gross PPT

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UNECE EUROPEAN EXPERIENCES AND PERSPECTIVES ON EDUCATION ESD Changing mental models CURRICULA REORIENTING TO ESD DIETER GROSS, BERLIN The 10th UNESCO APEID International Conference on Education, Bangkok 6-8 December 2006

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EUROPE: CULTURAL DIVERSITY, DIFFERENT SOCIO- ECONOMIC AND POLITICAL CONDITIONS CHALLENGES THE UNECE IS FACING: ESD ECONOMIC GLOBALIZATION vanishing frontiers - socially unsustainable prosperity GLOBAL CHANGE - INTERACTIONS: # space and time # short and long-term processes # local and global A BREAK IN PEOPLE’S AWARENESS SPREAD OF UNSUSTAINALE ACTIONS THIS CLUSTER OF CHALLENGES AND INTERWOVEN REQUIREMENTS MUST BE MET BY CURRICULA REGIONALISM WILL SPREAD

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UNECE, March 2005, Vilnius Economic Commission for Europe/Environment - Education CEEE 2005 LITHUNIA , Sept. Klaipeda, Conference of Environmental Education in Europe MEDIES, Nov. 2005, Athens Official Launching of the UN Decade of Education for Sustainable Development in the Mediterranean Region EU-Conference , March 2006, Vienna Education for Sustainable Development towards Responsible Global Citizenship 3 WEEC, Oct. 2005, Torino 3rd World Environmental Education Conference UN DECADE ESD/UNESCO CONFERENCES - RESULTS - STRATEGIES SEED/ENSI (School Development through Environmental Education) Conference, May 2005, Esbjerg “Education for Sustainable Development - Building Capacity and Empowerment” European Experiences and Perspectives on Reorienting Curricula to ESD 2nd European Fair on Education for Sustainable Development “Promoting Education for Sustainable Development in Europe”, September 2006, Hamburg German -Japanese Cooperation: ESD Curriculum Development Project, Hiroshima 2006

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responsibility in local and global contexts poverty alleviation peace health production and consumption patterns ! HOLISTIC APPROACH and others Key Themes in all education systems

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DECISION MAKING # how to act? # how to care for? # how to strive for one’s own and other’s well-being? CURRICULA LEARNING TARGETS aim at a shift in people’s mindsets UNDERSTANDING KNOWLEDGE SKILLS COMPETENCE DIMENSION SOCIETY SOCIAL DIMENSION PERSON PERSONAL DIMENSION VALUES VALUES – what for? empathy,solidarity action competence SOLIDARITY

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INTRA- GENERATIVE INTER- GENERATIVE FUTURE THERE (global) NOW HERE (local) EDUCATION FOR A SUSTAINABLE FUTURE RESPONSIBILITY FAIRNESS ACROSS SPACE FAIRNESS ACROSS TIME DIVERSITY HUMAN WILL AND NETWORKING CAPACITY AND RESOURCE SOLIDARITY SOCIAL DIMENSION PERSONAL DIMENSION

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BUT Curricula become more alike because the challenges are alike – GLOBAL SYNDROMES “The answers will be different: because of local conditions and cultural backgrounds” Global Values Millennium Goals (MDGs) Earth Charter common efforts Earth Charter Millennium Goals (MDGs) “BUT there is a global commitment based on”

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The 4 Pillars of Learning to do to live together LEARNING to know to be LEARNING # critical thinking, problem solving and decision-making skills # self awareness, self esteem and self confidence # practical skills # “collective responsibility and constructive partnership” and empathy skills for the 3 Pillars of SD LOST IN SPACE

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DEFICITS STRATEGY COOPERATION different stakeholders work together ESD perceived as EE supplemented by social aspects ESD – reformulation of content and hardly as the rethinking of education itself PUBLIC AWARENESS CHANGING the mental models Ministries – few recognize the importance of ESD Sustainable Business Partnerships Present methods do not promote values STRATEGY IN THE CLASSROOM Real-life situations in the curr. for gaining action competence – part of SD! Curricula should be developed from within the disciplines apart from cross-curricular offers – decentralization! Sectoral initiatives instead of cooperation with others Make SD relevant, not only the rainforest and collecting litter Offering decision-making structures within curricula; innovation instead of integration Cooperation between school and the community DEFICITS IN IMPLEMENTING SD IN CURRICULA/EUROPE Little attention paid to ‘decoupling of responsibility’ individual actions are dissociated from space and time PERSPECTIVE

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An Overview: ESD in Europe Finland, France, Netherlands, Sweden, United Kingdom Austria, Belgium, Denmark, Ireland, Italy, Malta and Focus on traditional approaches to environmental education ESD as part of educational programmes ESD being included as part of educational programmes Cyprus, Estonia, Greece, Latvia,Lithuania,Luxemburg, Poland, Portugal, Slovenia, Spain vid.: Walter Leal N S W E Germany

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REASONS FOR DIFFERENT SPEEDS IN EUROPE TRANSFORMATION (CENTRAL EAST EUROPE) A PILE-UP OF POSTPONED REFORMS (EDUCATION) ADMINISTRATION ! HIGH PRIORITY OF EDUCATION ESD: A KEY FOR GLOBAL COMPETITIVENESS – OECD QUALITIES DISADVANTAGES ADVANTAGES

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Finland The Netherlands England Greece Focal point National Plan/ESD/curricula Ministry of Education/ National Board of Education Baltic 21 E program Core curriculum 2004-2006 Learning for SD 2004-2007 They are still coordinating Dec. 2005 Incorporated in all subjects and the school’s operational culture European Implementation Schemes (examples) SD more visible in vocational education/value perspectives not in the data # raising public awareness Business: missing as a core actor Focus on # the learning individual, # the learning organization # the learning society National Curr. 2000/SD/ Department for Education and Skills (DfES) 2003/Action Plan NC: Geography, Science, Design and Technology etc. Qualifications and Curriculum Authority (QCA) ESD as part of education programmes ESD as a “bureaucratic add-on” and judged to be of low priority in too many schools House of Commons, Report, 2004/05 A rising demand for curricula developed by the teacher himself/ herself THE EDUCATION SYSTEMS ARE NOT FLEXIBLE ENOUGH FOR THE INTEGRA-TIVE NATURE OF ESD. COUNTRIES NEED TO ADAPT THEIR LEGISLATION AND POLICY FRAME-WORKS TO THE NEEDS OF ESD.

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Germany National Decade,2005 BLK-Agenda 21, 1999-2004 Bund-Laender Commission for Educational Planning and Research Promotion • transcultural understanding and cooperation • planning and implementation skills • distanced reflection on individual and cultural models COMPETENCIES Transfer 21: good practice Network of stakeholders Public awareness International cooperation

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ESD German Efforts – Implementing ESD Preponderance of EE because there is a lack of models for implementing SD Action competence Approach: Bottom up/ Process oriented Values oriented ESD, e.g Change of socio- economic structures and lifestyles TOP DOWN Dissemination of projects

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H Th Bra SA SH MVP BW LS Bremen Saxony HH S NRW RP Berlin Standing Conference of Ministers and Cultural Affairs (KMK) German Commission for UNESCO (DUK) Reference Curriculum Global Development Geography Social Science Biology Economic Education Natural Sciences workshops STRUCTURAL PARTICULARITIES (deficiencies) EFFORTS TO OVERCOME THEM 16 LAENDER GERMANY EDUCATION The Free and Hanseatic City of Hamburg

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ECONOMY ENVIRONMENT SOCIETY The individual is confronted with changed societal and political structures: # knowledge-based economy # jobless growth # end of lifelong employment # internationalized problems # socially unsustainable prosp. Consequences: # individual and collective resp. # education has to convey values # curricula have to offer decision-making structures (economy, environment, society) Governments give back responsibility Cultural change, change of lifestyle Awareness of cross-sectoral linkages: # interconnectedness of culture and nature # crisis of nature means crisis of culture of Curricula Main Focus

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COMMENTS ON A MODEL CURRICULUM BASED ON THE PRINCIPLE OF SUSTAINABLE DEVELOPMENT “I was deeply impressed by the materials you had sent me, and I am sure that this kind of idea would also work in Japanese classrooms, I am sure that your systematic idea will help Japanese teachers in terms how they should teach topics and items in the extremely wide Geography curriculum in Japan.” Kaoru OKAMOTO, Ministry of Education, Science and Culture, Tokyo, 25.5.94 Education of the Rising Sun : An Introduction to Education in Japan / Kaoru Okamoto. Published: [Tokyo: Ministry of Education, Science and Culture, 1992.] http://www.dgross-sustainable.de/comeuro.htm MODEL

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ESD CONFERENCE Hiroshima, Feb. 2006 Asia/Pacific Cultural Center for UNESCO (ACCU)

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Let’s start! KEEP IT SIMPLE PERSPECTIVES ON REORIENTING CURRICULA TO ESD

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HOW TO CREATE A DECISION- MAKING STRUCTURE? ECONOMY ENVIRONMENT SOCIETY VALUES RESPONSIBILITY DECISION MAKING STRUCTURE ISSUE: MODERN FARMING TECHNIQUES AND CONSEQUENCES FOR THE ECOSYSTEM AS WELL AS FOR THE SOCIO-ECONOMIC SYSTEM IN DISTANT REGIONS

How to create decision-making structures?: 

SFI Sustainable Future Instructions How to create decision-making structures? ECONOMY ENVIRONMENT SOCIETY EXPORT OF WHEAT ?

How to create decision-making structures?: 

SFI Sustainable Future Instructions How to create decision-making structures? ECONOMY ENVIRONMENT SOCIETY EXPORT OF WHEAT DEGRADATION OF SOIL ?

How to create decision-making structures?: 

SFI Sustainable Future Instructions How to create decision-making structures? ECONOMY ENVIRONMENT SOCIETY EXPORT OF WHEAT DEGRADATION OF SOIL Mexico: Tortillas, traditional food ?

How to create decision-making structures?: 

SFI Sustainable Future Instructions How to create decision-making structures? ECONOMY ENVIRONMENT SOCIETY EXPORT OF WHEAT DEGRADATION OF SOIL Mexico: Toast instead of Tortillas!! ?

ESD:TOOL FOR IMPLEMENTING: 

ESD:TOOL FOR IMPLEMENTING Modern farming techniques/ industrialized agriculture: Export of wheat to reduce an unfavourable balance of trade, e.g. USA ECONOMY SOCIETY ENVIRONMENT DECISION - MAKING STRUCTURES

ESD:TOOL FOR IMPLEMENTING: 

ESD:TOOL FOR IMPLEMENTING Modern farming techniques/ industrialized agriculture: Export of wheat to reduce an unfavourable balance of trade, e.g. USA ECONOMY SOCIETY ENVIRONMENT DECISION - MAKING STRUCTURES Export of fertile topsoils, Decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

ESD:TOOL FOR IMPLEMENTING: 

ESD:TOOL FOR IMPLEMENTING Modern farming techniques/ industrialized agriculture: Export of wheat to reduce an unfavourable balance of trade, e.g. USA ECONOMY SOCIETY ENVIRONMENT DECISION - MAKING STRUCTURES Export of fertile topsoils, Decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico # Reducing perverse subsidies # Farming which cooperates with the environment # Less intensification

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# Reducing perverse subsidies # Farming which cooperates with the environment # Less intensification Modern farming techniques/ industrialized agriculture: Export of wheat to reduce an unfavourable balance of trade, e.g. USA Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico Examples: USA –The Wheat Belt ESD: Curriculum (Geography - Modern farming techniques/industrialized agriculture) OBJECTIVE CONTENT THEMES ECONOMY ENVIRONMENT The objective is the result after having analyzed the interconnectivity of the ECONOMY- ENVIRONMENT dimension.

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SUSTAINABILITY Mega Cities Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities. ECONOMY SOCIETY ENVIRONMENT The inner city will lose residents, therefore increase of offices vs. decrease of housing. Suburbs will grow - more noise and air pollution caused by urban traffic since there will be more commuters. Political imperative: City planning for a Sustainable Future Objectives: A livable and sustainable city; Mixture of housing (30%) and services (70%). Knowledge industry could be partly moved into the vicinity. Appropriate measures should be taken to avoid urban sprawl and/or the doughnut phenomenon Unsustainable production and consumption cause an increase in decology. Reasons: Cultural peculiarities and shareholder-value instead of societal responsibility. Stressful living conditions cause migration towards suburbs. City Planning should be re-evaluated. The CBD should be more than business. Recreational areas (parks) and public squares for social communication should be added. Raises identification with the city and supports well- being. Decrease environmental load and create a sustainable society. CO2 emission, water and air pollution (incinerating plant) will have effects on freshwater reserves and well-being conditions. I N N E R C I T Y Economic pressure: Continuous demand for property in the CBD. Face-to-Face business. W A S T E H O U S I N G Results of densely populated areas: - Heaps of waste and noise - Missing social consensus Decentralisation of services by making use of high-speed-systems (train). Improving living conditions in the inner city. And loop roads should be merged with green axis Responsibility

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Political imperative: City planning for a Sustainable Future Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industry could be partly moved into the vicinity. Appropriate measures should be taken to avoid urban sprawl and/or the doughnut phenomenon Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities. The inner city will lose residents, therefore increase of offices vs. decrease of housing. Suburbs will grow - more noise and air pollution caused by urban traffic since there will be more commuters. Examples: Tokyo INNER CITY: SUSTAINABILITY Curriculum OBJECTIVE CONTENT THEMES ECONOMY ENVIRONMENT

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Economy Environment Competence of Responsibility SUBJECTS EXAMPLES COMPETENCE OF SPACE Decision-Making Structures which help to determine self-responsibility: the correlation network of economic, ecological and social conditions being balanced and related to other areas by simultaneous and equilibrated viewing of these conditional factors 5 4 3 2 1 Agriculture and tourism as important components in the economic and social life of Europe Densely populated regions (“conurbations”) as economic and living areas Regional plannng and re- gional policy in Europe in connection with measures taken within the framework of structural policy and with the principle of subsidiarity Industry and Services: Energy and knowledge/ know-how as foundations of development Political Union: Emergence and structure of the European Union, taking into consideration the political system of the Federal Republic of Germany as well as other European nations Subsidised agriculture without market orienta- tion, a result of the Common Agricultural Poli- cy (CAP), overaccentuation of production quo- tas. Tourism, an important economic factor, includes peripheral areas as well Understanding the fact that keeping the European Agricultural Market open for agricultural produce from Third countries, i.e. non-members of the Euro- pean Community, also contributes towards the pre- servation of a varied landscape of cultivated land and of nature in Europe, thereby facilitating a durable and ecologically acceptable equilibrium between agricultural activity and the natural resources. Understanding the fact that the kind of “gobal” man- agement of the economies of the European industrial- ised nations has to follow the principle of “sustainabili- ty” and that in order to preserve Europe’s competitive- ness (the motor of integration) it is absolutely vital to realise to that the quality of the environment and eco- nomic growth are interdependent and that energy-sav- ing measures constitute a contribution towards develop- ing the DCs Excessive exploitation of agriculture as a result of tourism and “industrial” production methods. Neglected land to be cultivated: a lack of environmental awareness. # Conventional and alternative farming # Agriculture and tourism # Trade Agreements of the EU, Fortress Europe!? # The Euro-Babana # The Lomé Convention A progressing agglomeration process in urban areas and areas of industrial activity, advantages and disadvantages A change of importance of locational factors as a result of internationalisation and globalisation of the economy, cross-border planning and cre- ation of transnational networks. Development of communication and traffic routes as a com- ponent of structural policy for regions and the European Economic Area A structural change of the “old” industries in the highly developed countries is necessary in order to achieve competitiveness on the world market. Developing high-tech industries, com- bined with the willingness to stand up to global competition, for instance, by means of invest- ment in the research sector (knowledge/know- how) The European Union : The Treaty of Rome and stages on the path to- wards political union: an economic, monetary, social and environmental union. Necessary de- velopments in Europe with regard to an inter- nationalisation and globalisation of the economy Understanding the fact that a balanced proportion (mixture) of various types of utilisation (for example: living, working, transport) must be guaranteed, with a view to keeping the burdens placed on the natural and social environment on an “ecologically accept- able” level. Understanding the fact that regional policy will have to find ways and means to balance any regio- nal disparities by taking into account the respective locational conditions as well as the requirements of ecological acceptability. Understanding the fact that Europe must not only strive for unity and economic prosperity but will also have to assume global responsibilty for develop- ment and the environment. (Over) utilisation of land. Intervention in the natural environment and in social ecosystems, displacement processes, inferior quality of life due to environmental problems. The production and the distribution of goods are by no means ecologically harmless; what is more, they have no rely on transport. Transport policy as environmental policy. A burden on and damage to the local and global environment caused by “old” industries: a waste of raw materials and of energy Repercussions of the political unification pro- cess on economic and social conditions (the environment) as well as the national and cul- tural identity of the population inside and out- side Europe. # Berlin and Brandenburg: requirements of city planning and hinterland planning # Tertiarisation of the city- centre: consequences # Tokyo and other major capital cities: prerequisites for the“global city”? # The railway as the momentous innovation of modern economic history # The European high-speed railway network # Old and young industrial land- scapes # Structural and environmental policies # The steel industry in Europe # The pricing system (OECD) # Centralism and decentralisation # The principle of subsidiarity # Migration within and towards Europe

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INCREASE OF ESD The more approriate tools for implementing SD and providing action competence The more efforts in raising public awareness and changing people’s mindset

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EUROPEAN EXPERIENCES AND PERSPECTIVES ON REORIENTING CURRICULA TO ESD SUMMARY I: Global Changes demand a reorientation of education because there must be a shift in people’s mindsets in order to cope with a system of mutual interaction and transformation processes. Actions have to be based on individual and collective responsibility. II. DESD/Europe # different speeds in implementing # still deficits III. PERSPECTIVES EDUCATION SYSTEMS ARE NOT FLEXIBLE ENOUGH FOR THE INTEGRATIVE NATURE OF ESD. COUNTRIES NEED TO ADAPT THEIR LEGISLATION AND POLICY FRAMEWORKS TO THE NEEDS OF ESD. # Process- and value-oriented curricula to gain action competence, based on self-responsibility # Objectives will be generated AFTER having analyzed the interconnectivity of economic-environmental and social systems # TOOL: Decision-making structure for developing ESD Curricula ESD Curricula Strengthening the cooperation among different stakeholders Public awareness towards changing of mental models Sustainable Business Partnerships

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Non-sustainable tourism caused by lack of ESD! THANKS