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 6 photo: ©Rendel Freude
7 Introduction Maik Adomßent learning for transformation The overall objective – change on different levels: change on different ToT The andchange transformation. towards sustainability is oriented towards initialising and facilitating can life community and school how to as orientation with trainers and teachers provide to is net expert ESD transcontinental the by developed been has (ToT) Trainers Training of which this of concept objective The approaches. includes helping to develop sustainable It life skills. therefore and asks for competency-oriented participatory Education for Sustainable Development does not just mean teaching/learning or knowledge theory but rather and teaching therefore discipline-oriented across challenges andit traditional thelearning. subjects cuts more sustainable Sustainable future. development is not just another topic to be considered in the curriculum, Education for Sustainable Development aims at facilitating the development of competencies to contribute to a for this.’ This corresponds perfectly with the idea of change towards which the ToT the which towards aiming. is change of idea the with perfectly corresponds This this.’ for precondition essential an are structures educational Respective factor. active an as themselves see they if actions in the education process itself in the future: ’People can only comprehend the transformative power of their participation allowing also of aim the with process, transformation the in astakeholder considered is society A Social Contract for Sustainability, – Transition in World report flagship latest its In boundaries. organisational beyond even go to has Transformation the school in general. of development the on focus amain with organization whole the in and staff group/teaching the within both reflection, and action collective as place takes that learning social with development competency and learning of processes individual interlinking by ESD towards change curriculum of ToT apromoter as the itself Thus, sees successfully. sustainability teaching approaches, the professional development of teachers and is trainers a relevant for factor integrating the beyond far goes this As schools. of development institutional overall the ToTThe influence to intended is involved with ESD. ESD. with involved commitmentto and their motivation get It increases teaching participants’ fosters and learning practices. ‘learning-by-doing’ The approach as new is approaches. it andexperience crucial, links more participative ToT ways of their traditional to teaching question and mentoring and to the opportunity participants gives The transformed. also are routines counselling and teaching performance, professional of level the On practice. advisory own their upon reflect to ability their enhance assumptions and norms values, existing on reflection Increased issues. sustainability-related of knowledge more and The ToT fosters personal competency development and provides with a participants broader understanding general. in school at sustainability the on focus main of education as well as the systematic professional development of staff, teachers and headmasters with the standards curricula, school of fields the in development school of aspects ToT general the the Thus, influences sustainable development at and around school with the practiceof Education for Sustainable Development. of aspects all interlink to aplatform as Approach School Whole the uses ToT ESD of The concept its and the German Advisory Council for Global Change (WBGU) points out that that out points (WBGU) Change Global for Council Advisory German the 8 The role ofthetrainer/multiplier spread good examples and use them to encourage a Whole School Approach. Approach. School aWhole encourage to them use and examples good spread to competency the have will they school, at actors the with communicate to capacity the on Building ESD. for model arole as acting in skills leadership/consultancy and facilitation own their develop multipliers The terms. abstract and scientific by not but language, local their by reached be easily can People understood. broadly is that alanguage use multipliers the that crucial It is porting systems. sup life as functions ecosystem of appreciation the for medium alearning as systems social and ecosystems local of aspects functional and structural use to able are multipliers The ESD. of implementation successful the key to is schools the of milieu socio-cultural and bio-geographical local the of knowledge that understand They sustainability. of context social the and scientific the of understanding adeep acquire multipliers The ESD. of nature interdisciplinary the show and subjects relevant to ESD link to able are multipliers the levels, different at subjects in overlaps cross-subject several are there As class. each for relevant is that module ESD an as opportunities and gaps these include to ways relevant most the find to able are multipliers The ESD. to action-links and concepts explain to able be to curricula in inherent are which gaps the out bring also must analysis content The ESD. for used be can that lessons the in points’ ‘touch examples of using from different subjects several The standards. multipliers are able to appropriate identify materials, learning and teaching of analyses content of use the to exposure abrief had have and locally used books) (text materials and curricula existing the of ToT, the understanding an have After multipliers the sustainability’. of a‘centre as school the developing in together act visualise, and plan help school parents and managements, trainee other students, teachers, stakeholders to to ToT, able be the must After trainers future. the sustainable amore to lead to essential are that actions of aset towards actions unsustainable from practices trainee/student teacher support to able are multipliers as participants The acommunity. within Approach School Whole the through education modern to core the be should ESD how to as teachers) school (e.g. multipliers ToT the of advise to able be must participants The milieu. mental This must be done with a gender-sensitive of understanding teachers’/trainers’ capacities and the environ model. arole as serves also who facilitator, the by generated be only can this do to able be to confidence The promoting rapid change to behaviour everyday by sustainable actions. sustainable initiating and practicing in trainer the support will They Earth. the for caring second, and building awareness triggering action first, ToT the during use modules: should trainers of trainers the that paradigms learning two are There skills. life new develop can people how and ones sustainable into transformed be can actions unsustainable society’s or acommunity’s how programmes and projects action through inspire to able ToT, be the should After trainers the might through which a make processes community towards progress identify sustainability. to able be should trainers the and needs development sustainable local on focus astrong be should There level. community or school at challenges global to solutions ‘doable’ practical and answers provide and ability of sustain characteristics be should able to identify trainers The development. due towith unsustainable faced is world the that risk increasing the with conversant be should trainers the course, the of end the By trainers. future the for model role as act must she or He ESD. in involved not is multiplier or trainer the if successful be not will course The appropriately. role their fill to them enable will modules course ToT training ESD The the of group course. target the are multipliers and Trainers 9 - - -
Bibliography Tips and Tools Modules Introduction Sanskriti Menon and Thomas Hoffmann E-, S- andD-Competencies Getting outoftheconfusion of What are competencies?What questions: crucial five answering by confusion the up clear to like would we article, short this With confusing to discussionssound familiar you? acquire them if their teachers solid possess competencies in Education for Sustainable Development.’ Do such only will learners that Ithink Development-competencies. Sustainable of arange in lost getting start we now and developed be to Education-competencies Environmental of understanding aclear had we because about Education for Sustainable Development’, one The says. other do ’I responds, not agree with you, talk we now and widened been has Education Environmental of idea the that glad am ’I conversation: their overhear and by pass you when compound auniversity of veranda the on standing are trainers Two teacher developed under totally different conditions. were that practices schooling traditional using so do cannot we that accept to have we lives, future their for students prepare to has many. If of school disadvantage the and some of benefit the to lives social and economic our changes rapidly very form current its in latter the conditions, living our endangers first the While globalisation. and environment the of degradation the processes: big two by dominated are times present Our way. right the in teach to able be to presence our understand and analyse to have we change, permanent in but static, never are future and present that aware butpresent, should integrate and prognosticated expected developments related to the While future. being the for or past the about educate to efforts our limit not We should dimensions! time these of one even ignore We cannot future. and present past, the to related threefold: be to has teachers as perspective our that means That future. own their for generation each prepare to have school and education that agree to have we Similarly, cultures. and values our traditions, and history collective our on based life contemporary and time present their of understanding and knowledge basic acquire generation each help to task the have Schools asociety? in schools of role the is What question: the up bring thoughts These own. their on more much problems given the to solutions find and act to have they which in situations into them putting offers, life that challenges future as well as current with cope to individuals of empowerment the to lead education should Or understanding. of basis individual the form and interlinked less or more are which facts, of acollection with learners confront teachers that mean would That information? transfer to The discussion about competencies is a discussion about the aims of education. the Is aim of education only How do I achieve competencies? What are ESD-competencies? What are SD-competencies? What are EE-competencies? What are competencies?
10 values, including of the readiness the individual. values, by guided knowledge apply to ability the is competency state: could we this, Considering diversity. for respect as peace, well towards as reducingin nature, standards, local social respect disparities living responsibility, Development, the values to be considered are therefore connected to the principles global of sustainability: Sustainable for Education of concept(s) the to according and faces mankind challenges global the to According values. time-specific as well as cultural to connected been always has and is education that disregard we knowledge, of use the addingknowledge’ the andwords suggest ‘and values’. of to competencies If our understanding we restrict of use the with ‘acting mean competencies that statement Leisen’s of adequacy the question we Next, but areheart, challenged to apply their knowledge in given situations. by learned have they aspects and facts repeat to asked only not are learners The actions. their about decisions making in facts use to how learn students that suggesting but facts, fewer taught be students that suggesting not is competencies of concept educational the that means That knowledge’. of use the with acting means ‘competence saying definition, formula-like short avery in it puts didact, physics aGerman Leisen, Joseph self-confidence. their as well as autonomy their strengthen that methods learning use them making experience, of spaces own their explore to opportunities or tasks given be to need learners and coaching, to on the basis of change Thisrequires has a knowledge. to fundamental Schooling in change teaching methods. act to ability the is -it linkages and facts of amount acertain than more far is education that implies latter The the given problems much more on their own. to solutions find and act to have they which in situations in students placing offers, life that challenges future as well as current the with cope to individuals of empowerment the to lead should education Therefore, evaluate plans to resolve environmental issues. issues. environmental resolve to plans evaluate and create to finally and issues, resolve and positions defend to experience and evidence use issues, mental environ about judgments personal make and evaluate issues, environmental investigate and analyse identify, for Environmental Assessing Literacy. seven This forth puts competencies for including learners, to the ability for Association American EnvironmentalThe North has Education recently (NAAEE) developed a Framework of environmental problems. resolution the toward working in levels all at involvement active and participation to refer they Furthermore, ment, helping acquire students investigating for the skills identifying, and solving environmental problems. connectedits problems, and helping them developvalues and feelings attitudes, of concern for the environ referThe objectives to enhancing the awareness students’ of to and the sensitivity complete environment and The Tbilisi provides Declaration a general set of and objectives principles goals, for environmental education. name.’ another under EE perpetuate simply not EE, of lessons the on build to intended is ESD training. and awareness public education, on 21, Agenda of 36 Chapter ESD, for and, (for EE) Declaration Tbilisi the are documents founding The EE. in roots its has ‘ESD UNESCO, to According 1997). in Greece, Thessaloniki, (in sustainability achieving for awareness public and education of role the highlighted and 1987) in Moscow (in training’ and EE in ‘action for strategy international an evolve development of the world’s communities. Subsequent conferences on EE by UNESCO and UNEP have helped balanced and sound the in as well as environment, world’s the of improvement and preservation the in EE of role important the 1977, in UNEP highlight with partnership in UNESCO by organised USSR), then the (in Georgia The recommendations from Intergovernmental the first Conference on Environmental Education, in Tbilisi, address environmental issues worldwide. to means the as Education Environmental highlighted Sweden, Stockholm, in Environment Human the on Environmental Education (EE) gained international recognition in 1972, when the United Nation Conference are EE-competencies?What 11
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Bibliography Tips and Tools Modules Introduction en Table 1:UNESCO teachercompetencies onEEandNAAEE competencies on vironmental literacy 7. the ability to adapt and develop the competencies in: competencies the develop and adapt to 7. ability the environmental education; the for and about in, education of approach three-fold the to commitment and of understanding an 6. environmental education and environmental studies; 5. an understanding of the differences between and goals of contemporary environmental education; of4. the philosophy, an understanding characteristics cross-curricular theme; a as education environmental of awareness an 3. environmental education; of development historical of awareness an 2. environmental education into the curriculum; introducing of urgency the of appreciation an 1. by: characterised environmentalAn effective educator is education environmental in education for teacher framework A competency-based - environment for asustainable Learning UNESCO (1996) teachers’ ones. the as well as learners’ the competencies: of levels both consider to necessity the as well as EE-process the tencies on environmental on the literacy other side, documenting the development of the discussion within compe NAAEE the and side one the on EE on competencies teacher UNESCO the shows table following The integration with students; with integration and clarification values develop to ability the 9. link; this teachingsubject can be through enriched developing specialisations to environmental education and how subject their of relevance the establish to ability the 8. environmental actionoutlined above; environmental values and attitudes, abilities, thinking critical issues and problems, knowledge and understanding of environmental
12 These include the capacity to: capacity the include These purpose. aspecific for expressed and upon called be may andthat are of abilities Competencies clusters skills literacy environmental for assessing aframework Developing NAAEE (2011) the investigation. synthesising, and communicating the outcomes of using relevant sources of additionalinformation, and locating as well as issue an about information new gathering –by issues environmental investigate likely consequences of issues; predict to and factors, those among interactions discern to and factors relevant determine to ability the includes this Also, perspectives. value about stakeholders, their positions, beliefs and and socio-political and systems, of information ecological physical, regarding knowledge of use and – interpretation the issues environmental analyse issue; the for implications have aimedquestions at discovering conditions that higher-order ask to ability the includes also This issue. an of features geographical or historical and dimensions human as well as problems ask relevant questions – about environmental it; to contribute or cause that factors and it, to central disagreements human issue, the of dimensions the for evidence provide and describe to ability environmentalidentify issues – including the
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The abstract. even or general more are some concrete, very are have emerged from the international discussions, describing which competencies should be developed; some Competencies are needed evaluate, to decide observe, and in act a sustainable manner. Different concepts life? asustainable towards progress to order in of capable be individuals should exactly What levels. global and collective as well as personal the at needed are efforts lifestyles, sustainable at arrive to and humanity endanger which challenges global the face to order In What are SD-competencies?What environmental education goals. environmental education strategies to achieve developing andreasoning in implementing selecting, moral of theories appropriate utilise to ability the 20. goals; education to achieve environmental developing andin strategies implementing selecting, to and theories use thelearning these ability theories and development child of avariety of awareness an 19. audit; environmental an out carry to ability the 18. approaches; of assessment variety a of use the through learning and teaching education environmental evaluate critically to 17. ability the goals; incurriculum education achieving environmental 16. an awareness of the contributions of the hidden outdoor settings; in education environmental develop to ability the 15. activities; research and issueaction case-studies investigations, fieldwork, such asand simulations, games and include activities learning; to interdisciplinary disciplinary learning; competitive to co-operative learning; passive to active includingto individual learning; whole class goals, to achieve education environmental learning styles and teaching of avariety employ to ability the 14. component oforiented environmental education; action- the assess and introduce to ability the 13. feelings with students; and fears environmental discuss to ability the 12. peoples) in the curriculum; environmental (e.g. perspectives women and indigenous physical and biological) and aesthetic, cultural, historical, political, economic, social, (e.g. dimensions environmental of avariety introduce to ability the 11. learning; issue-based assess and deliver plan, to ability the 10.
13 following table lists ideas from four sources. four from ideas lists table following or help resolve issues. resolve help or to resolve contexts and socio-political resources, based on the environmental conditions, available and in engaging frequently planning others, with –issues for by acting, assuming the responsibility to environmental resolve create plans and evaluate issue; an resolve help or resolve to take sound evidence-based argument about what it will a defending and –constructing issues resolve and use evidence and experience to defend positions this competency; of core the at is thinking Critical warranted. be may that viewsabout actions and articulating holders, stake- of values and beliefs the and information based on available andevaluations explanations environmental issues – constructing dispassionate evaluate and make personal judgments about
Bibliography Tips and Tools Modules Introduction Table 2:Concepts ofcompetencies The ability to use: to ability The Using interactively tools competencies DeSeCo: Definition and of Selection key The ability to: ability The Acting autonomously to: ability The inInteracting heterogeneous groups OECD (2005)OECD assert rights, interests, limits and needs. and limits interests, rights, assert form and conduct life plans and personal projects; picture; big the within act manage and resolve conflicts. cooperate; well torelate others; interactively.technology knowledge and information interactively; interactively; and text symbols language,
14 Competency in: 2008) 2006, 21/de Haan (BLK21/Transfer (‚Gestaltungskompetenz‘) A S h solidarity. ethical and action, for capacity empathy and independent action; models; on and individual cultural reflection distanced self-motivation and motivating others; goals; of conflicts with dealing cooperation; competency; participatory handling incomplete and complex information; perspectives; perception andcosmopolitan change of work; interdisciplinary thinking; anticipatory p in g com p e tence
Recognition Education for Sustainable Development (2007) of context the in education development Cross-curricular framework for global Action Evaluation them into practice on a social and political level. political and asocial on practice into them putting in role active an take and lives professional development and school insustainable their private, of goals the promote mature decisions, politically their on based and, to able are children School situations; and be able to tolerate of the uncertainty open-ended well as through a reasonable of reduction complexity as innovate to awillingness and openness through level, professional and apersonal on especially change, global on act to ability society’s ensure management; conflict in communication,obstacles cooperation and and interest special overcome socio-cultural challenge; andhumankind the environment and take up the for co-responsibility areas ofrecognise personal factors. and determining interests diverse and come to independent evaluations allowing for measures aid development assess to tactics develop templating globalisation and development issues; con critically after rights human and development on the international consensus on sustainable form opinions and simultaneously orient this opinion choices; life for meaning greater their in orientations contemplate their own and unfamiliarvalue for functions respective development processes. their identify and global the to individual the from levels structural different recognise development; applying the guiding principleof sustainable analyse globalisation and development processes world; globalised in arecognise and natural diversity socio-cultural ment issues and process them thematically; Gather information on globalisation and develop
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- 15 (2011) ECKMANN R i tolerance. competency for and ambiguity frustration competency for evaluation; projects; for and planning realisingcompetency innovative competency for communication and use of media; competency for interdisciplinary work; perspective; competency for empathy and change of competency for participation; groups; competency for cooperation in (heterogeneous) for fairly and ecologically; acting competency competency for critical thinking competency for anticipatory thinking; complexity; and thinking for handling of systemic Competency S t ud y
Bibliography Tips and Tools Modules Introduction should develop his or her individual SD-competencies. and convincing be also must but lessons, appropriate create to able be to has only not ateacher Development, developstudents their SD-competencies. To succeed as a teacher in the field of Education for Sustainable which manifold allow with and competencies, abilities person him or her to create learning situations in which of envisioning approach, a holistic change the teacherin as is detail a and described achieving transformation, together’ and ‘learning to be’. Under thesecategories of individual development, combined with the concepts live to do’, to ‘learning ‘learning know’, to ‘learning for ready be to have teachers model, this to According 3). table (see approach ESD-competency the explain to chosen be will group working which are students enabled to develop their individual SD-competencies. The ideas developed by the UNECE in arrangement alearning create to have must ateacher what are ESD-competencies ESD-competency. as understood be to is ability specified This sustainability. for education of sense the in lessons realise and design create, to (of teachers) ability the with confused be not must (of learners) SD-competencies described The world.sustainable a(more) towards efforts collective the of part as and challenges global the to answer pedagogical as the understood be to is Development Sustainable for Education context, this In schools. in also and societies, of parts all in needed are changes and efforts condition, human sustainable amore towards To progress are ESD-competencies?What
to see their become students capable of. like would they what about think to teacher the for point astarting provide can competencies SD of ideas The collectively as well aslifestyles individually. sustainable realise and to contribute to able be to developed be to competencies the on discussions national American Latin and European different of consensus the represent to tried has Rieckmann Marco Finally, recognised in as the necessary context of development issues. and under the domains ‘Recognition’, ‘Evaluation’ and ‘Action’, eleven core are competencies which listed are development, human on focuses it as concrete, more much is Framework Curriculum Core the contrast, In of competencies twelve types lists involving interdisciplinarity, cosmopolitan perception, empathy and more. mous as acting the key competencies’, de Haan’s concept of ‘shaping competence’ (‘Gestaltungskompetenz’) ‘autono and groups’ heterogeneous in ‘interacting tools’, of ‘use the suggests Study DeSeCo OECD the While
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- that learned students in their ‘unsuccessful’ teaching attempts. things incorrect rectify to have may they that aware be must also Teachers work. not do that methods change to prepared be and methods own their on reflect should Teachers changed. is approach teaching the when understand not may Learners ESD-competencies. own their develop also must way, teachers same the In carefully. them support and coach to necessary is it Therefore, teaching. of forms conservative more to compared results worse get even and less understand may students able less the while benefit, clearly and methods such with easily cope students able more the that show Experiences learning. restricted of aplace than sustainability experiencing for aplace become rather should schools sense, this In schools. of institution the of areview for calls approach This approach. atheoretical in so do to necessity the explain to than aschool, of supply water the of parts for responsible learners make to better is it example, For institutionally. as well as socially in, are they space the for responsibility take and act to learners the encourages that away in lessons our arrange should we that means this view, of point amethodological From to develop all those competencies needed for sustainable development. Therefore, we as teachers or have trainers to create learning arrangements which are appropriate for learners learners. dependent as them keep not and school in manner this in act them make to have also we then manner, responsible and autonomous an in act to people young educate to her. or If want we him overburdening without carefully, which verifying method would the autonomy strengthen and self-confidence of the learner most decided be to have methods learning self-organising of use the Especially general. in school the on as well One has to recognise the immediate consequences on the arrangement of single lessonsas in particular discussion about competencies. the in findings crucial and central the of one is developed’ be to have they taught, be can’t ‘Competencies How doIdevelop competencies?
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Bibliography Tips and Tools Modules Introduction Development (Source: UNECE, 2011) Table 3:Competencies for educatorsinEducation for Sustainable The educator is able to.… Learning todo The educator understands…. Learning toknow The educator is someone who…. Learning tobe that… ways in others with works educator The Learning tolive together
18 Integrative thinkingand practice HOLISTIC A world views. includingperspectives, indigenous knowledge and culturesis and inclusive of disciplines, different generations, cultures, places and disciplines. engageactively groups different across spheres of influence. global and local their to learner the connect and conflicts; tensions issues, work with differenton perspectives dilemmas, preconceptions; cultures/generations without prejudice and experiences from different disciplines/places/ for sharing ideas andcreate opportunities development. sustainable to relation in action and thinking own her or his work; and live think, we way the and futures sustainable between the connection tions and seeks to those understand of others; assump cultural and view world personal her or his humans and nature; between and poor and rich between those as well the present generation and generations, between as the interdependent nature of relationships within inter-related; be may they how and function systems economic and social natural, which in ways thinking; systemic of basics the PP ROACH
- st, present and future present st, P ENVISIONIN a situations of uncertainty. situations in even action considered take to willing is environment, locally and globally; natural and social their and people other to contribution apositive make to motivated is encourage negotiation of alternative futures. development; sustainable address facilitate the emergence of new worldviews that source of learning. and acontext as institution, own their including environment, built and social natural, the use of decisions different and actions; of consequences potential evaluation the facilitate inspire hope; and change for urgency of asense communicate futures; envision sustainable and society in change of processes assess critically development. sustainable of evidence in scientific supporting the importance approach; unforeseen and a precautionary the of importance being prepared for the change; the and future planning effecting visioning and creative in thinking reflection, critical of problem-setting, the importance and sustainability; solidarity, environmental towardspractices of advancing quality life, equity, the urgent need for change from unsustainable concept; that development is sustainable an evolving the root causes of unsustainable development; G CHAN
G E
19 ple, pedagogy and education system P ACHIEVIN eo relationships. positive build that ways in learners with engages and innovation; inspires creativity is a critically reflective practitioner; process; inis and the learning a participant facilitator practice; unsustainable is to willing challenge underlying assumptions alternative frameworks exist. that recognise and dialogue, through views help their learners own clarify and others world including at level; the institutional systems, across educational challenge practices unsustainable in toachievements development. relation sustainable learning outcomes inassess terms of changes and citizenship; educa andfacilitate participatory learner-centred difference in practice. learning outcomesto and helps learners make a how engagement in real-world issues enhances transformation; for abasis as learners the of importance building on the experience of challenges; new meet to learners prepare to important is it why educate/learn; we way the transform to aneed is there why learning; that support systems education the transform to aneed is there why tion that develops critical thinking and active active and thinking critical develops that tion G TRANSFORMATION
Bibliography Tips and Tools Modules Introduction 20 photo: ©Samrat35 / Dreamstime.com
21 Modules Topics, content
These are the topics of the unit: history of human impacts on the Earth system, links between past, present and future periods of history; positive and negative impacts; Module I social and environmental crises; life since the Industrial Revolution; ESD in a context of increasing risk our common future: possible scenarios; sustainable development. Unit 1.1 Our lives on Planet Earth: past, present and future Unit 1.2 What is sustainability? Approach Unit 1.3 Global challenges: the scientific aspects Unit 1.4 What obligation do schools have with regard to SD concerns? The following approach is suggested: linking the global and local dimensions through an understanding of local problems and issues; (optional section) looking at local issues and problems and understand them in the sustainability context; reflecting on individual lifestyles and consumption patterns and emphasising the need to change our life- styles and production and consumption patterns; reflecting on our daily decisions, highlighting ESD as one of the main vehicles to achieve change; Unit 1.1 Our lives on Planet Earth: past, present and future sharing one’s own positive and negative experiences, both as an actor and as a witness.
Short description Methods
The unit will introduce participants to Education for Sustainable Development by presenting facts about the The following methods are suggested: Earth and the evolution of life. The unit aims to convey a clear understanding of the following issues: screening one of the suggested films (all or part); discussing questions such as the following during or after screening: the Earth as it was at the beginning of industrialisation; - What did you think and feel while watching the film?
the impact of our activities on the Earth over the last few decades; - Can you identify the negative and positive aspects of human development in your own surroundings Introduction our vision of the Earth in future. (contexts)? - Does the movie motivate you to contribute to change? After briefly reviewing the evolutionary history of the Earth, participants recognise and become aware of their encouraging participants to compare and discuss news/stories which are similar in content (environmental/ negative and positive feelings and share them with others: grief, sadness, sorrow, anger, helplessness on the development problems) but vary in local specifics. one side and hope, faith, trust and the belief in the capacity to find ways forward (practical ESD activities, projects, etc.) and transform negative emotions into positive ones. Learning materials The unit should emphasise that each one of us can be part of the solution to global challenges. Suggested films: - Cosmos: A Personal Voyage is a thirteen-part television series written by Carl Sagan, Ann Druyan, and Modules Objectives of the unit Steven Soter, with Sagan as presenter. It covers a wide range of scientific subjects, including the origin of life and a perspective of our place in the universe. The objectives of the unit are to: - The documentary Home by Yann Arthus-Bertrand (2009) is almost entirely composed of aerial shots of help participants recognise that we are all part of the same Earth system and that we all face the same various places on Earth. It shows the diversity of life on Earth and how humanity is threatening the eco global challenges; logical balance of the planet. help participants recognise that humankind is part of the problem and part of the solutions. Life on our - The Age of Stupid by Franny Armstrong (2009) is a drama-documentary-animation hybrid starring Pete planet is a system and we can influence it in a positive or negative way. We have a choice! Postlethwaite as a man living alone in the devastated world of 2055, watching archive footage from the motivate participants to understand the importance and relevance of sustainable development and make year 2008 and asking ‘Why didn’t we stop climate change when we had the chance?’ them more aware that, for example, that a loss of biodiversity implies more than the disappearance of a Note sheet ‘Emotions/Reactions’ to the film Home plant or an insect. It harms the core of our livelihood. Structured note sheet ’Sustainable or not sustainable’ PowerPoint presentation ‘Our lives on Planet Earth: history and future’ (taken from the Training of Trainers Seminar, New Delhi, July 2012)
Competencies to be strengthened and Tools Tips
Participants are able to: Duration appreciate other people’s feelings, realities and values; identify SD-related issues in different aspects of life; 2.5 – 3 hours identify positive and negative environmental impacts of human activities; recognise the need for systemic thinking; adopt sustainable behaviour of their own in their individual social and ecological environment, thus being Equipment needed part of the solution. Projector, LCD, flip charts Bibliography
22 23 Learning Materials Learning Materials Reactions to the film Home Sustainable or unsustainable? Thomas Hoffmann Thomas Hoffmann
Please note your emotional reactions to the various parts of the film. Your task is to: Decide – Give reasons
parts of the film Emotion/Reaction Sustainable Action Unsustainable
Use local public transport / a private car
Live in a detached family house / an owned apartment in a multi-storey building
Use a bottle deposit scheme / throw-away plastic bottles Introduction Limit your meat consumption
Download music from the internet / buy CDs
Back-packing
A rickshaw driver
Life on a rubbish dump Modules
Dockside bulk waste purchasing
Set up a national park (e.g. Rwanda; the northern part of the Black Forest as a topical example)
Introduce regulations that medicinal products must be manufactured from 100 % biodegradable materials
Increase financial resources for
environmental protection and Tools Tips (remediation of ecological damage)
Literacy campaigns H O M E or unsustainable? Sustainable
Home: Film by Yann-Arthus Bertrand, 2009, 93 minutes; free download: www.youtube.com/watch?v=IbDmOt-vIL8 Bibliography
24 25 Learning Materials Earth facts x Livleen Kahlon x
x Introduction Introduction Modules Tips and Tools Tips Bibliography
26 27 Learning Materials Earth facts cont. Livleen Kahlon Introduction Modules Tips and Tools Tips Bibliography
28 29 Learning Materials Learning Materials Earth facts cont. 4.6 billion years in one hour Livleen Kahlon Livleen Kahlon Introduction Modules Tips and Tools Tips Bibliography
30 31 Learning Materials Crisis knocking at our door Livleen Kahlon Introduction Modules Tips and Tools Tips Bibliography
32 33 Learning Materials Crisis knocking at our door Livleen Kahlon Introduction Modules Tips and Tools Tips Los ciclos: la interconexión de los sistemas Emilia la Sienra la interconexión Los ciclos: Bibliography Learning Materials Learning Materials 34 35 Unit 1.2 What is sustainability?
Short description Methods
The unit focuses on the meaning of sustainability: Sustainability means that we consider environmental, social The following methods are suggested: and economic aspects in our decisions and actions. The goal of sustainable development is to meet the needs lecture/presentation; of the present without compromising the ability of future generations to meet their needs. discussion; collecting personal experience; The unit deals with sustainable development in its three main dimensions: environmental, social and economic. group activities: - comparing ecological footprints per capita and region in a country; - comparing ecological footprints per capita in different countries; Objectives of the unit - comparative studies between sustainable lifestyles in different countries.
The objectives of the unit are to: convey the idea of sustainability and encourage comparisons between unsustainable and sustainable Learning materials development processes, taking account of different contexts and value systems around the world; help participants understand that the life cycle of products, goods and services is the starting point and Darwin’s Nightmare, an Austrian-French-Belgian documentary by Hubert Sauper dealing with the environ- recognise whether decisions in our daily lives are sustainable or not. mental and social effects of the fishing industry around Lake Victoria in Tanzania. It premiered at the 2004 Venice Film Festival and was nominated for the 2006 Academy Award for Documentary Feature at the 78th Academy Awards;
Competencies to be strengthened The Story of Stuff by Annie Leonard, a short polemical animated documentary about the life cycle of material Introduction goods (www.storyofstuff.org); The participant Worksheets: acquires a knowledge and understanding of sustainable development as a value-laden concept; - Ecological footprints per capita, region and country; can evaluate un-/sustainable processes; - Comparative studies between sustainable lifestyles in different countries; understands the urgent need for action; PowerPoint presentation ‘What is sustainable’ recognises the different interpretations (e.g. industrialised vs. developing countries) of the sustainability (taken from the Training of Trainers Seminar, New Delhi, July 2012) principle.
Duration Topics, content Modules 1.5 hours These are the topics of the unit: evolution of the concept; definitions, principles and dimensions of sustainability; Equipment needed global and local challenges; the principle of life cycles. Data projector, flip chart, whiteboard
Approach
The following approach is suggested: raising awareness of the linkages between the immediate local and the global level; understanding the vertical and the horizontal coherence according to the concept of global learning; and Tools Tips getting familiar with people’s potential to change the world around us in a positive manner. Bibliography
36 37 Learning Materials Learning Materials Ecological footprint Global carbon footprint Mita Nangia Goswami Thomas Hoffmann Introduction Modules Tips and Tools Tips Bibliography
38 39 Learning Materials Learning Materials Human Development Index Earth Overshoot Day Mita Nangia Goswami Thomas Hoffmann Introduction Modules Tips and Tools Tips Bibliography
40 41 Unit 1.3 Global challenges: the scientific aspects
Short description Methods
The module introduces participants to selected global challenges. It then focuses on the scientific evidence The following methods are suggested: for the linkages between them to help participants understand the Earth system as a highly interconnected lecture; and fragile system. examples of traditional/indigenous knowledge systems; case studies, with a focus on issues and solutions developed in various contexts; discussion. Objectives of the unit The objectives of the unit are to: Learning materials analyse the linkages between the global challenges and possible solutions; provide participants with scientific evidence about the most serious global environmental problems, thus PowerPoint presentation ‘Scientific inputs to global challenges – the case of climate change’ building their individual knowledge. (taken from the Training of Trainers Seminar, New Delhi, July 2012); Animated PowerPoint presentation ‘Network of global challenges’. Competencies to be strengthened Duration Participants are able to:
recognise the importance of being well-informed on SD issues, based on sound scientific evidence; 2 hours Introduction develop systemic thinking about global challenges; build up a basic awareness and understanding of selected global challenges. Equipment needed
Topics, content Whiteboard, projector
These are the topics of the unit: principles of ecology and environmental, social and economic sciences; demography; scientific evidence about environmental degradation and increasing social disparities; Modules changes in science itself: the ‘sustainability science’ approach; sustainable solutions (technical and behavioural).
Approach
The following approach is suggested: changing lifestyles; indigenous and traditional knowledge; looking at local challenges and their global implications. Tips and Tools Tips Bibliography
42 43 Learning Materials Net of global challenges Thomas Hoffmann 44 makes ourplanet habitable Eco-Earth: Exploring thebasics ofwhat Learning Materials 45 Rob O’Donoghue
Bibliography Tips and Tools Modules Introduction Learning Materials Learning Materials Eco-Earth: Exploring the basics of what Greenhouse effect Dr Arabinda Mishra makes our planet habitable cont. Rob O’Donoghue Introduction Modules Tips and Tools Tips Bibliography
46 47 Learning Materials Learning Materials Observed changes in global average A current consensus Dr Arabinda Mishra surface temperature Dr Arabinda Mishra Introduction
Disappearance of Lake Chad Dr Arabinda Mishra Modules Tips and Tools Tips Bibliography
48 49 Unit 1.4 What obligation do schools have with regard to SD concerns? THIS IS AN OPTIONAL SECTION. TO BE CONSIDERED AS AN ADD-ON esp. if Module 3 cannot be run.
Short description Methods
This unit focuses on the need for a Whole School Approach in the context of sustainability. It is a short intro- The following methods are suggested: duction to the importance of schools in Education for Sustainable Development and may serve as a link to the reflection and discussion: subsequent Module 2 ‘The concept and scope of ESD’ and Module 3 ‘ESD in and as whole school development’. - examples of schools which are moving towards sustainability; In case Module 3 cannot be run at all, it offers the opportunity to touch on the role of schools in providing - specific features of participants’ schools and projects initiated; students with opportunities to develop SD awareness and skills. group work on criteria and first steps to design a management plan or profile for an ESD school.
As all sections of the community have a role to play in finding solutions to global challenges, schools also have obligations in the process of sustainable development. Most information on SD issues is imparted at Learning materials classroom level which means that students act as connecting link through which information and awareness can trickle down to parents and communities. The Story of Stuff by Annie Leonard, a short polemical animated documentary about the life cycle of material goods (www.thestoryofstuff.com); PowerPoint presentation ‘Defining sustainable development’ Objectives of the unit (taken from the Training of Trainers Seminar, New Delhi, July 2012) Chart listing criteria that make a good ESD school The objectives of the unit are to: (taken from the Training of Trainers Seminar, Germany, June 2012); introduce the idea that schools must offer the experience of a sustainable life to students and staff members, Chart of a draft of a ESD school profile
parents and the community; (taken from the Training of Trainers Seminar, Germany, June 2012) Introduction highlight the many opportunities schools have to develop decision-making skills in favour of SD. Duration Competencies to be strengthened 1.5 hours Participants are able to: explain why education is indispensable for promoting sustainability; identify starting points and different ways in which a school can become a sustainable school.
Topics, content Modules
This is the topic of the unit: ways in which a school can become a sustainable school – water, energy, transport, waste, buildings and play areas, and (global) partnerships.
Approach
The following approach is suggested: identifying starting points for the institutional process: - listing environmental, economic, and social activities that are already being undertaken;
- brainstorming how the institutional process aimed at a Whole School Approach might be strengthened. and Tools Tips Bibliography
50 51 Learning Materials The role of schools in sustainable development Dr Shamita Kumar Introduction Modules Tips and Tools Tips Bibliography
52 53 Topics, content
The topics of the unit are: Module 2 the evolution of the different concepts of ESD; the normative nature and characteristics of ESD; The concept and scope of ESD ESD as a systemic approach; existing education system/s and curricula and to what extent they already respond to ESD concerns. Unit 2.1 What are ESD and systemic thinking? Unit 2.2 The concept of ESD competencies Approach Unit 2.3 The methodology of ESD The following approach is suggested: ESD needs to be mainstreamed into all facets of the curriculum. Wherever possible, participants should start by developing ideas for current practices and seek to move to more sustainable activity. The approach should be participatory and connected to participants’ daily lives. Participants will engage with the concepts and principles. Participants need clarity in understanding the link between environmental education and ESD. Unit 2.1 What are ESD and systemic thinking?
Methods Short description The following methods are suggested: Through the ages, humanity has faced many challenges. These have been addressed in different ways, even lecture or presentation on ESD; including warfare. The best way to solve a crisis, however, is through relevant and appropriate education. discussing various definitions of ESD; Since the survival of life on Earth is at risk, a new approach in education is needed. Education, and in this comparing ESD and the various elements of existing education systems and curricula in working groups; instance Education for Sustainable Development, provides a reasoned response to this challenge. using advertisements to learn how systemic thinking can help making sustainable choices;
playing the game ‘Jenga’ to understand how elements in a system interact with each other and how they Introduction ESD is not another subject; it is a holistic concept that is integral to all aspects of the curriculum. ESD is impact on the overall system. Jenga is a game of physical and mental skill. During the game, players take education that enables people to predict and respond to the challenges that life faces on our planet. turns to remove a block from a tower and balance it on top, creating a taller and increasingly unstable structure as the game progresses. The word Jenga is derived from a Swahili word meaning ‘to build’; As in most professional fields, there is not a standard definition of ESD. This unit enables participants to focus playing the game ‘Crossing the River’ to look at team work and strategies; on the meaning of ESD. It provides a brief history of the term and helps them to develop their own positions. buzz groups bringing forward the importance of communication and logical stream of thought; explaining global interdependencies and the global impact of people’s lifestyle; e.g. rare earth metals from Africa are used as a resource for mobile phones. However, mining for Coltan in the DR Congo is one Objectives of the unit of main causes for the continuing civil war in the East of the country. Thus, the wide-spread use of mobile phones in other parts of the world impacts on the security of the Congolese people. The objectives of the unit are to: Modules pass on knowledge of different concepts of ESD; convey the need for systemic thinking, laying the grounds for the application of ESD in participants’ own Learning materials contexts and for generating new ideas. Handout with different definitions of ESD; PowerPoint presentation ‘Systems Theory’ Competencies to be strengthened (taken from the Training of Trainers Seminar, New Delhi, July 2012); ‘Education for Sustainability: From Rio to Johannesburg, Lessons Learnt from a Decade of Commitment’, Participants are able to: UNESCO, 2002. identify and understand the concepts of ESD: - origin and development; - normative and theoretical background; Duration - focus on competencies; reflect on ESD and its significance; 6 hours and Tools Tips conceptualise ESD as a systemic approach; relate the concept of ESD to current practices in schooling. Equipment needed
Whiteboard Bibliography
54 55 Learning Materials From vision to reality - a sustainablity timeline Thomas Hoffmann
Year Event * Conference * Document *Decision * Project
1713 Hans Carl von Carlowitz, chief mining administrator in Freiberg, develops a concept for sustainable 1994 In Germany, ratification of the Rio outcome documents results in the inclusion of Article 20a in the forest management in order to safeguard the supply of timber for the mining industry. constitution, the Basic Law: ‘Mindful also of its responsibility toward future generations, the state shall protect the natural foundations of life and animals by legislation and, in accordance with law 1968 Founding of the Club of Rome and justice, by executive and judicial action, all within the framework of the constitutional order.’
1972 The first United Nations Conference on the Human Environment takes place in Stockholm but has 1995 In an effort to find a measure of sustainability, Mathis Wackernagel and William Rees propose little lasting impact. converting human activities into the amount of land and sea area necessary to support human demand on the Earth’s ecosystems. They call it the ‘ecological footprint’. The first report to the Club of Rome, entitled The Limits to Growth, highlights the finite nature of the world’s resources. Friedrich Schmidt-Bleek proposes measuring all human activities in terms of the total quantity of materials moved from nature to create a product or service (‘ecological rucksack’). 1987/ In its report Our Common Future, which prepares the way for the Rio Summit, the Brundtland 1989 Commission identifies the principle of sustainable development as an effective solution to the Sustainability is increasingly depicted as a quadrilateral. global challenges facing humankind in the 21st century.
2001 The Federal Government establishes the German Council for Sustainable Development (RNE). Introduction Core statement: sustainable development is social, environmental and economic development that meets the needs of the present without compromising the ability of future generations to meet 2002 The World Summit on Sustainable Development (Rio+10) in Johannesburg, South Africa, reaffirms their own needs. the decisions adopted in Rio but also identifies shortfalls in progress towards goals set in Rio and highlights the importance of Education for Sustainable Development. 1990 Founding of the Intergovernmental Panel on Climate Change (IPCC) 2003 Founding of the Global Marshall Plan Initiative, which aims to ensure the healthy functioning of a 1991 Founding of the Wuppertal Institute for Climate, Environment and Energy under Ernst Ulrich von social and ecological market economy worldwide (pioneer: F. J. Radermacher). Weizsäcker; later headed by Friedrich Schmidt-Bleek. 2005-14 The UN Decade of Education for Sustainable Development is launched, based on the recognition 1992 The UN holds a second environmental conference, this time in Rio de Janeiro. The United Nations that sustainable development can only be achieved with the involvement of the education sector. Modules Conference on Environment and Development (UNCED) (Earth Summit) adopts Agenda 21 as a The aim is to implement Education for Sustainable Development worldwide. blueprint for managing global challenges, guided by the vision of sustainable development. The following conventions/documents are also adopted: 2007 The Foundation Forum für Verantwortung for the promotion of education and science is estab- lished, with a focus on sustainability (Klaus Wiegandt). the Convention on Biological Diversity (CBD) the United Nations Framework Convention on Climate Change (UNFCCC) (-> Kyoto Protocol) 2008 Bread for the World proposes that the sustainability principle be seen as the ‘guard rail’ model. the United Nations Convention to Combat Desertification (UNCCD) the Rio Declaration Launch of the German Sustainability Award Agenda 21: Think global, act local 2009 The world’s first zero-carbon cities are built in Dongtan (China) and Masdar (United Arab The sustainability principle is depicted as a sustainable development triangle. Emirates).
Founding of the German Advisory Council on Global Change (WBGU) as a scientific advisory body and Tools Tips to the German Government. It publishes flagship reports on global challenges every one to two years and develops the syndrome approach for the analysis of complex issues such as soil degrada- tion, climate change, global water problems, etc. Bibliography
56 57 Learning Materials Principles of sustainability Thomas Hoffmann
In recent years, various innovative models have been developed to describe the concept of sustainability, The model shown above is the outcome of the sustainable development debate in Switzerland. Here, the starting with the sustainable development triangle in 1990 or thereabouts. Its three corners represent the three three or four dimensions of sustainability are depicted not as corners but as interlocking circles. According to
dimensions of sustainable development – social, economic and environmental – which must be reconciled this model, the greatest level of sustainability is achieved when the confluence between the three circles is Introduction in all our decisions and actions. This principle not only applies to the present: once ‘time’ is included as an greatest. A horizontal and a vertical axis have also been added, representing time and the world respectively. additional dimension, it shows that each generation should utilise the Earth’s resources only in as far as this The former represents the intergenerational perspective of this concept of sustainability, while the latter does not compromise future generations’ opportunities for development. highlights the major development gap between the North and the Global South, i.e. between the developed world and the less developed countries. Modules
This original model has undergone various modifications, especially in the context of the development policy Guided by the recognition that the current models for implementing the sustainability principle have only and Tools Tips debate. In addition to the three dimensions already mentioned, the political dimension, in the sense of ‘good achieved limited success, in late 2008, Bread for the World, the Church Development Service (EED) and governance’, has been also incorporated into the model, along with the cultural dimension. In this model, Friends of the Earth Germany (BUND) jointly published the study Zukunftsfähiges Deutschland in einer sustainable development can only be achieved if all five dimensions are duly considered and reconciled in globalisierten Welt (Sustainable Germany in a Globalised World) in which they present their ‘guard rail model’ decision-making and ensuing action. with the aim of stimulating social debate. In line with this concept of sustainability, universal human rights and ecological guard rails must define the framework and limit the dynamic expansion of the economy, and must not be transgressed. The extent to which this new interpretation of the sustainability principle will influence the future debate about sustainable development and help to shape Education for Sustainable Development is still unclear at present. Bibliography
58 59 Learning Materials Learning Materials
Jenga exercise Supriya Singh, Deepika Joon, Shalini Nair SINFONIE Supriya Singh, Deepika Joon, Shalini Nair Introduction
Definitions of systems theory Supriya Singh, Deepika Joon, Shalini Nair Modules Tips and Tools Tips Bibliography
60 61 Learning Materials Learning Materials SINFONIE cont. SINFONIE exercise: Group work on Supriya Singh, Deepika Joon, Shalini Nair selection and definition of factors Supriya Singh, Deepika Joon, Shalini Nair Introduction Modules Tips and Tools Tips Bibliography
62 63 Unit 2.2 The concept of sustainable development competencies
Short description Approach
Competencies provide a structure for learning. Therefore, competencies need to be jointly identified in The following approach is suggested: partnership with participants. All participants have the potential to develop competencies. connecting the teaching/learning setting with the day-to-day experiences of participants in a participatory approach; However, these cannot be developed from the outside and simply conveyed to participants. Skills need to be mobilising prior knowledge and understanding into the learning context. strengthened and fostered in situations that are real and relevant to participants. Trainers need to understand the notion of competencies so that they can strengthen them themselves and their trainees. Methods Competencies refer to the knowledge, the ability and the willingness to act in response to environmental and societal issues. The following methods are suggested: introducing the competency approach with an interactive presentation; Competencies include the ability to: reflecting SD competencies (guided by the trainer); analyse and change perspectives and approaches; discussing concrete examples; comparing them in working groups. cope with information overload and find patterns of relevant material within complexity; take action and change approaches when they are not working. Learning materials
Objectives of the unit PowerPoint presentation ‘Concept of SD Competencies’ Introduction (taken from the Training of Trainers Seminar, New Delhi, July 2012); The objectives of the unit are to: Handout ‘Synopsis of different SD competencies approaches’; introduce participants to competency-oriented learning and teaching in relation to ESD; Rychen, DS and Salganik, LH (Eds) (2003): Key Competencies for a Successful Life and Well functioning initiate reflection on how the SD competency approach can be adopted in school education (standards, Society, Cambridge. curricula).
Duration Competencies to be strengthened 2 hours Participants are able to: Modules explain the different approaches to SD competencies; develop the ability to use the ESD and SD competency approach in their own teaching practices. Equipment needed
Whiteboard Topics, content
The topics of the unit are: What is the competency approach? How is the competency approach relevant for ESD? The different SD competencies. Tips and Tools Tips Bibliography
64 65 -
Learning Materials
y Sanskriti Menon ud Exercise on SD competencies t S Thomas Hoffmann Competency for systemic thinking and and thinking systemic for Competency complexity; of handling thinking; anticipatory for competency thinking critical for competency competency acting and fairly for ecologically; (heteroge in cooperation for competency groups; neous) participation for competency of change and empathy for competency perspective; work; interdisciplinary for competency use and communication for competency media; of competency realising planning and for projects; innovative evaluation; for competency frustration ambiguity and for competency tolerance. i R ECKMANN (2011) - -
Introduction
Exercise on ESD competencie Sanskriti Menon Modules Gather information on globalisation and development issues and process them thematically; them process and issues development and globalisation on information Gather recognise socio-cultural and natural diversity in a globalised world; sustain principle of processesguiding globalisation the development applying analyse and recognise different structural levels from the individual to the global and identify their processes. development respective functions for contemplate their own and unfamiliar value orientations in their greater meaning for life choices; on consensus international the on opinion this orient simultaneously and opinions form rights human aftersustainable and critically development contemplating globalisation and issues; development develop tactics to assess development aid measures and come to independent evaluations diverse interests for determining factors.allowing and take personal and co-responsibility environment of the humankind areas and for recognise challenge; the up and cooperation communication, obstacles in interest special and socio-cultural overcome conflict management; ensure society’s ability to act on global change, especially on a personal and professional level, through openness and a willingness to innovate as well as through a reasonable reduc tion of complexity and be able to tolerate the uncertainty of open-ended situations; School children are able to and, based on their politically mature decisions, promote the goals of sustainable development in their private, school and professional lives and take an active role in putting them into practice on a social and political level. able development; able Evaluation Action Education for Sustainable Development (2007) Development Sustainable for Education Cross-curricular framework for global development education in the context of of context the in education development global for framework Cross-curricular Recognition - -
g tence e in p p anticipatory thinking; interdisciplinary work; and perception cosmopolitan perspectives; of change and incomplete handling information; complex participatory competency; cooperation; dealing with conflicts of goals; self-motivation motivat and others;ing indi reflection on distanced vidual and cultural models; action; independent action,ethical capacity and solidarity. and empathy for om h Tips and Tools Tips S a c (‚Gestaltungskompetenz‘) Haan 21/de (BLK21/Transfer 2006, 2008) in: Competency Synopsis of different SD-competencies approaches approaches SD-competencies of different Synopsis
language, symbols text and interactively; information and knowledge interactively; technology interactively. others;relate to well cooperate; conflicts. resolve and manage act within the big picture; plans life conduct and form personaland projects; assert rights, interests, limits needs. and OECD (2005) Interacting in heterogeneous heterogeneous Interacting in groups autonomously Acting The ability to: The ability to: The ability to use: DeSeCo: Definition Definition DeSeCo: and Selection of key competencies tools interactivelyUsing compilation: Thomas compilation: Hoffmann Bibliography Learning Materials Learning Materials
66 67 Unit 2.3 The methodology of ESD
Short description Methods
ESD enhances the quality of education and training, because it links the social, ecological and economic The following methods are suggested: context to concepts and topics in the formal curriculum. ESD makes education more relevant as it focuses on reflecting concrete examples of ESD lessons; issues that affect people, their environment and their future. discussing ways of matching methods and content; developing lesson plans/methods. Where possible, ESD learning should be practical and related to real-life situations. Participants should be encouraged to identify practical activities and analyse these for their sustainability values. Action leads to awareness, awareness leads to action – participants should move from current action to more sustainable Learning materials practices. Metodologias activas para la formacion de cometencias by Amparo Fernandez March; PowerPoint presentation ‘Methodology of ESD’ Objectives of the unit (taken from the Training of Trainers Seminar, New Delhi, July 2012)
The objectives of the unit are to: equip participants with the knowledge of how to design learning settings (including matching contents to Duration methods) that allow students to develop SD competencies; provide participants with the self-confidence and ability to focus on practical learning. 2 hours Introduction
Competencies to be strengthened Equipment needed
Participants are able to: Participants should bring relevant materials from their contexts. choose fitting combinations of competencies and methods, to use them and to develop learning arrange- ments for ESD; identify appropriate content and corresponding methods to support learners/trainees in developing their SD competencies.
Topics, content Modules
The topics of the unit are: What is an ESD lesson? How to prepare ESD lessons; Multi-disciplinary teaching/learning and teaching/learning across disciplines (subjects); Methods to strengthen SD competencies in students.
Approach
The following approach is suggested: integrating participants’ prior knowledge and understanding into the learning context in a participatory and Tools Tips and trainee-oriented way. Bibliography
68 69 Learning Materials Learning Materials Newer approaches to learning Sustainable development – linkages Dr Erach Bharucha Dr Erach Bharucha Introduction Modules Tips and Tools Tips Bibliography
70 71 Learning Materials Sustainable development – linkages Dr Erach Bharucha Introduction Modules Tips and Tools Tips Bibliography
72 73 - critical thinking; - interdisciplinary approach; Module 3 - building competencies; - developing skills for action; ESD in and as whole school development - assessing and evaluating. Examples of Whole School Approach and its elements: Unit 3.1 Whole School Approach, networking and collaboration with external partners - school characteristics; - engagement of different groups; Unit 3.2 ESD in school-based assessment - integration of community; Unit 3.3 ESD school(s)/good practice examples - school-based curriculum/different subjects, different grades involved in ESD; - school management (steering committee, planning groups) - students’ involvement; - clear idea of learning concepts of ESD; - activities and actions taken/existing in schools.
Unit 3.1 The Whole School Approach – a platform for school Approach development, networking and collaboration with focus on The following approach is suggested: sustainable development taking into account the context of the school: specific school conditions, curriculum regulations, sustainability concepts of the country, community or city.
Short description Methods
The unit provides basic information on school development in the context of ESD. A Whole School Approach The following methods are suggested: Introduction to ESD means ‘....working to make the educational institution a microcosm of the emerging sustainable society, using different presentations and material-based illustration of the topic points: input of documents/ rather than of the unsustainable society’ (Sterling, 2001: 33). examples/case studies; analysing in groups; Participants learn about different concepts of and experiences with the Whole School Approach. developing local-specific models and visions through group activities.
Objectives of the unit Learning materials
The objectives of the unit are to: PowerPoint presentation ‘Whole School Approach’ convey an understanding of the fundamental elements and dimensions; (taken from the Training of Trainers Seminar, New Delhi, July 2012); Modules develop a common vision of the Whole School Approach (country-wise as this would differ); PowerPoint presentation ’Whole School Approach – platform for schools increasing their ESD practice’ enable participants to support school development processes. (taken from the Training of Trainers Seminar, New Delhi, July 2012); Basic documents on school regulations; National curriculum regulations; Competencies to be strengthened School programme/school profile models; Case studies/good examples; The participants are able to: Database of school examples. identify school development processes with focus on ESD; motivate schools and address communities to follow an ESD concept; transfer principles of a Whole School Approach to the specific situation and setting; Duration arrange ESD processes at schools. 6-8 hours Tips and Tools Tips Topics, content Equipment needed The topics of the unit are: developing a model towards sustainable change at school; Participants develop a model of Whole School Approach for their own use. systemic understanding of school as an institution; principles of the Whole School Approach: - democratic decisive leadership; - inclusiveness; - integrated teaching/learning; Bibliography
74 75 Learning Materials Definitions of the Whole School Approach Ranjana Saikia
Reiner Mathar Reiner
Introduction
Guiding principles of the Whole
School Approach Ranjana Saikia Modules Sustainable school house model school Sustainable Tips and Tools Tips Learning Materials Learning Materials Bibliography
76 77 Learning Materials Key green features of a sustainable school Ranjana Saikia
Introduction
Schools stand to gain Ranjana Saikia
Modules Tips and Tools Tips Bibliography
78 79 Unit 3.2 ESD in school-based assessment
Short description Approach
If ESD is a strategic goal, the process of implementing it as well as the progress made must be visible. This can The following approach is suggested: be done by defining an ESD School Assessment Framework. It encompasses several aspects that need to be using national, regional and local-specific assessment systems and tools as a basis for discussions. monitored and evaluated: ESD as a strategic goal, equity and access, stakeholder involvement, teaching and learning. For each of these, assessment levels are defined so that progress can be monitored and conclusions on how to improve on ESD implementation drawn. Methods
The following methods are suggested: Objectives of the unit presenting different examples; establishing working groups on elements of school-based assessment; The objective of the unit is to: establishing working groups to adopt elements to develop specific instruments. make participants understand and reflect upon the use of assessment as an instrument to raise transparency of goal achievement; help participants define assessment systems for a school to become a sustainable school; Learning materials enable participants to reach decisions to change school development towards sustainability. PowerPoint presentation ‘ESD in School-Based Assessment’ (taken from the Training of Trainers Seminar, New Delhi, July 2012);
Competencies to be strengthened Different examples of assessment tools; Introduction QC Paper SEED; The participants are able to: QC Paper Transfer 21 (Germany); build up reflective knowledge on assessment systems; PowerPoint presentation ‘Indian assessment tool’ (CEE Nadine Jauk); develop the ability to use these assessment systems with regard to school systems on their way to becoming Findings and recommendations from: Ofsted, ‘Taking the first step forward... towards an education for sustainable schools; sustainable development. Good practice in primary and secondary schools’, make decisions on the basis of the assessment outcomes and communicate them. Office for Standards in Education, London, Crown Copyright 2003 Findings and recommendations from: Ofsted, ‘Schools and sustainability – a climate for change?’, Office for Standards in Education, London, Crown Copyright 2008 Topics, content Modules The topics of the unit are: Duration elements of school assessment systems - school management; 2-3 hours - local and regional-specific areas; - topics and thematic fields of ESD; - subject involvement; Equipment needed - areas of activities; - involvement of students; Whiteboard, flip chart - involvement of different groups in the schools; - collaboration with local community; - collaboration with society; - realising the global dimension; critical review of assessment systems; and Tools Tips assessment as a tool/strategy for learning and school development; ESD school assessment frameworks. Bibliography
80 81 Learning Materials ESD assessment tool Preeti R. Kanaujia Introduction Modules Tips and Tools Tips Bibliography
82 83 Learning Materials ESD assessment tool cont. Preeti R. Kanaujia Introduction Modules Tips and Tools Tips Bibliography
84 85 Unit 3.3 ESD school(s)/good practice examples
Short description Methods
Participants visit ESD schools and examine good practice examples from various regions and countries. The following methods are suggested: working on evaluation tools/templates to use for school visits (individual participants); testing evaluation tools in concrete situations; Objectives of the unit reflecting evaluation tools in working groups; conducting exercises on counselling (fictive case studies); The objective of the unit is to: using case studies from India, Mexico, South Africa and Germany. help participants use school visits or good school experiences of ESD to implement the Whole School Approach. Learning materials
Competencies to be strengthened PowerPoint presentation ‘ESD school/s – good practice examples’ (taken from the Training of Trainers Seminar, New Delhi, July 2012); The participants are able to: Case studies on ESD examples like the background of the ‘quality criteria’; define criteria of a good ESD school; Local sets of criteria like ‘Eco-schools’, ESD schools, ‘NGC (national green core) schools’ (India); define challenges and preconditions of success for a school to become an ESD school; Interactive e-learning CD demonstrating interesting facts about different environmental issues that teachers develop observation skills by being able to describe and analyse in situ examples (ESD schools in the field); can share with students
develop tailor-made instruments to evaluate and to combine the observation results with the theoretical Introduction concept of the Whole School Approach in ESD; communicate observation/analysis results within the school and to the community in order to encourage Duration the Whole School Approach. 4 hours
Topics, content
The topics of the unit are: short descriptions (case studies) of good examples; developing evaluation tools/templates for observation of good examples; Modules reflecting on participants’ evaluation tools; visiting and analysing good examples; reporting on the visits/group analysis; developing a plan to communicate results in school and community:
Approach
The following approach is suggested: presenting the examples from the four countries in a format that shows the connectivity to ESD as well as to the country or/and region-specific situation and background; comparing and using the examples presented in advance for the analysis of the visited schools in the respective country; and Tools Tips Bibliography
86 87 Learning Materials Good practice examples of ESD schools Ranjeeta Buti Introduction Modules Tips and Tools Tips Bibliography
88 89 developing suggestions on which subject and in which class ESD elements can be integrated, developing suggestions how to organise ESD lesson planning with other teachers of other subjects Module 4 (interdisciplinary planning); Curriculum and ESD lesson planning enriching relevant local and international circumstances and events related to SD.
Unit 4.1 Touchpoints with ESD in education policy, defined outcomes, curriculum, Approach text books, standards The following approach is suggested: Unit 4.2 Tools and methods to design ESD projects, lessons, programmes, activities critically reviewing the existing curriculum, revising for gaps and existing good practices, highlighting Unit 4.3 ICTs in ESD these. taking the following steps: - look at the overall curriculum; - look inside the curriculum; - look at subject curriculum; - look at realisation in classes; Unit 4.1 Touchpoints with ESD in education policy, defined outcomes, - look at textbook headings; curriculum, text books, standards - look at the touchpoints in terms of the curriculum priorities; - analyse how the curriculum is orientated to take up ESD and break it down according to the country’s requirements; Short description - identify a time and space to integrate ESD; - plan the necessary process with the actors at school. In this unit, trainers/multipliers will be invited to look at their curricula and textbooks to detect environmental, economic and social topics and touchpoints that already exist and that might be used to form a connection to SD objectives and contents. Methods Introduction Trainers/multipliers will find subject-specific touchpoints but they should also be encouraged to go cross- The following methods are suggested: subject, as ESD cuts across the disciplines. It is important that they are encouraged to get in contact with analysing content: education policy, defined outcomes, curriculum, text books and standards; teachers of other subjects to discuss how to realise joint efforts in teaching/learning for ESD. presenting examples - sample exercise in groups on curriculum touchpoints; - discussing relevancy to ESD. Objectives of the unit
The objectives of the unit are to: Learning materials enable multipliers to infuse ESD in school education through relevant touchpoints; integrate the multiple doorways of ESD into classroom practices. Provincial or national curriculum documents; Modules Textbooks; Handbook for teacher trainers as something that helps the trainer to find the right touchpoint. Competencies to be strengthened
The participant is able to: Duration apply the education policy, outcomes, curriculum, text books, standards and the lesson contents so that he/she can facilitate teachers to bring the ESD components in at the right time and right place; 2.5 hours differentiate between the different levels of education so as to be able to make the appropriate suggestions; identify existing touchpoints as well as gaps and make suggestions on how and in which subjects ESD Equipment needed elements can be developed further or introduced; communicate and facilitate the disciplinary and interdisciplinary planning of these lessons. Curricula, textbooks (classroom access) Tips and Tools Tips
Topics, content
The topics of the unit are: analysing the curriculum of subjects and gaps as well as good examples of ESD; analysing textbooks and gaps as well as identified good examples of ESD; checking existing ESD elements in curriculum and textbooks for the extent to which they are realised; Bibliography
90 91 Learning Materials Planning change-oriented learning in a curriculum context Rob O’Donoghue Introduction Modules Tips and Tools Tips Bibliography
92 93 Learning Materials The Whole School Approach – an example from Germany Reiner Mathar Introduction Modules Tips and Tools Tips Bibliography
94 95 Unit 4.2 Tools and methods to design ESD projects, lessons, programmes and activities
Short description Methods
Introduction and practical example of a selection of tools; The following methods are suggested: Development of a school-in-community perspective for curriculum; deriving existing practices into ESD scenarios; Delivering an overview of commonly used lesson planning and designing templates. active learning framework (e.g. handprints in ESD practice); implementing T-sheets; identifying and embedding best practices; Objectives of the unit brainstorming on commonly used templates; presenting ESD templates (PPT workshop, etc.); The objectives of the unit are to: situating and extending existing practices into ESD. provide perspectives and frameworks that can be used with teachers/multipliers to adapt existing lesson- planning templates to an ESD approach; introduce/convey frameworks for planning and designing project activities for ESD – also considering the Learning materials Whole School Approach. PowerPoint presentation ‘Tools and Methods for Education for Sustainable Development’ (taken from the Training of Trainers Seminar, New Delhi, July 2012) Competencies to be strengthened Books on topics such as environments and methods
Global and ESD learning toolkits (climate breakfast, etc.) Introduction The participants are able to: expand ‘normal’ learning templates in the context of SD; act as catalysts for ESD projects. Duration 3.5 hours Topics, content
The topic of the unit is: school-in-community; ESD in existing planning templates; Modules t-sheets mapping content and practice for a subject or integrated project activity; active framework for curriculum planning; ESD lesson planning and resourcing templates; introduction to active learning frameworks combine good practices coming from expert group.
Approach
The following approach is suggested: working with what trainers are already using and doing and then extending this through a school-in-community perspective and ESD lesson-planning tools; using T-sheets and an active learning framework / handprints / action-to-awareness with deliberation for and Tools Tips planning teaching and learning interactions; learning how to put a normal learning template together with an ESD template. Bibliography
96 97 Learning Materials Methods for designing
ESD activities/lessons Krishna Bharali Introduction Modules Tips and Tools Tips Bibliography
98 99 Learning Materials Tools for school-in-community Krishna Bharali Introduction Modules Tips and Tools Tips Bibliography
100 101 Learning Materials Water in South Africa – resource test Rob O’Donoghue 102 103
Bibliography Tips and Tools Modules Introduction Learning Materials Water in South Africa – resource test Rob O’Donoghue 104 105
Bibliography Tips and Tools Modules Introduction Unit 4.3 Information and Communication Technology (ICT): Tools to improve ESD
Short description Approach
Getting an overview of the challenges and contributions of ICT tools in the field of ESD: The following approach is suggested: interlinking the offers of ICT to improve ESD/to realise the nightmare of misuse of ICT and social media. ICT as a tool for: interactive communication; interactive generating of knowledge; Methods interactive sharing of knowledge; collaboration with other schools; The following methods are suggested: collaboration with research institutions; presenting different ICT tools, examples of using ICT in the field of ESD; collaboration with local communities; discussing challenges and obstacles in this field. developing competency in the field of ESD. Learning materials Objectives of the unit Guidelines for using ICT in ESD The objectives of the unit are to:
make participants recognise that modern ICT is part of life and worldwide communication; Introduction make participants recognise that ICT changes the global information strategy; Duration explain how the internet influences and contributes to global development; 2 hours make participants understand the link between global communication and knowledge transfer; make participants realise the challenge of availability of knowledge in a global context and interacting with local knowledge; Equipment needed explain the contribution of ICT to different stages and areas of ESD. Projector, LCD, Internet connection
Competencies to be strengthened Modules The participants are able to: realise the global interconnection of human development; analyse different ICT tools and their contribution to ESD; realise that ICT should not replace the personal interaction with nature; use ICT to improve the availability of knowledge; use ICT in the context of ESD in an interactive way.
Topics, content
The topics of the unit are: development of the global use of ICT (mobile phones, smartphones, Internet, social media, knowledge management via ICT; and Tools Tips examples of ICT use in ESD – related to the concrete situation in the specific situation of the country. Bibliography
106 107 Learning Materials Learning Materials Learning arrangements in ESD ICT examples Reiner Mathar Reiner Mathar Introduction Modules Tips and Tools Tips Bibliography
108 109 110 photo: ©SandraSchleimer
111 Tips and Tools ESD training Planning andimplementation of Trainer tool
Competencies tobestrengthened Objective possible. it make can who teachers selecting before principals and management school with issues the address and Approach School Whole the using of outcome the explain to able be should trainers The methods. and tools of aset manage to able are and training implement and plan to learn Participants Short description Introduction to facilitation: Introduction Topics, content Managing the implementation: P lanning training: lanning - o aworkshop: start to how astrainer coach; - - t arrangements: making clear: the context communicating effectively. determining what is from the expected facilitator; howdescribing learn; adults trainers; the of role the defining regarding as ESD coherent curriculum; with is about; what facilitating clarifying Managing heterogeneous groups and the learning process. Implementing the by and training tools; making use of methodologies various training; Planning Communication skills; commitment. of sense astrong demonstrate must it as skills, communication normal beyond goes This trainees. the to transferred be to has that aspect first the is enthusiasm trainers’ The objectives. of set apre-determined with in-line progressively activities furthering for abasis provide and programme the initiate to school the within activities important demonstrate to able be should trainers The during the workshop is therefore aspect. an important these Implementing familiar. already are teachers most which with those not are ESD for used methods methods.The and tools of aset manage to able are and training implement and plan to learn Participants venue; seating; training materials, equipment; planning sustainable objectives. sustainable planning equipment; venue; materials, training seating; r ules of working together; expectations of participants (baseline assessment); (baseline of participants ules of expectations working together; arget group; content. group; arget pening and welcome; introduction of participants and trainer; overview of the training; training; the of overview trainer; and participants of introduction welcome; and pening
112
Data projector, flip chart, whiteboard, pinboard, moderation suitcase pinboard, moderation whiteboard, Data projector, chart, flip Equipment needed (toolkit) tools and methods different the use to how and when explaining Handbook Learning materials Methods Approach Application of these tools in a simulated classroom session in order to assess capacity and methods methods and capacity assess to order in session classroom asimulated in tools these of Application to able be to order (in trip field phases, action exercises, groups, working discussion, Participatory must cultures and eco-regions of diversity the with deal that concerns ESD country-specific The to leads competency training The clear. made be must trendsetters as trainers the of role The deliver to ability facilitator’s the strengthen training ESD of implementation the for tools and Tips - c Managing participants: - Tools: - d Methodologies: ESD-related training methods; used by the trainees. trainees. the by used organise and footprints; organise manage change-oriented it methods, defined), - to be further be focused upon. of teaching and understanding living. ahomogeneous countries. ToT the of respective modules the in ESD required the PowerPoint; flip chart; whiteboard; PowerPoint; pinboard; smartboard; suitcase; chart; flip moderation f p s ield trips; energizer/ice breakers; tationary conversations; chimney talks; information conversations; market; chimney line-up; research talks; teams; sociometric tationary oping with different types of adult learners. adult of types different with oping iscussion in the plenary; buzz group; panel discussion; world café; fish bowl; open space; space; open bowl; fish café; world discussion; panel group; buzz plenary; the in iscussion arliament talk; PowerPoint talk; arliament techniques; visualisation; presentation; mind mapping; questioning 113
BibliographyReadings Tips and Tools Modules Introduction Trainer tool Monitoring and evaluation of the impacts of ESD (training/selection and use of training materials; methodologies of training)
Short description Approach
Participants learn to assess the outcomes of the training and are able to manage a set of tools and methods Self-critical approach to trainer’s performance, workflow and workshop outcomes for evaluation issues.
The trainers should have a pre- and post-environmental and sustainability index against which the programme’s Methods effectiveness can be measured quantitatively. Participatory discussion, working groups, exercises, self-reflection, action phases, questionnaires A quantitative assessment and good practices initiated should be periodically documented and presented to the whole school. Learning materials Introduction Objective Evaluation tools (toolkit), training course evaluation sheet, self-assessment sheet
See above Duration
Competencies to be strengthened 2 hours
The participant is able to: evaluate his of her performance; Equipment needed evaluate the outcomes of the training; Modules further develop evaluation skills. Data projector, flip chart, whiteboard, pinboard, moderation suitcase
Topics, content
Reflection on facilitation: Which indicators can measure facilitation? What are quality criteria for a good trainer?
Reflection of the implementation: trainer as coach/role of the trainer; workflow of the training; baseline assessment; and Tools Tips managing participants.
Monitoring and evaluation: baseline assessment (pre-test); instruments of workshop evaluation - questionnaires; - observation sheets; - feedback round; - checklist; post test. Bibliography
114 115 ESD school assessment framework: general section
G eneral information
School name
Type of school (governmental., government aided, private, other)
Number of students
Number of female students
Average class size
Teaching method
Fee structure 116 Dimension Aspect Level Explanation for level Area of development
ESD as a strategic goal 1. The importance of ESD to the school is visible, e.g. through mention- ing it in the school’s mission statement, on the school’s website, etc.
2. Teachers’ and students’ input is considered valuable when it comes to
decisions around the school (project weeks, social spaces, etc.).
3. Eco-friendly choices are being made by the school management con- cerning transport, food, teaching materials and energy supply.
Equity and access 4. The school has knowledge of the financial situation of the students’ families and takes active measures to help the less privileged.
5. The school has knowledge of the students’ cultural background (reli- gion, ethnicity) and takes active measures towards sensitising children to having respect for all forms of culture.
6. The school takes an active role in efforts towards gender mainstreaming.
Stakeholder involvement 7. The school cooperates with external partners such as NGOs/the corporate sector in the field of ESD.
8. The school has knowledge of ESD projects which are being carried out in its community and includes this resource in its development.
9. Parents are aware of the school’s activities and play an active role in them.
Staff development 10. Teachers are being supported by the school management in taking part in further education programmes.
11. Knowledge gained in further education is being disseminated to
other teachers, i.e. by in-house peer to peer training.
Teaching and learning 12. Teachers use hands-on teaching/learning methods.
13. In addition to textbooks, teaching material on ESD is being devel- oped and shared among teachers.
117 14. Outside the classroom, students can interact in educational groups
organised by the school, e.g. in science/eco clubs.
15. The school animates its students to participate in competitions with other schools.
Explanation for level
The school management supports teachers in taking part in further education programmes.
advanced Teachers can take part in further education programmes on a regular basis during their working hours.
good Teachers can take part in further education programmes on a regular basis (e.g. once every two months).
satisfactory Teachers can take part in further education programmes when they have to teach a subject other than those for which they have been trained.
getting started Teachers can take part in further education programmes when changes in the national curriculum are being made (e.g. introduction of EE as a compulsory subject).
Bibliography Tips and Tools Modules Introduction Evaluation of the ESD Training of Trainers Course Evaluation
Dear participant, How many years have you worked in the field of ESD? ......
You have taken part in a training event on Education for Sustainable Development. To help us further enhance How did you hear about this training? the alignment of such training with your needs, we would kindly ask you to participate in this survey and share your experience and any suggestions you might have for improvements......
We evaluate all questionnaires anonymously and will not pass on your data to any third party......
Thank you for your support, Your ESD training team 3. Content relevance and transfer possibilities
Totally Totally No The topics and content of the training course are important agree disagree answer for my work
Please read the following statements and indicate your level of agreement by marking the appropriate box. You Introduction have six possible answers ranging from ‘totally agree’ to ‘totally disagree’. If you cannot answer or do not wish to, please tick the ‘no answer’ box.
Please list the topics that the training course did not deal with but which would have been important for your 1. General information work:
Training course title: ......
Venue: ......
Modules Duration: ......
2. Personal background Totally Totally No agree disagree answer Please name the town in which you currently live: ...... The content of the training course met my expectations. Are you already experienced as a trainer? No. No, but I will work as a trainer in the future. I know how I can apply the course content in my work. Yes, I have already conducted several trainings. If yes, please specify an approximate number of trainings: . . . .
I know how I can pass on what I learned to my colleagues. and Tools Tips Please specify the kind of institution for which you work School Teacher training institution I can also make good use of what I have learned in other contexts. Ministry or other policy-making institution University NGO The course has enabled me to continue working independently Other. Please name: ...... with the materials. Bibliography
118 119 Totally Totally No 5. Trainers agree disagree answer Do you already have concrete ideas of how to apply what you have learned? Yes The trainer obviously had considerable expertise in his/her own No field and was well prepared.
All specialist terms and concepts used by the trainer had been explained or were already familiar. Please describe the initial steps you will take to implement your ideas: The trainer could listen to the participants and answered their ...... questions.
......
......
Totally Totally No ...... 6. Participants agree disagree answer
The atmosphere among the participants themselves was always cooperative.
What support do you require in this process? I was able to benefit from the experience of other participants.
...... I will continue to exchange views on this subject with some of the Introduction other participants......
......
...... 7. Achievement of objectives Competencies which were to be strengthened…
Totally Totally No Modules 4. Working and learning methods Module I: ESD in a context of increasing risk agree disagree answer Totally Totally No agree disagree answer I am able to identify positive and negative environmental impacts of human activities. The content and outcomes of the individual learning units were clear throughout. I am able to identify Sustainable Development issues in differ- ent aspects of life and understand their relevance. Participants were able to bring their own experience and examples into the training course. I realise the necessity of systemic thinking when discussing global challenges and scientific information. The material (e.g. presentations, checklists, etc.) helped me to understand the content better.
Please point out any idea, material, method, activity or points of discussion that struck you or impressed you and Tools Tips The working and learning methods were appropriate to most and explain why. the tasks and suitably varied......
...... The course was ... just right too short too long ...... Bibliography
120 121 Module II: The concept and scope of ESD Totally Totally No Module IV: Curriculum and ESD lesson planning Totally Totally No agree disagree answer agree disagree answer I have developed an understanding of the different concepts I am able to help my trainees identify existing touchpoints to of ESD and am able to find my own position. infuse ESD in school education.
I am able to relate the concept of ESD and the competency I have learned strategies to enable my trainees to link approach to my current practices in schooling. knowledge and practices of ESD according to subjects and disciplines. I am able to identify appropriate contents and corresponding methods to support learners/trainees in developing their SD I am able to help my trainees to provide frameworks for competencies. planning and designing projects/lessons/activities.
Do you see any differences in the ESD-related training compared to other teacher training? What do you think Where do you think your trainees will need help most? will be the most challenging aspect for you as a trainer? ......
...... Introduction ......
Totally Totally No What competencies or expertise have you acquired in addition to the training course’s explicit outcomes? Module III: ESD in and as whole school development agree disagree answer ...... I have a clear concept of what the Whole School Approach is Modules and of the roles the different actors play in this context......
I am able to reflect on the use of assessment as an instrument ...... to come to decisions to change school development towards sustainability......
I feel able to encourage my trainees to kick off ESD-relevant changes at their schools.
What is your experience with the field trip? What would you NOT know now if you had not done the trip?
...... and Tools Tips
......
......
...... Bibliography
122 123 8. Organisation Totally Totally No agree disagree answer
the overall organisation of the training course?
your accommodation?
the catering?
the accompanying programme?
the information you received in the run-up to the training (e.g. organisational details, technical / professional information on the subject …)?
What additional information/documents would you have found useful?
......
...... Introduction
......
......
......
...... Modules
As there are lots of aspects a survey like this cannot cover, we would kindly ask you to add any comments or recommendations that you may have for future training courses below.
......
......
......
......
...... and Tools Tips
......
Thank you! your ESD training team Bibliography
124 125 126 photo: ©gIZ
127 Bibliography Bibliography Hannes SiegeHannes and Bharucha Erach Education for Sustainable Development (ESD) & dimensions of Sustainable Development (SD) and Bharucha Erach O’Donoghue Bryan Robert Traditional culture, knowledge and values: S. Sienra la de E. Emilia and Reiner Mathar with contributions from Ranjana Kibuka-Sebitosi Menon, Erach Sanskriti Saika, Barucha, Esther development The concept of Whole School Approach – a for platform school development with focus on sustainable and Bharucha Erach Hoffmann Thomas E Hoffmann Thomas and Adomßent Maik (ESD) Development Sustainable for Education of context the in competencies of concept the on paper Thought 1. Concept papersby ESD expert netmembers The International Implementation Scheme for the Decade in brief, UNESCO, 2005 Paris, P Rio+20 United Nations Conference on Sustainable Development, 20-22 June 2012 (2012) We Want Future The UNESCO World Conference on Education for Sustainable Development, 31 March-2 2009 April Bonn (2009) Declaration The United Nations Conference on Environment and Development, 3-14 June 1992 (1992) Development and Environment on Declaration Rio The Policy 2. Further Reading SD as modern education?! r omotion of a of omotion
G l obal obal P a
rtnership for the UN Decade of Education for Sustainable Development (2005-2014) Development Sustainable for Education of Decade UN the for rtnership
P o sitioning heritage in ESD processes of social learning and change
128
Good practices from schools worldwide including South Africa, Germany, and Mexico and Germany, Africa, South including worldwide schools from practices Good 2009 UNESCO, Schools, Associated UNESCO Second collection of Education good for practices. Sustainable Development (ENSI) Initiatives School and Environment network international the with collaboration In Soren Breiting, Michela Mayer and Finn Mogensen, Vienna, 2005 Vienna, Mogensen, Finn and Mayer Michela Breiting, Soren Quality criteriaQuality for ESD schools. 2011 Education, of Bureau International UNESCO, Development (ESD) into the curriculum ESD schools/the Whole School Approach. Training guideline on incorporating Education for Sustainable from many European practices countries Best 2008 Brussels, (ENSI), Initiatives School and Environment (Eds), Tschapka Mayer/Johannes Michela school secondary Engaging youth in Sustainable Development. Learning and teaching Sustainable Devleopment in lower schooling and secondary mary pri into integrated be can Development Sustainable for Education which in ways describes publication This 2012 Paris, 4, &Training Tools N° Learning Sector, Education UNESCO Education for Sustainable Development sourcebook tion focussing programmes, on formal education at systems school level This publications aims at assisting member and to states stakeholders re-orient in their existing educa efforts 2010 Paris, 2, &Training Tools N° Learning Sector, Education UNESCO Secretariat, DESD the of member former Khatri, Santosh and Africa South University, Rhodes Lotz-Sisitka, Heila Prof. UK, University, Bank South Parker, Jenneth Dr Australia, University, RMIT Fein, John Prof. by effort A collective Education for Sustainable Development lens: A and policy practice review tool ten languages into translated sheets, work and exercises of lots with communities, and schools for kit tool popular A very 2006 Paris, 1, &Training Tools N° Learning Sector, Education UNESCO Chrystalbridge, Marianne and Rizzi Regina Hopkins, A. Charles from assistance with McKeown Rosalyn by Prepared Education for Sustainable Development toolkit ESD inPractice
G u idelines to enhance the of quality Education for Sustainable Development
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Bibliography Tips and Tools Modules Introduction Compiled by the Transfer-21 programme’s and Competences Quality Working Group, 2007 Berlin, G 2009 Bonn, (KMK), Affairs Cultural and Education ofFederal Economic Ministry Cooperation and Development (BMZ)/Standing Conference of the Ministers of Development A cross-curricular framework for global development education in the context of Education for Sustainable Competencies http://www.co2nnect.org/ and – for Participation Partnership Support a Sustainable Tomorrow communities for sustainable development local and researchers students, between collaboration enable and ESD for partnerships facilitate to tools ICT –Co²nnect a campaign on climate change and participation ICT andESD Compiled by the Transfer-21 Programme’s and Competences Quality Working Group, Berlin 2007 Developing at quality Schools‘. ‚ESD areas, principles Quality & criteria 2008 Nottingham, 2, Family, Version and Schools Children, for Department S3: Sustainable school evaluation. Driving school improvement through sustainable development Evaluation A document by the SEED as a network contribution to COMENIUS and other projects. school partnership Mayer, Michela Mariona Espinet, between Franz and Tschapka,Vienna, Rauch, Johannes Collaboration 2005 Tools – for reflective methods ESD-schools for school on partnerships Education for Sustainable Development ENSI. and Eco-schools FEE China, and Sweden Zealand, New in e.g. initiatives, sustainability whole-school several documents study research This ofDepartment Environment and Australian Heritage, Government, 2004 the for (ARIES) Sustainability for Education in Institute Research Australian D. Tilbury, and Henderson K. Whole School Approaches to An international sustainability: review of whole school programs sustainability ui de: Education for Sustainable Development atlevel secondary
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All films listed below can be downloaded free of charge. of free downloaded be can below listed films All 3. Films onEducation for Sustainable Development http://www.co2nnect.org/ and –for Participation Partnership Support a Sustainable Tomorrow fromLessons ‘Co²nnect – a campaign on climate change and participation’ ESD in ICT using for –guidelines Co²nnect for the 2006 Academy Award for Documentary Feature and the 78th Academy Awards. Awards. Academy 78th the and Feature Documentary for Award Academy 2006 the for nominated was and Festival Venice Film 2004 the at It premiered Tanzania. in Victoria Lake around industry fishing the of effects social and environmental the with deals documentary Austrian-French-Belgian This http://www.coop99.at/darwins-nightmare/ http://www.youtube.com/watch?v=sSBdiEKE3Wg 2004 Sauper, Hubert by nightmare Darwin´s didn’t we stop climate change we when had the chance?’ ‘Why asking and 2000s mid-to-late the from footage archive watching 2055, of world devastated the in Pete Postlethwaiteas is hybrid which a stars a film The man alone drama-documentary-animation living http://spannerfilms.net/films/ageofstupid 2009 Armstrong, Franny by stupid of age The a insight fascinating and and presents into the universe. humanity life, of origin the including subjects, scientific of range awide covers series television thirteen-part This http://en.wikipedia.org/wiki/Cosmos:_A_Personal_Voyage http://topdocumentaryfilms.com/cosmos/ 1978/79 Druyan, Ann and Sagan Carl by voyage apersonal Cosmos: planet. the of balance ecological the threatening is humanity how and Earth on life of diversity the It shows Earth. on places various of shots aerial of composed entirely almost is documentary This http://www.homethemovie.org/en 2009 Bertrand, Yann-Arthus by Home
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Bibliography Tips and Tools Modules Introduction ability through action-oriented education, awareness and awareness advocacy. education, through action-oriented ability sustain environmental promotes not-for-profit organisation, aMumbai-based CERE, by film short This http://www.cere-india.org/the-climate-change-mystery.html (CERE) Education and Research Environmental for Centre The by Climate change mystery people. 100 to down shrunken was it if like be would Earth the what about film ashort is This http://www.miniature-earth.com/ http://www.youtube.com/watch?v=fA6MhyK60iI 2010 Project, Earth Miniature The The miniature Earth with. interacts individual each which systems environmental five identifies it and systems, environmental ment psychology. His ecological holds that theory systems development the influence reflects of several Urie Bronfenbrenner was generally regarded as one of the world’s leading in scholars the field of develop http://www.youtube.com/watch?v=fXqcYXTgpB4 Ecological systems theory Where do good ideas come from? key questions: our of style-one exhilarating on-in takes thinkers popular innovative, most our of One http://www.youtube.com/watch?v=NugRZGDbPFU by Stephen Johnson, 2010 from come ideas good Where animal and nature issues. about action inspires there!’ out ajungle ‘It’s cartoonlet weekly the laugh, people making from Apart http://www.hippoworks.com/hippoHELP.html by Denis Thomopoulos warming global stop to How goods. material of lifecycle the with deals documentary animated polemical short This www.thestoryofstuff.com 2007 Leonard, Annie by stuff of story The
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rote thinking. learning and kills This Indian diploma students’ the state projectof depicts the education in system India, which promotes http://www.youtube.com/watch?v=ezo92cGg8ks 1999 Ganguly, Prosenjith by fly flowers Do paper. recycle to viewer the reminds movie 30-second This http://www.youtube.com/watch?v=UrtOaSYjGAw paper recycle Trees, Save story. untold their aboutDilli film the is hidden documentary a faces short behind the so-called development of Delhi and http://www.dillifilm.com/ 2011 Thomas, Rintu and Ghosch Sushit by DILLI
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Bibliography Tips and Tools Modules Introduction Conference draft version
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Sector Programme Education for Sustainable Development: Germany, India, Mexico and South Africa
Friedrich-Ebert-Allee 40 53113 Bonn, Germany
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