[email protected] desd we can? learning our way out of unsustainability arjen e.j. wals
TRANSCRIPT
A Very Brief History• Nature Conservation Education
(1900 - 1970) green focus, primary schools – connecting with, appreciating, valuing, protecting nature
• Nature & Environmental Education (1970 - 1992) green and ‘grey’ focus, primary & secondary, adults – changing citizens’ environmental behaviour
• Education for Sustainable Development (1992 - present) sustainability focus, teacher training, vocational, higher education, life-long learning, non-formal, social learning) – capacity building for sustainability
We need ‘a radical change in the ways we think and act in particular in terms of education and training’ (Koïchiro Matsuura)
An ESD Lens (2)
Integrative – not only the ecological and the environmental, not only the present, not only the local, not only the human world
Critical - questioning continuous economic growth and consumerism and associated lifestyles
Transformative – exploration of alternative lifestyles (e.g. ‘voluntary simplicity’), values and systems that break from existing ones that are inherently unsustainable
How do we know?
“Not everything that can be measured counts, and not everything that counts can be measured” (A. Einstein)
“If your only tool is a hammer, everything starts looking like a nail” (A. Maslow)
Use of indicators for ESD implementation - purpose
To set benchmarks for assessing current and future progress;
To promote learning from each other in and in-between countries (rather than to promote ranking and comparing)
Sample key finding DESD
review
ESD National Coordinating Bodies
• Established in most countries reporting (79 out of 97).
• Some variance between regions.
• Little information available about their effectiveness/functioning.
Sample key finding DESD review
ESD National Coordinating Bodies
• Established in most countries reporting (79 out of 97).
• Some variance between regions.
• Little information available about their effectiveness/functioning.
Sample key finding DESD
review
Meaning matters
• Contextual differences, lead to different interpretations of ESD
• Relationship ESD and other ‘educations’ needs to be articulated
• Public awareness of ESD appears low
Sample key finding DESD review
Meaning matters
• Contextual differences, lead to different interpretations of ESD
• Relationship ESD and other ‘educations’ needs to be articulated
• Public awareness of ESD appears low
Issues
Need for adaptation to local circumstances and realities
Process leading up to the reporting is crucial Value of the reporting highly depends on the
quality of the data Learning and reflexivity are more important
than ranking and accountability The importance of meaning and meaning-
making
Emphasis on universal use
Emphasis on contextual
development & use
Indicators are emerging (dynamic)
Indicators set in advance
(static)Outcome-based assessment
Comparing
Ranking
Evidence
Process-oriented
Collaborative learning
Reflexivity
Closing thoughts
ESD ≠ SD Insights from post-normal science needed Towards post-normal governance Avoiding disjointed learning Capacity building for learning-based M&E
