review of education for sustainable development …...the new zealand curriculum and te matauranga o...
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REVIEW OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN
AOTEAROA NEW ZEALAND, INCLUDING PROFESSIONAL
DEVELOPMENT
A Review of historic and current provisions for ESD and education
for Global Citizenship to meet the challenges of sustainable
development and climate change. The Review identifies principles
and themes for ESD to meet the transformative challenges needed to
mitigate the planetary crisis and transition to low carbon economies.
How can ESD become supported in policy? Matauranga Māori and
Pacific indigenous knowledge are key references for
transformative education
Prepared
for the NZ
Commission
for UNESCO
by Betsan
Martin
October 2014
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2
Contents
Summary 4
Review
Introduction to Education for Sustainable Development 10
Aotearoa NZ in a Global Context
Sources of information 13
Overview 13
Principles, Themes, Characteristics of ESD and Global Citizenship 14
The New Zealand Curriculum and Te Matauranga o Aotearoa - a mandate for ESD and Global Citizenship 17
Policy Context 18
Future Focus for ESD and Global Citizenship 20
Findings and Prospects for ESD, Global Citizenship and GAP 24
Clusters and Collaboration 24
Project 24
Partnership with Tangata whenua/Māori and Themes 24
Research
Case Studies to document educational outcomes of ESD and Global Citizenship 25
Professional Development 25
Pathways for School Leavers 25
Policy 26
Conclusion 27
References 28
Appendix One. Better Public Services and Economic Priorities 30
Appendix Two. Sources of Information for this Review 32
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Review of Education for Sustainable Development for the NZ National Commission for UNESCO
Summary
Education for Sustainable Development and Global Citizenship in Aotearoa New
Zealand and in a Global Context This review of ESD is to ascertain activities and resources for education for sustainable
development in Aotearoa New Zealand as a contribution to the programme of the UNU
Regional Centre of Expertise on Education for Sustainable Development, Waikato University.
At the global level the genesis of educational initiatives to achieve UN goals of peace, universal
access to ‘Education for All’, and environmental awareness was with the UNESCO Associated
Schools Programme Network, ASPnet, in 1953. In Aotearoa NZ the appointment of an ASPnet
Co-ordinator in 2012 has catalyzed the growth of ASPnet schools to twenty one, and created a
profile to the concept of education for Global Citizenship. Environmental Education as an
initiative within Aotearoa New Zealand began with a Waikato local government appointment
of an Environmental Education position in 1989. This developed into the Enviroschools
Foundation which continues to provide environmental education in 30% of schools and kura.
Environmental education has evolved into Education for Sustainability in response to the
planetary crisis attributed to industrial economies based on fossil fuels and greenhouse gas
emissions altering earth’s climate. A remedy is identified as bringing economic development
into alignment with the renewable capacity of ecosystems in order to ensure present and
future generations have the means of life. Sustainability therefore refers to the integration of
environment, economy and social wellbeing into development.
The impetus for engagement in education for sustainability globally comes from the
Brundtland Commission following the 1992 Earth Summit, and implementation through the
Decade of Education for Sustainability through UNESCO. Implementation streams for ESD
related to UNESCO include the ASPnet schools directly affiliated to UNESCO, which are now
framed as education for Global Citizenship. This concept enlarges the scope of educational
aspirations and explicitly recognizes the globalized and interdependent world for which young
people are, in optimal conditions, prepared to engage with. ASPnet schools use a ‘multiplier
effect’ to amplify benefits from local community, to regions and other countries.
A further initiative for the Decade is the concept of Regional Centres of Expertise on Education
for Sustainable Development (RCE’s), implemented by the United Nations University Institute
for Advanced Studies in Sustainability. Currently there 129 RCE’s globally. Regional Centres are
collaborative ventures located in a university and working with schools, business, local
government and NGO’s as partners. The intention for RCE’s is to bring a value-added dimension
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to existing activities and organizations to support Education for Sustainable Development as a
mutually beneficial and learning opportunity.
RCE Waikato was approved by the UNU at the end of 2013. RCE Waikato prioritizes partnership
with tangata whenua in governance and programme development. The NZ Commission for
UNESCO was engaged in the initial collaborative meeting.
At the end of the UNESCO Decade of Education for Sustainable Development the Global Action
Programme (GAP) has identified key leverage points for taking ESD forward to support
transitions to sustainability world-wide.
Sources of Information for the Review Interviews and discussions with key informants include Libby Giles at Auckland Girls Grammar,
Deli Connell, Co-ordinator of ASPnet schools, a Resource Teacher of Māori in Christchurch, a
researcher at NZCER in Wellington, Heidi Mardon, Director of Enviroschools, and researchers in
Education at University of Waikato and Auckland University. Sources of information for the ESD
Review included the Evaluation of Education for Sustainability in New Zealand (Eames, Roberts,
Cooper, Hipkins, 2010), and an NZCER publication Future Focus. Information is also drawn from
previous research. Details of research sources and informants are in Appendix 2.
Overview The first programme of education that anticipated ESD was the UNESCO Associate Schools
Project, ASPnet, was founded in 1953 to spearhead ‘Education for All’ with an orientation to
peace, intercultural dialogue and human rights.
This is in line with the role of being at the forefront of implementing new educational
initiatives, such as ESD. Currently the twenty one ASPnet affiliated schools are run by a NZ
National Commission appointed Co-ordinator. Working with the UNESCO concept of Global
Citizenship the impetus of ASPnet programmes is to engage in complex issues and join the dots
in issues across subject boundaries.
A New Zealand based Enviroschools programme originated through an initiative of the Waikato
Local Council in 1989 and became formalized as a national progamme in New Zealand from
1999-2009, implemented through the Ministry for Education. It had three components:
The Enviroschools programme grew out of the Waikato local government initiative
the professional development programme called the National EFS Team
Mātauranga Taiao which began in 2007.
In 2009 the programme for ESD was discontinued. The three programmes for delivery of
Education for Sustainability were the Enviroschools programme, the National EFS Team for
professional development, and Mātauranga Taiao. These are no longer funded by the Ministry
of Education. The national system of Advisors on Education for Sustainability was disbanded
and school support services were disestablished.
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The provision of ESD continued via a new arrangement with the Enviroschools Foundation with
funding support from the Ministry for Environment.
Current provisions for Environmental Education are through Council funded regional
coordinators and the employment of environmental education facilitators in Enviroschools.
Professional development is a key to the effective delivery of ESD. A web search of key words:
professional development, environmental education, sustainability in ‘Notices’ in the
September 2014 Education Gazette yielded several references to funding and publications.
There are no current Professional Development courses - those listed predated 2009.
Principles, Themes and Characteristics of ESD and Global Citizenship The 2010 Evaluation identifies the themes and characteristics of EDS, which are also included in
Global Citizenship, as being systems thinking with an holistic approach and development of
capacity to make connections between different spheres, such as between social, economic
and environment sectors. For example healthy food in schools has health advantages and
educational benefits. It also has procurement and consumer implications.
Other themes of EDS include transformational learning, critical thinking, community
engagement and cultural inclusiveness. Transformational learning is concerned with behavior
change and critical thinking to understand the relationship between different spheres, such as
linking environmental effects of economic activity. An example is the impact of gold mining on
rivers, or dairy farming on soils and waterways, or the chain of impacts of bee decline across
agriculture, industry, nutrition and food security.
The New Zealand Curriculum and Te Matauranga o Aotearoa – a mandate for
ESD and Global Citizenship The New Zealand Curriculum (NZC) and the partner document Te Mataruanga o Aotearoa have
a common purpose as expressed in the Vision statement. A key message for this Review is
that the NZ Curriculum does provide for ESD, as can be seen in the high level vision. Attributes
identified in the vision are a future focus, key competencies and the Treaty of Waitangi
reference for Māori and Pakeha as Treaty partners, and as a basis for respect for diversity. The
Curriculum also refers to ‘securing a sustainable social, cultural, economic, and environmental
future for our country’. (New Zealand Curriculum, 2007. p.8)
An important provision of Te Matauranga o Aotearoa is that every school may develop a local
curriculum in order to be responsive to contextual issues. This place-based learning enables a
school or kura to be part of marae, hapū and iwi priorities, and enables the curriculum to be
responsive to local issues. The Curriculum clearly offers a mandate for ESD and Global Citizenship.
Policy Context Education policy is closely aligned to economic policy. A sociological critique of Education
policy involves analysis of the world of work and the economic environment for which students
are being prepared.
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Current overall Government economic policy is framed by Better Public Services, the Business
Growth Agenda and by the Ministry of Primary Industries’ Export Double goal. The agenda for
economic growth is articulated as being driven by the commitment to reduce public debt and is
to be achieved through free trade, irrigation to support agriculture, food safety to secure
exports, and tax deductions on research and development (R&D). Details are in Appendix One.
Education researchers Sacha Matthewman and John Morgan at the University of Auckland
identify the imperative for economic growth as being aligned with a carbon intensive economy
and values and goals of global and corporate interests (Matthewman and Morgan, 2014). They
refer to New Zealand as primarily concerned with securing our economic positioning in ‘a fast
paced capitalist future’ (2014, p. 26). The educational agenda to support this economic
direction disposes the NZC Future Focus and Competencies to be oriented to this agenda.
Future Focus for EDS and Global Citizenship Let us start with the proposition that the future is not prescribed. Education will shape the
future. The philosophical underpinnings of education will be significant in constituting the
future of New Zealand because it will determine the skills and attributes that students bring to
the shape the emerging world.
ASPnet practitioners and educational researchers concerned with preparation for transitions to
sustainability identify educational priorities as developing capability in complex systems
thinking, in integrating knowledge across disciplines, and in developing collaborative skills and
communitarian ways of living. ASPnet educator Libby Giles finds that integration of cross-
subject learning, the teaching of philosophy and ethics generates skills in complex problem
solving and raises the competency of students in the core curriculum areas. Evidence of the
educational benefits of these competencies is an area for further research. Educational
investment to support transitions to sustainability would be in subject areas such as renewable
energy, forestry and addressing poverty. Matauranga Māori and Pacific indigenous knowledge
are key references for integrated systems of knowledge, and for contextual ESD.
The provisions of the New Zealand Curriculum (NZC), 2007 make it possible to develop the
attributes of Global Citizenship and EDS, with complex systems thinking, transformational
learning and community engagement as part of action competency. Matthewmann and
Morton work twith the notion of ‘ecocriticism’ t0 transform the approach to teaching English
and Maths with a critical approach to the ‘carbon economy’.
NZCER researchers Rosemary Hipkins, Rachel Bolstad and others (2014) have written a
resource on the Future Focus and Key Competencies in the NZC to demonstrate the capacity
for developing transformative education. Complex systems thinking and the capability to
address ‘wicked problems’ contribute to meeting the challenges of climate justice, poverty and
global interdependence.
There is a consensus from all researchers for this study that New Zealand’s future focus is on
economic growth in a high carbon economy (NZ emissions are currently 25% above 1990 levels)
and is not currently engaging transitions to sustainability in economic or education policy.
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ESD as a Transformational Learning and Teaching Process
ESD and Global Citizenship are pathways for laying the foundations for sustainability by
preparing young people to have the skills to address the increasingly interdependent world.
Collaboration between the twin UNESCO programmes, ASPnet and Waikato Centre of
Expertise offers pathways to implement a transformational model of education with practice
and research dimensions, which will enhance the profile of both.
The hallmarks of ESD include transformational approaches to the curriculum, complex systems
thinking, collaborative leaning and action. ESD is not an additional subject, rather is a teaching
and learning process. Currently the Co-ordinator of ASPnet schools is working with Canterbury
University and Auckland University to identify how Global Citizenship can be implemented
through the NZ Curriculum.
Findings and Prospects for ESD, Global Citizenship and the GAP ‘Can the System be Transformed?’ Proposals and initiatives arising from the Decade of
Education for Sustainable Development can be seen as pilots for uptake in more schools.
A vision for wider implementation is hampered by the sparse provision of Professional
Development for teachers in all the ESD programmes - one Māori provider of Professional
Development was identified for this study, Te Mauri Tau in Raglan, Whaingaroa.
Clusters and Collaboration
ASPnet schools could be envisaged as resourcing a cluster of schools as a mode of
disseminating the Global Citizenship model is worth further examination.
The shared origin of Global Citizenship and RCE Waikato in the Decade of Education for
Sustainable Development is promising for further collaboration between these two
complementary programmes.
A Resource Teacher of Māori suggests a cluster model for schools to advance ESD teaching. A
cluster would be inclusive of Early Childhood through to secondary school with a focus on
addressing local sustainability challenges.
Project
An ASPnet and RCE Waikato joint special project on youth engagement in the COP21
negotiations through Lets Take Care of the Planet, originating in Brazil, is a possibility for 2015.
Partnership with tangata whenua/Māori and Themes
RCE Waikato is being established as a partnership with tangata whenua/Māori at the University
and with organizational and community collaborators. ASPnet and Enviroschools are RCE
collaborating partners. RCE Waikato is an inter-disciplinary Centre involving Management, Law,
Education, Māori and Pacific Development, and the Centre for Environmental Studies.
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RCE Waikato has an interest in an ethics of responsibility as a theme in ESD programmes.
The visionary impetus of ESD includes r ethics to develop communitarian ways of living and to
re-form institutions for collaborative governance. An orientation of responsibility corresponds
with tangata whenua world views, including notions of kaitiakitanga, mana and tapu, and the
primacy given to obligation and intergenerational guardianship.
Research
Research developed through Case Studies of ESD and Global Citizenship is needed to
document the outcomes of these approaches, including the multiplier/value added effects
across curriculum areas. The integrative approaches of Te Mataruanga o Aotearoa and
ecocriticism should be included. Enviroschools should be consulted. Ministries of Education
and Environment, and other Ministries and interested parties should be engaged
collaboratively in accordance with principles of sustainable development
There is no formal provision of Professional Development for ESD or Global Citizenship in New
Zealand. Training in these fields relies on personal teacher pursuit of opportunity. Research
into Professional Development programmes in countries where this is available, and into
organizational providers would offer guidance for a pilot as a basis for further development.
Research to identify the ‘multiplier’ or value added educational benefits of the ASPnet
programme, including how this meets NZC requirements would provide evidence for policy.
Enviroschools is considering a new pathway for school leavers who may not be heading to
University, to prepare for work and citizenship in sustainability fields. Research to identify
options, gaps and resources would need to prepare for such a post secondary school capability
development opportunity
Policy
The post 2015 Education for Sustainable Development agenda, the global Action Plana (GAP)
brings emphasis to policy development for ESD. The RCE model envisages a national policy
framework that ensures local/regional initiatives are in dynamic engagement with the national
policy process. The accountability systems between national policy and contextual
implementation will bring vitality and responsiveness to the policy process.
The experience of ASPnet with education for Global Citizenship, the RCE model of collaborative
educational enterprise and the experiencial approach of Enviroschools offer pathways for NZ
to respond to the UN imperatives for sustainabile development while also meeting the goals of
the the NZC framework.
Conclusion A proactive policy environment is needed to build on existing initiatives in EDS and Global Citizenship. This will require professional development for pre-service Teacher Education and In-service courses.
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Introduction to Education for Sustainable Development – Aotearoa New Zealand in a Global Context
Education is the foundation for Sustainable Development because it builds the capability in the
skills, values, attitudes and economic activities that are decisive for transitions to sustainability.
ASPnet beginnings in the ‘Education for All’ project had a focus on intercultural dialogue and
respect, peace and human rights. These focus areas have become expanded to education for
Global Citizenship to meet the complex challenges of climae change and sustainable
development. ASPnet schools are directly affiliated to UNESCO therefore have an added
dimension of opportunity to link up across the globe. For example, the ASPnet school
Auckland Girls Grammar is linked to a school in the Netherlands.
Environmental Education in New Zealand was begun through a local government initiative in
the Waikato in 1989, to correct the lack of teaching about the environment. It developed to
become the Enviroschools Foundation. Enviroschools have sustained their visionary
programmes in New Zealand schools throughout changes in government policy. Currently
Enviroschools programmes run in 959 schools and kura, which is about 30% of schools and kura,
with a growing uptake in Early Childhood Education.
Environment Education is a fore-runner to Education for Sustainability. Global initiatives for
Education for Sustainable Development arise from the UN Decade of Education for Sustainable
Development, implemented by UNESCO in 2004 to support the global transformation towards
sustainability. Sustainable Development goes hand in hand with the imperatives of a global
response to climate change, and the Sustainable Development Goals, which are currently being
developed and defined ready to be launched in 2015.
The vision of the Decade of Education for Sustainable Development is to create a world where
everyone has the opportunity to benefit from education and learning to bring about a
transformation in society towards sustainability. In response to the Decade, UNESCO has
developed the concept of Global Citizenship as an all encompassing framework for education
that includes poverty action, fair trade, climate change, and Education for Sustainable
Development. It makes provision to tackle all the major issues of modern life! Global Citizenship
is a comprehensive notion which accounts for global interdependence and allows for
contextual educational programmes.
The United Nations University Institute for Advanced Studies in Sustainability in Japan (UNU
IAS (http://ias.unu.edu/en/) has implemented Regional Centres of Expertise on Education for
Sustainable Development (RCE’s). Regional Centres are collaborative ventures located in a
university and which work with schools, business, local government and NGO’s as partners. The
intention is to bring a value-added dimension to existing activities and organizations to support
education for sustainable development. RCE Waikato was approved by the UNU in 2013.
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In addition to local programmes the RCE’s are an active global network of 129 RCE’s world-wide.
RCE Waikato participated in the Asia Pacific meetings in 2013 and 2014, and in the Global
Conference in 2013 and 2014. A small group of writers from this network, one of which is Betsan
Martin, collaborated for a chapter for the Commemorative book for the UNESCO end of
Decade Conference (2014). The Chapter identifies proposals for the post Decade Global Action
Plan which are drawn from ten years of implementation of ESD through the RCE’s.
UNESCO is spearheading the launch of the Global Action Plan (GAP) for Education for
Sustainable Development (ESD) on ESD post-2014. The purpose of GAP is
a. 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; and
b. to strengthen education and learning in all agendas, programmes and activities that
promote sustainable development
(http://unesdoc.unesco.org/images/0022/002243/224368e.pdf).
To meet these purposes GAP identifies five priority areas: policy support, whole-institution
approaches, educators, youth and local communities as key leverage points to advance ESD
agenda beyond 2014. The chapter from the RCE’s, which is titled ‘The First Ten Years:
Reflections and Prospects for RCEs Post 2014’ draws on the experience of RCE’s with proposals
in the five ‘leverage points’ (Petry, Galkute, Martin 2014).
This Review is to ascertain activities and resource for education for sustainable development in
Aotearoa New Zealand as a contribution to the education programme of the UNU Regional
Centre of Expertise on Education for Sustainable Development, Waikato University. A principle
for RCE’s is locally-based collaboration and community engagement, with a process for
working together, keeping the activities responsive and accountable to the contributing
communities.
The UNU RCE model involves networking and building linkages with stakeholders – academic,
governmental, schools, and non-government organizations to provide value added role in
advancing ESD. Clearly the ASPnet schools and the RCE’s have common ground in their origins
and their visions and will benefit from collaboration. The University base of the RCE is
complementary to the school base of ASPnet, and there is scope for value added, or mulitiplier
effect actvities.
RCE Waikato held an inaugural meeting for collaborators in 2013. These included both Waikato
regional and national organizations, and are included to show the national reference for the
initiation of the Centre. The meeting was hosted by the Management School at Waikato
University, and participating collaborators included Enviroschools, local schools, the University
of Auckland Centre for Law and Sustainability, NZCER, NZ Commission for UNESCO, including
ASPnet, Human Rights Foundation, Waikato Regional Council, Victoria University
Environmental Law, Tainui iwi representatives, Gen Zero, 350.Org., Environment and
Conservation Organizations (ECO), Landcare Research, Pure Advantage. Since receiving UNU
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approval at the end of 2013, much of the focus has been on establishing an interdisciplinary
Centre at the University of Waikato, involving Māori and Pacific Studies, Schools of Education,
Management, Law and Environmental Science.
RCE Waikato and the Global Action Progamme for ESD
RCE Waikato is new, with UNU approval towards the end of the decade of Education for
Sustainable Development. It is being developed as a partnership with tangata whenua/Māori
both at the University and with organizational and community collaborators.
The features of RCE’s include collaboration, inter-disciplinary interest and working across
sectors. RCE Waikato began with building a collaborator network. Enviroschools is an RCE
collaborating partner and ASPnet schools are also identified as collaborators. Two
programmes are underway with some of these partners. For the University aspect of the
establishment process we are developing and inter-disciplinary Centre involving Management,
Law, Education, Māori and Pacific Development, and the Centre for Environmental Studies. The
association with the global network of RCE’s is seen as beneficial to the strategic direction of
the University, which includes sustainability.
Questions we ask include ‘what contribution can RCE Waikato make to enhancing
opportunities for improved educational outcomes via sustainability pathways?
ESD, Global Citizenship and Ethics
ASPnet was identified as a collaborating partner when the RCE proposal was initiated. This
Review has highlighted the shared philosophical purposes of these two UNESCO initiatives and
common themes of ethics, recognition of global interdependence, local action in a global
context.
RCE Waikato has an interest in an ethics of responsibility as a theme in ESD programmes. With
the susceptibility of sustainability to interpretations that weaken the purposes of social,
environmental and economic integration and economic transformation, an ethics of
responsibility offers a framework for accountability for sustainability principles. An RCE
Waikato meeting of collaborators affirmed an ethics of responsibility as a cross cutting theme.
This emerges in the recognition of responsibility as the hidden face of rights. The visionary
impetus of ESD includes reference to ethical foundations to shape the emergence of
communitarian ways of living and to re-form institutions for collaborative governance.
Although duty and responsibility are ethical concepts with long histories there is more recent
attention to responsibility in recognition of the unprecedented challenges of human impacts on
the natural world, climate change and the implications of this for future generations.
Responsibility may be more adequate to meet the transformational challenges and opportunities
of sustainable development. Responsibility is ‘other-centred’, and therefore relational; it is the
foundation of community. We include both accountability and responsive dimensions of
responsibility. We ask: ‘Is responsibility a means of transcending self-interest and sovereign state
self-interest in the interests of decision making for climate and to strengthen corporate
accountability? Does responsibility provide a means to recognize interdependence and the
shared destiny of humanity with all of life’s forms?
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The relational ethos of responsibility recognizes that humans are interdependent with other
humans and with the living planet. This understanding is growing in western thinking and is
articulated by philosophers, scientists, educators, artists, and economists who are critiquing the
premises and foundations of liberal systems. Responsibility is considered to be more in tune with
the orientation of obligation in indigenous cultures. Many important references to traditional
knowledge and the world-views of Māori articulate intergenerational accountability for ensuring
the integrative life-force in all dimensions of life is safeguarded. (Royal and Martin 2010; Royal,
2003; Hoskins, 2010).
Sources of information for this ESD Review An entry point for this study was to understand ESD historically and also to develop an
overview of current provision. This information has been achieved through a review of selected
literature and through interviews.
The literature and key interviews are detailed in Appendix 2, and the literature is cited in the
references. The interviews included the Co-ordinator of ASPnet Schools, Deli Connell, Auckland
Girls Grammar Teacher Libby Giles, a Resource Teacher of Māori in Christchurch, a researcher at
NZCER in Wellington, Director of Enviroschools, and researchers in Education at University of
Waikato and Auckland University. Information is also drawn from previous research.
Overview ASPnet schools originated in 1953 to give effect to the vision of ‘Education for all’ and UNESCO
goals for peace, intercultural dialogue and human rights. ASPnet schools are directly affiliated
to UNESCO which gives students and teachers a bridge to the global stage. It forms a unique
conduit between UN initiatives and New Zealand schools; ASPnet schools have taken a stride
forward in recognition with the appointment of an ASPnet Co-ordinator in 2012. This initiative
which is now active in 21 schools can be seen as a flagbearer in New Zealand for progressive
UN initiatives which are often not well incorporated into formal education policy development
in New Zealand.
While they reach across all school levels they tend to be most active in secondary schools,
whereas Enviroschools programmes are more active in primary and early childhood levels.
An historical reference for environmental education specifically is the 2010 Evaluation of
Education for Sustainability in New Zealand Schools (Eames, Roberts et al.). It provides both a
summary and detailed overview of ESD when it was part of education policy in New Zealand,
from 1999 – 2009. ESD was provided for through three programmes:
The Enviroschools programme which grew out of the Waikato local government
initiative
the professional development programme called the National EFS Team
Mātauranga Taiao which began in 2007.
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The Enviroschools programme was run through the national office in Hamilton with a system
of regional co-ordinators and advisors in schools. At the time of the evaluation the programme
involved about 20% of New Zealand schools.
The National EFS team had two co-ordinators and advisors in School Support Services within
six universities. Mātauranga Taiao had a national co-ordinator and two regional co-ordinators
to provide professional development for Kaiako and Resource Teachers of Māori.
In 2009 the programme for ESD as evaluated by Eames et al. was discontinued. The three
programmes for delivery of Education for sustainability, namely Enviroschools programme, the
National EFS Team for professional development, and Mātauranga Taiao, which were the
subject of the 2010 evaluation were stopped as a comprehensive programme involving school
programmes, professional development in mainstream schools and professional development
and school programmes in Te Reo Māori education. The national system of Advisors on
Education for Sustainability was disbanded and school support services were disestablished.
The provision of ESD continued via a new arrangement with the Enviroschools Foundation with
funding support from the Ministry for Environment.
Current provisions for ESD are through Council funded regional coordinators and the
employment of environmental education facilitators in Enviroschools. The strength of this
provision is that it is regionally supported; a drawback is that programmes are defined by the
availability of Council funds, and provision of ESD has to be renegotiated with regional councils
regularly. The Director of Enviroschools Heidi Mardon sees the value of Council funding
because it expresses local support, and community engagement with Enviroschools
programmes.
Provision for social, economic, cultural and environmental wellbeing of communities, known as
the ‘four wellbeings’ in the Local Government Act (Dept Internal Affairs, 2012) provided
Councils with a mandate to support Enviroschools. In many regions funding is quite well
embedded into council budgets. The four wellbeings were removed in the 2012 amendments to
the Local government Act 2002, and enacted in 2014, so it remains to be seen how this impacts
on Council budget decisions. Local government provisions means there is no systematic
provision nationally.
Principles, Themes, Characteristics of ESD and Global Citizenship
The 2010 Evaluation provides an important reference for the principles and themes of ESD as a
Ministry of Education programme.
The Evaluation identifies the themes and characteristics of ESD, which are also identified for
Global Citizenship education as being systems thinking with an holistic account of connections
between different spheres, such as between social, economic and environment sectors. For
example healthy food in schools has health advantages as well as educational benefits and
procurement and consumer implication.
15
Other themes of EDS include transformational learning, critical thinking, community
engagement and cultural inclusiveness. Transformational learning is concerned with behavior
change and critical thinking to understand the relationship between the state of nature and the
environment and economic activity. The ASPnet Co-ordinator gave an example of the study of
the demise of honey bees as opening up the cultural, biological, economic, health, agricultural
and industry implications of this phenomenon. Another example of identifying these
connections is from El Salvador. Currently the rivers in El Salvador are severely toxic from the
impacts of gold mining and the government has stopped Oceania Gold mining activities.
Oceania Gold is suing the El Salvador Government for loss of profits. This is an example of the
nexus of environmental impacts of mining, economic imperatives, policy and international
trade agreements.
The interest in critical thinking is taken further by researchers such as Jensen and Schnack
(2006) where they distinguish between activity and behavior change as goals for ESD and
action competency. They consider the focus on activity and behavour to be part of an
individualization in education that serves to reproduce the exploitative economy, or the
‘carbon economy’, a reference developed by Sacha Matthewman and John Morton of
Auckland University. Jensen and Schnack identify transformative learning as
Making students capable of envisioning alternative ways of development and to be
able to participate in acting according to these objectives (Jensen and Schnack, 2006. P.
164)
The approach of action competency supports the participatory action theme of ESD and Global
Citizenship education. They are also concerned with active citizenship for democratic
participation with the far-reaching vision of questioning the status quo paradigm. Competence
is to be a qualified participant and action means giving effect to a purpose or goal. Action
competency employs critical faculties for constructive engagement.
ASPnet schools are linked to the global network of schools. Giles said ‘Global citizenship gives
students a global network where they can develop global competency to think openly and
creatively’ and refers to the inspiring articulation of this by Hans Van Ginkle from the
Netherlands (Van Ginkle, 2008).
Further attributes of ESD are for schools to be involved with the community and to encourage
a two way process of student participation and community contributions to schools. A primary
school in Hamilton has exceptional leadership in holistic learning, and sustainability enterprise.
Learning comes from the land and from student leadership as the school opens new frontiers
of their learning environment, including in architecture, ecological landscaping, cutting edge
technology, food production at the school which supports a catering business (from their
commercial kitchen). A ‘Kai Fair’ celebrates food growing and food making with everything
from pizza’s, to homegrown popcorn and blueberry ice-cream. All this activity generates
learning in maths, economics, geography, genealogy, language and social knowledge.
Cultural inclusiveness in ESD in Aotearoa NZ starts with Te Ao Māori and tangata whenua
principles of environmental guardianship. Principles of kaitiakitanga, manaakitanga, mana and
16
tapu all convey an understanding of the interconnectedness of people and land, waters and
spirit, oceans and fish, health and economy. Along with indigenous knowledge the principle of
cultural inclusiveness is part of the holistic philosophy of ESD, and gives a reference to different
cultural knowledges. The Mātauranga Taiao programme was to foster ESD in Māori immersion
programmes in kura and schools. Enviroschools continues to have a parallel Māori programme
and ASPnet has kura as part of the network. In a speech to the Asia Europe Foundaton
Conference Deli Connell writes
The New Zealand interpretation of this is to also acknowledge the very important
Māori concept of whakapapa or family history, incorporating where we have come
from, which makes us, and the situation and environment we are in, who we are now.
This provides a strong foundation for exploration outwards, from our ‘self’ and our
own cultural practices as a starting point, to our community and the wider world.
Students need to take that first step of looking at their immediate environment and its
value and meaning to them, and also their place in it, in order to develop the empathy
to move outwards and see the bigger picture of their country and, ultimately, their
world. This will resonate with all cultures and also give great significance to indigenous
peoples, their landmarks and their stories. (Connell 2014)
A proper analysis of the extent to which principles of tikanga Māori are brought into ESD and
Global Citizenship would give better information on the extent to which Te Ao Māori is
supported and whether Treaty related partnership approaches, including cultural safety are
practiced. There would be scope for the integrated world of Te Ao Māori to be a primary
principle of ESD and Global Citizenship – to be the vehicle of developing the notion of a ‘woven
universe’ (Royal 2003) and, in the case of Global Citizenship for this to be a platform to link with
indigenous peoples and their situations and aspirations world-wide.
Professional development for tikanga Māori and for ESD more generally is minimal. Deli
Connell is considering translation of education for Global Citizenship resources into Te Reo
Māori, and into Samoan. In terms of general opportunities for professional development the
only initiative that was noted during this Review was a special event recently co-hosted by
ASPnet Auckland Girls Grammar and an independent think tank, the Waiheke Centre for Global
Studies. Teachers and students came together for a conference on Global Citizenship, and then
a series of eight seminars offered further global citizenship development.
(http://nzcgs.org.nz/news-and-events/)
The Resource Teacher of Māori, Christine Brown, interviewed for this study reflected on an
earlier professional development system which was available to support new curriculum
releases (Brown, 2014). Brown referred to a one year professional development course which
was taught in block courses. This had to be applied for and with support from a school, and for
those accepted funding was provided by the Ministry of Education, including the costs of
teacher release time for the teacher attending the professional development courses.
Examples were an environmental education and a Putaiao course for Māori science. She also
17
referred to professional development for Resource Teachers of Māori funded by the Ministry
of Education; there was one per term with the focus more on teaching schools and school
support than curriculum subjects.
Now there is no professional development support for arts, health, putaiao. The emphasis has
moved to National Standards in literacy and numeracy. The emphasis with National Standards
is on measures of competency in these subject areas, rather than on inquiry and integrated
learning which are the hallmarks of EDS.
An additional check in on the availability of professional development was done by a search in
the Education Gazette using the key words Enviroschools, environmental education and
sustainability. The search was under ‘Notices’. It yielded a number of references to funds for
environmental education, some published material. The professional development workshops
are all out of date and are prior to 2009 (http://www.edgazette.govt.nz/Notices/).
The New Zealand Curriculum and Te Matauranga o Aotearoa – a mandate
for ESD and Global Citizenship The New Zealand Curriculum (NZC) and the partner document Te Mataruanga o Aotearoa have
a common purpose which is expressed in the Vision statement.
Our vision is for young people:
• who will be creative, energetic, and enterprising;
• who will seize the opportunities offered by new knowledge and technologies to
secure a sustainable social, cultural, economic, and environmental future for NZ;
• who will work to create an Aotearoa New Zealand in which Māori and Pākehā
recognize each other as full Treaty partners, and in which all cultures are valued for the
contributions they bring;
• who, in their school years, will continue to develop the values, knowledge, and
competencies that will enable them to live full and satisfying lives;
• who will be confident, connected, actively involved, and lifelong learners
(New Zealand Curriculum, 2007. p.8):
This vision is to be achieved through five key competencies, which are intended to draw on
knowledge, attitudes and values. The competencies are: thinking, using language, symbols and
texts, managing self, relating to others, participating and contributing. Principles and Values
reinforce the vision, explicitly including Future Focus and globalization, values of ecological
sustainability and the common good (p.10) thereby offering a mandate for EDS and Global
Citizenship.
An provision of Te Matauranga o Aotearoa is that every school may develop a local curriculum
in order to be responsive to contextual issues. This place based learning enables a school or
18
kura to be part of marae, hapū and iwi priorities. There is an emphasis on holistic learning in
accordance with traditional knowledge, and integration of environmental and social wellbeing
with economic systems. Often kura will work with their local river or stream, and work with
the hapū to address environmental issues. An example is a kura involved with Lake Waihora
where kura students are working with students from Lincoln University to make assessments
of lake water quality and biodiversity.
Informants for this review all affirmed that ESD and Global Citizenship are withing the scope of
the NZC (Deli Connell, Heidi Mardon, Christine Brown, Chris Eames and Rose Hipkins, Sacha
Matthewson). However ESD provision sits in tension with the priority on literacy and numeracy
as measured for the National Standards. While EDS can be taught, implementation has been
diminished because of changing Government priorities and policy frameworks. Commentators
consistently said that the priority being given to National Standards measurements of literacy
and numeracy was taking precedence over other curriculum areas. Mention was made of
importance being given to digital literacy, te reo matatini.
Auckland Girls Grammar is an ASPnet school. A teacher at Auckland Girls, Libby Giles, working
with on education for Global Citizenship, argues for the teaching of philosophy as a way to
achieve the core competency of complex systems thinking. She goes further to propose that
the discipline of philosophy and an interdisciplinary learning style raises student achievement
across core curriculum subjects including literacy and numeracy. Giles is investigating research
to give evidence of this, and refers to the work of Hans Van Ginkle, who, as Rector of the
United Nation University was involved in founding the RCE programme (Van Ginkle, 2008).
Key informants all agreed that while Education for Sustainability is encompassed in the New
Zealand Curriculum but there are poor levels of teacher education engagement in mainstream
education because the policy emphasis is on National Standards. Sustainability therefore
occupies an ‘agonistic’ position in education. Māori and non- Māori researchers regard the
mainstream systems as institutionally and conceptually out of synch with ESD because of the
hegemony of economic liberalism. (Royal, 2003; Martin, 2014) . Furthermore there is little
provision of professional development for teachers, both in-service and in Teacher Education.
The Evaluation of Education for Sustainable Development in New Zealand (Eames et al, 2010)
identifies the need for Education for Sustainable Development in formal Teacher Education,
prior to post qualification professional development. Education for Sustainable Development
needs to be strengthened in the New Zealand curriculum, with a challenge of integrating
complex systems thinking.
The evaluation identifies the lack of a cross-government strategy for Education for Sustainable
Development to better support the work of these initiatives.
Policy Context Critical analysis of the current provisions for ESD are developed out of the broader economic
context for education policy, noting changes in policy priorities since 2008.
19
Current overall Government economic policy is framed by Better Public Services, the Business
Growth Agenda and by the Ministry of Primary Industries’ Export Double goal. The overall goal
of reducing public debt is a strong driver for economic growth.
The Public Service priorities as they give a context to some of the analysis of the situation on
education for sustainable development from researchers in this field. The Ten Better Public
Service Priorities are set out in Appendix One. Education priorities are included in 2, 5 and 6.
Supporting vulnerable children
2. Increase participation in early childhood education.
Boosting skills and employment
5. Increase the proportion of 18 year olds with NCEA level 2 or equivalent qualification.
6. Increase the proportion of 25-34 year olds with advanced trade qualifications,
diplomas and degrees (at level 4 or above)
The Business Growth Agenda and the Ministry of Primary Industries’ Export Double goals are to
be achieved through free trade, irrigation to support agriculture, food safety to secure exports,
and tax deductions on research and development (R&D). Details are included in Appendix 1.
This gives some policy context to the analysis of Sacha Matthewman and John Morgan, of the
University of Auckland that education in New Zealand is driven by imperatives for economic
growth in a business as usual carbon intensive economy which is aligned with the values and
goals of global and corporate interests (Matthewman and Morgan, 2014). According to
Matthewman and Morgan New Zealand is primarily concerned with securing our economic
positioning in ‘a fast paced capitalist future’ ( 2014, p. 26). Economic crises in the 1970’s and the
GFC more recently expose New Zealand’s economic vulnerability, largely because of distance
from markets. Our reliance on trade underscores the emphasis on securing free trade
agreements. The emphasis on competitiveness and innovation is in line concern for the future,
a concern which is clearly expresses in the orientation of the New Zealand curriculum.
Before looking at the provisions of the curriculum to support ESD a few further considerations
about New Zealand’s economic future are in order. Education is to prepare children for the
world of work in the future economy. Critical analysis of preparing students for the future must
therefore refer to the forces shaping the future.
If education assumes business as usual it is effectively supporting carbon intensive industries.
If cognizance is taken of transitions to sustainable development the prospects education need
to develop capability for investment in renewable energy, low emissions cars, public transport,
forestry and for addressing solutions to social issues of poverty, inequality and equity in
educational opportunities and outcomes. This is presented as a simplistic choice of pathways
which needs to be more nuanced to recognize the perennial efforts by many sector interests to
strengthen policy for climate responsibility, for environmental stewardship and kaitiakitanga,
and find solutions to poverty.
20
The analysis that follows gives more substance to the close correlation between economic
policy and education policy priorities. The future is not prescribed; it is given form by
discourses, currents and systems which create its shape. From an educational sociology point
of view the future prospects for society should not be seen as set in place; rather, the
philosophy and function of education will contribute to shaping social values and the future
economy.
If education continues in the industrial model, with core subjects aimed at the world of work
and siloed professions as we know them, then education will continue to serve and perpetuate
the system of industrial economies. Correspondingly, education that develops skills of complex
problem solving and interdisciplinarity, and includes recognition of the interdependence of
environmental, social and economic issues will serve transitions to economies of sustainability.
In UN terms this is being defined as a ‘Green’ economy. In the Pacific context a ‘Blue’ economy
is articulated as more relevant to the oceanic environment where economies and livelihoods
are dependent on fishing and ocean resources (2014b).
At the Small Island Developing States Conference in Samoa (SIDS September 2014) the
Executive Director of the IPCC Christina Fuegis made the very important observation that
environment is integrated into Pacific economies, and these provide models for the global
aspirations for transitions to integrating environmental health and human wellbeing into
economic measures and frameworks.
Matauranga Māori and other Pacific indigenous knowledge systems in Aotearoa New Zealand
are a major references for bringing economic development into alignment with social and
environmental wellbeing. Indigenous traditions of integrating environmental wellbeing into
social and economic systems need to be given a high profile in further development of ESD in
Aotearoa and globally.
Future Focus in the NZ Curriculum Environmental Education and Education for Sustainability are often used interchangeably, even
though they are not quite the same concepts, which relates to their historical evolution.
Environmental education was introduced as a corrective to the lack of attention to the
environment in mainstream education; in the case of Enviroschools, this initiative was begun in
1989. As Enviroschools have evolved the principles of Enviroschools are more aligned with
ESD. Education for Global Citizenship is a newer concept with encompasses ESD; it is oriented
to global issues which include climate, poverty, inequality, food security, migration and so on.
The Brundtland Commission following the 1992 Rio UN Conference introduced the concept of
sustainability to global discourse to correct the trajectory of development by means of the
over-exploitation of natural resources in industrial economies, in particular drawing attention
to the impacts of fossil fuels on the climate. Education for sustainability is to support of the
integration of social, environment and economic systems, and for economies to be calibrated
to the capacity of life supporting ecosystems. Although the term ‘environmental education’
persists for historic reasons, the distinction shows education for sustainability to be a more
21
complex endeavor where the real solutions lie in economic transitions, as eloquently
conceptualized in the notion of the ‘post-carbon challenge for curriculum subjects
(Matthewman and Morton 2013).
Rather that see environment as an added subject for learning, Sacha Matthewman argues for a
pedagogical response to the planetary crisis by looking at the environmental implications of
English texts in schools. Working with an ecocritical approach to analysing the structures,
purposes and conditions of English texts Matthewman identifies the emergence of New
Zealand literature as developing an appreciation of landscape and in forging a New Zealand
identity. This was a refreshing shift from the colonial mindset which cultivated a romantic and
idea of English gardens and pastoral environment which is remote and separated from first
hand experience. (Matthewman, 2014) In critical studies of English and sociology of education
the three themes of gender, race and class excluded environment from critical analysis. This
reflects the separation of nature and culture in the liberal tradition and the subordination of
nature more broadly. (Martin, 2014c)
The critical studies approach to education for sustainability identifies the ways in which
education cultivates individualism, competition, consumerist aspirations and assumptions of
growth which are the underlying premises of the economic model that is jeopardizing the
planet. Education for sustainability is concerned with developing capacity to collaborate, to
integrate learning and knowledge across disciplines (rather than think in siloes), to understand
systems and human and ecological interdependence, and to acquire skills of flexibility and
adaptability. These different approaches are often characterized as an instrumental human
centred approach in contrast to an ecocentric approach.
A similar orientation is expressed in the critical approach taken by Jensen and Schnack where
their interest in action competency is to develop the capacity of students to work
collaboratively, to make decisions which are counter to consumerist lifestyles, and to be part of
community pathways that support transitions to clean energy low carbon economies. These
are the kinds of futures envisaged by future focus competencies in the NZC which are the
theme of the NZCER publication Key Competencies for the Future (Hipkins, Bolstad, Boyd and
McDowall 2014).
The NZC is a framework, not a prescriptive curriculum, and therefore allows for interpretation
in preparing students for the world they will shape, lead and be part of; and discerning of the
skills that this will entail. The cue for these competencies can be summarized as:
developing autonomy with cognizance of the big picture
relational qualities which extend to respect for diversity and participation
skills of language, technology, texts and symbols
thinking
Values and foundational principles for competencies that relate to sustainability include the
value of ecological sustainability and the future focus in the curriculum which also specifically
refers to sustainability.
22
The curriculum encourages all students to look to the future by exploring such
significant future-focused issues as sustainability, citizenship, enterprise and
globalization (p.9).
Capability for life-long learning is a signal for being able to access learning resources
throughout life. The future focus of the curriculum is intended to equip students for their lives
beyond school. While it is never possible to fully predict future scenarios, it is eminently clear
that technological innovation, climate change, population growth, science, space exploration,
and environmental impacts of climate change present a world of growing complexity and
interdependence.
The early formulation of sustainability sought to encompass complexity and interdependence
by identifying the need to integrate the social, environmental and economic dimensions. While
this remains the core of sustainability, there are now additional references to the Green
economy (United Nations 2012) the ocean-based economy / Blue economy (United Nations
2014) and addressing poverty, food security and access to clean water as imperatives for
sustainable development. Climate change is an underlying driver for bringing economic activity
into alignment with the life supporting capacity of planetary ecosystems. The skills of engaging
with these complexities do not come from one knowledge area, from one perspective or from
one cultural view.
The authors of Key Competencies for the Future pose the question of the mismatch between
the kinds of skills needed to be competent for this world and the way in which learning
through the NZC has been traditionally organized and assessed, which could be described as
compartmentalized and prescriptive. Key Competencies develops an approach to futures
thinking processes using the notion of ‘wicked problem solving’, to argue for a transformation
of education by developing competencies in complex systems thinking.
This is not a narrow conception of environmental education added into an array of subject
areas; rather they are addressing the competencies needed for sustainability across all domains
of personal, public, working and professional life. The approach of Global Citizenship clearly has
potential to be the generate competencies for the future focus of education, for which Deli
Connell used the motif of ‘lighthouse schools’. Development of resources and professional
development are needed to make this effective. Resources on UNESCO website already show
contextual programmes, such as Sandwatch for coastal areas. (ASP Network on the UNESCO
website.)
Currently the Ministry of Education is supporting inquiry based learning as a model of discovery
and action, a methodology that is central to ASPnet education. Exploration of a topic, such as
the demise of honey bees, takes students out of silo subject areas and allows them to look at a
topic from many perspectives, and the prospect of an online platform to facilitate inquiry
amongst network schools nationally and globally is being investigated. In this discovery model
students work collaboratively to formulate questions and gather and interpret information.
The action dimension takes place when students relate their learning to real life situations – it
might lead to writing an article or a letter, or to contacting a business or the local council. This
23
approach connects with some of the ESD principles of co-operation and seeing an issue draw
on many inter-related aspects which counteracts more prescriptive styles of curriculum
teaching.
One chapter of Key Competencies explores how to develop systems thinking, and uses food
security as a topic for discovering linkages between health, agriculture and the economy.
Areas of learning that flow from food security include local food production, nutritional food
quality, transport, international trade and the global economy.
Another example generated from an experiential learning activity is a small anecdote from a Ngati
Tuwharetoa mana whenua perspective demonstrates inter-related ways of thinking and the
impact of changes to the river environment by replacing native vegetation with pine trees for
economic development. This occurred during an observational walk with kura students along a
popular trout fishing river in the Turangi region where pine plantations are influencing the
ecosystem. The Kaitiaki leading the walk said ‘ have you ever seen a beetle on a pine tree?’ (Te
Rangiita, 2010) He was referring to the feeding habits of trout which are from insects which live in
native trees. This question was based on the relation between vegetation, the rivers, and trout
habitats. Beetles and insects for trout do not live in pine trees. This locally informed inter-
connected world view illuminates the disruption to the ecosystem when change in one aspect of
the river ecosystem impacts on other parts of it. In this case the implications of pine trees on trout.
This was a transformational learning experience, opening awareness of the wider effects of
change to one aspect of the river environment.
Caring for river ecosystems and the health of water must, therefore, take account of how land
is managed and used; take account of the fish habitats, of pollution (such as too much nitrogen
and phosphorous), insects such as nymphs and stonefly, plant life and birds. In many rivers the
presence fish such as tuna (eel), whitebait are indicators of the health of rivers.
Transformative learning often involves deep, powerful emotions or beliefs and is evidenced in
action. Habits of mind may have to do with our sense of self, interpretation of social systems and
issues, morals and religious beliefs, and job-related knowledge. A Jensen and Schnack approach
would seek to identify action competency arising from transformational learning and complex
systems thinking. Subsequent to this walk the hapū involved approached relevant agencies to
host a meeting of groups with interests in the river, to seek agreement for co-ordinated decision-
making in the interests of river health.
After reviewing policy changes an current provisions for ESD, principles and themes for ESD
and selected research, the question is asked ‘Can the education system be transformed?’
We do think that small steps count. But to make a big difference they have to be
connected to big thinking about where we are going. (Hipkins at al. 2014. p. 117)
The following offer some prospects for EDS in Aotearoa New Zealand. These emerged from discussions and research for this study.
24
Findings and Prospects for EDS, Global Citizenship and the GAP These proposals were identified in the course of this review for further development of ESD
and Global Citizenship in Aotearoa New Zealand
Clusters and Collaboration for ESD and Education for Global Citizenship
New Zealand education needs leadership to navigate towards the global trends in education.
Global Citizenship illuminates a way to achieve the future focus, sustainability and citizenship
competencies set out in the NZC. ASPnet schools offer the benefits of pilot progammes which
are ripe for expansion. ASPnet schools could be seen as having a specialty for secondary
education, even though they include primary schools.
The profile of ASPnet and its twin initiative RCE Waikato will benefit from collaboration going
forward. The University resource of the RCE brings the prospect of research capability. Both
programmes will benefit from documentation, cutting edge use of online platforms and from
elaborating their pedagogical innovations. Both programmes share an interest in ethics and
philosophy.
The ASPnet Co-ordinator spoke of her aspiration for the twenty one member schools to be
‘centres of excellence to clusters of schools and to organizations around them’ (Connell 2014).
This is a model of ASPnet resourcing other schools and organizations.
The Resource Teacher of Māori informant for this study proposed a model of schools being arranged
in clusters with a 5 year programme for ESD. The clusters would be inclusive of Early Childhood
Education, Primary and Secondary Schools and would be designed to be connected to local
sustainability issues with children working on projects in their local environment. ESD school clusters
would be led by a professional teacher with expertise in the field of sustainability. The expert would
work across schools and local communities. The programme would have a citizenship dimension.
Clearly thee is scope to draw on these ideas for innovation in ESD and Global Citizenship.
Project
A shared activity between ASPnet and RCE Waikato has emerged during this Review for
engaging youth in the COP21 climate commitment process, in 2o15. This could take place
through ‘Lets Take Care of the Planet’ an environmental education programme generated in
Brazil, which hosted a International youth Conference in 2010. A group from Aotearoa NZ
participated. Lets Take Care of the Planet has invited New Zealand to join in a special COP21
project.
Partnership with tangata whenua/Māori and Themes
RCE Waikato is being established as a partnership with tangata whenua/Māori at the University
and with organizational and community collaborators. ASPnet and Enviroschools are RCE
collaborating partners. RCE Waikato is an inter-disciplinary Centre involving Management, Law,
Education, Māori and Pacific Development, and the Centre for Environmental Studies.
RCE Waikato has an interest in an ethics of responsibility as a theme in ESD programmes.
The visionary impetus of ESD includes r ethics to develop communitarian ways of living and to
re-form institutions for collaborative governance. An orientation of responsibility corresponds
25
with tangata whenua world views, including notions of kaitiakitanga, mana and tapu, and the
primacy given to obligation and intergenerational guardianship.
Research
Case Studies to Document Educational Outcomes of ESD and Global Citizenship
Research developed through case studies of ESD and Global Citizenship is needed to
document the outcomes of these approaches, including an account of the multiplier
effects across curriculum areas. Design of a case study needs to consider cluster models as
mentioned in this Review, as well as an account of Te Mataruanga o Aotearoa and
Ecocriticism as ways of integrating ESD into curriculum subjects. Enviroschools should be
consulted. Ministries of Education and Environment, and other Ministries and interested
parties should be engaged with a view to inter-Ministry, inter-sector development and
cross party commitments, in line with principles of sustainable development.
There various ESD, Global Citizenship, Environmental Education, Ecocriticism approaches
and the initiative of the Waiheke NZ Centre for Global Studies need to be included in
further research to achieve a cohesive account of all provision.
Research to identify the educational innovation of the ASPnet programme would provide
important evidence for policy advocacy.
Professional Development
There is no formal programme of Professional Development for ESD or Global Citizenship
in New Zealand. Training in these fields relies on personal teacher leadership and pursuit of
opportunity. Research into Professional Development programmes in countries where this
is available, and into organizational providers would offer guidance for a pilot as a basis for
further development in Aotearoa New Zealand.
References for Professional development include:
Te Mauri Tau is a Māori partner organization with Enviroschools based in
Whaingaroa/Raglan. Te Mauri Tau draws on traditional knowledge to support the health
and wellbeing of individuals, whanau and hapū. This focus incorporates environmental
wellbeing. In partnership with Enviroschools they run professional development for
teachers. Betsan Martin attended a course for students and teachers there in 2010, Further
information would be beneficial for identifying Māori provision of professional
development for ESD.
Rhodes Street: Professional development is a cornerstone of Rhodes Street school in
Hamilton which runs on a model of success. Professional development is innovative and
oriented to peer review and support. Relationships with local preschools and with
secondary schools support transitions from primary to secondary school working with a
‘tuakana-teina’ model, meaning the older child supporting the younger.
26
Research on Pathways to Employment and Citizenship in Sustainability Sectors for School Leavers Enviroschools has identified a gap in opportunities for young people who are leaving
school with an education for sustainability interest, and for whom full-time University is
not suitable, and a job with no further training cuts off the potential for developing
capability in employment in the area of sustainability.
The possibility of developing a post-school pathway for students with environmental and
sustainability interests would draw on a range of options for post school training. These
could include industry experience, agricultural sector experience, clean energy
opportunities, forestry, water and environment areas and could include selected
University papers. The project would involve engaging with industry/agency/organizatio c
n/academics and secondary schools (linked to Enviroschools) to identify the prospects for
ontribution to such training.
A first step would be to meet with leaders who have expressed interest in developing such
a programme. It would also mean scoping existing career path initiatives such as the Akina
Foundation (http://akina.org.nz/) and Dev Academy (http://devacademy.co.nz/) .
Policy Development
A question at the end of the Decade for ESD for taking ESD and Global Citizenship into the next
phase of implementation is ‘what role can RCE Waikato and ASPnet play to strengthen policy
for Education for Sustainable Development’?
The locally based collaboration and community engagement principle of the RCE model, with a
process for working together keep the activities responsive and accountable to the
contributing communities is a vital base for policy development.
Policy of necessity operates at a universal level , which presents the risks of losing contextual
responsiveness and of ideological rigidity. For the post 2015 Education for Sustainable
Development agenda, a framework that ensures local/regional initiatives are in dynamic
engagement with national policy will bring vitality and responsiveness to the policy process. A
system of national policy accountability to communities implementing such education and
learning programmes will be a great catalyst for bringing Education for Sustainable
Development into National Education policy. ASPnet schools are a working model which needs
to be brought to the fore as a reference for policy development. It may be that resources are
needed to document the ASPnet programmes as case studies. There are indications that
research to identify the practitioner observations of improved school performance is in order
to give further substance to advocacy for policy development.
The RCE model envisages a national policy framework that ensures local/regional initiatives are
in dynamic engagement with the national policy process. The accountability systems between
national policy and contextual implementation will bring vitality and responsiveness to the
policy process.
27
This challenge of cross-government accountability is a major opportunity for policy that is
shared by many partners in the global RCE network. The New Zealand Ministry of Social
Development has initiated cross-government accountability for a new programme to manage
child vulnerability. This model is a valuable reference for RCE Waikato and ASPnet to engage
with cross-government policy for Education for Sustainable Development.
Conclusion Global Citizenship and Education for Sustainable Development open pathways for preparing
young people for the global transition to sustainable development. This is a paradigm shift
from separated subject areas and linear forms of measurement. ESD learning development
brings an emphasis on complex systems thinking and innovation – it is about seeing inter-
connections between different areas of life and developing an appreciation for the inter-
relatedness of different life forms. An example of using the school grounds as a learning
environment and the basis for enterprise gives expression to this transformational learning
model. The NZC provision in Te Matauranga o Aotearoa for contextual curriculum development
and community engagement is a promising programme that could be developed for the
mainstream system. Research on the transfer of Global Citizenship education to outcomes in
core curriculum areas would provide evidence for education policy development.
Two strong pulls can be observed in ESD and Global Citizenship. ESD has a strong impetus for
being related to local issues and to being relevant to local environments, cultures, economies
and social contexts. ESD and Global Citizenship also spring from appreciation of growing
human and environmental interdependence, and that developing capability for students to
relate to the global context and to planetary ecosystems is also within the ambit of educational
responsibility. These local and global references present bold ambitions for which educators
need to be inspired and resourced so they can open the horizons of local engagement along
with global citizenship for teachers and students..
While there are stellar examples of ESD and education for Global Citizenship in Aotearoa New
Zealand there is scope for strong policy signals that would bring education policy into
alignment with the transitions to sustainability and climate responsibility.
Transition to sustainable development is not fully engaged in New Zealand. The field is ripe for
development in order to prepare young people for the global transition that is being supported
by the UNESCO Global Action Programme. Implementation of this approach to education
needs to be brought to the near horizon.
28
References
Department of Internal Affairs (2012) http://www.dia.govt.nz/Policy-Advice-Areas---Local-Government-Policy---Better-Local-Government-brochure Accessed 15 Sept. 2014.
Brown, C. (2014) Research discussion. 2nd September 2014
Connell, D. (2014) Personal communication and notes. Sept.
Eames, C. Roberts, J., Cooper, G., Hipkins, R. (2010) Education for sustainability in New Zealand schools: An evaluation of three professional development programmes. Report to the Ministry of Education. http://www.educationcounts.govt.nz/publications/schooling/82841
Hipkins, R., Bolstad, R., Body, S. and McDowall, S. (2014) Key Competencies for the Future. NZCER Press.
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Matthewmann, S. and Morgan, J. (2013) ‘The post-carbon challenge for curriculum subjects’. 61. Pp. 93-100.
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Royal, C. Te Ahukaramu, and Martin, B. (2010) ‘Indigenous Ethics of Responsibility in Aotearoa New Zealand. Harmony with the earth and relational ethics’. In Sizoo, E. Responsibility and Cultures of the World. (Pp. 47-64). Berlin: P.I.E. Peter Lang.
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Appendix One
New Zealand Better Public Services Reducing long-term welfare dependence 1. Reduce the number of people on a working age benefit for more than 12 months Supporting vulnerable children 2. Increase participation in early childhood education. 3. Increase infant immunization rates, reduce rheumatic fever. 4. Reduce the number of assaults on children. Boosting skills and employment 5. Increase the proportion of 18 year olds with NCEA level 2 or equivalent qualification. 6. Increase the proportion of 25-34 year olds with advanced trade qualifications, diplomas and degrees (at level 4 or above). Reducing crime 7. Reduce the rates of total crime, violent crime and youth crime. 8. Reduce reoffending. Improving interaction with government 9. NZ businesses have a one-stop online shop for all government advice and support to run and grow their business. 10. New Zealanders can transact with Government easily in digital format (http://www.ssc.govt.nz/better-public-services )
Economic Policy Priorities The Business Growth Agenda and the Ministry of Primary Industries’ Export Double goals require $32 billion increase in the value of New Zealand’s primary exports and export growth of 5.5% per year. These growth agendas are to be achieved through Primary Growth Partnerships, for which $708 million is committed in this budget from industry and government. The following areas of investment are core contributors to the growth agenda.
Free Trade Prime Minister Key and China’s President Xi Jinping have agreed to increase the NZ-China two way trade goal to $34 billion. Currently this is valued at $20 billion. The European Commission has agreed to consider an EU Free Trade deal. Peru has agreed to accept New Zealand sheep and beef exports, and negotiations with South Korea are progressing.
Irrigation Irrigation is the key to increasing primary production, which means dairying. Dairy is water intensive and growth depends on investing in regional water storage and ‘off-farm irrigation infrastructure (dams). In the 2013 budget, irrigation investment was $80 million, and there is an additional $40 million in 2014.
Food Safety
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Investing money into Food Safety is to increase earnings from food exports by strengthening compliance with importing country requirements. This means meeting consumer demands for safety and reliable information of food products, and monitoring
Tax deductions for Company Research and Development The losses of new companies from spending on Research and Development and company expenditure on Research and Development will be tax deductible. These together will benefit companies by $58 million in reduced taxes per year.
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Appendix Two
Informant Sources
ASPnet Schools
Progammes have evolved from ‘Education for All’ to Global Citizenship as a theme and
reference for programmes which span education for sustainable development as well as global
issues of poverty reduction, climate change, trade, migration, rights, renewable energy, and
transitions to green economies.
ASPnet interviews included the Co-ordinator of ASPnet Deli Connell and Auckland Girls
Grammar teacher Libby Giles. Internet sources include the NZ National Commission for
UNESCO and the UNESCO websites.
The genesis of education for Global Citizenship for ASPnet schools is shared with that of RCE’s
in that both come from the Decade of Education for Sustainable Development. They have a
global reference and share commitment to local engagement.
Enviroschools Foundation Enviroschools is a national programme with the Head Office in the Waikato. Enviroschools
currently has programmes in 959 schools, kura and early childhood centres, and involves
250,000 children. It is funded through the Ministry for the Environment. Enviroschools has a Te
Reo Māori immersion programme, Te Aho Tū Roa wihich involves rangatahi, as well as hapū
and Iwi. There is an international dimension through the Trans Pacific Economic Agreement
Partnership with Singapore, Brunei, and Chile. The agreement includes provisions to support
environmental education in these partner countries.
Enviroschools is a collaborator in the UNU Waikato Centre for Education for Sustainable
Development. Director Heidi Mardon attended the inaugural collaborators meeting and during
the establishment phase we have had ongoing engagement with a view to identifying specific
collaborative project work.
University of Waikato This study for UNESCO has a New Zealand wide reference. Several initiatives for environmental
education / education for sustainability are located in Waikato region, most notably
Enviroschools. This means that the Waikato region continues to be a focal point for a number
of sustainability initiatives.
The University of Waikato has incorporated Sustainable Development as a principle of the
Strategic Plan for the University. This is mirrored in the mission statements and strategic goals.
The University strategy is to do research that contributes to national and global challenges,
through a future-focused curriculum that prepares students to contribute effectively as global
citizens. It includes embedding a programme of internationalization across activities and giving
priority to a culture of innovation, entrepreneurship and leadership and ensuring that
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sustainable practices guide decision-making processes. (University of Waikato.
http://cms.its.waikato.ac.nz/__data/assets/pdf_file/0004/56551/Full-University-Strategy.pdf
Accessed 1 Sept. 2014).
Chris Eames, Sandy Morrison, Timote Violete, Eva Collins are academics at the University of
Waikato with specific profiles in EDS. Sandy Morrison and Timote Violete are involved with Asia
South Pacific Association for Basic and Adult Education (ASBAE). With a goal of quality
education for all, the principles of ASBAE include ‘Education for All’ as the universal right to
education and a key to poverty alleviation, and that education is a key responsibility of the
State. Eva Collins research interests include sustainability policy and management, strategic
environmental management and business government strategy.
The key informant for this review was Chris Eames who holds a joint position within the
Department of Biological Sciences, the Centre for Science and Technology Education Research,
and the Cooperative Education Unit. Chris Eames was a lead author of the evaluation of
Education for Sustainability in New Zealand Schools (Eames, Roberts, Cooper, Hipkins, 2010)
New Zealand Council of Education Research (NZCER) At present, the main avenue for NZCER’s research in Education for Sustainability is through the
‘key competencies’ provisions in the NZ curriculum on education for the 21st Century.
An interview with NZCER Researcher Rose Hipkins was important for clarifying some of the
historical policy development. The discussion brought an appreciation of the approach of the
NZC provisions of key competencies for the future as a means to identifying the potential for
developing pathways to EDS in the existing curriculum
University of Auckland School of Education NZCER recommended contacting Sacha Matthewmann and John Morton at the University of
Auckland for their approach to Education for Sustainability. The integration of environment
and knowledge of ecosystems into standard curriculum subjects is an important means to
transform tradition subject areas. The strong articulation of the nexus between the economy
and education in the research papers of Matthewmann and Morton is a vital reference for
education policy.
Resource Teacher of Māori
Key informant Christine Brown brought a much appreciated practitioner focus to this review.
Brown has been in this role for 16 years so brings a depth of knowledge of the curriculum,
including Te Matauranga o Aotearoa, and of professional development opportunities.
Reflections on changes in policy and provision over time were woven into the discussion about ESD. Her knowledge of Te Reo Māori and appreciation of tikanga gave an important reference for ways in which Te Ao Māori is brought into teaching and learning. The proposal for ESD being developed through clusters with a programme design to include addressing local challenges is informed from the local practice provisions in Te Matauranga o Aotearoa.