1ª Conferência CIDAADS

1. Educacion para el
Desarollo Sostenible:
Una decada de
oportunidades
Professor Daniella Tilbury,
Marie Curie Fellow
Director of Sustainability,
University of Gloucestershire
Chair of the UN DESD M&E Group

2. Aprender a Cambiar: estamos dispuestos a enfrentarnos al retor
4 preguntas:
preguntas:
• Por que cambiar?
cambiar?
• Que cambios?
cambios?
• Como cambiar?
cambiar?
• Estamos listos a enfrentarnos al reto?
reto?

3. Q. Por Que Cambiar?
Cambiar?

4. Learning our way out .

5. •

9. A UN DESD: Calls to Reorient Education
In 2002, The UN General Assembly
adopted Resolution 57/254 to
declare a Decade in ESD (2005-2014)
(2005-
THE OBJECTIVES OF THE DESD:
• To improve access to and quality of
ESD
• To reorient Education so that ESD is
at the heart of the education systems
and curricula.
• To develop national, regional and
institutional action plans.

10. Q. Que Cambios?
Cambios?

11. From To
Passing on knowledge
Questioning and getting to the root of
& raising awareness
the issues
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Embedding
Reorienting Curriculum
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Sending messages and learning about
Creating opportunities for reflection,
issues (what)
negotiation &
participation for change (how)
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Teaching attitudes and values
Encouraging values clarification
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Single actions
Learning for change
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Individual & personal change
Professional & institutional change

12. Learning to Change
Challenge to consider how
one’s practice can make a major
contribution to a more sustainable
future.
Challenge to question what
students are actually learning
and how able they are to
positively influence futures.

13. Q. Como Cambiar?
Cambiar?

14. UNECE ESD
COMPETENCES
FOR
EDUCATORS

15. Vertical Axis
• Learning to know
The educator understands…
• Learning to be
The educator is someone who…
• Learning to live together
The educator works with others in
ways that….
• Learning to do
The educator is able to …
Based on: Delors J. (ed) (1996) “Learning: The Treasure
Within” International Commission on Education for the
21st Century, Report to UNESCO, UNESCO.

16. Horizontal Axis
• Holistic Approach
Towards integrative thinking
and practice
• Envisioning change
Past, present and future
• Transformation
people, pedagogy and education systems

17. ESD Competences for Educators
HOLISTIC APPROACH E VISIO I G CHA GE TRA SFORMATIO
Towards integrative Past, present and future People, pedagogy and
thinking and practice education systems
Learning to • The basics of systems • The root causes of • Why there is a need to
thinking unsustainable development transform the education
know • Interrelationships between • The evolving nature of systems that support learning
economic, social, cultural sustainable development • Why there is a need to
The educator and environmental issues • The urgent need for change transform the way we
• The interdependence within from unsustainable practices educate/learn
understands… the present generation and towards advancing the • Why it is important to
between generations, as well quality of livelihood, prepare learners to meet new
as relationships between rich solidarity, and environmental challenges
and poor and between sustainability • The importance of building
humans and nature • The importance of problem on the experience of learners
• Their own world view and setting, critical reflection, and as a basis for transformation
cultural assumptions and visioning in planning the • How engagement in real
those of others future and effecting change, world issues enhances
• The connection between • The importance of learning outcomes and helps
sustainable futures and the preparedness for the learners to make a difference
way we think, live and work unforeseen and a in practice
• Understands one’s own precautionary approach.
thinking and action in
relation to sustainable
development

18. ESD Competences for Educators
HOLISTIC APPROACH E VISIO I G CHA GE TRA SFORMATIO
Towards integrative thinking and Past, present and future People, pedagogy and education
practice systems
Learning to Create opportunities
• • Critically assess • Facilitate
do for sharing ideas and processes of change in participatory and
experiences from society learner-centered
The educator different • Communicate a education that
is able to disciplines/places/cultu sense of urgency for develops critical
res/generations change and inspire thinking and active
without prejudice and hope citizenship
preconceptions • Facilitate the • Assess learning
• Work with different evaluation of potential outcomes in terms of
perspectives on consequences of changes and
dilemmas, issues, different decisions and achievements in
tensions and conflicts actions relation to sustainable
• Use the natural, development
social and built
environment, including
their own institution as
a context for learning

19. ESD Competences for Educators-
HOLISTIC APPROACH E VISIO I G CHA GE TRA SFORMATIO
Towards integrative thinking and Past, present and future People, pedagogy and education
practice systems
Learning to • Is inclusive of • Is motivated to make • Is willing to challenge
be different cultures, a positive contribution assumptions
perspectives and to other people and underlying
The educator disciplines their social and natural unsustainable practice
is someone (importance of environment, locally • Is a guide, facilitator
who transparently and globally and participant in the
communicating own • Is willing to take learning process
values ) considered action even • Is a critically
in situations of reflective practitioner
uncertainty inspires creativity and
innovation

20. VARIATIONS And RESPONSES
ALONG The SUB-REGIONS
• USA
• Canada
• EU
• Balkans
• EECCA

21. Mapping Progress:
- Use of the ESD
Competences for
development plans but
also for checking
progress
- ESD Indicators_ GMEF
indicators
and Asia Pacific ESD
Indicators Project.

22. Mapping Progress:
UNESCO-
UNESCO-IUCN
Asia Pacific ESD
Indicators Project.
-provides a guide
to using indicators
-differentiates between
types of indicators
- provides examples
of indicators

23. Q. Estamos listos para este reto?
reto?

24. •
Copyright Macquarie University 24
‘I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say.’

26. I
Then a OUT
miracle
occurs
“Good work . but I think we need
just a little more detail right here”
JW9 9

27. Q. Are we up to the challenge?
- What are the first steps?
- What are the opportunities and
difficulties we can expect?
- How best do we assess the progress
of our work in this area?
- What can we learn from our own and
overseas experiences?