Environmental Pillar Submission on the Consultation National Strategy on Education for in Ireland

Effects of investments in education for Carayannis et al. Journal of Innovation and Entrepreneurship 2012 1:2 doi:10.1186/2192-5372-1-2 Download authors' original image

Environmental Pillar Submission on the Development of a National Strategy on Education for Sustainable Development in Ireland

Sept 2013

Page 1 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Introduction

The Environmental Pillar welcomes the opportunity to comment on the Development of a National Strategy on Education for Sustainable Development in Ireland . We offer the following comments which we believe will be helpful in developing an holistic National Strategy on Education for Sustainable Development. The incorporation of sustainability into all aspects of life is essential, if we are to successfully face the challenges of climate change, declining biodiversity, resource scarcities and a range of negative human impacts on water, air and soils. The continuing success of human society and social systems depends fundamentally on the preservation of the overall productivity, health and long term sustainability of the ecosystems and environmental services that underpin and supply many of the most basic components of human welfare such as healthy soils, clean water and clean air. These are the real assets that we have inherited and that we should hand on in good order to future generations. This is our real wealth and we are destroying so much of it often without giving it a thought. As agreed in 1992 in Rio, the most appropriate way for human society to proceed towards sustainability is through the guidelines laid down in Agenda 21. Ireland was a signatory and yet has done very little since to implement it. Implicit in this is the need to take an ‘ecosystems approach’ when designing, planning and reviewing all plans and programmes. A national strategy for ESD must be based in these fundamentals and be extended well beyond the formal education system.

The Environmental Pillar is a national Social Partner established by Government decision in 2009. It is an advocacy coalition of 27 national environmental NGOs.

Environmental Pillar members: An Taisce . Bat Conservation Ireland, BirdWatch Ireland . CELT - Centre for Ecological Living and Training . Coast Watch . Coomhola Salmon Trust . Crann . ECO UNESCO . Feasta . Forest Friends . Friends of the Earth . Global Action Plan Ireland, Gluaiseacht . Grian . Hedge Laying Association of Ireland . Irish Doctors Environment Association . Irish Natural Forestry Foundation . Irish Peatland Conservation Council . Irish Seal Sanctuary . Irish Seed Saver Association. Irish Whale and Dolphin Group . Irish Wildlife Trust . The Organic Centre . Sonairte . Sustainable Ireland Cooperative . VOICE . Zero Waste Alliance Ireland

Whilst this document was developed through the processes of the Environmental Pillar it does not necessarily represent the policies of all its members.

Page 2 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Contact information: For further details please contact Michael Ewing, Coordinator. Environmental Pillar Knockvicar, Boyle, Co Roscommon. Telephone: 01 8780116 Mobile: 00353 (0)86 8672153 Email: [email protected] Skype: michaelk.ewing ______

Section I - Definition

A definition of sustainable development is provided on the background paper as `development which meets the needs of the present without compromising the ability of future generations to meet their own needs’.

(Defined by the Our Common Future (The Brundtland Report) - Report of the 1987 World Commission on Environment and Development; Quoted in Our Sustainable Future - A Framework for Sustainable Development in Ireland, p.10)

1. How would you define `education for sustainable development'?

Building on the definition above…

Education for Sustainable Development involves learning experiences which develop and strengthen the capacity of individuals, groups, communities and organisations to make judgements and choices in favour of sustainable development. ESD doesn’t teach a particular subject but rather asks participants to consider different issues related to sustainable development and come to a deeper understanding of issues.

The primary characteristics of ESD are;

1. It is holistic and interdisciplinary- Looking at how social, environmental and economic issues are interconnected. 2. Values driven- questioning current values and sharing the values underpinning sustainable development.

Page 3 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

3. Critical thinking- developing a competency in addressing the challenges and opportunities of sustainable development. 4. Locally relevant- addressing local and global issues and using the language(s) and communication methods that learners most commonly use. 5. Multi –Method- Experienced learning. Many methods used in ESD are the same as those used in Development education and Youth work. 6. Participatory Decision-making- learners participate in decisions that affect them and decisions about how they are to learn.

Education for Sustainable Development is intergenerational in its nature and purpose; it requires us to learn from past experiences and to act to shape a just, equitable and sustainable future. It implies that economic, social and environmental development are inextricably linked and must be considered together.

Education for Sustainable Development is about understanding the interdependencies and interconnectivities that exist within the world, and using this to address problems such as wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and the violation of human rights (UNESCO, 2002:10).

Education for Sustainable Development aims to empower people of all ages to assume responsibility for creating a sustainable future (UNESCO, 2002: 7). Essentially it is about reorienting education systems, policies and practices to enable the learner to address issues of sustainability and make clear decisions for action that are culturally appropriate and locally relevant UNESCO, 2002:10)

ESD is far more than teaching knowledge and principles related to sustainability. ESD, in its broadest sense, is education for social transformation with the goal of creating more sustainable societies. ESD touches every aspect of education including planning, policy development, programme implementation, finance, curricula, teaching, learning, assessment, administration. ESD aims to provide a coherent interaction between education, public awareness, and training with a view to creating a more sustainable future (UNESCO, 2012b).

2. What is the key priority for making education for sustainable development a reality?

A key priority of ESD is recognising the imperative role of a high quality as a basis for sustainable development and the important role of education for change in the protection of the natural environment to achieve a sustainable world.

Building upon existing educational opportunities for ESD within non formal and formal education, and putting structures in place to strengthen and support these including the scaling up of successful programmes.

According to UNESCO’s Proposal for a Global Action programme on Education for Sustainable Development as Follow up to the United Nations Decade of Education for Sustainable Development the overall goal is to “generate and scale –up in all levels and areas of education and learning in order to accelerate progress towards sustainable development.” This is developed further in two objectives;

Page 4 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

1. to reorient education and learning so that everyone has the opportunity to acquire the knowledge, skills, values and attitudes that empower them to contribute to sustainable development. 2. to strengthen education and learning in all agendas, programmes and activities that promote sustainable development.

Five priority action areas identified are;

1. Policy support- integrating ESD into national policies in education and sustainable development. 2. Whole-institution approach – to promote whole institution approaches to ESD at all levels and in all settings. 3. Educators- strengthen the capacity of educators, trainers and other change agents to become learning facilitators for ESD. 4. Youth- support youth in their role as change agents for sustainable development. 5. Local communities- accelerate the search for sustainable development solutions at the local level through ESD.

Page 5 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Section II - Objectives, challenges and actions

Objective 1: Embedding education for sustainable development at every level of the education system

3. How can education for sustainable development be most effectively embedded at every level of the education system? Please give practical examples if possible.

Our sustainable Future – speaks of Integrating ESD into all areas of the curriculum in schools and encourages cross-curricular learning as a specific action (p.78) The UN document on the Decade of Education for Sustainable Development states that “reorienting educational programmes, rethinking and revising education from nursery school through university to include a clear focus on the development of knowledge, skills, perspectives and values related to sustainability is important to current and future societies.” In the 2012 report on the UN decade for ESD Shaping the Education of Tomorrow we are reminded that “Recognition is growing that its value is greater as a source of innovation in teaching and learning than as simply another subject to add to the curriculum.”

In order to embed ESD at every level in the education system, all stakeholders need to recognise that ESD is not standalone but is something that goes across all areas including subjects, faculties and methodologies. All areas can and should contribute to a persons understanding of what it means to live and act in a sustainable and equitable manner.

It is important that all stakeholders recognise that Education for Sustainable Development (ESD) is very closely aligned with Environmental Education (EE) Both ESD and EE: • Recognise a healthy natural environmental as a key component to a sustainable world. • Emphasise the development of skills such as systems thinking, critical thinking, critical media literacy, problem solving, decision making and communication. • Have an intergenerational focus • Explore issues such as climate change, food and water security, biological integrity and biological protection. • Consider the concepts of the environment and sustainability. • Emphasise the links between local and global contexts. • Draw on active teaching and learning approaches, empowerment of students, and civic engagement. • Relate to a range of curricular areas in formal education.

ESD needs to start with the institutions and structures delivering education with each operating as a living laboratory in terms of governance and practice e.g. Green Campuses

All stakeholders to recognise that ESD is central to Primary Level Education Opportunities exist in the formal education curriculum such as: • Social Personal and Health Education • Social Environmental and Scientific Education(history, geography, science, etc.)

All stakeholders to recognise that ESD is central to the new Junior Curriculum framework; it is reflected in many of the Statements of Learning and in the development of key skills, and can be integrated into subjects and into short courses.

Page 6 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

The new junior cycle will feature newly developed subjects and short courses, a focus on literacy, numeracy and key skills, and new approaches of assessment and reporting. Schools will have more freedom to design programmes that meet the learning needs of all students. Follow the change as it happens on this website.

• This will include Statements of Learning many of which reflect Education for Sustainable Development.

• Subjects continue to play an important role in junior cycle programmes with the NCCA developing new curriculum specifications for the subjects listed in the table. The new curriculum specifications for subjects will be outcomes-based and in most cases, they will be common level specifications.

• Short courses are an important part of the reformed junior cycle. They will link directly to the statements of learning and will be designed for approximately 100 hours of student engagement. There are opportunities for ENGO’s to play a large role in developing and supporting the delivery of short courses related to environmental education and ESD in schools.

All stakeholders to recognise that ESD is central to Senior Cycle Education Opportunities exist at Senior Cycle.

Transition Year Programme Among the areas chosen for study are environmental education, peace studies, politics, community initiatives, debating, and voluntary work. There is a key focus on personal development, experiential learning, and work and community based learning. There are a wide range of activities currently available within TY delivered from both within schools and by external agencies including Environmental NGO’s. These include Young Environmentalist Awards programme and TY module, a module for Green Schools, and opportunities for undertaking voluntary work experience with NGOs.

Subjects include: Business Studies At Leaving Certificate, the themes of addressing conflicting interests, consumer and industrial relations legislation, business and the wider economy, trade agreements, EU policies, social and ethical responsibilities of business, characteristics of an environmentally conscious company are covered.

History This subject includes a study of:- the impact of human activity, administrative, cultural, economic, political, religious, scientific and social influences ; Concepts of power and authority, conflict and reconciliation, democracy and human rights, culture and civilisation ; An appreciation of the society in which they live and other societies, past and present Geography At Leaving Certificate the programme focuses on how human activity impacts on environment, and how physical economic and human processes interact in regions Home Economics This subject includes Consumer Studies and Social and Health studies. Issues such as management of environment, renewable and non renewable resources, recycling, pollution, social economic and technological change and its impact on families, socio economic groupings, housing (including energy efficient homes), education, work, leisure, unemployment, poverty are covered. A return to simple home husbandry should be encouraged including shopping, storage and cooking techniques to ensure all food bought is used to reduce the amount of food waste, thus ensuring a cleaner and more food-secure environment.

Page 7 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Religious Education: Leaving Certificate Applied Programme This programme includes a Social Education Module. The personal and social development of the students is the primary focus of this course. It provides opportunities for the students to examine and explore issues and topics related to self-awareness, interpersonal relationships, health care and contemporary social, economic, political and cultural issues. It also aims to prepare students for the transition from dependent to independent living.

All stakeholders to recognise that ESD plays a central role in Further and Community education The term “Further Education” embraces education and training which occurs after second level schooling but which is not part of the third level system. There is a growing range of ESD activities taking place in life-long learning throughout the country with accredited courses being offered in some cases. Environmental NGOs play a strong role in community and further education regarding ESD. Their role should be built upon and increased including the availability of accredited programme. There are already specific courses and programmes available covering the fundamentals of Sustainable Development, dealing mainly with environmental issues and general sustainability issues e.g. Cultivates community education programmes; ECO-UNESCO’s FETAC accredited courses on sustainable development and community participation; GAP’s community education initiatives; CELTS community educational initiatives; IPCC’s outreach adult education programmes; and Sustainable Projects Ireland’s immersive sustainable community education offerings in Cloughjordan Ecovillage.

All stakeholders to recognise the importance of Life Long learning and of including those most marginalised. Those include programmes from ENGO’s such as ECO-UNESCO’s Green Pathways programme is an ESD programme which is aimed at increasing the employment prospects of the long-term unemployed under 25’s. It is working with marginalised young people to up-skill them for opportunities that may exist in the Green economy.

The DES should seek out opportunities to support and build upon Environmental Education (EE) work in formal and non formal education that promotes the knowledge, skills and understanding that are central to ESD, for example, • Environmental NGO’s such as ECO-UNESCO, Just Forests, An Taisce and IPCC are involved in Continuous Professional Development of teachers o IPCC delivers courses to primary school teachers in the summer in liaison with Kildare Education Centre o Bat Conservation Ireland provided training and produced leaflets for farmers with Teagasc. They also lecture at conferences e.g. Irish Wind Energy Association, and have produced guidelines for the wind energy sector. For planners and developers they have produced guidelines on appropriate assessment. They have also produced leaflets on bats in buildings, bats in bridges and bats and lighting for engineers.

• Environmental NGO’s such as ECO-UNESCO, Just Forests, An Taisce, Cultivate and others are involved in practical hands on environmental education programmes o Bat Conservation Ireland run workshops in bat monitoring, and bat box building sessions. o IPCC undertake practical skills-based, field studies courses focusing on peatlands to primary and post primary students from their base in the Bog of Allen Nature Centre o Cultivate deliver accredited courses in horticulture, green building and sustainable community development.

Page 8 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

• Environmental NGO’s such as GAP, ECO-UNESCO, Cultivate and others involved in non- formal community education o Bat Conservation Ireland run community bat walks and talks, ,(e.g. for the gathering, heritage week, Halloween events, etc). and run a public nationwide midsummer bat count. o IPCC offer a variety of community open days from our base at the Bog of Allen Nature Centre to coincide with National Biodiversity Week, Heritage Week, Culture Night, Environment Day, World Wetlands Day and International Bog Day etc. and we also work closely with communities around the country for example Tidy Towns Groups delivering outreach education and work closely with Local Authorities in the delivery of same. o VOICE is working with local communities to educate how to reduce their household food waste.

• Environmental NGO’s such as ECO-UNESCO, NYCI and GAP are involved in the empowerment of young people through youth programmes

• The Discover Primary Science and Maths initiative and the Heritage in Schools Scheme provide opportunities for hands on ESD in the primary schools system.

o Bat Conservation Ireland link in through the Heritage in Schools programme with a range of experts giving bat talks to primary schools. o IPCC are involved in the development of ESD resources for teachers that are curriculum linked

The DES should seek out opportunities to support and build upon ESD related extracurricular initiatives which promote youth empowerment and environmental education: e.g.

• Young Environmentalist Awards; Young Scientists, Green Flag Schools, • Youth empowerment programmes including Global Youth leaders for change ECO- UNESCO’s Youth for Sustainable Development Peer Education programme • Centres for Environmental Education e.g. Sonairte; Seed Savers; the Bog of Allen Nature Centre

The DES should reinstate the National Steering Committee for ESD in Ireland – chaired by DES with reps from NGO’s, government Departments and relevant agencies.

4. What are the key challenges relating to this objective?

Perceived lack of relevance

Inadequate resourcing for ENGOs for the development and implementation of ESD programmes

Improving and increasing cooperation and convergence between ngos and the formal education system .

Page 9 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Synergies and re-orientation of programmes; • The UNESCO document on the Decade of Education for Sustainable Development speaks of “establishing partnerships and creating synergies among their initiatives and programmes.” Our Sustainable Future acknowledges this challenge where it states that “Sustainable development cannot be addressed by public authorities alone without the involvement and support of a wide range of stakeholders including individual citizens and civil society organisations. Partnership arrangements with non-governmental organisations and civil society groups have a crucial role in advocating for a more sustainable society.” There needs to be an integration of ESD into govt policies including the National Children’s and Youth Strategy.

Relevance of ESD in an already overcrowded curriculum

• Another challenges submitted by contributors to the draft strategy in 2007 refers to the over loaded curriculum, the subject specific nature of second level provision, the pressure on time, the wide range of subjects being studied, and the examination focus as barriers to implementing ESD. There was general agreement by the contributors to the draft strategy that ESD should not be a subject, but rather comprise knowledge, skills and values which are embedded across the entire curriculum, promoted through active learning approaches, with an emphasis on cross curricular teaching. ESD should be a central message of education rather than an add-on.

Adequate resourcing for NGOs in the field of EE and ESD, who are recognised as key in EE and ESD delivery

Enabling NGOs to work with the formal education sector to deliver synergies

Addressing the examinations system - An examination system that rewards areas of study with definitive answers is not conducive to ESD.

Evaluating the effectiveness and impact of ESD.

Lack of recognition of ENGO’s as key providers of ESD in Ireland through their non-formal programmes which complement the formal curriculum and through their capacity building programmes such as teacher training.

Lack of resourcing for ENGO’s in the delivery of ESD and EE programmes in Ireland

Maintaining diversity of provision whilst achieving cohesiveness across a wide range of sectors and providers

5. What actions are required to address the challenges?

Provision of opportunities for dialogue between stakeholders would be of great benefit.

The DES should seek out opportunities to support and build upon Environmental Education (EE) work in formal and non formal education that promotes the knowledge, skills and understanding

Page 10 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

that are central to ESD. In particular the DES should recognise the key role NGO’s play in innovative and complementary education . For example, • Environmental NGO’s such as ECO-UNESCO, Just Forests, and An Taisce are involved in Continuous Professional Development of teachers, youth leaders, community leaders, tour guides – (OTHERS?) give examples. • Environmental NGO’s such as ECO-UNESCO, Just Forests, An Taisce etc. are involved in practical hands on environmental education programmes. • Discover Primary Science and Maths initiative; • Opportunities in the new National Children’s and Youth Policy. Heritage in schools

The DES should seek out opportunities to support and build upon ESD related extracurricular initiatives which promote youth empowerment and environmental education, many of which are provided by NGO’s : e.g. • Young Environmentalist Awards; Young Scientists, Green Flag Schools, • Youth empowerment programmes including Global Youth leaders for change ECO- UNESCO’s Youth for Sustainable Development Peer Education programme; Heritage in schools scheme. • Centres for Environmental Education e.g. Sonairte; Seed – Bog of Allen Nature Centre, Nature reserves (e.g IWT reserves.) • With a number of partners Cultivate are about to start a three year EU funded project called ‘School for Resilience’ that will targets formal and non formal youth learners.

The project aims to design a set of teaching materials (text book + teaching plan+ guide for adaptation to school/community context) aimed to approach environmental education from the point of view of community sustainability and resilience, using a holistic and comprehensive methodology as Place Based Learning. Thanks to this approach, we expect to achieve the following strategic objectives related to the improvement and quality of the educational systems:

o To introduce a new approach in sustainability education, based on communities’ and civic society’s role in responding to challenges such as climate change. o To develop sense of initiative and creativity in the framework of community action, fostering personal, social and environmental entrepreneurship, as necessary competence for active citizenship (design of tailored actions/measures for each community) o To reinforce schools' links and relation with the outside world, notably with their communities. o To make learning and teaching process more relevant, tackling one of the most challenging issues for contemporary society: sustainability and climate change o To use innovative, holistic and comprehensive didactic methodology, Place Based Learning, in order to contribute to the acquisition of key competences and make students responsible of their own learning process, stressing the approaches learning by doing and student-centered. o To introduce the European dimension in teaching and learning process by highlighting the idea of “think global, act local”, learning from sustainable and resilient experiences across Europe and the success of transnational/cross-border civic movements.

All current and future curriculum change and national strategies including National Children’s and Youth strategy led by DCYA to incorporate ESD principles and objectives.

Page 11 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

The Proposal for a Global Action programme on Education for Sustainable Development as Follow up to the United Nations Decade of Education for Sustainable Development proposes the following actions; In relation to educators: • The establishment of national coordination mechanisms. The DES to reinstate the National Steering Committee for ESD in Ireland – chaired by DES with reps from NGO’s, government Departments and relevant agencies.

In relation to Youth:

Supporting youth in the role as change agents for sustainable development through ESD, for Youth are today increasingly drivers of education in informal and non formal settings, by; • Enhancing learner centred non-formal and informal learning opportunities in ESD. • Developing participatory skills that empower youth to act as change agents in global, national and local sustainable development processes by becoming a specific focus in formal, non-formal education programmes. • Ensuring national strategies with a focus on youth incorporate principles and objectives of ESD including the National Childrens and Youth strategy led by DCYA.

According the UNESCO review of the Decade of ESD, ‘A noteworthy pedagogical shift seems to be occurring in ESD as the DESD unfolds. It is marked by a rise in alternative/innovative forms of teaching and learning.’ NGO’s are recognised thought leaders in the field of alternative and innovative forms of teaching and learning and should be supported in their practical work of EE and ESD.

These include • Discovery learning • Transmissive learning • Participatory/collaborative learning • Experiential and outdoor learning • Problem-based learning • Disciplinary learning • Interdisciplinary learning • Multi-stakeholder social learning • Critical thinking-based learning • Systems thinking-based learning

Page 12 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Objective 2: Promoting public awareness of education for sustainable development

6. How can the public awareness of education for sustainable development be promoted?

Through engagement with media including television, radio and social media - The increased use of the internet, and its ability to spawn large voluntary networks at very low cost, can create low cost knowledge networks and peer reviewed content suitable for wide distribution (UNIR, UNESCO Field Office Doha).

On 29 March 2005, in the DESD’s first year, a Google search for “Education for Sustainable Development” came up with 89,000 websites. On 29 January 2009, after almost four years, the same search yielded 215,000 websites. On 28 January 2012, it found 1,550,000 sites: over 7 times the number found in 2009 and over 17 times the number in 2005.

The UNESCO Leaders Forum 2011 identified “The inter-sectoral and interdisciplinary dimension of education for sustainable development [which]is bound to engender new ways of thinking, new social and ethical attitudes, and innovative responses aimed at fostering sustainable development and low-carbon green practices.” The Proposal for a Global Action programme on Education for Sustainable Development as follow up to the United Nations Decade of Education for Sustainable Development develops on these themes where it acknowledges that “effective and innovative solutions to sustainable development challenges are frequently developed at the local level. Multi stakeholder dialogue and cooperation play a key role in this for example, between local governments, NGOs, the private sector, media, education and research institutions and individual citizens,” where ESD calls for enhanced action at a local level. This proposal advocates the following; • Local networks that facilitate multi-stakeholder learning for SD being developed, operationalized and enhanced, to include greater stakeholder participation. • Local governments and authorities enhance their role in providing learning opportunities for ESD, ensuring enhancing and supporting cross learning between formal and informal sectors, life long centres for learning, community groups and private sector.

Our Sustainable Future acknowledges that communities are at the heart of everything the State does and they must be enabled to identify and address social and economic issues in their own areas and the need to promote the concept of Sustainable communities, especially in assisting those communities that are vulnerable due to disadvantage. To this end the government aims to “offer new opportunities for those lacking choice, power and resources, and involves a bottom-up approach with members of a community working collectively in assessing needs, identifying the changes necessary to improve conditions and making these changes happen .” all of which are key to ESD.

Our Sustainable Future also recognises the need for “careful integration of policy considerations relating to regional development and spatial planning, settlement patterns, the historic built environment, the natural environment and public and private investment in essential infrastructure over a sustained period” is required for future progress. The government’s plan outlines that the “current challenging economic and fiscal context that proper planning and sustainable development type outcomes are typically more cost efficient from a public and private investment perspective and have a lower environmental impact,” which should aid in the promotion of ESD in the public awareness.

Page 13 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

The DES should seek out and build on existing programmes such as those run be ENGOS in the area of public awareness.

ENGO’s have a wide range of contacts and stakeholder groups, making them well placed to develop and run a campaign with their stakeholder groups.

Adequately resource the ENGO sector to work collectively to run a national campaign to promote sustainable lifestyles

7. Who are the key stakeholders in promoting public awareness of education for sustainable development?

General public, workers, farmers, professionals, children, young people, elderly, through media – TV, Radio, Social Media, work place education

The discussion paper on Education for Sustainable Development 2007 identifies key stakeholders in promoting public awareness for ESD; • Environmental NGO’s – members of the Irish Environmental network and other local ENGO’s. • Youth and Community: members of the NYCI and the Wheel etc. • Development Education: Members of IDEA • Education : Formal and non-foraml • Statutory and Government departments: • Agriculture: • Private sector Business and Other :

Youth have been identified as a key stakeholder in ESD. UNESCO’s Global Action Plan 2012 identify youth as one of their key identified areas ‘ Youth- support youth in their role as change agents fro sustainable development.’

NGOs are key stakeholders identified in the UNESCO Report of the UNDESD the report finding that the work of NGO’s is often under reported ‘ the involvement of NGOs, considered key players, and youth is underreported,’

Our Sustainable Future identifies that ‘ Public communication is vital for sustainable development to be better understood and appreciated. Public authorities need to actively engage with citizens and stakeholders in the development and implementation of policy if we are to effect behaviour change and the transition to a more sustainable society and economy .” To this end “ a number of different Departments and agencies, including local authorities, are already involved in promoting key messages on sustainable development and ongoing implementation of these and other campaigns will be informed by Our Sustainable Future.”

7. What are the key challenges relating to this objective?

• ESD is complex – getting a coherent message across to a wide range of stakeholders can be difficult. • Making Sustainable Development relevant - • Lack of financial support for key players including NGO’s.

Page 14 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

9. What actions are required to address the challenges?

• Provide resources and a funding line for NGO’s engaged in Education for Sustainable Development in formal, non-formal and in-formal settings.

• Promote multi stakeholder dialogues.

Other recommendations coming out of this draft document in identifying possible actions are; • Strengthen the links between schools, NGOs and businesses in the field of ESD • Provide for ESD programmes and awards in Further and Higher Education, including in youth, adult and community settings • Promote active learning approaches and ESD methods which empower learners to be action oriented to help ensure a better world, care for the environment, and a more just society • Develop actions to promote awareness of parents of ESD, in consultation with the National Parents Councils

Page 15 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Objective 3: Promoting capacity building in support of education for sustainable development

10. How can we promote capacity building in support of education for sustainable development? Please give practical examples of how this can be done.

Capacity building of all stakeholders is imperative for quality ESD. This includes those involved in formal, non formal and informal education.

We can promote this by providing • Opportunities for teachers, youth leaders, community educators to build capacity through programmes and workshops. This could be offered through trainings provided by training organisations such as the range of Environmental NGO’s including ECO-UNESCO, CELT, Cultivate and OTHERS.

• Building the capacity of community leaders, local authority and government leaders, building leaders through workshops and training days aimed at increasing awareness of ESD.

11. What are the key challenges relating to this objective?

• Perceived lack of time for continuous professional development (CPD) • Ensure Quality assurance of CPD offered. • Motivation of teachers, youth leaders and community leaders to engage in CPD. • Financial support for such initiatives.

12. What actions are required to address the challenges?

• Promote and resource existing Quality Assured programmes in ESD such as FETAC accredited courses, some offered currently by NGO’s including Cultivate FETAC Permaculture, ECO-UNESCO’s FETAC Sustainable Development • Funds to be made available to agencies including NGO’s.

Page 16 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Objective 4: Promoting high standards of environmental management in education institutions

13. How can we most effectively promote high standards of environmental management in education institutions? Please give practical examples if possible.

In the promotion of high standards of environmental management in education institutions there is a need for an institutional commitment to the principles and practices of sustainable development which promote the conservation of the environment by efficient use of resources, good decision making and respect for ecological integrity and biodiversity.

A practical example is that of the department of Education and Skills which “offers a range of supports developed by the Sustainable Energy Authority of Ireland (SEAI) in collaboration with the Department of Education and Skills designed to help school boards of management, principals, teachers, administrators, caretaking staff, pupils and parents to improve energy use practices, reduce school operating costs and protect the environment.” (http://www.education.ie/en/School-Design/Energy-in-Education/).

ENGO’s provide whole organisation approaches to ESD currently for educational and other institutions. These include:

An Taisce – Green Schools Programme – include Content and description Green Campuses -

ECO-UNESCO - The ECO Sustainability Award The ECO-Sustainability Award aims to encourage youth and community organisations to become more sustainable by providing organisations with training, on-going support and a practical toolkit (based on the Millennium Development Goals and Comhar’s Principles of Sustainable Development). The ECO-Sustainability Award Programme is a great opportunity for youth and community organisations to be recognised for not only their environmental initiatives but all the positive actions they take around celebrating diversity, respecting cultural heritage, building global connections and promoting democratic decision-making.

Third Level Campuses as Living Laboratories for Sustainability

The University of Florida encourages all members of the Gator Nation to take responsibility for the environmental, economic, and social consequences of their individual and collective actions. This mindset will help create a culture shift and the creation of common/collective norms that support sustainability. It will highlight the need for sustainability to become part of everyday life and operations for the UF community – for the campus to be a living laboratory for sustainable practices and behaviors 1.

1 http://sustainable.ufl.edu/about/ Page 17 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

The creation of a sustainable campus requires radical thinking and innovation in creating new models of sustainable production and consumption, coupled with innovation in economics, the ways that we work together and the ways that we make decisions. This requires research, trials and piloting, incorporating the full range of academic disciplines, from pure science through the arts to the social sciences. The obvious home for this experimental work is in the third level institutes, with their discrete campuses and their growing research ethos. This is being realised across the globe, and many prestigious universities are moving in this direction.

Herein lays a great opportunity for society to reap large additional rewards from its massive investment in these bodies, and for the Institutes and Universities to develop lasting roots and greater credibility in the wider community through the creation of sustainable local and national communities and green jobs.

The third level can only play its part in the wider societal changes that are necessary, in the face up to climate change and ecosystem decline, when it can lead by example, making the necessary structural and behavioural changes that are required of it. There will be great opportunities for research and innovation that will emerge from this process, as well as opportunities for interdisciplinary learning.

University of California Berkeley's renowned dedication to excellence does not stop at academics - it also translates into efforts to be an environmentally sustainable campus. At its core, the university's commitment to sustainability has always focused on public service, transparency and excellence. As the program matures it is also acquiring a new focus on innovation, apparent in the abundance of cross-cutting programs and projects led by student, staff, faculty, and academic communities .2

2 http://sustainability.berkeley.edu/ Page 18 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

In a voluntary capacity Green-Campus Ireland 3, in existence since 2007, has already started the work on greening the campuses of Ireland, using a programme developed by the Foundation for Environmental Education (FEE). Three institutes have already been awarded Green Flags, namely: GMIT, Castlebar 4 Coláiste Dhúlaigh College of Further Education, Coolock 5; and University College Cork 6

At the same time the third level institutions are proving very effective at developing all sorts of structures and mechanisms for supporting a wide range of enterprise initiatives on campus, e.g. The Business Innovation Centre, IT Sligo 7, and UCD Innovation 8

What is proposed here is the bringing together of these two models, to create a cutting edge living laboratory of every campus in Ireland, where: the aspirations for sustainability are tested at every turn; problem solving and research are part of the syllabus from the day a student enters the door of the college; participatory decision-making processes are road- tested; all aspects of the campus are tested against the aspirations of Agenda 21; and the local community’s needs are accepted as one of the key drivers for scientific, technological and social innovation.

This living laboratory model should be piloted over three years, with the three existing Green flag recipients, should they be willing to take up the challenge. The project should be extended out to all the Third Level institutions that have in the meantime achieved their Green Flag status. All third level institutions are to be given direction down this route with the objective of all having Green Flag status within 5 years and 25% progressing beyond this to “Living Laboratory” status

The greening of the campus may require a lot of commitment, but it is likely also to save money in the process of conversion. A change of attitude alone can reduce energy spending by 25% 9.

The EU Sustainable Development Strategy 10 sees education and training as one of the key drivers for promoting sustainable development, stating that education is a prerequisite for promoting the behavioural changes and providing all citizens with the key competences needed to achieve sustainable development. It goes on to state that universities, research institutes and private enterprises all have an essential role to play in promoting research that supports efforts to ensure that economic growth and reinforce each other. Universities and other higher education institutions have a key role in providing education and training that equip the qualified workforce with the necessary competences to fully develop and exploit sustainable technologies. They should also

3 www.greencampusireland.org 4 http://www.greencampusireland.org/news/an-taoiseach-raises-green-flag-at-gmit-castlebar 5http://www.dublincity.ie/WaterWasteEnvironment/Waste/Pages/StudentsraiseGreenFlagatCol%C3%A1iste Dh%C3%BAlaigh,Coolock.aspx 6 http://143.239.128.67/en/build/environment/GreenCampus/ 7 http://itsligo.ie/research-innovation/innovation/ 8 http://www.ucd.ie/innovation/ 9 http://www.arup.com/_assets/_download/72B9BD7D-19BB-316E-40000ADE36037C13.pdf 10 Renewed EU Sustainable Development Strategy as adopted by the European Council 2006. Page 19 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

contribute to low environmental impact management through interdisciplinary approaches and by building on existing networks. Creation of partnerships and cooperation between European and third country universities and higher education institutions, encouraging networking and peer learning, should be promoted.

Science Shops as part of the “Living Laboratory” 11 An extension of this model is the establishment of Science Shops. Science shops respond to civil society's needs for expertise and knowledge and this is a key element that distinguishes them from other knowledge transfer mechanisms. They are small entities based in third level institutions that carry out scientific research in a wide range of disciplines – usually free of charge and – on behalf of citizens and local civil society. The research is carried out by senior students as part of their curriculum under the supervision of qualified staff. For the civil society organisations, each project aims to help them tackle problems in the local area. For the third level institution, each project contributes either to research or to student learning. It would be expected that the mutual benefits derived from these collaborations will encourage the partners to continue to work together for years to come. Clearly, this will be a learning experience for all concerned and will involve senior students in real life problem solving, innovation and project management. At present science shops, in a variety of forms and across the planet, play a valuable role in supporting informed decision- making.

In this context the term 'science' is used in its broadest sense, incorporating social and human sciences, as well as natural, physical, engineering and technical sciences. The nature of the science shop is that it provides an on-going need for civil society led research which engages senior students and academic staff. This in its turn stimulates an interest at all levels of the college in the processes of research, introducing a greater need for R and D capacity building within the institute.

Recommendation: Establish a process of change, led by Government in which all third level institutions become living laboratories for a Sustainable Ireland.

14. What are the key challenges relating to this objective?

Making it easy to implement with frameworks and mechanisms that include the whole of staff; school or institutional community, whilst developing the tools to enable integrated planning and decision-making on campuses and in institutions that reflect and incorporate the principles of ESD

15. What actions are required to address the challenges?

11 http://www.livingknowledge.org/livingknowledge/ Page 20 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

III Additional Views

16. Comments on the Background Paper would be appreciated

The Background paper highlights the dominance of ‘economic development’ as being the most important part of SD (in spite of the definition addressing all 3 aspects).

The Environmental Pillar welcomes the inclusion of ENGO’s as key stakeholders in the DES briefing paper which identifies key stakeholders including “community-based organisations and other civil- society groups” as well as “Government Departments, public sector bodies, NGOs, the media and private enterprise”. Environmental Pillar and its members have therefore been identified as key stakeholders in this strategy and submissions from Environmental Pillar members will be given serious consideration.

The Briefing Paper identifies “non-formal (community and adult education) provision” as a target, and goes on to say “In the context of sustainable development, ‘education‘ is also viewed from a wider perspective.”

The Environmental Pillar welcomes the opportunity for its members to work in non-formal education settings, including the adult and community and youth sectors, to contribute to the strategy, reflecting the diverse educational practices, and highlighting the impacts of our work.

17. Please make any other point you consider relevant to the issue of education for sustainable development.

18. If there is documentation you are aware of relevant for this topic could you please provide a web link or reference?

Additional resources and information: UNESCO, Draft Global Action Programme on ESD http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/esd-after-2014/draft- global-action-programme/

Policy and Practice, Issue 6, ‘Education for Sustainable Development’ http://www.developmenteducationreview.com/issue6

Discussion paper on ESD in Ireland – attached. Also in link: http://www.ecounesco.ie/images/esddiscussionpaper.pdf

ESD Review doc from UNESCO - http://unesdoc.unesco.org/images/0014/001416/141629e.pdf

UNESCO Proposal for a Global Action Programme - post 2015 - http://unesdoc.unesco.org/images/0022/002223/222324e.pdf

Greening the Economy and Creating Sustainable Employment (2012) http://environmentalpillar.ie/2013/07/31/greening-the-economy-and-creating-sustainable- employment/

Page 21 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Current programmes from IEN members promoting and supporting ESD in formal, non-formal and informal sectors including direct work and capacity building activities

NGO’s

The non-formal NGO sector has had a positive influence on curriculum development and use of ESD learning methodologies in the formal and community education sectors. NGOs including environmental, development and human rights organisations carry out a large amount of invaluable work in ESD in Ireland. NGOs offer a diverse range of innovative ESD education and training projects, programmes and initiatives to a diverse range of people including children, youth, community leaders, trainers, teachers etc. They produce large amounts of support materials and education resources in ESD, a part of which acts as a support to formal and non-formal education and complements work already underway in schools, youth groups, community and business settings. Issues dealt with by NGOs include climate change, sustainable development for young people, encouraging energy saving, indigenous knowledge, fairtrade, ethical consumerism, biodiversity conservation, encouragement of sustainable living, growing food locally, waste reduction and more. Methods used by many NGO’s in their activities are interactive, hands-on and experiential.

The Non-profit / voluntary sector has built up a collection of quality educational programmes that can be used in a variety of educational settings. NGOs carry out a huge amount of work in ESD, a part of which acts as a support to formal education and complements work underway in schools, in youth groups, in business, in universities and in communities. Organisations such as Cultivate, Irish Wildlife Trust, Amnesty International, ECO-UNESCO, Trocaire, Concern and Combat Poverty Agency offer a wide range of initiatives and programmes, which cover some or all of the main themes of ESD. (Discussion Paper for National Strategy on ESD 2007)

A Sample of ENGO’s work in ESD There are a variety of support programmes that complement the formal curriculum. These include education programmes run by NGO’s and other agencies and many organisations have developed an extensive range of resources and support packs for schools to support the objectives of the formal curriculum. Some examples are set out below.

ECO-UNESCO - Young Environmentalist Awards. (www.ecounesco.ie) The Young Environmentalist Award is an all-island programme for young people between the ages of 12 and 18 in schools and youth clubs, aimed at honouring young people who protect, conserve and enhance the environment, making a difference to the lives of others locally and globally. The programme is run by ECO Unesco, Ireland’s environmental education and youth organisation. Shortlisted projects are invited to participate in an annual showcase and award ceremony. A six step programme is required for projects, under which young people choose a team, decide on an environmental issue, devise an action plan, decide on positive action, carry out the project and raise awareness of the issue. Themes such as energy, bio-diversity, waste, water, climate change, eco-art and design and community development, consumerism, transport and cross thematic issues are featured as part of the programme.

ECO-UNESCO - Youth for Sustainable Development –Global Youth Leaders for Change’

Page 22 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

‘Youth for Sustainable Development - Global Youth Leaders for Change is a youth empowerment and ESD programme developed by ECO-UNESCO which aims to empower young people and raise awareness in them about and for Sustainable Development and related issues including climate change, consumption and the interconnections between environment, society and the economy. The programme comprises a Youth peer education programme training young people aged between 15 and 18 to be peer educators to work with their peers through action projects, a training programme and a whole organisation award (ECO-Sustainability Award) aimed at promoting ESD in community and voluntary organisations to help them incorporate ESD into their work.

An Taisce - Green-Schools Programme (www. greenschoolsireland.org) Green-Schools, known internationally as Eco-Schools, is an international environmental education programme, environmental management system and award scheme that promotes whole-school action for the environment. In Ireland the programme is co-ordinated by An Taisce in partnership with local authorities. Some 2700 schools in Ireland participate, and 1116 of these have been awarded a Green Flag. There are seven stages to the programme:- • Establishing a green schools committee of students, teachers, parents and management • Reviewing the environment of the school to identify actions • Developing and implementing an action plan • Monitoring and evaluation • Integrating curriculum work on environmental issues into lessons • Informing and involving the wider community Developing a Green Code showing the objectives the school will adopt to promote environmentally friendly practices As well as involving students, teachers and parents in promoting an environmentally friendly school, the Green-Schools initiative supports partnership between students and teachers, leadership and planning, the skills and values for citizenship, and involves students in decision making in the school. Schools that have successfully completed all the elements of the programme are awarded the ‘Green-Flag’.

Irish Peatlands Conservation Council Environmental Education Programme One of IPCC’s core activities is the provision of environmental education focusing on peatland habitats for the formal and informal education systems. Our work involves: • The development and publication of resources for teachers and students that are curriculum linked and that have been incorporated into school programmes: for example Peatlands in the Primary School Curriculum, A Day on the Bog Field Studies Guide, Discovering the Wild Boglands • The delivery of in-service training for teachers in the use of our resources • The provision of curriculum linked peatland experiences to primary and post primary students at the Bog of Allen Nature Centre • The provision of life long learning education programmes for adults, community groups and overseas visitors in liaison with Local Authorities, the National Biodiversity Data Centre and the Environmental Protection Agency • The establishment of nature reserves around the country which are open to the public and visitors and the networking of peatland visitor centres under the Peatland Passport Inititative • The provision of an extensive information resource on our website at www.ipcc.ie

Page 23 of 24

Environmental Pillar Submission on the Consultation National Strategy on Education for Sustainable Development in Ireland

Cultivate Living and Learning – Community Power-down Training Community Powerdown is a learning programme that helps empower people to respond to the global challenges we face today. The programme supports a strategic shift towards global citizenship, ecological thinking and sustainable development focusing at a community level. Central to this is the concept of resilience - the capability of communities to hold together, adapt and maintain their ability to function in response to change.

Within this programme is the “Powerdown Show,” 10 educational short films which explore community responses to the challenges we face and focus on the opportunities for communities to create a more sustainable way of life. The episodes are also used as an awareness raising tool by groups and Transition initiatives across the UK, Europe and elsewhere. The DVD has been used in secondary schools and by the Open University as a resource for its MSc in Systems Thinking in Practice. Additionally, Cultivate has produced a new learning resource called “Surfing the Waves of Change” which introduces the topic of Community Resilience. These media resources are designed to be palatable to a youth audience.

Cultivate's courses nurture the development of core competencies, while helping learners build capacity for active citizenship at the local level and an awareness of their responsibilities as global citizens. The courses are delivered using contemporary active- learning educational and facilitation methodologies to allow learners to exchange ideas and develop them with other participants. Cultivate's learning programme is underpinned by a philosophy of learning that focuses on collaboration, activities and critical reflection.

Page 24 of 24