ESD at international level: Evolution from EE to ESD Prof. Michael Scoullos University of Athens Chairman, MIO-ECSDE, GWP-med, Coordinator, MEdIES Chairman, Greek National Commission of ΜΑΒ UNESCO

Philosophical background of the relationship between man & the world; evident also in literature ENVIRONMENT nature man ENVIRONMENT natural man technological manmade Cultural manmade spiritual

Background of Environmental Education (EE) ENVIRONMENT natural spiritual ma n Cultural manmade Technological manmade

Environmental Education (EE) Earth “Spaceship” (limits to growth) Environment Human overstructure: society, economy, institutions, etc.

1960s & 1970s: Introduction of EE An alternative approach to the environment but also to education  its explicit aims were often concerned with stimulating a sense of individual responsibility for both the natural and manmade aesthetic/cultural environment, based on general ecological principles and knowledge of the scientific bio-geo- chemical cycles and a observation of a series of impacts of human activities on them.

 Limits to Growth Report - Stockholm Conference on the Human Environment (1972)  Belgrade (1975) & Tbilisi (1977) documents on EE emphasized the need to build knowledge, acquire comprehension & decision making skills and adopt values & attitudes which could protect the environment.  “about” (knowledge), “in” (in direct contact with reality), “for” (commitment in favour of) the environment First steps of EE

During the 80’s & 90’s  “Unbalanced” evolution of EE in the various countries.  Ideological and other constrains in implementation  Moscow Congress on EE & Training (1987): more emphasis on the gender issue, health, poverty & peace.  Endeavours to effectively tackle the environmental problems based on reliable scientific research.  The precautionary principle.  Introduction of a series of “targeted” forms of education i.e. Education for Development, Global Education, Education for Peace and Human Rights, Education for Women, Education for Citizenship.

Environment Ecology Economy Society Sustainable Development The Rio UN Conference on Environment and Development 1992 Chapter 36, Agenda 21

Environment Ecology Economy Society Sustainable Development EE to where?? The Thessaloniki International Conference (1997): EE only to support environmental protection or having a broader role?

Environment Ecology EconomySociety Sustainable Development Expansion of EE => Education Education for Environment & Sustainability (EfES) The Thessaloniki International Conference result:

ECONOMYSOCIETY ENVIRONMENT An attempt to define SD as the common place of the three components. This scheme asks that all three are satisfied in the same degree simultaneously! Sustainable Development and Education for Sustainable Development Sustainable Development and Education for Sustainable Development

after Thessaloniki  The ERA-21 campaign and other initiatives  Bali 2002 Preparation meeting of WSSD  WSSD Johannesburg 2002 ESD and the Decade for ESD (UNESCO as the lead agency)

Sustainable Development is a pyramid and its basis is Education Education Environment Society Economy Our vision through the evolution since Thessaloniki

Governance Environment Society Economy However, with Education alone we cannot transform all development into a sustainable one. Education is only one component of the overall “Governance”. The basis here is Governance.

Environment Governance Society Economy In fact, this scheme where environment is the natural basis and all other three are human overstructures is very close, but still different representation of the original starting point of EE.

Analysis of Governance for the Implementation of SD Governance Institutions Science & Technology Education

Combining the previous figures we have Sustainable Development as a double pyramid. One of its facets is Education. Governance Education Environment Science & Technology Society Economy Institutions

Education for Sustainable Development Environmental Protection Application of innovative science & appropriate technology Social Cohesion & Welfare Responsible Economy Effective Institutions (Good planning, etc) Governance To obtain Sustainable Development we need:

Science & Technology Environment Culture Society Economy Institutions The contents of ESD Areas that need “change” or reconsideration in order to achieve SD

United Nations Decade of Education for Sustainable Development” (UN DESD, )  December 2002, UN General Assembly resolution 57/254 on DESD, having as overall goal to integrate the principles, values, and practices of SD into all aspects of education and learning.  2 major Initiatives in the Mediterranean Region: a) UNESCO’s International Implementation Scheme (UNESCO as lead agency of the Decade). b) UNECE’s Strategy on ESD

Objectives of the Decade - facilitate networking, linkages, exchange and interaction among stakeholders in ESD; - foster an increased quality of teaching and learning in ESD; - foster countries towards the MDGs through ESD efforts; - give countries new opportunities to incorporate ESD into education reform. - improve access to quality basic education; - reorient existing education programmes; - develop public understanding and awareness. - provide training. Tasks for countries & UNESCO

UNESCO’s ‘International Implementation Scheme’ identified the following 7 components of strategy to be incorporated in any ESD implementation plan: - vision-building and advocacy; - consultation and ownership; - partnership and networks; - capacity-building and training; - research and innovation; - use of Information & Communication Technologies (ICTs); - monitoring and evaluation.

UNECE’s Initiative on ESD  Green light for the development of a UNECE regional Strategy on ESD during the 5 th Ministerial “Environment for Europe” Conference, (Kiev, 2003).  Drafting was a challenging exercise for everybody: Environment and Education ministries, UNESCO, NGOs and other stakeholders through a participatory process.  Result: “Strategy on ESD” Adopted in high level meeting (Vilnius, 2005)

UNECE Strategy on ESD GOAL: to encourage the 55 developing and developed countries of the vast UNECE region and beyond to develop and incorporate ESD into their formal education systems, in all relevant subjects, as well as in non-formal and informal education and to serve as a flexible framework in order to be adapted to each country’s priorities, specific needs and circumstances. KEY THEMES of SD to be incorporated in all education systems: poverty alleviation, peace, ethics, democracy, justice, security, human rights, health, social equity, cultural diversity, economy, environmental protection, natural resource management.

The spectrum of areas that need reconsideration, change Conservation Stabilisation of “roots” Complementation Adaptation Total reconstruction reconsideration

Appropriate environment = the prerequisite to maintain the tree DEVELOPMENT EE: Attention to the ENVIRONMENT! EΕ: Caring for the ENVIRONMENT in order to maintain the tree FROM

 Computers, Internet, the rapidly growing impacts on the planet by pollution, on one hand, and globalisation of the economy on the other, resulted in the shrinking of our planet and require reorientation of the focus of our Education  Within this framework EE evolves in ESD

ΕSD Attention to the use and distribution of the fruit (SOCIETY ) DEVELOPEMNT ESD: Attention to the Environment ! ΕSD Attention is given to the fruit: pruning,etc. (ECONOMY) ΕSD: Caring for the tree in order to have the tree & sustainable production of fruits Attention to the Environment, Society & Economy TO

ESD Characteristics & Principles - By nature, an evolving and dynamic concept seeking to balance human and economic welfare for the present and future generations with cultural values and respect for the environment and the earth’s natural resources. - Aims to empower all people of all ages to develop the appropriate knowledge and skills; to adopt attitudes and values and shape behaviours towards sustainable development in order to assume responsibilities for creating a sustainable future.

- A cross-cutting field, embracing Environmental Education, Education for Development, Global Education, Education for Peace and Human Rights, etc. poverty - Key Themes : poverty, citizenship, peace, democracy, security, human rights, social and economic development, health, gender equity, cultural diversity, functioning and protection of the environment and natural resources, sustainable production and consumption patterns. ESD Characteristics & Principles