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Education for Sustainable Development

Keywords: environmental education essay

A sustainable contemporary society is the one which is far-seeing enough, versatile enough, and sensible enough not to undermine either its physical or its interpersonal systems of support. (Donella Meadows)

What should people learn? And how could they be taught?

There is not any real lack of curriculum materials, lessons plans, and classroom activities for educators wishing to educate for lasting development. This section makes reference to an example of the resources on the internet that embody its suggestions. It aspires to provide some anchor points that should enable teachers to evaluate such material, put it to use more constructively, and progressively more plan and produce their own materials based on the needs with their pupils and community.

Overcoming nature and population dualism (science and ICT)

Modern societies alienated people from the rest of nature as industrialization and urbanization segregated them from the land. One cause of this alienation is the section of academic knowledge (and school content) into those worried about the 'natural' world (the natural sciences) and those worried about the social world (the sociable sciences). Such dualism stimulates the fact that the bio-physical world of ecological relationships is split from society and social relations. Our own physiques and everything that surrounds them (the surroundings) is the merchandise of both ecological and sociable relations and techniques. Indeed everything can be regarded as natural or dynamics in that you can find little or nothing un-natural about people.

Such a philosophical diversion is pertinent because primary institutions have long celebrated a mother nature separate from contemporary society. The nature walk, the type table, the research lesson, the assembly, too often suggest that dynamics is something separate from population to be contacted, experienced, looked into and manipulated, or worshipped. While mainstream principal education has been guilty of such dualism additionally it is a feature of progressivism. By recommending children should be informed 'matching to dynamics' progressive educators idealized or romanticized a character outside population and similar ideas are current today between those environmental educators who advocate ecological or globe education.

The problem of sustainability is to reconnect the development or progression of the bio-physical and communal worlds with appropriate technology governed by appropriate ethics, laws, institutions and ideas. This involves an initial curriculum that combines knowledge and school content so that pupils can examine science and technology in a cultural context.

Basic ecology, ecological restrictions and ecological footprints

Children's knowing of ecological limits could very well be best produced by working experience of growing vegetation or talking to gardeners and farmers. There's a limit to the meals, fiber or energy crops that may be grown on a set section of land and tries to increase produces by removing restricting factors (as with manufactured fertilizers) may have unintended implications. Similarly children will probably understand limits on the utilization of renewable resources (e. g. over-fishing) by using simple simulation video games or the analogy to savings in the lender. Living on interest is ecological but living on capital is not.

Modern lifestyles rely upon fossil fuels and fruitful land and water throughout the world that produces the resources we consume and treats our misuse. Our ecological footprint is the region of land and normal water required for the sustainable production of all ecological resources and services that allow us to stay in the way we do with particular kinds of technology and a particular standard of living. The ecological footprint of the common US citizen is over twelve times bigger than that of the common Indian.

Other example: watering the crops by flooding and Injection method.

4. 2 Pedagogy

a) Related disciplinary holistic (Holistic Content)

Holism (from Holos, a Greek phrase meaning all, entire, and entire, total) is the idea that all the properties of confirmed system (physical, biological, chemical, social, economical, mental, linguistic, etc. ) cannot be determined or discussed by its component parts by itself. Instead, the system as a whole determines in an important way the way the parts behave.

Holistic education is a philosophy of education based on the idea (reasoning) that every person finds individuality, meaning, and purpose in life through links to the community, to the natural world, also to humanitarian principles such as compassion and peacefulness. Holistic education aspires to call forth from people an intrinsic reverence (honor or esteem) for life and a passionate love of learning.

Robin Ann Martin (2003) represents this further by saying, "At its most general level, what distinguishes all natural education from other varieties of education are its goals, its focus on experiential learning, and the importance which it places on relationships and primary individual values within the learning environment. "

The key pedagogical goal is to help students intellectually understand and solve problems. Handling sustainable requires students to build up interest for sustainability. Passion for sustainability can be taught using a all natural pedagogy that integrates physical and psychological or spiritual learning. A prototype course design on managing with enthusiasm for sustainability is suggested.

b) Prices driven

Values are also a fundamental element of ESD. In other ethnicities, however, even if prices are not taught overtly, they can be modeled, explained, examined, or talked about i. e. flexibility. In both situations, understanding worth can be an essential part of understanding your own worldview and other people's viewpoints.

Understanding your own worth, the beliefs of the contemporary society your home is in, and the principles of others throughout the world is a central part of educating for a ecological future. Two common techniques are useful to the worth component of ESD

Values clarification

values analysis

In ESD, ideals have different roles in the curriculum. In some ESD attempts, pupils take up certain ideals as a direct result of training or modeling of accepted values. In other cultures, studying the relationship between population and the surroundings leads pupils to adopt values produced from their studies. Three types of beliefs are extremely important and the ones are

  • Curiosity values
  • Shared values
  • Content values

Objectives of worth can be summarized as

To develop an understanding of values in education strategies

To consider the relationship between values and personal habit affecting the success of lasting futures

To develop skills for using worth clarification and values analysis in teaching

To reflect on your futures understanding, determination and actions

c) Critical Thinking and problem solving

Education systems everywhere will need to include a give attention to the causes, outcomes and answers to weather change, if the required changes in contemporary society are to be effected in time. Addressing the complexities and the results of weather change requires content and methodologies that will build capacity in population for

Mitigation (relief)

Adaptation (Variable adjustment)

Transformability (Applied to function)

More over following points are notable,

All levels and kinds of existing educational and coaching and learning programmes need to be evaluated and re-oriented to handle the complexities and implications of climate change.

Climate change requires teachers to add new content into education, training and general public awareness programmes.

Creativity, problem resolving and social change skills have to be developed.

Positive, participatory action and solution-centered methods to knowledge need to be developed.

d) Multi-method (phrase art, drama, issue, life encounters. LINKING ENVIRONMENT AND DEVELOPMENT

The multi-method way is essential because we need

  • To website link environment and development by checking out the global implications of weakening ecological webs
  • To study the sensation of deforestation (for example of non-systematic thinking): its causes and effects
  • To consider the web of factors leading to activities which cause deforestation
  • To reflect on the different tasks mixed up in making of decisions about activities with significant environmental impacts (such as logging, mining etc)

Examples of Issues for Multi-method: Deforestation, GARDEN GREENHOUSE Gases, Health, Recycling, Luxuries, Promoting simple life, Deforestation, Tissues paper, Sewage drinking water vegetation, Professional exposure to Pollution, Energy storage and sustainability (Mobile power supply, UPS, Black colored leather etc) and health issues. Solar Cell sustainability etc

SESSION 3: Local climate CHANGE


  • To explore the knowledge of climate change
  • To increase members knowledge and understanding of the popular terms and figures used in discussions about environment change
  • To spotlight the major troubles involved with combating climate change
  • To highlight local climate change as a global justice issue
  • To brainstorm positive responses to the troubles of local climate change.

Session Outline


PowerPoint presentation

Group discussion

Mind-map drawing

Materials Needed

Electricity Point demonstration, 'Climate Change: The Numbers'

Statistics from the presentation written on distinct scraps of paper

Flipchart paper


Blu-tac (pressure-sensitive adhesive, frequently used to attach papers to walls or other areas)

Post-it notes

Laptop and data projector

Broadband interconnection (for concluding activity only)

For Option World Cafe Activity you will need tables, recliners, paper

tablecloths, crayons, post-its, flipchart newspaper, markers- and caffeine!


Suggested Warm-Up exercise: Outrageous Lies (non conventional lies)

There is a lot of misinformation about weather change in the media, sometimes even there are outrageous lies! This exercise stimulates participants to think creatively and can warm them up to add their guesses to the slip show.

Divide the members into smaller sets of 4-5

Give them each a typical object such as a stick, a wine glass, a bit of chalk.

Each individual in the group must talk about the object for just one full minute before moving it to the next person.

When this is completed, bring the whole group back alongside one another.

Have an array of objects, including the ones found in the smaller teams.

Invite the individuals to pick any one object and tell an outrageous lay about it. They might be slow to start but after they get going they will have fun linking their lays about the items together.

Keep going until you are feeling the group has warmed up.

Activity 1: Environment Change: the Numbers

The presentation is supposed to help make the science of climate change more accessible and understandable. It includes a series of numbers which may have a particular relevance to climate change. It starts with an image of an confused-looking George Bush, signifying the confusion that lots of folks feel when confronted with the jargon (meaningless talk or writing) and statistics of climate technology. This confusion can lead to inaction so it is important to have a basic scientific understanding of local climate change. Our learning also needs to be accompanied by a critical appraisal (decision analysis) of the resources of information on the problems.

1. Hand out the scraps of paper with the numbers written in it to members. (Make 2 or 3 3 copies of every quantity if your group is much larger. ) Explain that the display depends on all the volumes that the individuals have. They could be measurements of energy, of greenhouse gases, they could be times or deadlines. The purpose of this is to entail the participants in the display and make the facts more memorable.

2. Ask them to take into account the special number they have received. What might it signify? How might it be highly relevant to climate change?

3. The slides move from historical reasons for climate change to current challenges, carbon emission limits and deadlines. While you feel the slides require ideas for what each quantity might be. (They will probably have no idea at first but gain in confidence as the presentation proceeds. )

4. The presentation finishes with a different US President- Barrack Obama and his positive 'yes we can' mantra (spiritual change). This contributes to the next activity.

5. Before moving to the next activity complete the demonstration by requesting feedback from participants. What facts does they know before? What was new? What was most shocking/ troubling/outraging?

Activity 2: Brainstorm in groups

It is important never to feel stressed by the enormity of the task of climate change. ESD empowers learners to take action on issues they feel are important.

1. Ask the group to form smaller groups of 3-4.

2. Give each group a flipchart site, markers.

3. Ask each group to create a mind-map the theme of 'Yes we can!' or positive reactions to the task of local climate change. Keep these things consider what changes they can make with their own lives to respond to the problems about that they have just learned.

4. If they are completed ask each group to feedback to the whole group and post the mind-maps on the wall as a continual reminder.

Mind-maps: A diagram used to signify words, ideas, responsibilities, or other items associated with and assemble around a central key term or idea.

Activity 2: Substitute Activity

Mini World Cafe dialog on adaptation for and mitigation against climate change. (This will take at least an hour. 5. )

The aim of World Cafe is to make the most of the collective knowledge and ideas of individuals in the group. The group discussions at their furniture about the problem, responding to one or two well-thought-out questions.

1. Form groups of four.

2. Rearrange the tables in the room to create desk clusters, just as a cafe.

3. Place a flipchart paper on each table along with some markers and crayons (stick of colored polish, charcoal, chalk, or other materials used for writing) and post-it notes.

4. Briefly describe the World Cafe idea.

(Through both our research and the ten years of practice that adopted its emergence, we have come to view the entire world Cafe as a conversational process based on a set of integrated design rules that reveal a deeper living network design by which we co-evolve our collective future)

5. Require one person in each group to volunteer to be always a table web host. A table web host keeps at their desk and welcomes new people to it. The other customers of the group are ambassadors and can move from desk to desk.

6. Before starting clarifies the question with the group to be sure everyone understands it. Have a question prepared that is pertinent to your group.

E. g. How do we as M. A Education students in UE and affiliated Colleges & Schools raise understanding among our peers of environment change? What are the first steps we should take to make a big change? Just how do we move forward from here?

7. When many people are clear about the question and the process, start the first 20 minutes of conversation. Supply the group notice five minutes from the finish of the first round. Give them 5 minutes respite and then start the next round.

8. After each round the ambassadors are asked to leave their conversation and proceed to any other table to join in the conversation there or take up a new discussion.

9. On a regular basis the ambassadors and/or table hosts must track record the interactions on the flip graph newspaper. Key ideas or moments of ideas can be captured on the post it notes and jammed on the wall for everyone to see.

10. Do that 3 times if possible. In another round ask the groupings, whatever back again to the whole group.

11. Give 15 minutes at the end for this reviews and debate.

12. If possible pick out points from the opinions that can become actions. Assign responsibility for those actions to group associates. Table they are in, to summaries the dialogue at that table into some key points. These will be posted on the wall membrane and fed

e) Participatory decision making

Some experts have argued that links between ecological development and gender pertain generally in traditional contexts with the neighborhood level, while major (global) environmental dangers have little connection with gender relationships and equality. However, this argument may partly stem from a lack of research and data on the links between gender equality and sustainable development at the global level.

For example, two of the primary global environmental threats that face us today will be the depletion of the ozone part and climate change. Both of these threats stem typically from intake and production habits related to industrialization and the dominant processes of financial globalization. Change requires reexamining the ways in which trade, industry, development and other economic procedures are pursued.

In this sense, global environmental dangers are a question of macroeconomic insurance policies and governance. Other Gender Briefs in this series have proven that enhancing attention to gender equality will bring increased accountability and focus on sociable justice. While more research must determine the complete nature of this link, it can be argued that increased gender equality in decision making positions and the adoption of social justice requirements for macroeconomic policy will also boost attention to sustainable development, including a sustainable global environment.

The goal regarding ecological environment and development policy is therefore:

*Closer exploration of the links between policy that promotes lasting environmental development and insurance policy that helps bring about gender equality; and using these links as the basis for promoting a more sustainable development agenda, in both individuals and environmental terms*

Progress towards the above goals can also be aided by promoting equal participation of women and men in the highest environmental, macroeconomic and development policy-making positions.

f) Locally relevant; Global Issues, Dialects and Culture

The Maldives can be an archipelago of 1 1, 200 islands which 200 are inhabited. Before, the Maldives have been exposed to modest levels of natural disasters and got an random disaster response system before tsunami of 2004.

The Indian Ocean Tsunami of 26 Dec 2004, the most severe natural devastation in the annals of the Maldives, affected the whole country. Basically nine islands were flooded and 13 islands were totally evacuated. The disaster stated 82 lives, still left 26 people absent and displaced over 15, 000 people (about 5. 5 % of the populace).

In series with the countrywide disaster preparedness plans, the Ministry of Education of Maldives is designed to establish a disaster preparedness insurance policy for island classes.

Schools as Gateways for Education for Natural Disaster Preparedness

The Maldives has a young population; near to 45 % of the population is less than 18 yrs. old with a great majority signed up for schools. According to the 2005 official statistics, there have been 102, 073 students enrolled in 334 schools over the Maldives and 5, 616 educators teaching students in those colleges. Thus, more than 40 % of the full total populace (270, 101) is immediately involved in the academic institutions on any given college day.

In addition, academic institutions have a solid bond with the city through the active engagement of the Parent-Teacher Associations (PTAs) in college affairs.

Moreover, with the very limited public infrastructure on the hawaiian islands, schools are not only a location for the students: in addition they provide as the islands' multi-purpose convention centers where community activities, meetings and public events are held.

Identifying Priorities

Initial consultative meetings were organised with the representatives of the Ministry of Education. It was made a decision that the first rung on the ladder towards catastrophe preparedness education through academic institutions is always to formulate a tragedy preparedness policy for classes.

Lessons Learned

A low possibility of hazard event yet high vulnerability due to the physical, topographical and socio-economic factors of the islands exposes the Maldives to a average degree of risk overall. Hence, it is important that specific policies and actions are implemented to lessen the level of vulnerability in order to avoid a disproportionate range of deficits and damage.

The most important lesson learned from the consultations and feedback for material development was that education for devastation preparedness can be an endless process that requires a frequent collaborative effort from all people concerned. The task team had discussions with representatives from the federal government sector, NGOs, island

chiefs, school administrators and instructors. Meetings at the hawaiian islands were conducted in a peaceful environment at the same time and a location convenient to the respondents.

Maldivian have strong spiritual faith. This can be the reason why some respondents argued a natural disaster can be an act of God and however much we try, we cannot prepare for it. It had been difficult to influence them that in preparing for disasters, people may be operating with the will of God rather than against it. Others remain in denial of disasters and believe a large-scale disaster including the tsunami won't happen again. Thus, educational initiatives should treat not only how people should plan natural disasters but also why they should be prepared for these people.

4. 3 Schools and Learning

a) Co-Learning & Self Learning Together

The learning consists of knowledge, skills, behaviour and habits of mind which make it possible to reside in with in dynamics.

Develop a shared understating of sustainability and Education for Sustainability (EfS) with in institutional community

Provide a distributed professional development experience to build up a distributed vocabulary and knowing that can be used to create change

Lead change in curriculum and instructions by producing units

Provide professional development as per indicators

Encouragement and support to college student -led initiatives

CelebrateWhat is EfS Quote

Social Links

b) THE TRAINING Classroom-Action Steps

In the training class, curriculum and instructional methodologies produce authentic and employed learning.

Document and map the Operational curriculum for your school/district

Design/document products using analysis tools

Map the vertical and lateral operating curriculum and assessments over a web based curriculum mapping or curriculum documentation tool

Continuously browse the opinions and improve methods overtime

Fully integrate the EfS Benchmarks and performance signals in to the curriculum Opportunity and Sequence in the appropriate disciplines and quality levels

Integrate the physical seed changes directly in to curricular innovations


c) Colleges that Learn-Action Steps

Collaboratively develop a strategic arrange for EfS with goals, measurable indicators and timelines

Align performance diagnosis and bonuses with the strategic plan

Dedicate and align time, resources, funding and deeper professional development (for example: Content, Instruction, Curriculum development and examination) to the tactical plan

Communicate the proper plan to entire college community and established expectations

Develop participatory and authority vision

Sustain vertical and lateral curriculum integration along with structured learning assessment

Reflective journal


d) Communities that Learn-Action step

Identify & develop traditional learning opportunities for students locally.

Identify & develop connections with the main element stakeholders as resources to the college/district.

Identify community needs and develop just how a school can be an authentic source to other colleges & to the community.

Identify & develop genuine ways for sustainability

Monitor the success


e) Physical Plant, Procurement and

Investments-Action Steps:

Conduct set up a baseline assessment of building materials, maintenance products and how the school community moves to and from academic institutions.

Set goals to source locally or regionally, reclaimed or recycled sustainably harvested, non poisonous materials.

Set goals to boost the mode of lasting mode of travel.

Track improvement overtime

Ensure reuse and recycling of materials as a fundamental function in college environment

Conduct a power audit and take steps to promote alternative sources of energy

Promote institutional farming/marriage for food etc. avoid packaging


4. 4 Whole School Approach for ESD & Action Learning in ESD

A whole-school method of ESD calls for ecological development to be integrated throughout the formal sector curriculum in a holistic manner, rather than being shown on a standalone basis. This idea supports the notion that ESD is education for ecological development rather than education about lasting development. In practice, this process means that a school will incorporate coaching and learning for sustainable development not only through aspects of the curriculum, but also through lasting school procedures such as built-in governance, stakeholder and community engagement, long-term planning, and sustainability monitoring and evaluation. Whole-school methods also advocate for active and participatory learning, a hallmark of ESD, and call for the entire university, including students, teachers and administrators, to be positively involved in working towards a sustainable college with ESD totally integrated into the curriculum as the driving a vehicle factor.

Statements of Different Countries about Ten years of ESD:

UNESCO: ESD should be interdisciplinary, holistic and participatory, with learning for sustainable development embedded in the whole curriculum, not as another subject

Australia: A cross-disciplinary studies and integration of ecological development in key learning areas offering opportunities for involvement and action

Finland: Sustainable development must be included in all subjects which the entire functional culture of the institution must support learning for sustainable development

The United Kingdom: The integration of sustainable development throughout the curriculum and through the management and operations of institution facilities, such as carry, food and buildings

These techniques provide students, instructors, and other workers with opportunities to be productive participants in the training process.

The whole-school methodology: from pilot tasks to systemic change : A good example of an effective pilot job is the Australian Sustainable Institutions Initiative (AuSSI), which is a partnership between the Australian Government, States and Territories that seeks to support schools and their neighborhoods in becoming ecological through a whole-system and whole-school approach to sustainability. AuSSI promotes the active proposal of stakeholders in programme development and management, including students, instructors, administrators, and neighborhoods. AuSSI began as a pilot effort in 2001 and lately received federal government endorsement to grow and consolidate beyond the pilot level in several Says and Territories. Over 2, 000 classes now participate in the Initiative, providing a potential model for other jurisdictions about how to expand beyond the pilot level.

The International Eco-Schools Program also takes a holistic, participatory method of learning for sustainability. The aim of the Programme is to activate students through class study, college and community action to improve their awareness of sustainable development issues. Eco-Schools provide an integrated system for the environmental management of institutions and involve all stakeholders in this technique. After a period of involvement, each school participating in the Program is evaluated; successful colleges are awarded a 'Green Flag', an established eco-label for environmental education and performance. First a European programme, Eco-Schools are actually represented in virtually all EU Member Areas, various countries in Central and Eastern Europe, plus some pilot projects in Japan and other parts of the world.

Key challenges and opportunities

Time and learning resource constraints are discovered by educators and college administrators as common barriers to ESD implementation.

Leadership difficulties from local government authorities and a consequent insufficient institutional support for implementation of ESD in institutions.

Studies show gaps in appropriate pedagogy and curriculum development in professor training, the lack of a positive eyesight, and a general lack of conviction that individual teacher initiatives will really make a difference.

A whole-school approach to ESD presents a substantial opportunity for the formal education sector. Not only can it enhance the environmental performance of universities as institutions, but it can raise the quality of education and build a more sustainable future by imparting the ideals and tools that today's children and young ones will need to build and maintain more ecological societies. Commitment to improve is necessary from all stakeholders, from grassroots activists to educators to policymakers. Only by working mutually in any way levels can we ensure that ESD moves beyond the realm of pilot projects and individual circumstance studies to a far more system-wide catalyst for change.

4. 6 Excursions, Institution outings and SWOT analysis for ESD

It can be used to gauge the amount of "fit" between the organization's strategies and its own environment, also to suggest ways that the organization can benefit from advantages and opportunities and shield itself against weaknesses and hazards (Adams, 2005). However, SWOT has come under criticism lately. Since it is so simple, both students and managers have a tendency to use it without a lot of thought, so the results are often inadequate. Another problem is that SWOT, having been conceived in simpler times, will not cope very well with a few of the subtler (Difficult to comprehend) areas of modern strategic theory, such as trade-offs (De Witt and Meyer, 1998).

Strengths: To find out an organization's strong things. This should be from both internal and exterior customers. Strengths arise from the resources and competencies open to the company.

Weaknesses: To ascertain an organization's weaknesses. This should be not only from its own point of view, but also moreover, from those of the clients. Although it may be difficult for a business to recognize its weaknesses, it is best to deal with the bitter certainty without procrastination. A weakness is a "limitation or deficit in one or even more resources or competencies relative to rivals that impedes a firm's effective performance"

Opportunities: In the end, opportunities are just about everywhere, including the changes in technology, administration policy, social patterns, and so forth. An opportunity is a major situation in a firm's environment. Key styles are one source of opportunities.

Threats: Nobody loves to think about hazards, but we still have to face them, even though they are external factors that are out of our control, for example, the recent economic slump in Asia. It really is vital to be prepared and face dangers even during turbulent times. Because SWOT is such a familiar and comforting tool, many students use it in the beginning of their evaluation. This is a mistake. In order to arrive at an effective SWOT appraisal, other analyses have to be completed first.

Since opportunities and dangers mostly occur from the surroundings, SWOT analysis needs to take accounts of the results of a complete environmental research.

It is impossible to evaluate what an organization's real advantages re until you have assessed its tactical resources - in reality, strategic resources and advantages are the same thing. There is a propensity for students to put down anything vaguely avoidable they can think of about a firm as power. This temptation needs to be resisted - durability is not really a strength unless it creates a genuine difference with an organization's competitiveness. The identical is true of weaknesses.


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