Education for Global Citizenship and Sustainable Development Keith Ross University of Gloucestershir

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Education forGlobal Citizenship and Sustainable
Development Keith Ross - University of
Gloucestershire - Science (with support from
World Education Centre, University of Wales,
Bangor)
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The Independents front page switch off
Jim, dont forget to turn the TV off properly
this time!

• Energy used whilst appliance is on is equal to
  the energy used during standby
• Research by the gvts Energy Saving Trust
  released in June 2005 by DEFRA (Energy, Food and
  Rural Affairs)
• Half of Britons were not aware that household
  power consumption contributed to climate change
• UNESCO Decade for Sustainable Development

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A bureaucratic add-on ?

• Prime ministers sense of urgency .. is not
  matched by .. DfES .. (who) treat ESD as a
  bureaucratic add-on
• Environmental Education Follow up to the
  Learning the Sustainability lesson,
  Environmental Audit Committee, 2005 para 128

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Securing the Future 2005Common purpose across
UK Gvt and the devolved administrations

• Living within environmental limits .. By means of
  a sustainable economy .. and sound science.
• UN Decade of Education for Sustainable
  development 2005-2014

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Learning and skills for sustainable
developmentForum for the Futures consultation
workshop July 2004

• All graduates to be sustainability literate
• Change to a sustainable way of doing things
• Understand what is sustainable, with skills to
  act
• Recognise and promote this in others
• Do we go on ticking boxes?

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What do we bring to the global dimension?

• What links do you (your trainees) have with
  people outside the UK?
• Worked overseas (third world?)
• Met people from other countries
• Other links?

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What do we bring to the green agenda?

• What do you (your trainees, your institution) do
  that begins to be sustainable?
• Reduce use of fossil fuels (energy use?)
• Re-use or re-cycle materials
• Maintain biodiversity

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Sustainable Development

• one minute in 4s
• acting both locally and globally, to improve the
  quality of life now without damaging the planet
  for the future.

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Programme for today

• Ownership of the ideas why the fuss?
• Drink tea and/or coffee, and discuss their global
  footprints
• ESD Case studies and What is Education for?
• Lunch
• Audit of current provision
• In the way we work with trainee teachers
• In the way they work with students in school
• Plans for action to embed ESDGC into our courses
  for teacher education.

Plans for action to embed ESDGC into our courses
for teacher education.
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A Global Citizen (Oxfams definition)

• is aware of the wider world
• values diversity
• understands how the world works
• is outraged by social injustice
• participates from local to global
• acts to make a more sustainable world
• takes responsibilities

understands how the world works
acts to make a more sustainable world
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Matter energy and Life

• Matter is fixed in amount and is cycled
• These cycles are driven by
• Energy that is degraded to waste heat
• Life uses and re-uses this matter, driven by
  energy from the sun
• Biodiversity represents the natural gene-pool for
  evolution (natural and human induced)

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Matter energy and Us

• Matter is fixed in amount and is cycled
• These cycles are driven by
• Energy that is degraded to waste heat
• We use this matter, unsustainably, driven by
  energy from burning fossil fuels
• Resource depletion (matter, fossil fuel, habitat)
  and pollution (of land, water and air)

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When something is dumped on the rubbish tip, goes
up the chimney or down the drain, its atoms

• (a) may eventually cease to exist
• (b) may remain harmlessly in the environment
• (c) may be used by living things to help them
  grow
• (d) may remain in the environment and cause
  pollution

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When something is dumped on the rubbish tip, goes
up the chimney or down the drain, its atoms

• Atoms are like Lego blocks whilst the models
  come and go, the blocks remain unchanged.
• So with atoms, materials seems to come and go but
  their atoms remain unchanged.

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Indestructible particles

• Changing a face into a car using the same
  particles. Bulk matter changes, but the
  underlying particles are the same

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When you pump air into a football

• Will the football
• get heavier
• stay the same
• get lighter

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50
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Lets see
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When you burn rubbish

• Compared to the rubbish, will all the materials
  produced during burning (smoke, fumes, ash, char
  ...)
• be heavier
• be the same
• be lighter

10
30
60 (burnt up or because now a gas)
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Count the atoms

• carbohydrate oxygen water carbon dioxide

carbohydrate oxygen water carbon dioxide
CHOH O2 H2O
CO2
CHOH O2 H2O
CO2
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Energy from car journey

• Used up
• Into sound, heat etc
• Dissipated as waste heat
• Stored

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40
30
10
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Primary B.Ed Student learning log

• I often wondered where the energy went, because
  we were taught that energy couldn't be destroyed,
  yet I know it is used up.
• I now realise that it is the usefulness that has
  gone

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Fuels and energy

• Fuels contain an energy rich bond
• 58 thought they did!
• Energy is obtained from making new bonds
• when fuel and oxygen combine to form carbon
  dioxide and water

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Extinguishing a candle
Jar full of methane shown being lowered over a
lighted candle
Hold jar here and point bottom away from you
Before After
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Adding energy to Food and fuel

• Heating decomposes it into (char)coal, oil and
  inflammable smoke (gas)
• Digestion decomposes it to faeces, blood sugar
  and inflammable gas
• these are processes that require an input of
  energy the products are all still fuels and can
  flame-burn

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Getting energy from Food and fuel

• Combustion and Respiration add oxygen to form
  carbon dioxide and water (oxides)
• These processes transfer useful energy.
• The oxides can be re-charged by solar energy
  during photosynthesis to reform fuel/food and
  oxygen

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The rich Gambian Languages

• burn English
• flame-burn char-burn English
• maala jani Mandinka
• taka laka Wolof

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CDrom Science Issues

• Details form www.glos.ac.uk/science-issues
• Written by UoG to (re-)activate an interest in,
  and an understanding of, science for B.Ed
  students, through an examination of a number of
  environmental and personal issues.

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The ecological footprint

• By 2050 at current consumption we will need
• 8.5 planets to absorb our carbon dioxide
• 6 planets worth of steel
• 3.5 planets to sustain cement supply
• 3.5 planets to meet current timber demand
• Does it add up?

Ecological foot printing estimates how much land
and therefore planets we will need in order to
sustain current lifestyles.
http//www.rprogress.org/ http//www.myfootprint.o
rg/
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Ecological Reserve Ecological
Deficit   of biocapacity
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Tea/coffee break

• Over tea/coffee
• Look at Supporting the Standards p 6
• Discuss the global footprint and trade path of
  your tea/coffee
• Look at resources display
• Re-assemble in curriculum groups
• Examples of activities
• Web-based resources

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Examples of activities

• Banana/coffee/cocoa story and fair trade
• Biogas story - Chinas Xinbu project.
• Case study the Meridian
• (Video from http//www.ibt.org.uk/ )
• More later from www.esdgc-wales.org.uk

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The key concepts of education for sustainable
development and global citizenship are

• Interdependence
• Citizenship and stewardship
• Needs and rights
• Diversity
• Sustainable change
• Quality of life (social justice, global equity)
• Uncertainty and precaution
• Values and perceptions
• Conflict resolution
• These are very similar to the concepts for a
  global dimension in the English curriculum
• Match these against those on page 4 which is
  the extra one for Wales?

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Discussion - the purpose of education
Why bother?

• Reasons for including ESDGC may include
• for the planet
• ethical and humanitarian reasons
• for your grandchildren
• practical reasons
• self-interest
• Government drivers because that is what we
  are told to do.

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Directives and support

• The rest of this presentation provides hot links
  to
• directives (linked to inspection)
• and support

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Consultation DocumentAnnex BQualified Teacher
Status Standards

• S2.2 They know and understand the National
  Curriculum aims and guidelines in particular-
• they are familiar with the most recent national
  guidance on the promotion of Education for
  Sustainable Development and Global Citizenship,
  for example that published by ACCAC.
• S3.3.15 They take appropriate opportunities to
  promote education for sustainable development and
  global citizenship in all relevant aspects of
  their teaching.

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http//www.accac.org.uk/

• Personal and Social Education (statutory in basic
  curriculum) all aspects
• The Curriculum Cymreig
• Cross curricular themes and guidance books on
• Global Citizenship and Sustainable development
• Equal opportunities and diversity
• Subject guidance
• RE

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The situation in Wales

• The Government of Wales Act 1998 gave the
  National Assembly a statutory duty to promote
  Sustainable Development.
• Sustainable Development is now a central priority
  that cuts across everything the Welsh Assembly
  Government does.

http//www.wales.gov.uk/themessustainabledev/

• The Welsh Assembly Government is also committed
  to fostering a more outward-looking and
  internationalist Wales and to promoting global
  citizenship.

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• "Sustainable Development is not an option that
  will go away it is the only way forward"
• Rhodri Morgan AM, First Minister for Wales.

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Whats happening in Education in Wales?

• Assembly Working Group on Global Citizenship and
  Sustainable Development
• Guidance document published.
• Inspection Framework includes questions on ESD
  and ECG
• A recognised element of professional development
  and
• support framework for teachers (EES) (also
  across England)

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Induction packs

• Training and Development Agency for Schools (TDA)
  has incorporated ESD is into subject specific
  induction packs
• DATA
• The IT Network
• TTRB Resource Bank
• ASE

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• World Education Centrewww.bangor.ac.uk/addysgbyd

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The World Education Centre(Bangor) suggests that
EGCSD needs

• A coordinator
• An audit
• To be Embedded into lecture and seminar content
  documentation policy and mission statements
• Champions to be identified.
• Time It cannot be forced on people
• International projects,
• Partnership schools to be involved from the
  start.
• Expertise to enrich ITET courses.
• (From chapter 5 of Bangor Final Report
  recommendations for ITTE) www.bangor.ac.uk/addysgb
  yd

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Education for Sustainable Development Global
Citizenship
ww.esdgc-wales.org.uk www.esd-wales.org.uk
For Richer for Poorer
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For Richer for Poorer
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For Richer for Poorer
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For Richer for Poorer
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ATTITUDES TO NATURE

• Work in groups
• give each piece a heading to sum up the key
  attitude to nature that you think is contained
  within it.
• What are the consequences for the planet for each
  of these attitudes if they are the dominant
  attitude?
• Which of the extracts do you think have the best
  ideas about living with nature, and why?
• Which of them do you think most people in our
  society would agree with?

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Education for Sustainable Development
http//www.nc.uk.net/esd
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http//www.globalfootprints.org/
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Educating for Global Citizenship an INSET
resource for teachers in Wales, World Education
Centre, 2003
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• Get Global! video
• Action Aid 2003

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Cyfanfyd umbrella body database of resources
in Welshwww.cyfanfyd.org.uk
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Global Dimension http//www.globaldimension.org.
uk includes database of resources
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Citizenship Education the Global Dimension
http//www.citizenship-global.org.uk
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CEWC-Cymruwww.cewc-cymru.org.ukdownloadable
worksheets
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British Council Global Gatewaywww.globalgateway.o
rg.uk
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http//www.jusbiz.org/
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Association for Science Education global
dimensionhttp//www.ase.org.uk/htm/ase_global/ind
ex1.php
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Intermediate Technologywww.stepin.org
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Centre for Alternative Technologywww.cat.org.uk
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Oxfam Cool Planetwww.oxfam.org.uk/coolplanet -
online resources, resource catalogue
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Christian Aid Le_at_rn Zonewww.christian-aid.org/lea
rn/index.htm
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UNESCO Teaching and Learning for a Sustainable
Futurewww.unesco.org/education/tlsfTeacher
education (ITET and CPD materials)
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Resource Centres in Wales

• South-east European and CEWC-Cymru Global
  Resource Centre in Temple of Peace Cyfanfyd,
  Oxfam, Christian Aid, Amnesty Cafod, British
  Council, WWF etc
• South-west Global Connections, Pembroke
• Mid-Wales PEDEC, Llanidloes RSPB, Aberystwyth
• North-west World Education Centre,
  Bangor,European Resource Centre,
  BangorLlangefni, Caernarfon - Schools Library
  services
• North-east Schools Library service, Mold

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Global Connectionswww.globalconnections.org.uk
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PEDECPowys Environment and Development
Education Centrewww.pedec.org.uk
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Summary

• Ownership of the ideas why the fuss?
• Audit of current provision
• In the way we work with trainee teachers
• In the way they work with students in school
• Plans for action
• In the way we work with trainee teachers
• In the way they work with students in school

How can my modules/courses help students (a)
understand the message (b) build the concepts
into their teaching Supporting the standards
pages 6, 7 (para 1 col 2), 16 and pages 18ff
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Evaluation on the green slip of paper

• Has this session
• made you re-think how the planet works/
  understand it more simply/ more confident to
  explain it to students?no ok - yes
• helped to answer Why the fuss? with greater
  commitment? no ok - yes
• Will it help you and colleagues
• plan for ESDGC to permeate the whole of your
  courses rather than being an add-on simply to
  comply with Welsh Office regulations? no
  ok - yes