education for a sustainable future...future frames: education for sustainability • education for...
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Future Frames: Education for Sustainability
• Education for Sustainability (EfS)
refers to the growing movement geared to changing education systems to support more responsible, equitable and sustainable futures.
• It is future facing rather than problem-solving focused.
• There is a general lack of
understanding of EfS (or ESD) and thus often ineffective responses from HE.
•
•
Copyright Macquarie University 7
‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’
Lets share….
Turnaround Movement?
- MDGs, UNFCCC and Rio plus 20
- Global Action Plan for ESD - UNECE Indicators for ESD
- HE Treaty for SD
Embedding ESD
‘You cannot put a lettuce in the window
of a butcher’s shop and declare that you
are now turning vegetarian’
John Grant (author of Green Marketing Manifesto) Universities must
address Sustainability in their core business -
Education
Change
David Orr reminds us:
“that those who contribute to exploiting poor communities and the earth’s ecosystems are those who have BAs, MBAs, MSCs and PhDs and not the ‘ignorant’ poor from the South?’ (2004 p.).
The paradigms deeply embedded in our higher education knowledge systems and relationships are contributing to unsustainable development
Paradoxically, Education holds the key to change. Higher Education has shown that it can break social paradigms and bring transformation to societies.
What is emerging? - Embed ESD (or EfS) into T&L Strategies
- Increasing no of Universities have pledged to offer
ESD learning to all students regardless of specialism.
- Increasing no of Universities are providing work-
placements in the area of sustainability - Increasing no of Universities offer professional
development programmes for their staff in ESD
- Increasing no of Universities are developing specialist courses in this area.
- Dedicated posts to progress this ambition
-
4. Universities integrate sustainability into their core business – Education
- Defining graduate attributes and linking it to employability - Developing ESD frameworks for staff to address it through their specialism - Linking quality assurance to the ESD
agenda have staff dedicated solely to institutional development in ESD
- Participate in networks which seek to
improve ESD opportunities in the curriculum
- Promting the campus and local community as a learning lab – place-based approaches
4. Education
Examples of good practice
http://efsandquality.glos.ac.uk
1. Orientation – introduces the project and EfS and Quality in HE
2. Pathfinder – issues in connecting EfS with HE quality systems 3. Destinations – significance of the project and future pathways 4. Kitbag – resources, project materials, literature and tools
PROJECT TOOLKIT: http://efsandquality.glos.ac.uk
Future Frames
• How does ESD underpin the reimagining of universities and their core purposes?
• How might ESD connect pedagogical innovation with social improvement?
• How can ESD support new forms of thinking, debate and action in HE?
• How can ESD inform education to deal with complexity, uncertainty and change?
• How does ESD help us to rethink the how, what and why of the HE experience?
Nothing New Under the Sun? ‘New’ Pedgaogical Ideas… •Geared to the bigger picture and strategic view - with application across disciplines
•Based in democratic and inclusive approaches – aiming to reposition and change education
•Informed by earlier education traditions but also recent pedagogical innovation •Edging past dominant discourses and current paradigms – but not established or commonly practised across the HE curriculum
Learner Empowerment
Future-Facing Education
Decolonising Education
Crossing Boundaries
Transformative Capabilities
Social Learning
What are the Changes we are seeing? - Embed ESD (or EfS) into T&L Strategies
- Increasing no of Universities have pledged to offer
ESD learning to all students regardless of specialism.
- Increasing no of Universities are providing work-
placements in the area of sustainability - Increasing no of Universities offer professional
development programmes for their staff in ESD
- Increasing no of Universities are developing specialist courses in this area.
- Dedicated posts to progress this ambition
-
4. Universities integrate sustainability into their core business – Education
- Defining graduate attributes and linking it to employability - Developing ESD frameworks for staff to address it through their specialism - Linking quality assurance to the ESD
agenda have staff dedicated solely to institutional development in ESD
- Participate in networks which seek to
improve ESD opportunities in the curriculum
- Promting the campus and local community as a learning lab – place-based approaches
4. Education
Examples of good practice
http://efsandquality.glos.ac.uk
Decolonising Education
Flexibility within the Pedagogy: -Embedding ‘diversity’ beyond the mere inclusion of global examples
-Extending intercultural literacy and exposing divergent values
-Understanding global-local connections across the academia
Deconstructing Western worldviews in the teaching and learning system to extend intercultural understanding and the ability to think and work using globally-sensitive frames and methods
Taking it Forward: This theme needs to be
considered across the academic system and not just in the classroom but at all levels of the HE transaction and in transnational education provision
Transformative Capabilities
Taking it Forward: Theoretical foundations for innovation have been laid through transformative learning theories but the tools are still lacking to realise the potential of the educator in modelling these approaches for the learner
An educational focus beyond knowledge and understanding, towards agency, competence and transformative approaches to learning
Transformative Pedagogy: -Focusing on adaptive ability to apply knowledge and skills -Drawing on learning from experience and unintended consequences
-Integrative frameworks and lifelong/life wide learning approaches
Social Learning
Social Learning Pedagogy: - Extending the contexts in which
learning happens - Using new technologies and
virtual spaces for interaction
- Learning outside the formal curriculum and in the community
Developing learning cultures /env. that harness the emancipatory power of spaces and interactions outside the formal curriculum and beyond the campus walls Taking it Forward: Technological change has raised the stakes around this theme and made it a pressing institutional concern, providing an exciting opportunity to lever the kind of change that could embed new forms of interaction and learning in HE
From
• Passing on knowledge & raising awareness • Teaching attitudes and values • Seeing people as the problem • Single actions
• More focus on individual & personal change • Integration • Sending messages
To
• Understanding and getting to the root of the issues
• Encouraging values clarification • Seeing people as agents of
change • Learning for change • More focus on structural &
institutional change
• Innovation
• Creating opportunities for reflection, negotiation &
participation
.
“Good work ……. but I think we need just a little more detail right here”
Then amiracleoccurs
IN
OUT
JW99
UE4SD – Project Objectives
Key words: •University Educators •Educaiton for Sustainable Development •Professional Development •Competences •Quality
Project focused on University teaching staff.
Helping educators prepare students for professional responsibilities in this area.
University Educators for Sustainable Development (UE4SD)
• Financed by: European Commission – Erasmus – Acadmeic Networks 650,000 euros
• Durration: Oct 2013- Sept 2016 • Project led: COPERNICUS Alliance • Size of Network: 55 en 33 countries • Coordinator: University of Gloucestershire
(UK) http://www.ue4sd.eu
Regional Coordinators: South Region: Universidad Autónoma de Madrid (ES) East Region: Charles University (CR) West Region: Leuphana University of Lünenburg (DE) North Region: University of Gloucestershire (UK)
UE4SD – Network
• Copernicus Alliance initaitive launched at Rio+20.
• Presents a collective vision of SD in HE
• More than 100 leaderships
groups and networks (incl CRUE CADEP,) participate
Web: http://hetreatyrio20.com
PRINCIPLES #1: To be transformative, HE needs to be transform itself. #2: Need to align components of the system to embed change. #3: Networks are key to progress across the sector #4: SD is an institutional learning process #5: Access to the underprivilaged #6: Multi/Inter-disciplinary Learning and action #7: Redefine Quality in HE #8: SD must be a whole-of-institutional response
CULTURAL, CAMPUS, CURRiCULUM, COMMUNITY ACCIONES Immediate (2013) Short term(2015) Medium term(2025) Long term (post 2025)