Education for Sustainable Development PDF

Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 05: ESD  Education for Sustainable Development provides a valuable framework and methodology for achieving the goal of “quality education … for all” as sta...

Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 05: ESD  Education for Sustainable Development provides a valuable framework and methodology for achieving the goal of “quality education … for all” as stated in SDG 4. As a means of implementation, education is an important tool to support the achievement of each Sustainable Development Goal. “Education will be the lynchpin of a sustainable development agenda whose success relies on individuals, throughout their lifetime, acquiring relevant knowledge and developing positive attitudes to address global challenges”.  What is ESD? Learning to Act; Learning to Achieve!!!!! ESD empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education, which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society. “For countries and communities that embrace the need to bring quality education to all, the benefits are enormous” (UNESCO, 2015a: 2). Improving the quality of education can provide an even more significant boost to economic growth than simply increasing attainment, As countries achieve higher levels of education, they not only experience economic growth but also rapid increase in resource and energy usage.  Education for Sustainable Development Education for Sustainable Development extends its scope to deal with the complex amalgamation of issues relevant to environment, society and economy. ESD prepares people to cope with and find solutions to problems that threaten the sustainability of the planet. Most ESD related topics were identified at the following conferences: The Earth Summit at Rio de Janeiro in 1992 where issues regarding the sustainability of the planet were brought to the international discussion table; and  Education for Sustainable Development The World Summit on Sustainable Development (WSSD), held in Johannesburg in 2002, where it was recognized that education has in fact the capacity to put sustainability concerns at the centre of the learning context. At that Conference, governments agreed to reorient national education systems to a vision of sustainability that links economic well-being with respect for cultural diversity, the Earth and its resources https://www.youtube.com/watch?v=br0ukm_yOow  Improvements in the quality of education and equitable access to it can have a wide diversity of development benefits that demonstrate a high return on investment. Educational policies play a primary role in the effective implementation of ESD and framing how it influences and benefits the curriculum, teacher training, development of learning materials, and the learning environment. The 17 SDGs serve as “a comprehensive, far-reaching and people- centred set of universal and transformative goals and targets”1 with the aim of achieving them globally by 2030. Quality education for sustainable development has the potential to support transformative learning and bring about fundamental change. Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 06: ESD  “Quality education is about what and how people learn, its relevance to today’s world and global challenges, and its influence on people’s choices. Many now agree, quality education for sustainable development reinforces people’s sense of responsibility as global citizens and better prepares them for the world they will inherit” (UNESCO 2014: 28). “Across all levels and types of education – formal, non-formal, informal – ESD is also helping to advance the change in teaching and learning processes, bringing in approaches that ‘stimulate pupils to ask questions, analyze, think critically and make decisions,’ that are cooperative rather than competitive and that are more student-centred” (UNESCO 2014: 65). Education is an important means of implementation for sustainable development. It helps harmonize the tensions between economic, social and environmental development and integrate them into a single concept and pursuit.  Essential characteristics of ESD based on the principles and values that underlie sustainable development ideals with the well-being of all three realms of sustainability – environment, society and economy promotes lifelong learning; locally relevant and culturally appropriate; based on local needs, perceptions and conditions, but acknowledges that fulfilling local needs often has international effects and consequences  Essential characteristics of ESD engages formal, non-formal and informal education accommodates the evolving nature of the concept of sustainability addresses content, taking into account context, global issues and local priorities https://www.youtube.com/watch?v=X0zxvYwOvns  Essential characteristics of ESD…contd.. To create a world that is more just, peaceful and sustainable, all individuals and societies must be equipped and empowered by knowledge, skills and values as well as be instilled with a heightened awareness to drive such change. This is where education has a critical role to play. Education for Sustainable Development (ESD) is about shaping a better tomorrow for all – and it must start today.  Essential characteristics of ESD builds civil capacity for community-based decision- making, social tolerance, environmental stewardship, adaptable workforce and quality of life is interdisciplinary: no one discipline can claim ESD as its own, but all disciplines can contribute to ESD uses a variety of pedagogical techniques that promote participatory learning and higher-order thinking skills. https://www.youtube.com/watch?v=AT9Lmw1HsOM  ESD for achieving SDG 4.7  ‘Declaration on the Right to Development’ was implemented in 1986 by Member States of the United Nation The Declaration stated that everyone is ‘entitled to participate in, contribute to, and enjoy economic, social, cultural and political development, in which all human rights and fundamental freedoms can be fully realized.’ The Declaration also confirms that ‘States have the duty to cooperate with each other in ensuring development and eliminating obstacles to development.  The right to development is not about charity, but enablement and empowerment. The Declaration identifies obstacles to development, empowers individuals and peoples, calls for an enabling environment and good governance at both national and international levels, and enhances accountability of duty bearers – governments, donors and recipients, international organizations, transnational corporations, and civil society.  The year 2016 marks the Declaration’s 30th anniversary. Yet today many children, women and men – the very subjects of development – still live in dire need of the fulfilment of their entitlement to a life of dignity, freedom and equal opportunity. Widening poverty gaps, food shortages, climate change, global financial crises, corruption and the misappropriation of public funds, armed conflicts, rising unemployment, and other pressing challenges represent a collective failure to realize the right to development. And that failure in turn, directly affects the realization of a wide range of civil, political, economic, social and cultural rights.  “Our common future” “sustainable development is a process of change in which the exploitation of resources, the direction of investments, the orientation of technological development and institutional change are all in harmony and enhance both current and future potential to meet human needs and aspirations.” (Brundtland-Report, p. 43).  This basic contribution to the subsequent global discussion reveals that the term development has often been associated exclusively with economic growth. But based on the above modelling of sustainability, the explanation of what sustainable development means is quite simple: sustainable development describes the process of individuals and/or social groups to achieve sustainability.  Or, to use the same metaphor in the context of the interplay of HDI and ecologic footprint, sustainable development is the path leading into the green corner of the model – from where ever an individual, social group or whole nation started. https://www.youtube.com/watch?v=m7lStCVBf0A Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 07: ESD Measuring The purpose of this paper is to explore how education for education for sustainable development (ESD) sustainable was measured in the taught development: curriculum Bristol at the University of (UoB), providing Experiences comparison to other methods from the of measurement and how measurements were used to University of engage academics in Bristol considering the visibility of the penetration of sustainable development into their teaching. Measuring Text-based methods of assessing ESD penetration into education for program/s of study have sustainable limited use as direct measures development of sustainability visibility in program/s, but can be : Experiences improved by using from the interpretative methodologies. University of The combination of quantitative and qualitative Bristol methodologies can produce data, which is a useful catalyst for academic reflection. Measuring The UoB has avoided the education for pitfalls of manipulatable text count methods, and sustainable shown that comparative development methods can be combined : Experiences effectively with real from the engagement with academics and students for University of a measurement method Bristol that showcases good practice.  In September 2015, 170 world leaders gathered at the UN Sustainable Development Summit in New York to adopt the 2030 Agenda. The new Agenda covers a broad set of 17 Sustainable Development Goals (SDGs) and 167 targets and will serve as the overall framework to guide global and national development action for the next 15 years.  Universal: While the MDGs applied only to so-called ‘developing countries’, the SDGs are a truly universal framework and will be applicable to all countries. All countries have progress to make in the path towards sustainable development, and face both common and unique challenges to achieving the many dimensions of sustainable development captured in the SDGs.  Transformative: As an agenda for “people, planet, prosperity, peace and partnership”, the 2030 Agenda offers a paradigm shift from the traditional model of development. It provides a transformative vision for people and planet-centred, human rights-based, and gender-sensitive sustainable development that goes far beyond the narrow vision of the MDGs.  Comprehensive: Alongside a wide range of social, economic and environmental objectives, the 2030 Agenda promises “more peaceful, just and inclusive societies which are free from fear and violence” with attention to democratic governance, rule of law, access to justice and personal security (in Goal 16), as well as an enabling international environment (in Goal 17 and throughout the framework). It therefore covers issues related to all human rights, including economic, civil, cultural, political, social rights and the right to development.  Inclusive: The new Agenda strives to leave no-one behind, envisaging “a world of universal respect for equality and non- discrimination” between and within countries, including gender equality, by reaffirming the responsibilities of all States to “respect, protect and promote human rights, without distinction of any kind as to race, colour, sex, language, religion, political or other opinions, national and social origin, property, birth, disability or other status.”  It is increasingly recognized that human rights are essential to achieve sustainable development. The Millennium Development Goals (MDGs) served as a proxy for certain economic and social rights but ignored other important human rights linkages. From Disparity to Dignity: Tackling economic inequality through the Sustainable Development Goals, examines the human rights issues at stake in SDG10 and offers a set of rights-based policy proposals to ensure the promise of this goal is fulfilled. Drawing on human rights standards, the briefing explores a critical set of redistributive policies in the areas of social protection, health, education and taxation–that are key to tackling economic inequality from a human rights perspective. It also explains the equally crucial “pre-distributive” policies, such as employment and labor rights, care and family leave, and financial regulation. https://www.youtube.com/watch?v=P0PZXZLGlUQ  Mr. Guterres noted humanity’s considerable progress over the The Universal Declaration last seven decades. “People proclaimed the inalienable rights around the world have gained of every human being regardless progressively greater freedoms of race, colour, religion, sex, and equality. They have been language, political or other empowered to oppose opinion, national or social origin, discrimination, fight for Sustainable property, birth or other status. It protections, and gain greater is the most translated document access to justice, health, development not in the world, available in more education and development than 500 languages. opportunities. Conditions of possible if fellow profound economic misery and exploitation have been humans are denied their improved.” rights, says UN DESA’s Liu Zhenmin Mr. Liu added that the success of the 2030 Agenda for Sustainable Development will depend on Also speaking at the event, the President “building the resilience of the of the United Nations General Assembly, poorest, most vulnerable and Miroslav Lajčák, welcomed the launch of those furthest behind.” He the year-long campaign, “which rallies us reaffirmed UN DESA’s all to Stand Up for Human Rights. If we commitment to supporting all follow the news; if we talk to people from Member States in eradicating different backgrounds and countries; if we poverty, creating decent jobs, attend events in this building – then we providing quality healthcare and know that a campaign like this is needed education, and achieving gender now more than ever,” he said. equality.  Human rights education (HRE) is a tool for building peaceful and just societies and States are held accountable for their HRE No quality implementation through various global and regional conventions, resolutions, declarations and programs. education Only by integrating human rights values into all aspects of schooling and without education, can we promote a universal culture of justice, non-violence and human rights equality. The Danish Institute for Human Rights is in consultation with The Office of the High Commissioner for Human Rights (OHCHR) developing an HRE indicator framework to measure progress on national implementing the human rights education element of target 4.7.  The Danish Institute for Human Rights is working on human rights and impact Human assessment (HRIA) in the following ways: Development of a Guide for integrating human rights in environmental, social and rights and health impact assessment, in collaboration with IPIECA, the global oil and gas industry association for environmental and social impact issues Designing and facilitating a two-day Master class on integrating human rights in impact assessment assessment, in collaboration Community Insights Group with Methodology development and facilitation of sector wide impact assessments (SWIA), in collaboration with the Myanmar Centre for Responsible Business and the Institute for Human Rights and Business Developing a HRIA Methodology Toolbox, comprising practical tools and guidance for undertaking HRIA of business projects  Empowering women and promoting gender equality is crucial to accelerating sustainable development. Ending all forms of discrimination against women and girls is not only a basic human right, but it also has a multiplier effect across all other development areas. Since 2000, UNDP together with our UN partners and the rest of the global community has made gender equality central to our work, and we have seen some Gender remarkable successes. More girls are now in school compared to 15 years ago, and most regions have reached gender parity in primary education. Women Equality now make up to 41 percent of paid workers outside of agriculture, compared to 35 percent in 1990. Ensuring universal access to sexual and reproductive health, and affording women equal rights to economic resources such as land and property, are vital targets to realizing this goal. There are now more women in public office than ever before, but encouraging more women leaders across all regions will help strengthen policies and legislation for greater gender equality.  Oralia Ruano Lima was among the first women in her indigenous community to join an all-female entrepreneurship project as a beekeeper. Today the women beekeepers of Urlanta, a village in Guatemala, are bringing in sustainable jobs and income to their rural communities, and changing mindsets and attitudes towards women. Girls as young as seven flee female genital mutilation and other abuses in the Mara region of Tanzania, Examples escape to a safe house which provides them shelter and protection. The UN Trust Fund to End Violence against Women has supported Amref Health Tanzania to launch an awareness raising and advocacy programme, aiming to end FGM practices https://www.youtube.com/watch?v=K-oc4GOoWOI  The 2011 Gender and Development Index (GDI) placed Ethiopia in the 174th position out of 187 countries. Men are favored over women with Joint Program regards to food, health care, education, and formal sector employment. Agriculture is a on gender livelihood source for the majority of rural women and men. equality and women The SDG Fund program on Rural Women´s empowerment Economic Empowerment has been developed to accelerate economic empowerment of rural - Rural women in 2 regions, Afar and Oromia. It has been women developed as a separate and differentiated component of the Joint Program on Gender economic Equality and Women Empowerment implemented empowerment by the Government of Ethiopia and UN agencies, and coordinated by UN Women. component https://www.youtube.com/watch?v=nEHjxMXHe2E  References UNESCO Global Action Programme on Education for Sustainable Development clearinghouse: https://en.unesco.org/gap 10YFP Sustainable Lifestyles and Education programme: http://www.scpclearinghouse.org/sustainable-lifestyles-and-education UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf UNESCO. (2015). Education 2030: Incheon Declaration and Framework for the implementation of Sustainable Development Goal 4. Paris: UNESCO. http://unesdoc.unesco.org/images/0024/002456/245656E.pdf Educated a Child. (2016). Education and the SDGs. occasional paper #2; Doha: Education Above All (EAA). http://educationaboveall.org/uploads/library/file/2a8e15847d.pdf Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 08: ESD  KEYWORDS ESD for Peace & Non-Violence: The overall goal of the DESD (Decade of Education for Sustainable Development) is to integrate the principles, values and practices of sustainable development into all aspects of education and learning. This educational effort will encourage changes in behavior that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations. (UNESCO-DESD 2005-14) A holistic framework of peace education- Source: Toh 2004, p.30  UNESCO, since 1945, has promoted the right to quality education and the advancement of science and its applications to develop knowledge and Culture of capacity for economic and social progress, the basis of peace and sustainable development. Peace and International cooperation is promoted Non- through programmes on the management of transboundary sites such as World Heritage violence sites, biosphere reserves and geoparks, and of transboundary water resources, as well as Water for Peace programmes such as From Potential Conflict to Cooperation Potential (PCCP).  UNESCO is leading the United Nations International Year of Water Cooperation 2013(link is external), to promote deeper cooperation to tackle the Culture of rising demand for water access, allocation and services. Peace and While opportunities for sustainable Non- development in Africa are growing, the continent still faces many challenges violence including the risk of major instability and conflict. UNESCO advocates for the promotion of a culture of peace and non- violence in Africa based on African shared values.  Objectives Strengthening peace and non-violence Strengthening through education, advocacy and media including ICTs and social networks Developing the use of heritage and Developing contemporary creativity as tools for building peace through dialogue Strengthening social cohesion and contributing to the African Renaissance through the Strengthening introduction of the General History of Africa into formal and non-formal education settings Promoting scientific and cultural Promoting cooperation for the management of natural trans boundary resources Empowering Empowering and engaging young and engaging people, women and men  Flagship Program 1: Promoting a culture of peace and non-violence  Address the root causes of conflicts in Africa and Overall strengthen the capacity to Objective prevent and resolve conflicts peacefully in particular using African local values and endogenous practices of a culture of peace.  Scale up education for a culture of peace by mainstreaming peace, human rights and global citizenship education in particular in the following areas: Main curriculum, teacher education, teaching materials and learning actions environments Promote knowledge and capacity for protecting and sustainably managing the ocean and coasts through the development of appropriate management tools for cross-border cooperation frameworks with a particular focus on the main hydrological basins in Africa and for the sustainable use of ecosystems shared by states  Strengthen capacities of Member States to design and implement multi-stakeholder and inclusive public youth policies and engage young women and men in community building and democratic processes Introduce the General History of Africa into the curriculum of formal and non-formal education systems Promote elements of the African intangible heritage for reconciliation, social cohesion and peace Facilitate pluralistic media institutions empower youth through enhanced media and information literacy competencies Raise awareness of youth for peace and dialogue through social media Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 09: ESD  Results Education to peace, The empowerment, civic citizenship, democracy engagement and and human rights is democratic participation integrated into formal of young African women and non-formal and men are promoted teaching and learning through inclusive youth systems and reinforce policies and youth-led mutual understanding programmes on a culture and social cohesion of peace.  Education for Sustainable Role of Development plays a key role in promoting values for peace. Education in Creating a world culture of Promoting peace requires the involvement of all parties in Peace, the society that together Sustainable shape the world’s culture – institutions such as the United Developmen Nations system, governments, t and Global politicians, scientists, NGOs, the media, civil society, and Citizenship especially teachers and parents.  Although peace education is often based in schools and other learning environments, it should involve the entire community, as peace education is not only a necessity in areas where there are conflicts, but in all societies. Parents are especially important: they must encourage strong family values that foster a culture of peace.  Education for Sustainable Education Development and Peace develops people's skills to take for action that improves our Sustainable quality of life now and for future generations. As the Developmen starting point for developing t: MGIEP’s its framework for the 21st century, it would be Framework meaningful for MGIEP to recognize the fact that there for 21st are several crucial Century questions/issues facing people in all societies.  These include: how to preserve and protect the environment, reduce pollution and manage natural resources in a sustainable way how to reduce the inequalities that exist between different people in all parts of the world and protect their human rights and how to develop peaceful and harmonious communities by promoting understanding between people who are different from one another.  Education for Sustainable Development (ESD) in many The Role of forms has permeated most systems of education across the Education in globe. Promoting The Recommendation of the International Conference on Sustainable Education (IBE: 2001) to promote Education for Developmen International Understanding (EIU) was the first international t and Peace document giving concrete guidelines to educational authorities and practitioners on how to promote education for international understanding on a global scale.  What is the tool that would allow us to achieve such a mission? What does an “education of humanity for justice and liberty and peace” imply? Is mere literacy sufficient? It gave special emphasis to trying to adopt a common and universal approach beyond politico-ideological divisions, socio-economic gaps, and different educational concepts and strategies. (Lawrence Surendra)  The enterprise of education at its most profound level is transformative. Education provides the critical link in understanding the connections between sustainability and peace. It sharpens and builds people’s skills to take action that improves our quality of life now and for future generations. If institutions, teachers, and learners in every national context are made aware of and understand the connections between sustainability and peace in their own societies and the implications of these connections for global peace and sustainability and vice versa, Education for Sustainable Development Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness, IIT Kharagpur Lecture 10: ESD  SDGs reaffirmed the need to improve education and ensure all people are afforded a high standard of education. Education has two critical roles to play in supporting the implementation of the SDGs. First, education is addressed as a standalone goal in SDG 4 especially as a primary driver of human development. Second, education is also understood as a highly effective means of implementation across all of the Goals by serving as a vehicle to raise awareness, increase knowledge, and develop capacity of actors around the world to play active roles in the work of the 2030 Development Agenda. Improvements to the quality of education can catalyze the transformative learning needed for realizing a sustainable future for all.  The 17 SDGs serve as “a comprehensive, far-reaching and people-centred set of universal and transformative goals and targets” with the aim of achieving them globally by 2030. Quality education for sustainable development has the potential to support transformative learning and bring about fundamental change. In order to achieve this, countries must first consider how to develop plans and actions that will harness education as a powerful means of implementation, and ultimately reform education policy towards the advancement of sustainable development.  ESD can thus help address the fact that as countries achieve higher levels of education, they not only experience economic growth but also rapid increase in resource and energy usage It helps harmonize the tensions between economic, social and environmental development and integrate them into a single concept and pursuit.