Introduction to ESDGC powerpoint - National Training Federation

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Introduction to ESDGC powerpoint - National Training Federation
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
How ESDGC has been included intoWork
Based Learning to date........

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
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

http://news.bbc.co.uk/1/hi/sci/tech/8213884.stm
Many people still do not fully understand
climate change
Climate Change - what is it?
http://www.skepticalscience.com/graphics.php
How CO2 causes climate change...
http://www.vimeo.com/28991442
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.
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 - 27-30 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 1957 35% 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
http://www.millenniumassessment.org/en/index.aspx
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: http://www.ngfl-cymru.org.uk/esdgc-assessment-toolkit-for-wbl.pdf
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
Principle 2 – ESDGC should …..
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.......
Point three – ESDGC should make the subject relevant to today,
here and now…..
Principle four – ESDGC should understand the barriers to getting
people to consdier making changes…..
“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 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

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