Embedding Education for Sustainable Development & Global Citizenship into Work-Based Learning Jan Morgan & Yvonne Jones Swansea University ESDGC Team In partnership with Powys Training

Aims of the PowerPoint Awareness-raising for WBL staff about ESDGC Impart a greater understanding of Global Citizenship and development issues Highlight issues connected with ESDGC Link to activities that help embed ESDGC within WBL

• 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. www.pp4sd.org.uk

Three Pillars of Sustainability Nested Sustainability The Three-Legged Stool The ‘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. http://www.transitiontowns.org/ http://www.transitiontownllandeilo.org.uk/ http://www.hebdenbridgetransitiontown.org.uk/node/5 http://commons.wikimedia.org/wiki/File:Nested_sustainability-v2.gif

Global citizenship is about… The links between society, the economy and the environment, and between our own lives and others throughout the world The relationships between power, resources and human rights, and how we can influence these The local and global implications of our actions How we can make sustainable choices that benefit local and global communities Adapted from WAG Guidance Document on ESDGC, 2002

Powys 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 generations Taken from Powys Training Policy Statement on ESDGC

Education for SD & GC ESDGC is a process, it involves; Promoting debate and discussion Presenting both sides of an argument Supporting arguments with facts Developing critical thinking and problem-solving skills Investigating issues in depth Encouraging learner participation & local/global responsibility ESD (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 and connections; 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 cultural literacies. Whereas, ESD (GC) 2, process, helps us to read and understand that text. It develops in pupils the skills, self-confidence, knowledge and motivation to be effective learners throughout their lives, and gives them the wherewithal to take action; which maps well onto Stables’ idea of critical literacy which is essential if meaningful change is to take place. Crucially, it is thought that ESD 1 and ESD2 are each meaningless without the other.

Why 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 this To keep in line with current trends in the educational sector To develop and encourage critical-thinking and reflective learning skills

Why embed ESDGC into WBL? To meet WAG, ESTYN and Sector Skills Councils’ requirements To develop and encourage the values and ethos of your training organisation as a beacon of good practice, increasing its sustainability To develop and encourage values and actions that help the sustainability of our planet Add 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)

Facilitated dialogue topics around ESDGC Climate change, weather patterns, drought, floods Globalisation, movement of businesses, economic growth, immigration, equity Media, stereotyping, images, social networking, cyber-bullying Citizenship, local & global, pressure groups, participation, respect for others Rights & responsibilities ESDGC Activities that reflect these issues, (on Moodle) Activity 1: Picture Activity – raising awareness of sustainability and global citizenship Activity 2: ‘Coffee cup’ – globalisation, consumerism, marketing (Greenwash!) Activity 3: Child labour in India – employment rights & responsibilities, globalisation, citizenship Activity 4 Stereotyping – Media, citizenship Activity 5 Sustainable Food – Globalisation, citizenship

7 Key Themes linked to ESDGC Climate Change Healthy Living ESDGC Natural Environment Consumption & Waste Identity & Culture Wealth & Poverty These 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

ESDGC ‘buzz words’ to link to the 7 Key Themes: Economic Social Environmental Production/consumption Population Biodiversity Globalisation Poverty Pollution Resource ownership Resource use Resource depletion Financial systems Health Climate change Employment legislation Employment CO2 emissions Advertising Education/training Deforestation Cross-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.