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ESD and Creating a Sustainable Future

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ESD and Creating a Sustainable Future Implications and Opportunities: The Bonn Declaration 2009 Charles Hopkins UNESCO & UN University Chairs York University, Toronto ... – PowerPoint PPT presentation

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Title: ESD and Creating a Sustainable Future


1
  • ESD and Creating a Sustainable Future
  • Implications and Opportunities
  • The Bonn Declaration 2009
  • Charles Hopkins
  • UNESCO UN University Chairs
  • York University, Toronto, Canada

2
From Steffen et al. 2004
3
From Steffen et al. 2004
4
Our pressures on the planet have increased with
our numbers
6.6 billion (2008)
4 billion (1975)
2 billion (1920)
1 billion (1800)
Source UN Population Division Population
Reference Bureau
5
Were generating great wealth but paying a great
price
70 trillion in 2008
World GDP (trillion 1990 dollars)
10 trillion in 1967
1 trillion in 1900
  • Great wealth without FCC Full Cost Accounting

Source CIA World Fact Book
6
Trends
What is decreasing, becoming more scarce?
What is increasing, becoming more abundant?
Time
7
The Next Generation Challenge
  • Provide adequately for 50 more people
  • using less water
  • using less land
  • using fewer ocean food resources
  • leaving a smaller, less toxic waste stream
  • while
  • tripling the global energy (carbon free)
  • addressing new issues as they emerge
  • developing employable skill sets

8
The Evolving Concept of Sustainable Development
  • environment
  • economic
  • social/culture
  • Sustainable Development
  • Plus concepts of
  • Intergenerational responsibility
  • Need verses greed /equity
  • Social justice, etc
  • Enough, For All, Forever

9
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10
Many Initiatives Necessary for SD
  • Good legislation/governance
  • Economic incentives
  • Overcoming corruption
  • Environmental protection
  • Human rights/security
  • Infrastructure (roads to banking)
  • 40 issues identified in Agenda 21
  • Education, Public Awareness and Training is key
  • Education for Sustainable Development (ESD)

11
ESD
  • ESD is the contribution that the worlds
  • education,
  • public awareness/understanding, and
  • training systems
  • can make to create a more sustainable future.

12
UN Decade of Education for Sustainable
Development (2005 to 2014)
  • UN General Council Resolution Dec. 2002
  • UNESCO is the lead UN Agency
  • Mainly a coordinating role
  • Integrate with other Decades and programs
  • Mainly up to each country / state / institution
    /.
  • Much good news/progress

13
The 4 Major Thrusts of ESD
  • 1 Public awareness and understanding
  • 2 Access to quality basic education
  • 3 Reorienting existing education
  • 4 Training programs for all sectors
  • Agenda 21 -92, UNESCO-96, UNCSD -98, JPOI-2002

14
Roles of Education for Sustainable Development1
Raising the Level of Public Awareness/Understandin
g
  • Build public understanding
  • Informed citizenry political support
  • preparation for democratic change
  • Wise consumers
  • Raising the level of the discussion
  • Changing lifestyle where possible

15
Public Awareness e.g. Climate Change
16
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17
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18
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19

20
Non-Formal Ed and ESD
  • Government Agencies
  • NGOs
  • Faith-based institutions
  • Zoos, Botanical Gardens
  • Corporate trainers
  • Organizations with a message to tell
  • Deal largely with PA and training

21
Contribution of Higher Ed and CCs
  • Need to understand the impact
  • Historical perspective
  • Futures perspective
  • Develop the skills to manage SD
  • Assist society to cope with SD
  • (i.e. research, measuring, training etc.)

22
Roles of Education for Sustainable
Development2-Access/Retention in Quality Ed.
  • What is quality education?
  • Is access really enough or do we strive for
    retention and successful lifelong learning?

23
Access and Retention Issues
  • 90 million children ages 6 to 11 never attend
    school in the developing countries
  • 90 of school aged are in developing/emerging
    nations
  • Millions more are under- educated in both the
    South and the North

24
Northern Problem As Well
  • Hard to serve students suffer
  • Preferred learning style other than reading
  • Poverty related issues
  • Irrelevant curricula
  • Home/family related issues
  • Student/school conflict

25
Facilitating Adaptation Through Higher Education
  • Accessing higher education
  • Knowledge-based society
  • Life-long learning
  • Technology transfer
  • Capacity building
  • Provide pre-service and in-service assistance
    relating to both civil society and industry needs
  • Questioning basic metaphors

26
3rd Role Reorienting Existing Education
  • Most Educated nations
  • deepest ecological footprint

27
We launch the Handprint, as a tool to indicate to
ourselves the ESD actions we take. It is a tool
that measures action at the individual,
community, national and global level.
www.handsforchange.org
28
Reorienting Existing EducationMeans Addressing
  • Buildings
  • Curriculum
  • Practices and actions
  • What we value
  • What we evaluate
  • Modeling sustainability

29
Higher Ed
  • Many Roles for Higher Ed
  • 1 - 90
  • Better metrics/ research
  • Need to see the bigger picture
  • Sharing of data
  • Ecologically oriented fiscal reform
  • Develop and use regulatory tools
  • Link the disciplines (environment and health)

30
The 4th Role of ESD - Training
  • Training in sustainable development
  • - (public and private sectors alike)
  • HE and especially teacher education
  • Capacity building agriculture etc.
  • Technology transfer between nations
  • Implementing innovative practices

31
Source Hart, S. and Milstein, M. 2003.
Creating Sustainable Value
  • Clean Technology
  • Eco-Effectiveness
  • Biomimicry
  • Leapfrog Technology
  • Sustainable Technology
  • Knowledge Service Intensity
  • Cradle to Cradle
  • Closed Loops
  • Restorative Technology
  • Systems Thinking
  • Sustainable Development
  • Base of the Pyramid
  • Urban Reinvestment
  • Brownfield Redevelopment
  • Inclusive Capitalism
  • Community Capitalism
  • Civic Entrepreneurship
  • Radical Transactiveness
  • B24B

Tomorrow
Growth Path Trajectory
Innovation Repositioning
Internal
External
Cost Risk Reduction
Reputation Legitimacy
  • Corporate Social Responsibility
  • Industrial Ecology
  • Stakeholder Management
  • Life-Cycle Management
  • Design for Environment (DfE)
  • Green Design
  • Corporate Citizenship
  • Full Cost Accounting
  • Take-back
  • Transparency
  • Corporate Governance
  • EMS
  • Greening
  • Pollution Prevention (P2)
  • Eco-Efficiency
  • Risk Management
  • Environmental Management
  • ISO 14001
  • Waste Reduction
  • Resource Productivity

Today
32
Strengths Model a starting point
  • No single discipline/group/teacher/employee can
    do it all
  • Every discipline/group/teacher/employee can
    contribute something
  • Some individuals or sectors can take lead roles
    in directing/managing the reorientation
  • Leadership and coordination of these strengths
    are key as we learn our way forward

33
Traditional Ecological Knowledge
34
Systemic Issues and Challenges to Moving ESD
Forward
  • Lacking
  • vision and awareness
  • policy or mandate
  • societys expectation
  • funding and resources
  • training programs
  • crowded curriculum
  • research base

35
New Learning Perspectives
  • Traditional Learning as acquisition model
  • Knowledge, solutions, true/false right/wrong
  • Plus Learning as participation model
  • complexity, reflexive, reflection, negotiation
  • And Learning as a response model" ambiguity in
    world, taking charge-life, tolerance, engagement

36
high
W I C K E D N E S S
POST
Traditional
Traditional Plus
traditional
high
low
U N C E R T A I N T Y
37
UNU Regional Centre of ESD Expertise
Messengers
Non Formal Formal Informal
Ngos Tertiary Media
Zoo/etc Secondary Peers
Gov Agencies Elementary Society
Corp Training Preschool Life Exp.
Information
Sources
Regional/National
Local Government
Private Sector
Research (HE, NGO) etc.
  • Outcomes
  • Improved academic outcomes
  • More knowledgeable/supportive citizenry
  • More sustainably oriented production and
    consumption
  • Perhaps a shift in behaviour as learning is
    relevant and in scale etc.
  • Process is crucial

38
Bonn Declaration Mid point of UNDESD
  • What has been accomplished?
  • What is the vision?
  • What needs to be done?

39
Bringing Bonn to the world
  • What are the opportunities ?
  • What are the obligations ?

40
A Question for All Societies
  • What should our citizens
  • know,
  • be able to do,
  • and value,
  • throughout their lives?
  • Implications for life-long learning and training
    needs of
  • society are the responsibility of the current
    society

41
The Generational Challenge
  • Providing adequately for 50 more people
  • using less water
  • using less land
  • using fewer ocean food resources
  • Leaving fewer ecological footprints
  • while
  • tripling global energy supply (carbon free)
  • addressing new issues as they emerge
  • Developing employable skill sets
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