YOUTH and the VOICE of a Sustainable Futurein Education

Education for SUSTAINABILITY (ESD):

From a Local to Global PerspectiveLyle A. M. Benko

Co-Coordinator RCE Saskatchewan

President: L*A*M*B* Environmental & Educational Consulting (Inc.)

SIDRU Seminar: University of Regina

Wednesday, November 23, 2011

ED 215

OVERVIEW of SIDRU Presentation:

The VOICE of YOUTH Today:

“Every child is born a naturalist. Their eyes are, by nature, open to the glories of the stars, the beauty of the flowers and the mystery of life”. (Anonymous)

*What do YOUTH understand about the connections between: nature, their local social, cultural, economic and environmental world; from a local to global perspective? (Sustainability)

Regional Centre of Expertise

SaskatchewanThe Saskatchewan Regional Centre of Expertise on Education for Sustainable Development (SK RCE on ESD) seeks to transform education for sustainability in our region.

RCE OverviewRCE Overview

RCE (defined): Regional Centre of Expertise on Education for Sustainable Development

RCE Initiative Developed by the United Nations University (UNU) RCEs advance the Decade of Education for Sustainable Development

(DESD; 2005-2014)

RCEs are networks of formal, non-formal, and informal educational and other institutions mobilized to deliver and research ESD at regional (sub-national) and local levels

RCEs advance the DESD by translating its global objectives into regional contexts

RCE OverviewRCE Overview

Stages in the Evolution of the Global RCE Community

Development of RCE concept

Establishment of the first 7 RCEs

Number of RCEs growing;Beginning of Inter-RCE collaboration

Emergence of operational thematic working groups

Discussion of assessment models

2004 2005 2006 2007 2008

7 23 56 62

Stages in the Evolution of the Global RCE Community

Development of RCE concept

Establishment of the first 7 RCEs

Number of RCEs growing;Beginning of Inter-RCE collaboration

Emergence of operational thematic working groups

Discussion of assessment models

2004 2005 2006 2007 2008

Stages in the Evolution of the Global RCE Community

Development of RCE concept

Establishment of the first 7 RCEs

Number of RCEs growing;Beginning of Inter-RCE collaboration

Emergence of operational thematic working groups

Discussion of assessment models

2004 2005 2006 2007 2008

7 23 56 627 23 56 62

RCE OverviewRCE Overview

2011

8585

Stages in the Evolution of the Global RCE Community

Development of RCE concept

Establishment of the first 7 RCEs

Number of RCEs growing;Beginning of Inter-RCE collaboration

Emergence of operational thematic working groups

Discussion of assessment models

2004 2005 2006 2007 2008

7 23 56 62

Stages in the Evolution of the Global RCE Community

Development of RCE concept

Establishment of the first 7 RCEs

Number of RCEs growing;Beginning of Inter-RCE collaboration

Emergence of operational thematic working groups

Discussion of assessment models

2004 2005 2006 2007 2008

Stages in the Evolution of the Global RCE Community

Development of RCE concept

Establishment of the first 7 RCEs

Number of RCEs growing;Beginning of Inter-RCE collaboration

Emergence of operational thematic working groups

Discussion of assessment models

2004 2005 2006 2007 2008

7 23 56 627 23 56 62

RCE OverviewRCE Overview

Connect Locally, Regionally, and Globally for ESD:

www.saskrce.ca

YOUTH connecting from the local to globalUnderstanding of ESD

Education for Sustainable Development

RCE OverviewRCE Overview

Regional Centre of Expertise - Saskatchewan

Environmental Learning and Sustainability in Canada defines the three types of education as follows:

Formal Education: Education through the school systems from kindergarten to the end of high school as well as some aspects in colleges and universities.

Non-formal Education: Public awareness activities by organizations outside of the school system (eg. Environmental Street Theatre).

Informal Education: Educational activities provided by media (eg. documentaries on radio and television)

RCE OverviewRCE Overview

Regional Centre of Expertise - Saskatchewan

Underlying Features of RCE Model:

Education as an ongoing process that includes both formal and informal education

Centrality of institutions of higher education (IHEs) in ESD ESD programs must be locally relevant and culturally appropriate Enable collaboration among local organizations engaged in ESD and

between global RCEs Integrating knowledge for ESD

RCE OverviewRCE Overview

Regional Centre of Expertise - Saskatchewan

Focus of RCE on Regional Sustainability Issues:

Goal of integrating environmental, social and economic perspectives simultaneously

This integration is accomplished by: Identifying challenges of sustainability faced by a region Examining how each learning activity initiated by the RCE addresses

particular sustainability challenges Integrating what is learned back into traditional disciplines (e.g., use of local

examples in science, mathematics, etc.)

RCE OverviewRCE Overview

Regional Centre of Expertise - Saskatchewan

Transformative Expectations/ESD Outcomes of SK RCE :

Literacy and access to quality basic education for all within the region

Identification of key issues of sustainability and sustainability projects in the region

Open networks for knowledge sharing Public awareness about sustainability in the region Ongoing opportunities for collaborative work on ESD projects Integration of sustainability into formal education curricula

RCE OverviewRCE Overview

Local to Global YOUTH Perspectives

1. St. Catherine School ESD Example -Mr. Lee Garinger and Students (ELEMENTARY SCHOOLS)

2. Youth Engagement In Sustainability

- YES www.reginayesnetwork.wordpress.com/ (HIGH SCHOOLS)

3. Youth Consortium

- Jon Yee (RCE SK YOUTH Coordinator) : *Via SKYPE from Calgary*

4. ESD and Pre-Service Teacher Education

- -Dr. Xia Ji: Faculty of Education; University of Regina

Important ESD Links and Resources

Regional Centre of Expertise Saskatchewan (RCE Sask):

www.saskrce.ca

United Nations University: Institute of Advance Studies

www.ias.unu.edu/

Bonn Declaration:

www.esd-world-conference-2009.org

Guide for Sustainable Schools in Manitoba

www.iisd.org/publications/pub.aspx?pno=1381

Measuring Knowledge, Attitudes and Behaviours Concerning Sustainable Development Among Tenth Grade Students in Manitoba:

www.iisd.org/publications/pub.aspx?pno=1384

Developing a Pan-Canadian ESD Framework for Collaboration and Action – Background Paper:

www.cmec.ca/Programs/sustainable/Pages/Default.aspx

Education for Sustainable Development Council CANADA (ESD Canada):

www.esdcanada.ca

Learning for a Sustainable Future (LSF):

www.lsf-lst.ca

Sustainability and Education Academy: (SEdA):

www.lsf-lst.ca/en/projects/transforming-schools/sustainability

Education for Sustainable Development: An Expert Review of Processes and Learning:

www.eauc.org.uk/esd_expert_review_of_processes_and_learning

Discussion & Questions

1. “Where are we now with the “voice” of our YOUTH and ESD in Saskatchewan?”

2. “What will the future hold for teacher education and ESD in the Faculty of Education at the U of R? (PACS)”

3. “What is our personal and professional role with ESD ?”

4.“What did we hear from our YOUTH today?”

CLOSURE

‘In the end, we conserve what we love.

We love only what we understand.

We will understand only what we are taught”

- Senegalese Poet: Baba Dioum