Presentation on theme: "Questionnaire 2000, Human Nature/GreenCom; Washington D.C. Barriers and Deficits, 2008/2009 Survey on UNESCO‘s Action Goals, 2009 BOTTOM UP Unsatisfactory."— Presentation transcript:
Questionnaire 2000, Human Nature/GreenCom; Washington D.C. Barriers and Deficits, 2008/2009 Survey on UNESCO‘s Action Goals, 2009 BOTTOM UP Unsatisfactory Standards for the Implementation of ESD – Results of an International Survey – Suggestions for Strategies to Address the Issues Dieter Gross, Berlin 108 respondents,Japan 21 because UNESCO’s Action Goals lack priority ranking – necessary for refocussing the roadmap for a doable DESD discordant strata: goals and realization (German-Japanese Project) 111 international experts
barriers MOST SERIOUS DEFICITS caused by barriers There is no real rethinking of education itself, only social aspects are added to EE Governments have not adapted their legislation and policy frameworks to the needs of ESD The education system is not flexible enough for the integrative nature of ESD Only sectoral initiatives are practiced 58,5 49,2 46,2 38,5 88% Japanese respondents SurveyEuropeAsiaAfricaLANAOceania barriers / 21 Japan10942
TOO DEMANDING TOO MUCH WORK LACK OF TIME REGARDED AS IRRELEVANT NO QUICK BENEFIT TOP BARRIERS WHICH ARE THE MAIN BARRIERS FOR IMPLEMENTING ESD IN 2008 ? At the practice level STAKEHOLDERS OF THE NATIONAL DECADE ‘lost in space’ LACK OF MONEY 14,8 27,9 32,8 34,4 36,1 37,7 54,1 62,3 crowded curricula 62,3 no support by administration 67,2 no training
Action Goals at policy level Action Goals at practice level a b m g + + * Survey experts There is a need to prioritize the Action Goals because an abundance of equally important goals does not show how to act successfully near future 2014 DESD and beyond “It does seem that UNESCO reports keep saying much the same things, but don’t go after the reasons, the recommendations are often not implemented” UNESCO World Conference DESD Bonn Declaration 10% - 100% SurveyEuropeAsiaAfricaLANAOceania Action Goals
10%20%30%40%50%60%70%80%90%100% 0% 5 % 10% 15% 20% 30% 25% 2,2% 8,9% 12,2% 25,6% 17,8% 20,0% Engage the expertise available within the UN system to strengthen ESD in key sustainable development conventions for example focussing on climate change / 110 respondents degree of realization in % % of respondents 66% of respondents = this goal might be realized to 70% and more
all EUROPE % respondents 10%20%30%40%50%60%70%80%90%100% Climate, COP 15 Copen- hagen ,3% biodiversity desertification media and climate change Media should support under- standing of sustainability issues by increasing public awareness – contribution of media, how much? to strengthen ESD by focussing on climate change
Increase public awareness and understanding about sustainable development and ESD, by mainstreaming and expanding the learning and insights gained in the first five years of the UN DESD into public awareness policies and programmes and various forms of informal learning. This should include promoting the role and contribution of the media for fostering public awareness and understanding of sustainability issues. It should also include capacity-building of media professionals.
% respondents 10%20%30%40%50%60%70%80%90%100% 25,8 MEDIA; Survey: : total 110, Europe 33, Japan 13 More engagement from the media, a fact largely overlooked ; Germany Politicians and the media should convince the public that ESD is the key to cope with the negative consequences of globalization; Germany Unless all understand the concept no progress can be made and no others will follow with commitment ; Australia 23,8 Are the media the signposts and catalysts to sustainability?
civil society; / % respondents 10%20%30%40%50%60%70%80%90%100% 64% of the experts = 50% and less 57% of the experts =50% and less 85% of the experts = 50% and less civil society will be dependent on ESD policies because ESD provides qualities by which the individual will be able to practice responsibility and solidarity d 5) Re-orient education and training systems … develop and implement ESD policies through co-ordinated approaches that also involve civil society allEuropeJapan missing in Action Goals: individual responsibility
DANKE ! 4 Pillars: cornerstones for accomplishing ESD in civil societies integrative thinking – in order to master complex challenges global thinking Competence in accepting responsibility Value orientation EE S DECISION-MAKING STRUCTURES ECONOMY ENVIRONMENT SOCIETY What kind of economy? What kind of environment? What kind of society? makes clear the need to involve civil society !
(2) Has the public been linked to the process of implementing sustainable development ? Y NONO 1,6 59,039,3 IMPLEMENTING ESD MEASURING THE EFFORTS
10%20%30%40%50%60%70%80%90%100% (b1) Increase public awareness and understanding about sustainable development and ESD, by mainstreaming and expanding the learning and insights gained in the first five years of the UN DESD into public awareness policies and programmes and various forms of informal learning. 15% 10% 5% 20% 25% 30% /33/13 international results 52,4 % of respondents= 50% and less 47,7 % of respondents= 60% and more 25,8%
HOW?HOW? % respondents 10%20%30%40%50%60%70%80%90%100% percentages of being realized Promote ESD’s contribution to all of education and to achieving quality education, with particular regard to fostering the goals of the ESD agenda at the national level. fostering the goals of the ESD agenda at the national level.
% respondents 10%20%30% 40% 50%60%70%80%90%100% ESD should become an integral part of training of leaders in business industry, trade union, non-profit and voluntary organizations, and the public services global competitiveness “ESD should, possibly in connection with the rise of Corporate Social Responsibility (CSR), become an integral part in the training of leaders in business and industry. The latter has been little emphasized in the DESD so far” UNESCO, 2009
% respondents 10%20%30%40%50%60%70%80%90%100% The first Stock Exchange in Europe, 1309 Bruges Develop and implement ESD through coordinated policies that also involve business and the corporate sector /33/13 ESD gap: business sector X 38,5
% respondents 10% 20% 30%40%50%60%70%80%90%100% raise public awareness Action Goal (c) of UNESCO’s Declaration for the Second Half of the DESD: Mobilize adequate resources and funding in favour of ESD, in particular through integrating into national development policy and budgetary frameworks; Europe: 33 Japan 13 All: ,6% of respondents/ 60% and more 81,4% of respondents/ 50% and less In most countries across the world, the availability of public budgets and/or economic incentives is either non-existent or minimal at best … raising funds for ESD activities and projects is key to ensure the successful achievement of the DESD, UNESCO 2009
# That sustainable development is taken seriously at all levels, but particularly at the centers of political and economic power. If those sectors are refocused under a sustainability perspective, ESD won`t have an uphill battle anymore, Switzerland What is most urgent to solve at the policy level ? The roadmap for the Second Half of the Decade ESD # orientation for policy makers, Philippines 83 comments,
How to awake and strengthen public awareness on ESD? 86 comments, Roadmap ESD # I don’t think UNESCO has had significant impact on things, at least as far as is apparent in headlines. Perhaps behind the scenes there have been pressures usefully brought to bear, UK # to integrate an environmental consciousness into all public media, New Zealand # intensive campaigning using mass media, India # I am not sure public awareness is key. The history of Environmental Education shows that awareness does not necessarily lead to action. The deal is to practice sustainability on all levels, Switzerland
all/ 110Europe: 33Japan: Priority ranking for implementing ESD: at the practice level Results of an Questionnaire within the Survey on UNESCO’s Action Goals for the Second Half of the Decade colour mapping
real rethinking of education raise public awareness reform of teacher education focus on systemic thinking sufficient financial resources ESD curricula: subject-oriented, based on competencies hands-on ESD materials real rethinking of education reform of teacher education raise public awareness ESD curricula: subject-oriented, based on competencies develop national ESD indicators sufficient financial resources focus on systemic thinking training of administrators hands-on ESD materials focus on systemic thinking reform of teacher education sufficient financial resources ESD curricula: subject-oriented, based on competencies develop national ESD indicators All/110Europe: 33Japan: 13 develop national ESD indicators hands-on ESD materials 8 real rethinking of education Priority ranking for implementing ESD: at the practice level Results of an Questionnaire within the Survey on UNESCO’s Action Goals for the Second Half of the Decade implementing should be started with?
Which con- clusions should be drawn? DESD2014
Evaluation/ Survey Results DESD 2014 Action Goals EVALUATION OF UNESCO’s ACTION GOALS by 111 experts Summary: SURVEY (big picture) Action Goals: satisfactory international results gender equality * Youth engage the commit- ment, solidarity and potential of youth and their organisations and networks in enhancing ESD *** integrate ESD by involving NGOs and development partners ** approaches that involve the scientific communities **** global syndromes: strengthening ESD by focussing on climate change: 78% of respondents think will be realized to 60% and more Action Goals: these are dependent on promotion and support because they will be realized to less than a half business and corporate sector at the national level integrate ESD/ curricula civil society, implement ESD adequate resources media curricula /integrated and systemic media business Drivers e.g. climate change youth NGOs scientific communities refocussing by priority ranking Booster public awareness policies training of business leaders STRATEGY public awareness policies
Summary: SURVEY (to-do list) WHAT TO DO? There is no real rethinking of education Specific Barriers no support by administration Lack of political will and financial resources DEFICITS The public has not been linked to the process of implementing ESD raise public awareness by making use of the media and form partnership with other stakeholders: especially at the centers of economic power training of administrators and reform of teacher education towards ESD - focus on systemic thinking Thank you Current Addendum: UNESCO global report on ESD, 2009 lack l lack of human and financial resourcesdifficulties in making linkages with ESDweak inter-sectoral collaboration lack of appropriate tools for ESD and difficulties in assessing ESD