GLOBAL EDUCATION FOR FURTHERING SUSTAINABLE

DEVELOPMENT

Helsinki 2.9. 2008

Rauni.Räsänen@oulu.fi

FROM INTERNATIONAL TO GLOBAL EDUCATION

Worldwars United Nation’s declarations and conventions UNESCO recommendations 1974 and 1995 Sub-areas UNESCO: Our Creative Diversity 1995 Other definitions: Nora Godwin Millenniun Goals EFA-project

Continues: From international...

NORA GODWIN 1993 1. Understanding the interdependence of different

areas of the world, people, and parts of ecosystem 2. Acknowledging the relativity of perceptions,

images, views and knowledge 3. Understanding the interconnectedness of the past,

present, and future 4. Learning from conflicts and for conflict resolution 5. Understanding the need for social justice

Continues: From International...

Maastrict Global education declaration 2002: Open people’s minds to the realities of the world, and awaken

them to bring about a world of greater justice, equity and human rights for all. GE compasses Development education, Human rights education, Education for sustainability, Education for peace and conflict prevention and Intercultural education, being the global dimensions of Education for Citizenship.

Change for Global education: remembering the globe, globalisation, changing position of nations, new actors and forces in the global scene (also in education)

Globalisation - something qualitatively new? (ICT important aspect), to respond its challenges and opportunities

MILLENNIUM GOALS

Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empower women Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria and other diseases Ensure Environmental sustainability DEVELOP A GLOBAL PARTNERSHIP FOR

DEVELOPMENT

EDUCATION FOR GLOBAL RESPONSIBILITY

OUR CREATIVE DIVERSITY 1995: GLOBAL ETHICS

Both an ideal (value-based) and reality-based (ethically demanded and the only way out)

Multi-levelled citizenship New competencies Multiple identities

Continues: Education for global resp...

Global ethics: question of universal ethical principles and culture specific values

What is global ethics based on: past, future, existing, agreed on, created...

Human dignity and treating others as subjects (Kant, Golden Rule)

Emerging global civic culture: demand for human rights and the consciousness of a shared ecosystem

Anthropocentrism?

Continues: Education for global resp...

Values or ethical principles in Our Creative Diversity:

1. motivation and willingness to co-operate

(instead of conflict or competition)

2. treating others as subjects and goals

3. commitment to equity (within generations

and between generations)

Continues: Education for global resp...

4. commitment to mutual learning and dialogue 5. commitment to peace and conflict prevention 6. commitment to seek sustainable development

Human rights, peace, equity and justice (within and between generations), intercultural relations, sustainable development

Continues: Education for global resp...

Global education 2010 Programme Education for Global Responsibility –project since 2007 Comprehensive approach: the teams and process, lifelong education, lifewide:

formal, nonformal and informal education, all sectors of life, contents and structures, integrated in the whole curriculum and school ethos, holistic conception of a human being: cognitive and affective sides, actions

Involving institutions of higher education

SUSTAINABLE DEVELOPMENT

UN Conference on the Human Environment in Stockholm in 1972

UN World Commission on Environment and Development, Our Common Future in 1987

UN’s Earth Summit in Rio de Janeiro 1992, Action plan Agenda 21

Millennium Development Goals 2002

Continues: Sustainable development

UN Conference on Sustainable development in Johannesburg 2002

UN General Assembly declared 2005-2014 a Decade for Education for Sustainable Development (DESD)

UNECE Strategy for ESD The Baltic E Programme Finlad’s strategy for the UN Decade for Education for

Sustainable Development 2006 World Commission on the Social Dimensions of Globalisation,

A fair Globalisation 2004 The Earth Charter

Continues: Sustainable development

WHAT IS IT? HOW DO WE KNOW? HOW DO WE DECIDE ABOUT IT? HOW DO WE MAKE IT?

Interrelated pillars: ecological, economical, social, cultural, technological, ethical, political

Individual, societal, processes and structures Natural resources perspective and societal, human

welfare perspective Create welfare within existing resources

Continues: Sustainable development

Sustainable developmet is development that meets the needs of the present without compromising the ability of future generations to meet their own needs

Inter-generational and intra-generational ethics The changes in attitudes, in social values, and in

aspirations that the report urges will depend on vast campaigns of education, debate and public participation

Sustainable policy and structures, ways of living, sustainable societies, sustainable future

EDUCATION, GLOBALRESPONSIBILITY AND SUSTAINABLE DEVELOPMENT

Special courses or integrated CROSS-CURRICULAR THEMES:

1. Gowth as a person

2. Cultural identity and internationalism

3. Media skills and communication

5. Participatory citizenship and entrepreneurship

Continues: Education, GE and ESD

6. Responsibility for the environment, well-being, and a sustainable future

7. Safety and traffic

8. Technology and the individual Holistic approach Transformation in the whole ethos Clear vision

BARRIERS

Ego- and ethnocentrism Us and others Lack of knowledge, biased knowledge Lack of experience Cynicism Helplessness Lack of empathy

Continues: Barriers

Lack of perspective-taking Lack of dialogue Lack of respect Lack of action Lack of courage Lack of vision Lack of caring

Continues: Barriers

Power positions and structures Selfishness Greed Inequity Poverty Social exclusion Not understanding e.g. long-term

consequencies

COMPETENCIES

Self-awareness and reflection as a person, nation and humankind

Knowledge and understanding on the interrelatedness of issues, people, species, man and globe

Ability to take perspectives, empathy, respect, dialogue

Continues: Competencies

Wide and many-sided worldview Awareness of power-structures and processes Ethical sensitivity, caring and responsibility Will and courage Action Multi-sectoral cooperation and determined work Vision, skills and attitudes to put it in action in

education and in society, on local and global levels

CHALLENGES IN EDUCATION

Often special courses without holistic approach Not logical continuum Little cooperation with other sectors Rather strict division between school subjects Many demands without integration Interest in social issues and activism not strong Short history in recognising cultural diversity,

ethnocentrism

STRENGHTS

Microcosmos of society Basic education reaches everyone Students spend at school over 10 years Long-term human relations Pedagogical autonomy and quality Teachers and educators can ’open the world’, give

perspectives, be models HIGHER EDUCATION SPECIAL RESPONSIBILITY

WHAT IS ESSENTIAL?

Clear vision Ethical sensitivity and values as compass Hope and will Expanding the scope of caring and worldview,

altruism Local and global, cooperation and dialogue Logical policies and supporting structures Holistic approach: life-long, life-wide, different

sectors

WHAT IS ESSENTIAL IN EDUCATION?

To make GE and ESD central To make them integrated and part of the whole

culture (contents, actions,structures) To integrate formal, informal and non-formal To train teachers and other educators To sensitise and involve higher education institutions To empower to action: realistic but optimistic view of

future Critical but caring and improvement-oriented

approach