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1 UN Decade in Education for Sustainable Development (DESD) 2005-2014 Victoria Coleman SIG Leader for ESD firstname.lastname@example.org 02 9850 8597
Victoria Coleman © 2 ‘Our biggest challenge in this new century is to take an idea that sounds abstract – sustainable development and turn it into reality for all the world’s people.’ (Kofi Annan, UN press release 15.03.01) ‘Making the abstract real and developing the capacities of individuals and societies to work for a sustainable future is, essentially an educational enterprise.’ (UNESCO DESD 2003 P.3)
Victoria Coleman © 3 This Presentation: 1.Achievements in the last decade 2.Finding new ways of thinking 3.Overview of DESD and the draft framework proposed by UNESCO 4.AAEE’s role during the DESD, and how it is relevant to you…
Victoria Coleman © 4
5 What have we achieved in the last Decade? What did EE practitioners want to happen in 1994?
Victoria Coleman © 6 Speed Catch
Victoria Coleman © 7 From EE – EFSD
Victoria Coleman © 8 UNESCO at WSSD Society must be deeply concerned that much of current education falls far short of what is required … a new vision of education that seeks to empower people of all ages to assume responsibility for creating a sustainable future Improving the quality and coverage of education and reorienting its goals to recognize the importance of sustainable development must be among society’s highest priorities (UNESCO 2002 p.12)
Victoria Coleman © 9 Overview of DESD UN Resolution 57th Session - 2002 At its 57th Session, 2002, the UN General Assembly adopted a Resolution 57/254 to declare the Decade of Education for Sustainable Development from 2005 It designates UNESCO as the lead agency to promote the DESD
Victoria Coleman © 10 Overview of DESD Basis for the resolution Chapter 36 of Agenda 21 on Education, Awareness and Training - UNCED held in Rio de Janeiro (1992) UN Commission on Sustainable Development support and work programme on Chapter 36 Plan of Implementation - World Summit on Sustainable Development Johannesburg 2002 - confirmed the importance of EFSD - recommended the United Nations General Assembly to consider adopting a decade of education for sustainable development from 2005
Victoria Coleman © 11 EFSD Human Rights, Rights of Child WSSD – Plan of Implementation Agenda 21 Ch 36 Dakar, Education for All Millennium Development Goals Ramsar - Wetlands Desertification International Agreements Climate Change Convention Biodiversity Convention Soft Law Treaties
Victoria Coleman © 12 EFSD Peace and Human Rights Cultural and Linguistic Diversity Sustainable production and consumption Conservation and Protection of Natural Resources Rural Transformation Intercultural Understanding Health Promotion Priority Areas for DESD Poverty Alleviation Gender equity Overview of DESD
Victoria Coleman © 13 Overview of DESD UN Resolution 57th Session - 2002 Requests UNESCO develop a draft international implementation scheme; –clarify relationship with existing educational processes including Education for All –in consultation with the UN, international organisations, governments, NGOs and other stakeholders –provide guidance for governments to incorporate concrete measures to promote EFSD in national educational plan;
Victoria Coleman © 14 The UNESCO Draft Framework Who should play a role in DESD? Ministries of Education, Health Environment and Natural Resources Planning and Development Agriculture Commerce, Industry, Transport Tourism, Finance and others. NGOs Journalist networks Community radio associations Unions – workers and teachers Consumer associations Church networks Chamber of commerce Senior citizen groups Farmers/ Fishermen's coops
Victoria Coleman © 15 The UNESCO Draft Framework Catalysing People’s involvement … … across two areas: * Communication and advocacy and * Building momentum, partnership and support for the Decade
Victoria Coleman © 16 The UNESCO Draft Framework Partnership Approach Argues need for and outlines an partnership approach to development of implementation action plan Partnerships for successful implementation and maximum impact Partnership important to enhancing participation, ownership and commitment by partners in the Decade. –Build broad ownership –Clear articulation of the value added by each partner
Victoria Coleman © 17 The UNESCO Draft Framework Local emphasis Emphasis on supporting local initiatives but development of structures national, regional and international level that provide direction and guidance for local initiatives. There is a need to move beyond awareness raising, and to engage people critically and creatively in their own communities, planning and engaging in action for a socially just and ecologically sound development at the local level.
Victoria Coleman © 18 The UNESCO Draft Framework How does it interpret EFSD? ‘Education is a primary agent of transformation towards sustainable development, increasing people’s capacity to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, justification and social support for pursuing and applying them.’ (UNESCO 2003 p.4)
Victoria Coleman © 19 The UNESCO Draft Framework How does it interpret EFSD? ‘Education for Sustainable Development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and equity of all communities. Building the capacity for such futures-oriented thinking is a key task of education.’ (UNESCO 2003 p.4)
Victoria Coleman © 20 The UNESCO Draft Framework How does it interpret EFSD? ‘…people of all ages can become empowered to develop and evaluate alternative visions of a sustainable future and to fulfil these visions through working creatively with others.’ (UNESCO 2003 p.4)
Victoria Coleman © 21 Examples of EFSD initiatives The government of the Netherlands has pooled funds from 6 Ministries and set up an institution to share knowledge and facilitate EFSD The government of Spain held a wide consultative process to develop its White paper on Environmental Education with a strong focus on sustainability and involvement of all Major Groups The Municipality of Chelsea in Québec, Canada has adopted several by-laws and education strategies to help create a more sustainable future such as banning of pesticides for cosmetic purpose, protection of all wetlands, and watershed management
Victoria Coleman © 22 Examples of EFSD initiatives The government of Australia has funded an action research program which aims to integrate education for sustainability across the graduate disciplines at the University In China, the Ministry for Basic Education in partnership with WWF and BP have supported a program to assist to develop an education for sustainability program across in teacher education institutions across China Danish Cooperation for Environment and Development funded the research and development of education resources through the Learning for Sustainability which aims to contribute to educational transformation in South Africa and make a contribution to more sustainable living patterns
Victoria Coleman © 23 What is AAEE’s vision for the DESD?
24 What is AAEE (& Env Educators) aim for the next 10 years? How can we use the Decade to achieve these aims?
Victoria Coleman © 25 Community – action programs, interpretation, action learning/research, social marketing, NESB Industry – training colleges, intra/er- organisational, philanthropy Formal – early, school, further and higher Government – local, state, fed Partnerships AAEE – national and chapters
Victoria Coleman © 26 SIG ESD If you would like to join the SIG for the decade please be sure to list your name on the sheet provided Victoria Coleman Macquarie University email@example.com 02 9850 8597
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