Environmental Engineering Reference
In-Depth Information
or 'green' or 'sustainable' schools act on a range of different elements often simul-
taneously using networks of recognized schools, school labels and certification schemes
as their guides. However, for ESD to become truly embedded within the formal
education system of a nation or region, whether at primary, secondary or tertiary
level, it is often the case that the educators must themselves first be educated. To
this end, some higher education institutions are working with NGOs and other
international bodies to develop generic sustainability competences, educational toolkits
and guides that can be applied, with suitable modification, to both formal and
informal community-based learning environments (de Hann, 2010). The United
Nations University project to establish a global network of Regional Centres of
Excellence in ESD can be seen as a part of this process although its success to date
has been rather uneven (Wals and Blewitt, 2010). In addition, ESD is beginning to
be recognized as an important component of economic development and well-being,
skills development, job and knowledge generation (Blewitt, 2010a; UNECE, 2011).
Some universities, such as those in Melbourne (Australia) and British Columbia
(Canada), have identified a set of graduate attributes that students should acquire
through their studies in order to act effectively, sensitively and sustainably in our
increasingly stressed world. Building very much on the Delors report on Lifelong
Learning (Delors, 1996; Blewitt, 2004) the United Nations Economic Commission
for Europe has outlined an array of ESD competences that educators need to develop
in order to advance ESD effectively in their respective spheres. The competences are
based around the three major characteristics of ESD.
There is still a long way to go before sustainable education becomes mainstream.
As Wals writes, although there has been progress in recent years, 'learning processes
and multi-stakeholder interactions that engage in deep change involving developing
alternative values are still scarce' (2012: 71). The growing global recognition that a
transition to a green economy is urgently needed may foster future interest in
sustainability and transformation, but for this to occur and to be meaningful, ESD
needs to retain its critical focus and arguably take a more challenging approach to
Table 10.1 Summary of UNECE competences in ESD for educators
A holistic approach integrating
The educator understands the fundamentals of systems
thinking and practice.
thinking, is able to work with different perspectives,
engage with different groups across disciplines and
cultures and is therefore inclusive.
Envisioning change, exploring
The educator understands the root causes of
an alternative future and
unsustainable development, is able to evaluate
inspiring engagement in the
potentially different consequences of specific actions
present.
and decisions, can encourage consideration of
alternatives and is motivated to make a positive
difference to people's lives and environments.
Achieving transformation in
The educator understands why the education systems
the way people learn and in the
should be transformed, is able to assess learning
systems supporting learning.
outcomes in terms of their contribution to sustainable
development, can help to clarify different worldviews
through dialogue and is personally a reflective
practitioner.
Source: adapted from UNECE (2011).
 
 
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