ESD Training of Trainers Draft: September 2012 Preface Why this manual? Education for Sustainable Development (ESD) empowers children, adolescents and adults to shape their mindset and actions for a sustainable future. It goes without saying that on the road to sustainability we cannot do without schools. The national education systems of Germany, India, Mexico and South Africa have taken up the challenge and developed action plans and curricula that lay the foundations for an education system that fosters sustainability principles and practice. In the four countries, there are also strong non-gov- ernmental organisations committed to promoting sustainable development and creating innovative solutions. Very often, they work in partnership with the formal education sector. What is missing, however, is systematic training of trainers in ESD. What are the sustainable development facts they have to know? Which competencies do they have to acquire? How can they support schools? How can they help multipliers, e.g. teachers, design ESD lessons and activities? This manual gives answers to these questions and aims at helping trainers become professional ESD trainers. What the manual offers After an introductory section you will find the core body of the manual consisting of four training modules: Module 1 introduces trainers to the concerns of sustainable development. They learn about concepts and competencies of ESD in Module 2. Module 3 focuses on ESD as a Whole School Approach and Module 4 gives advice on how to go about curriculum and ESD lesson planning. There are learning materials for course participants that go along with each unit and methodological suggestions on how to run the unit. You will find tools and evaluation instruments in the third part of the manual and a collection of useful background papers and reading in the last part. The spirit of the manual This manual is the product of a shared vision and of common approaches, a product of our ESD expert network. We are a team of five experts from Germany, five from India, two from Mexico and another five from South Africa. We come from universities and governmental and non-governmental organisations, thus representing a variety of professional expertise. Our aim is to support educators, multipliers and trainers in creating innovative programmes and materials and in building capacity in ESD. While developing this manual, we learned a lot about how different things may look if you live on the other side of the globe, but we also experienced that at the heart of change for sustainability is the human capacity to learn and to act together and ... to write this manual for you! Your ESD expert net 2 33 Contents Introduction Module 3 ESD in and as whole school development The overall objective – learning for transformation ...................................................8 The role of the trainer/multiplier ...................................................................9 Unit 3.1 Getting out of the confusion of E-, S- and D-Competencies ..........................................10 Whole School Approach, networking and collaboration with external partners .........................75 Introduction Learning Materials ...............................................................................76 Unit 3.2 ESD in school-based assessment ..................................................................80 Training Modules Learning Materials ...............................................................................82 Unit 3.3 Module 1 ESD school(s)/good practice examples .............................................................86 ESD in a context of increasing risk Learning Materials ...............................................................................88 Unit 1.1 Our lives on Planet Earth: past, present and future ..................................................22 Module 4 Learning Materials ...............................................................................24 Curriculum and ESD lesson planning Training Modules Training Unit 1.2 Unit 4.1 What is sustainability? ............................................................................36 Touchpoints with ESD in education policy, defined outcomes, curriculum, text books, standards .........90 Learning Materials ...............................................................................38 Learning Materials ...............................................................................92 Unit 1.3 Unit 4.2 Global challenges: the scientific aspects ............................................................42 Tools and methods to design ESD projects, lessons, programmes, activities ............................96 Learning Materials ...............................................................................44 Learning Materials ...............................................................................98 Unit 1.4 Unit 4.3 What obligation do schools have with regard to SD concerns? (optional section) ........................50 ICTs in ESD ....................................................................................106 Learning Materials ...............................................................................52 Learning Materials ..............................................................................108 Training Modules Training Module 2 The concept and scope of ESD Tips and Tools for the Trainer Unit 2.1 Trainer tool: Planning and implementation of ESD training ..........................................112 What are ESD and systemic thinking? ..............................................................54 Trainer tool: Monitoring and evaluation of the impacts of ESD .......................................114 Learning Materials ...............................................................................56 ESD school assessment framework ...............................................................116 Evaluation of the ESD Training of Trainers Course ..................................................118 Tips and Tools Tips Unit 2.2 The concept of ESD competencies .................................................................64 Learning Materials ...............................................................................66 Bibliography Unit 2.3 The methodology of ESD .........................................................................68 1. Concept papers by ESD expert net members .....................................................128 Learning Materials ...............................................................................70 2. Further Reading ..............................................................................128 3. Films on Education for Sustainable Development ................................................131 Bibliography 4 55 Introduction 6 Photo: © Rendel Freude 7 The overall objective – The role of the trainer/multiplier learning for transformation Maik Adomßent Trainers and multipliers are the target group of the ESD ToT course. The training course modules will enable them to fill their role appropriately. The course will not be successful if the trainer or multiplier is not involved in ESD. He or she must act as role model for the future trainers. Education for Sustainable Development aims at facilitating the development of competencies to contribute to a By the end of the course, the trainers should be conversant with the increasing risk that the world is faced more sustainable future. Sustainable development is not just another topic to be considered in the curriculum, with due to unsustainable development. The trainers should be able to identify characteristics of sustain- it cuts across the subjects and therefore challenges traditional discipline-oriented teaching and learning. ability and provide answers and practical ‘doable’ solutions to global challenges at school or community level. Education for Sustainable Development does not just mean teaching/learning theory or knowledge but rather There should be a strong focus on local sustainable development needs and the trainers should be able to includes helping to develop sustainable life skills. It therefore asks for participatory and competency-oriented identify processes through which a community might make progress towards sustainability. approaches. After the ToT, the trainers should be able to inspire through action projects and programmes how a community’s The objective of this Training of Trainers (ToT) concept which has been developed by the transcontinental or society’s unsustainable actions can be transformed into sustainable ones and how people can develop new ESD expert net is to provide teachers and trainers with orientation as to how school and community life can life skills. There are two learning paradigms that the trainers of trainers should use during the ToT modules: change towards sustainability and transformation. The ToT is oriented towards initialising and facilitating first, action triggering awareness building and second, caring for the Earth. They will support the trainer in change on different levels: promoting rapid change to sustainable behaviour by initiating and practicing sustainable everyday actions. The confidence to be able to do this can only be generated by the facilitator, who also serves as a role model. The ToT and its concept of ESD uses the Whole School Approach as a platform to interlink all aspects of This must be done with a gender-sensitive understanding of teachers’/trainers’ capacities and the environ- sustainable