Presentation on theme: "Jan Morgan & Yvonne Jones Swansea University ESDGC Team"— Presentation transcript:
1Embedding Education for Sustainable Development & Global Citizenship into Work-Based Learning Jan Morgan & Yvonne JonesSwansea University ESDGC TeamIn partnership withPowys Training
2Aims of the PowerPointAwareness-raising for WBL staff about ESDGCImpart a greater understanding of Global Citizenship and development issuesHighlight issues connected with ESDGCLink to activities that help embed ESDGC within WBL
3• Sustainability is a goal we can aspire to. Sustainability/Sustainable Development “Development that meets the needs of the present, without compromising the ability of future generations to meet their own needs” Brundtland Report 1987• Sustainability is a goal we can aspire to.• Sustainable development is the process of moving closer to sustainability. It is controversial because there is often disagreement on the best way to make progress.Taken from PP4SD, Safeguarding the Future.
4Three Pillars of Sustainability Nested SustainabilityThe Three-Legged StoolThe ‘Nested Sustainability’ diagram illustrates how each of the ‘Three Pillars of Sustainability, Economic, Social & Environmental, is limited or constrained by the one surrounding it. As the Economic and Social sectors expand, pressure is put on the Environmental limits, which have nowhere else to expand to within the confines of our planet, thus causing degradation and depletion of natural resources.The ‘Three Legged-Stool’ demonstrates that each of the three aspects must be in balance so the stool remains upright, some may say that the Social (or Human) sector creates and influences the others, so pushing the Economic & Environmental out of balance due to the increase in global population, production & manufacturing activity over the last 100 years.An example of the 3 aspects being out of balance; deforestation due to global demand for specialised timber, leading to soil erosion and degradation, which in turn leads to flooding or drought, affecting the human indigenous population’s ability to live in their traditional areas.For an example of a community working towards balancing the 3 aspects look at the Transition Town movement, e.g. Llandeilo. Growing your own food, and sharing it with others is one aspect, buying local, improving transport, communications etc. are others. Where the majority in a community is behind this ethos, it can work very well.
5Global citizenship is about… The links between society, the economy and the environment, and between our own lives and others throughout the worldThe relationships between power, resources and human rights, and how we can influence theseThe local and global implications of our actionsHow we can make sustainable choices that benefit local and global communitiesAdapted from WAG Guidance Document on ESDGC, 2002
6Powys Training Vision Statement Through inspirational Lifelong Learning we will change the values of people and influence the decisions they make to support sustainable living for future generationsTaken from Powys Training Policy Statement on ESDGC
7Education for SD & GC ESDGC is a process, it involves; Promoting debate and discussionPresenting both sides of an argumentSupporting arguments with factsDeveloping critical thinking and problem-solving skillsInvestigating issues in depthEncouraging learner participation & local/global responsibilityESD (GC in Wales) has been thought about as having two strands, content and process.ESD (GC) 1, content, opens our eyes to a world of facts, processes, arguments andconnections; in developing our skills of reading the world, it provides the text;in this, it is rather like Andy Stables’ (1998, 2001) take on functional and culturalliteracies. Whereas,ESD (GC) 2, process, helps us to read and understand that text. It develops in pupils theskills, self-confidence, knowledge and motivation to be effective learnersthroughout their lives, and gives them the wherewithal to take action;which maps well onto Stables’ idea of critical literacy which is essential if meaningfulchange is to take place. Crucially, it is thought that ESD 1 and ESD2 are eachmeaningless without the other.
8Why embed ESDGC into WBL? To prepare staff and learners for changing lifestyles and society,e.g. peak oil, globalisation, climate change etc.To ensure that staff and learners are prepared for changes in the world of work, and within qualifications delivered, Awarding Bodies are already addressing thisTo keep in line with current trends in the educational sectorTo develop and encourage critical-thinking and reflective learning skills
9Why embed ESDGC into WBL? To meet WAG, ESTYN and Sector Skills Councils’ requirementsTo develop and encourage the values and ethos of your training organisation as a beacon of good practice, increasing its sustainabilityTo develop and encourage values and actions that help the sustainability of our planetAdd your own…These examples above are in no particular order of importance.To you (or your learners), what is the most important reason for embedding ESDGC, and what is the least important?(The reasons could be ranked in order as a discussion activity)
10Facilitated dialogue topics around ESDGC Climate change, weather patterns, drought, floodsGlobalisation, movement of businesses, economic growth, immigration, equityMedia, stereotyping, images, social networking, cyber-bullyingCitizenship, local & global, pressure groups, participation, respect for othersRights & responsibilitiesESDGC Activities that reflect these issues, (on Moodle)Activity 1: Picture Activity – raising awareness of sustainability and global citizenshipActivity 2: ‘Coffee cup’ – globalisation, consumerism, marketing (Greenwash!)Activity 3: Child labour in India – employment rights & responsibilities, globalisation, citizenshipActivity 4 Stereotyping – Media, citizenshipActivity 5 Sustainable Food – Globalisation, citizenship
117 Key Themes linked to ESDGC Climate ChangeHealthy LivingESDGCNatural EnvironmentConsumption & WasteIdentity & CultureWealth & PovertyThese were introduced to help WBL providers organise their planning for embedding ESDGC, there are other ways ( the 10 Concepts) to categorise the many themes and issues that are important for the sustainability of human societies. (the Earth as a planet will continue to exist until it falls into the Sun!.)Choices & Decisions
12ESDGC ‘buzz words’ to link to the 7 Key Themes: Economic Social EnvironmentalProduction/consumption Population BiodiversityGlobalisation Poverty PollutionResource ownership Resource use Resource depletionFinancial systems Health Climate changeEmployment legislation Employment CO2 emissionsAdvertising Education/training DeforestationCross-cutting themes: waste, transport, cultural diversity & language, emigration/immigration, population growth, communication, governance, justice etc.Add some of your own…After carrying out ESDGC activities with your learners, you will realise that themes or issues cannot be neatly categorised, they overlap within any categories we may label them with, human society is ‘messy’! However, it is the deeper exploration of any theme or issue that is crucial to ESDGC, and the time allowed for this, the summing up and reinforcing of ‘sustainability’ relating to themes, e.g. cultural diversity, by the facilitator or assessor, that is the most important thing. As well as recording in some manner, written, audio, video etc. of the process which has taken place.