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Improving ESDGC through the Curriculum

This resource focuses on improving Education for Sustainable Development and Global Citizenship through curriculum analysis and self-assessment exercises in higher education settings. Explore dimensions such as economic, environmental, social, and cross-cutting themes to integrate sustainability across modules. Learn to recognize, design, and measure the impact of ESDGC for a comprehensive approach.

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Improving ESDGC through the Curriculum

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  1. Improving ESDGC through the Curriculum Dr Jane Claricoates ESDGC team leader Swansea University

  2. Improving ESDGC through the curriculum Lessons and questions from Wales: • What is Education for SDGC in the curriculum? • How can we recognise and design it?

  3. Improving EDSGC through the curriculum • HEFCW Circular (W08/07HE) ESDGC • STAUNCH (Sustainable Teaching Audit for University Curricula in Higher Education; Cardiff University BRASS Centre) • HEI Self-assessment of the curriculum completed December 2009 • HEFCW all-Wales report expected June 2009

  4. Improving ESDGC through the curriculum Self-assessment exercise: • Module by module • Undergraduate • Selected by students • 36 ESDGC criteria; 4 dimensions • Scored, input, analysed “What contribution does this make to ESDGC?”

  5. ESDGC through the curriculum Module-by-module analysis: What is the most appropriate unit of analysis for ESDGC?

  6. ESDGC through the curriculum Undergraduate modules only: What is the most appropriate level to focus on?

  7. ESDGC dimensions ECONOMIC: issues that are related to alternative perspectives rather than simply to conventional mainstream neo-classical economic aspects • GNP/Productivity • Resource use/exhaustion (materials, energy, water) • Finances and SD • Production/consumption patterns • Developmental economics Ref: (STAUNCH, Lozano)

  8. ESDGC dimensions ENVIRONMENTAL: broad categories within environmental aspects • Policy/Administration • Products and services (inc. transport) • Pollution/Accumulation of toxic waste/Effluents • Biodiversity • Resource efficiency/eco-efficiency • Global warming/Emissions/Acid rain/Climate change/Ozone depletion • Resources (depletion, conservation) (materials, energy, water) • Desertification/deforestation/land use • Ozone depletion • Alternatives REF: STAUNCH (Lozano)

  9. ESDGC dimensions SOCIAL: issues related to social aspects • Demography/Population • Employment/Unemployment • Poverty • Bribery/corruption • Equity/Justice • Health • Social cohesion • Education • Diversity • Cultural diversity (own and others)/Social cohesion • Labour/Human rights Ref: STAUNCH (Lozano)

  10. ESDGC dimensions CROSS-CUTTING THEMES: issues that touch upon or through the previous three groups • People as part of nature/Limits to growth • Systems thinking/application • Responsibility • Governance • Holistic thinking • Long-term thinking • Communication/Reporting • SD statement • Disciplinarity • Ethics/Philosophy Ref: STAUNCH (Lozano)

  11. ESDGC through the curriculum What do we aim to achieve? What does Education for SD&GC look like? How can we improve it? How will we know?

  12. ESDGC through the curriculum What do we aim to achieve? What does Education for SD&GC look like? How can we improve it? How will we know?

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