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UNESCO Chairs_Charles Hopkins
- 1. UNESCO Chair onReorienting Teacher Education to Address Sustainability York University, Toronto, Canada Charles Hopkins Chair Rosalyn McKeown, Secretariat
- 2. Initial Vision forthe 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 ofESD 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 ReorientingTeacher 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 3Phases 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 inthe 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- Sustainabilityand 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
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- 10. The Post 2015ESD 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
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- 13. Past UN Decade ofESD - 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 ofESD 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
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- 16. 5. ESD embeddedin community goals 4. Teaching for ESD (systemic purpose) 3. Teaching about ESD in core disciplines 2. Sustainability Education – another adjectival 1. Events/clubs (equity, Eco-school, etc.)
- 17. Present - Education& Research Curriculum reorientation Co-Curricular Education & Student Organizing Events Research Campus Operations Climate Energy Waste Planning, Administration & Engagement Assessments & Ratings Coordination & Planning Diversity & Inclusion Funding
- 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
- 20. W I C K E D N E S S U N CE R T A I N T Y low high high
- 21. Wicked Issue DilemmaFramework Take Action Don’t Act UnnecessaryNecessary Wasted $Prepared Unprepared Saved $ •Maximum damage/collapse •No understanding/expertise •More expensive to remedy •No transferable knowledge •Time-lag to begin •No equipment/infrastructure •Resources diverted •Other issues unaddressed •Research and understanding •Economic activity •Some economic recovery-tax •Some activity salvageable •Resources used elsewhere •Other knowledge gained? •No “collapses” •Save resources •Deeper understanding •No “collapse” (econ/envi/soc) •Reduced suffering •Saleable technology •Economic infusion
- 22. Manitoba K-12 MissionStatement “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 “Toensure education in Manitoba supports students experiencing and learning about what it means to live in a sustainable manner.”
- 24. Enough, for all,Forever African elder 2002
- 25. Well-being, For all,Forever Finnish perspective
- 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)
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- 28. Researching ESD andQuality 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/MarginalizedYouth • 17 research sites in 15 countries • Infusion of current and future sustainability issues • Altering pedagogy to address indigenous and other “ways of knowing”
- 30. Aboriginal Learning KnowledgeCentre: Métis Holistic Lifelong Learning Model
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- 34. Conference objectives 1. Celebratinga 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 Advancingpolicy 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 mechanismto 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 launchthe 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)
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