experiences
success through relevant engaging and high
quality education that prepares them for
lifelong learning and citizenship in a
democratic, socially just and sustainable
society.”
23. Manitoba Ed Goal
“To ensure education in Manitoba
supports students experiencing and
learning about what it means to live
in a sustainable manner.”
26. RESOURCES AND
CAPABILITIES
- Income & wealth
- Knowledge & skills
- Physical & mental
health
- Social capital
- Information
- Time
- Political power
- Natural resources
MASLOWIAN NEEDS
- Self-actualization
- Self- and social-esteem
- Love and belonging
- Safety
- Physiological needs
(thirst, hunger,…)
EVERYDAY
ACTIVITIES
AND ROLES
- Worker
- Consumer
- Family member
- Relative
- Friend
- Hobbyist
- Citizen
SUBJECTIVE
WELL-BEING
ENVIRONMENT
- Natural environment
- Infrastructure
- Technologies
- Organizations
- Demographics
- Culture (values &
norms, activities)
- Institutions (laws &
regulations)
- Politics
- Economy
- Labor markets
- Media
SENSE OF COHERENCE
-Comprehensibility of life
- Manageability of life
- Meaningfulness
• Higher purpose
• Serving others
• Flow activities
Accumulating
micro-externalities
Accumulating
micro-externalities
Feedback from
happiness
& flourishing
Feedback from
needs’ satisfaction to
internal capabilities
Feedback from needs’
satisfaction to culture,
economy and politics
Feedback from
happiness
& flourishing
Source: Timo Hämäläinen (2012): ”In Search of Coherence:
Sketching a Theory of Sustainable Well-Being” (forthcoming)
28. Researching ESD and Quality Ed
1/ How can ESD update and improve educational purposes/outcomes?
2/ How can ESD help to improve and enrich curriculum development?
3/ How can ESD guide students to have the knowledge, skills and values to
care for and solve their future sustainable development issues?
4/ How can ESD help strengthen the partnerships between schools and
other stakeholders, including the surrounding community?
5/ How can ESD promote innovation in pedagogical frameworks?
29. ESD and Indigenous/Marginalized Youth
• 17 research sites in 15 countries
• Infusion of current and future sustainability issues
• Altering pedagogy to address indigenous and other
“ways of knowing”
34. Conference objectives
1. Celebrating a Decade of Action
“What have we achieved, what are the lessons learnt?”
2. Reorienting Education to Build a Better Future for All
“How does ESD reinforce quality education?”
3. Accelerating Action for Sustainable Development
“How are sustainability challenges addressed through ESD?”
4. Setting the Agenda for ESD beyond 2014
“What are the strategies for our common future?”
35. Priority action areas
Advancing policy
Transforming learning and training environments
Building capacity of educators and trainers
Empowering and mobilizing youth
Accelerating sustainable solutions at local level
1
2
3
4
5
36. Global coordination mechanism to be put in place, which may comprise:
A regular forum for „Lead Partners‟ and other interested stakeholders
A coordination mechanism for UN agencies
Support to national focal points
A periodic global ESD report
A clearinghouse of good practices from the implementation of the
Programme
Implementation of the Programme
37. To successfully launch the Programme, identify ‘Lead Partners’ in
each of the 5 priority action areas responsible for
Implementation of the Programme
Convening and advocacy
Executing/implementing concrete projects
Reporting
Mobilizing resources
Secretariat by UNESCO (TBC)
