1. for Sustainable Development and Global Citizenship
Education
for Sustainable Development
and Global Citizenship
Sarah Lart
Sustainable Development Officer
for Education and Awareness Raising
or )

2. Contents of this session
What is ESDGC and why do we need it?
How does ESDGC fit into Neighbourhood Learning?
Strategic context in Wales
Where to find more information

3. Think of an apple…. …and ask some questions…..
Use of apple to stimulate discussion about environmental, social and economic considerations:
-how grown (organic vs pesticides), distance travelled to consumer (environmental)
-healthy choice of food, who picked it (social)
-wages they earned, profit circulated in area of growing or taken by multinational (economic)
…and ask some questions…..

4. Globally connected economically through trade, banking etc:
environmentally through sharing one planet, and one atmosphere:
politically through international relations and systems of regulation.
socially through the media and telecommunications:
culturally through movements of people, music, food, arts, etc:
Globally Connected. Today, more than ever before, the “global” is part of our everyday local lives. We are linked to others on every continent:
economically through trade, banking etc:
environmentally through sharing one planet, and one atmosphere:
politically through international relations and systems of regulation.
socially through the media and telecommunications:
culturally through movements of people, music, food, arts, etc:

5. Global Citizenship and Sustainable Development
recognising our responsibilities
valuing our planet Earth as precious and unique,
about understanding the need to tackle injustice and inequality,
Sustainable development -
is about the long-term well-being of people and communities; environmentally, socially and economically.
a way of thinking and behaving. It is an outlook on life, a belief that we can “make a difference” by the way we live.
…recognising our responsibilities both to each other and to the earth, locally and globally
…. valuing the earth as precious and unique, and safeguarding the future for those coming after us.
…about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so.
Adapted from Global Citizenship, The Handbook for Primary Teaching, Oxfam 2002
GC and SD are not separate, they each encompass the same ideas, but just expressed differently.
NL has important role in well being and community development.
Active stuff like yoga, dance, badminton, keep fit etc
Basic skills – improving life chances, self esteem etc
IT – 21st century skills
Arts and crafts – self expression, enjoyment, sociable,

6. Some of the challenges facing us
Energy
Climate change
soil erosion
Access to water
War
Health
technology
Access to credit
Human rights
loss of habitats,
loss of land
Economic development
Global poverty
other things
we have not
thought of yet!
Issues related to sharing the planet and it’s resources with 7 billion other people.
access to education

7. Education for Sustainable Development and Global Citizenship
Prepare learners for the changes and challenges facing Planet Earth and its inhabitants in the 21st Century, and their role as Global Citizens.
Developing people’s skills to take action that improves our quality of life now and for future generations.
Some of the children in school today and many of those who come into schools over the next 10 – 20 years will make it through to the 22nd century. We have to make sure that we prepare those people for the challenges that they will face throughout their lives. We probably can’t even imagine what some of those challenges will be , but we need to prepare people to be ready for change.
‘Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future. No school should feel it is unable to help its pupils gain these perspectives on the world’.
Jane Davidson, Minister for Education and Lifelong Learning

8. Education for Sustainable Development and Global Citizenship
enables people to develop the knowledge, skills, values and attitudes and needed to become a Global Citizen and to participate in Sustainable Development.
‘Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future. No school should feel it is unable to help its pupils gain these perspectives on the world’.
Jane Davidson, Minister for Education and Lifelong Learning
Gives learners the opportunity to develop critical thinking about complex global issues in the safe space of the classroom.

9. What’s in a name? One thing or two?
Education for Sustainable Development and Global Citizenship
Education for Sustainable Development and Global Citizenship
Education for Sustainable Citizenship

10. Knowledge and Understanding
Social justice and equity
Diversity
Globalisation / interdependence
Sustainable development
Peace and conflict
Some of the knowledge, skills and attitudes that are encompassed by ESDGC

11. Skills Critical thinking Ability to argue effectively
Ability to challenge injustice and inequalities
Respect for people and things
Co-operation and conflict resolution

12. Values and Attitudes ● Empathy
● Commitment to social justice and equity
● Value and respect for diversity
● Concern for the environment
● Commitment to a sustainable future
● Belief that people can make a difference

13. Some of the big issues in ESDGC
Recognising our interdependence
Understanding and care for the natural environment
Respect for diversity
Promoting global fairness and justice
Global interdependence through finance / economy, energy, food and agriculture, and most importantly via the atmosphere.
Possibly the most important idea
Knowledge about the environment, prudent use of resources.
Importance for health, well being, emotional, spiritual, economy
Everybody’s life is different in some way – need to develop an understanding of similarities and differences
Recognising that we live in a world, where there are inequalities and injustices, but that these are something that humanity, ( ie WE) can deal with and reduce.
and much more….

14. ESDGC is … About links and interdependence.
It is about taking action; doing things differently;
trying to change the way we live and if necessary trying to change the world.
‘Education is the most powerful weapon you can use to change the world.’
Nelson Mandela

15. ESDGC is more of a continuous journey than a destination
Basic – Just another initiative! Recycling!
Developing – energy, fairtrade, other issues looked at individually and mentioned in some classes.
Developed – ESDGC Policy with specific tasks and targets.
Embedded – ESDGC is at the core of the ethos of the centre and all that goes on there.

16. ESDGC in Neighbourhood Learning
Teaching and Learning
Commitment and Leadership
Management of the Centre
Joined up practice
Research and Monitoring
Partnerships
It does not have to happen all at once!

17. Activity
Consider the role of the Community Education Officer in supporting and promoting ESDGC in the NLC.
What do you think would be the most important things to do?
Can you identify any barriers that particularly apply to ESDGC?

18. Seven themes– a convenient way of dealing with ESDGC
Choices
and Decisions
Wealth
and Poverty
Identity
and Culture
Health
Consumption
and Waste
Climate
Change
Natural
Environment
ESDGC

19. Wealth & Poverty
Understanding how people, the environment and the economy are inextricably linked at all levels from local to global.
Health
Understanding the importance of a healthy lifestyle and acknowledging that basic needs must be met universally.
Identity & Culture
Understanding, respecting and valuing human diversity—cultural, social and economic and recognising the negative impact of discrimination and prejudice on individuals and groups.
Consumption & Waste
Understanding that resources are finite and that this has implications for people’s lifestyles, industry and future generations.

20. Natural Environment
Developing respect for all living things and acknowledging the relationship between people and the environment.
Climate Change
Recognising the importance of taking individual responsibility and action to make the world a better place and understanding the range of alternative ways to both save and generate energy.
Choices & Decisions
Understanding that choices and decisions have consequences and that conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion of harmony.

21. Activity
Consider the range of activities, courses etc covered in Neighbourhood Learning.
Thinking about what is already being done or what COULD be done, can you identify one thing in each group of courses, that would relate to each theme of ESDGC.

22. Strategic Context in Wales
ESDGC A Strategy for Action September updated January 08 and Sept 09
Covers all sectors within Education and Lifelong Learning
Schools
Youth
FE and work based learning HE
Adult and Continuing Ed
See
The National Assembly for Wales has a duty under section 121 of the Government of Wales Act 1988 to promote Sustainable Development in the exercise of its functions, that is, in everything that it does. Education is a very important part of this function and in September 2006 “Education for Sustainable Development – a strategy for action” was published. This was updated in January 2008 and Sept 2009.
Covers all sectors of Education and lifelong learning.

23. Some useful publications
ESDGC: Common Understanding for schools
ESDGC: Information for Teacher trainees and new teachers in Wales
Out of Classroom learning
All these documents can be downloaded from the website
Further guidance for schools “ESDGC : A Common Understanding” (English / Welsh) was published in September 2008, together with a companion document for trainee teachers and NQTs.

24. Support available for ESDGC
Cardiff Sustainable Education Network or
NGfL Cymru Website
Any amount of teaching resources on web
WAG ESDGC panel – producing curriculum maps and other documents