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

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Keith Ross - University of Gloucestershire - Science ... South-west: Global Connections, Pembroke. Mid-Wales: PEDEC, Llanidloes; RSPB, Aberystwyth ... – PowerPoint PPT presentation

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


1
Education forGlobal Citizenship and Sustainable
Development Keith Ross - University of
Gloucestershire - Science (with support from
World Education Centre, University of Wales,
Bangor)
2
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

3
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

4
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

5
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?

6
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?

7
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

8
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.

9
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.
10
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
11
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)

12
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)

13
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

14
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.

15
Indestructible particles
  • Changing a face into a car using the same
    particles. Bulk matter changes, but the
    underlying particles are the same

16
When you pump air into a football
  • Will the football
  • get heavier
  • stay the same
  • get lighter

30
50
20
Lets see
17
(No Transcript)
18
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)
19
Count the atoms
  • carbohydrate oxygen water carbon dioxide

carbohydrate oxygen water carbon dioxide
CHOH O2 H2O
CO2
CHOH O2 H2O
CO2
20
Energy from car journey
  • Used up
  • Into sound, heat etc
  • Dissipated as waste heat
  • Stored

20
40
30
10
21
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

22
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

23
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
24
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

25
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

26
The rich Gambian Languages
  • burn English
  • flame-burn char-burn English
  • maala jani Mandinka
  • taka laka Wolof

27
(No Transcript)
28
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.

29
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/
30
Ecological Reserve Ecological
Deficit   of biocapacity
31
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

32
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

33
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?

34
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.

35
Directives and support
  • The rest of this presentation provides hot links
    to
  • directives (linked to inspection)
  • and support

36
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.

37
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

38
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.

39
  • "Sustainable Development is not an option that
    will go away it is the only way forward"
  • Rhodri Morgan AM, First Minister for Wales.

40
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)

41
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

42
  • World Education Centrewww.bangor.ac.uk/addysgbyd

43
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

44
Education for Sustainable Development Global
Citizenship
ww.esdgc-wales.org.uk www.esd-wales.org.uk
For Richer for Poorer
45
For Richer for Poorer
46
For Richer for Poorer
47
For Richer for Poorer
48
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?

49
Education for Sustainable Development
http//www.nc.uk.net/esd
50
http//www.globalfootprints.org/
51
Educating for Global Citizenship an INSET
resource for teachers in Wales, World Education
Centre, 2003
52
  • Get Global! video
  • Action Aid 2003

53
Cyfanfyd umbrella body database of resources
in Welshwww.cyfanfyd.org.uk
54
Global Dimension http//www.globaldimension.org.
uk includes database of resources
55
Citizenship Education the Global Dimension
http//www.citizenship-global.org.uk
56
CEWC-Cymruwww.cewc-cymru.org.ukdownloadable
worksheets
57
British Council Global Gatewaywww.globalgateway.o
rg.uk
58
http//www.jusbiz.org/
59
Association for Science Education global
dimensionhttp//www.ase.org.uk/htm/ase_global/ind
ex1.php
60
Intermediate Technologywww.stepin.org
61
Centre for Alternative Technologywww.cat.org.uk
62
Oxfam Cool Planetwww.oxfam.org.uk/coolplanet -
online resources, resource catalogue
63
Christian Aid Le_at_rn Zonewww.christian-aid.org/lea
rn/index.htm
64
UNESCO Teaching and Learning for a Sustainable
Futurewww.unesco.org/education/tlsfTeacher
education (ITET and CPD materials)
65
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

66
Global Connectionswww.globalconnections.org.uk
67
PEDECPowys Environment and Development
Education Centrewww.pedec.org.uk
68
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
69
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
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