Presentation on theme: "ESDGC Presentation – background to its development in Wales Including links, graphics and specific information related to work based Based on a presentation."— Presentation transcript:
ESDGC Presentation – background to its development in Wales Including links, graphics and specific information related to work based Based on a presentation by Rachel Lilley and Bob Jacques, Ymlaen Ceredigion March 2011
Find units in the qualifications/routes most appropriate to ESDGC and exploit them Include in induction activities if they are part of your pathway Include as ESW activities as themes, projects or activities Add any appropriate additional qualifiations such as the Sustainablility Skills BTEC Theme reviews, or add questions to reviews. Create calendars of themes and provide assessors with crib sheets and information to support themes Evidence in log books or reviews (create box or column for ESDGC) Add on to appropriate staff agendas such as standardisation/quality groups Include in equal opportunities/equality and diversity work Include and extend from any work around health and safety as ‘normalised ways of operating’ Create quizzes or workbooks the learners can fill in How ESDGC has been included intoWork Based Learning to date
Welsh Government initiative “Central organising principle” Sustainable development will be the central organising principle of the Welsh Assembly Government One Wales, One Planet One Wales: One Planet, a new Sustainable Development Scheme for Wales, 22 May 2009.
The perfect storm “ Can we cope with the demands in the future on water? Can we provide enough energy? Can we do it, all that, while mitigating and adapting to climate change? And can we do that in 21 years time?” John Beddington, the UK government's chief scientific adviser. SDUK Conference London March 2009
Many people still do not fully understand climate change Climate Change - what is it? How CO2 causes climate change...
Standard Brundtlanddefinition – sustainable development is Development that meets the needs of the present without compromising the ability of future generations to meet their own needs It contains within it two key concepts: the concept of 'needs', in particular the essential needs of the world's poor, to which overriding priority should be given; and the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs." Report of the Brundtland Commission, Our Common Future, published by Oxford University Press in 1987.Our Common Future
But what does it really mean? I know that this term is obligatory, but I find it also absurd, or rather so vague that it says nothing Luc Ferry, French philosopher
Welsh Government, how do ththey measure sustainability? 1. We should measure progress in a way that can guide policy. This requires a single over-arching measure of how we are doing. [...] 2. The right single measure of progress must be the one that is self-evidently good. The only such measure is the happiness of the population - and the equivalent absence of misery. Richard Layard: "Why subjective well-being should be the measure of progress", given at the OECD World Forum on “Statistics, Knowledge and Policy Charting Progress, Building Visions, Improving Life", Busan, Korea October 2009 chard Layard,
Early reports on affluence and happiness In 1957, americans per person income, as expressed in todays dollars, was less than $8000. Today it is more than $16000, making America “the doubly affluent society” with double what money buys. Compared with 1957, in 1993, Americans had twice as many cars per person, microwave ovens, colour TVs and $12 billion worth of new brand name athletic shoes a year. So were Americans happier? They were not. In % told the National Research Center they were very happy. In 1993 with doubled affluence 32% said the same thing Satisfaction is less a matter of getting what you want, than wanting what you have.” David G Myers and Ed Dianer, Psychological science, vol 6 no 1 January 1995
Mapping to global citizenship/well being global footprint network - human development
Millennium Ecosystem Assessment how sustainable living supports our well being
ESDGC in Work Based Learning Toolkit – published 2009 Toolkit designed to give clear checklist ofwhat needs to be in place within the organisation and within teaching and learning Practical examples from sector across wales For document download see:
ESDGC in Work Based Learning – assessment by Ymlaen Ceredigion 2010 at that time: Over half organisations reported they had performed some level of curriculum audit A third of organisations had embedded the curriculum audit into internal systems and in the induction materials and 25 percent of organisations had embedded ESDGC materials in key skills. 75% of providers gave some indication that ESDGC was being incorporated in teaching and learning materials
Common errors - bin recycling! Activities and statements related to ‘environmentalism’ and ‘recycling’ tend to be overused. The concept of ‘sustainability’ (including economic, social and environmental development) should be being used instead.
Training providers find it hard to cover biodiversity Difficult – but everything depends on biodiversity see video link below Not another nature film
Five principles to consider in ESDGC teaching and learning Teach that sustainability is complex, needing us to develop critical thinking skills Don’t just state facts, help them understand the issues for themselves Make it relevant to todays young people Be aware of the barriers involved in accepting change Be prepared to challenge existing ways of thinking and doing
Principle 1 - ESDGC should reveal and encourage an understanding of the interconnectedness of all things
NOT BE Education about sustainability First order learning, facts, information BUT SHOULD BE Education for sustainability Includes content but also values, reflection, acceptance of complexity and contradictions and encouraging critical thinking Inlude link to Bill Scott work Principle 2 – ESDGC should …..
Point three – ESDGC should make the subject relevant to today, here and now…..
“Climate Change is difficult because it's not in our nature to perform favours for people that aren't born yet” Ian McKewan, Author Principle four – ESDGC should understand the barriers to getting people to consdier making changes…..
Principle 5….ESDGC should challenge us…….. The volume of education.... continues to increase, yet so do the pollution, exhaustion of resources, and the dangers of ecological catastrophe. If still more education is to save us, it would have to be education of a different kind: an education that takes us into the depth of things.” E F Schumacher, Towards Sustainable Education