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

2. 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

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.

4. 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.

5. 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

6. 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

7. 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.

8. 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

9. 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)

10. 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

11. 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

12. 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.