Education for Sustainable Future: Rural Development Approach

1. Elżbieta Strzelecka PhD TECHNICAL UNIVERSITY OF ŁÓDŹ, POLANDEDUCATION FOR SUSTAINABLE FUTURE1 - 8 of July 2006, Gyor, Hungry “Give me a clean car, give me solar shingles to put on my roof – give me a clean future” Ex-President Bill Clinton

2. Przasniczka Music: Stanisław Moniuszko U prząśniczki siedzą jak anioł dzieweczki, przędą sobie przędą jedwabne niteczki. Kręć się kręć wrzeciono! Wić się tobie wić! Ta pamięta lepiej, której dłuższa nić.

3. What will be here?

4. Rural Development is a deliberate process of sustained and sustainable economic, social, political, cultural and environmental change, designed to improve the quality of life of the local population of a rural region .Euracademy Thematic Guide 1

5. K. Webster. Rethink, Refuse,Reduce...Education for sustainability in a changing world, FSC Publications, UK 2004 Symbolically the straight line, linear world of Progress was replaced by the circle, a magical often religious symbol of the world’s interconnectedness. In ancient times identified with ourouboros the snake eating its tail: a symbol of death and regeneration: of sustainability

6. How to keep balance between traditions and modern stale of life ?How to open future for us?What we would like to save for next generation? What kind of landscapes?

7. What kind of value we can accept: material or mental?Where is our private and public space?

8. WHAT IS EDUCATION FOR SUSTAINABILITY (ESD)?The typical way of understanding sustainable development is described with the aid of a diagram like this

9. Educators needs new perspective of thinking about sustainable development. Could we place economy in the other way? By applying a different perspective or ‘world-view’ the new diagram looks like this A lot of depends of strategy of thinking WHAT HAT DOES IT MEAN SUSTAINABLE?

10. Here we should drown new sketch – four circles one inside the other : the biggest: environment, later smaller society, , economy.

11. The essence of the concept of sustainable development and land use is a never-ending improvement of local communities’ quality of life by means of social, economic and business factors. Development should not hurt any of the spheres, in other words it concerns not only the environmental dimension, but socio-economic as well. Therefore, all decisions concerning a given region should be: economically effective, socially acceptable and friendly to the natural environment. Special attention should be paid to economic development that contributes to citizens’ wealth and rises their living standard, while improving other dimensions.

12. The classic approach defines sustainable development as integration of three areas: economic, social and environmental (ecological).However, its context is broader. Sustainable development is assumed to be connectedwith the integration of five areas, the three aforementioned ones plus space and the institutional and political area [Toczyski W., 2004]. Dimentions of Sustainable Development (SD)

13. Dimentions of sustainable development

14. Dimentions of SD In Thailand, SD is defined as holistic development which involves 6 dimensions: economic, social, environment, politics, technology and knowledge, and mental and spiritual balance. In Bolivia,there is a particular emphasis on political dimensions (e.g. good governance and Partici- ation) and on the cultural and spiritual identity of diverse indigenous peoples.

15. Developing approaches which reflect each country’s unique circumstances • The relative priority given to the three dimensions of sustainable development will vary in individual countries, societies, cultures and situations, and over time. • Thus,while sustainable development is a universal challenge, practical responses can only be defined nationally and locally. Approaches to sustainable development reflect the diversity of the social, economic and environmental challenges faced by developing countries. • This is why there are many interpretations of sustainable development,deriving from different values and interests in different societies.

17. Synergy effect –the result of decision making process- depends on level of education; how deep and fresh is education and is it fit to needs of people, family, community, state and nations.

18. Sustainable development (By M.Keiner) • is not a measure or a means, but a process that requires the Participation of all groups of society. • passes through a broad discussion of needs and potentials, the elaboration of common targets and the repartition ofresponsibilities. • cannot be ordered, and without the implication of people, it won’t begin.

19. People in regional development • The concept of planning for the people has changed to become planning with the people, or sometimes even planning by the people. • Thus, sustainable spatial development requires not only more effective plans,but also social innovations for better participation, codetermination andselforganisation, equity between sexes and direct democracy (Spangenberg 2001). • Participatory sustainable development should obtain broad representationof key grass-roots, professional, technical and social groups, including youth, women, and indigenous people to ensure recognition of diverse and changing values, and should ensure the participation of decision-makers to secure a firm link to adopted policies and resulting action (Hardi and Zdan 1997).

20. SD produce positive qualitative and quantitative changes in a given area, while respecting environmental and social equality values. This theory stems from searches for a type of development that would: minimise the negative effects of scientific and technological revolution and prevent conflicts in space management expressed mainly by degra-ded environment.

21. What we should do in our world is to: REthink REfuse REpair REduce REcycle.

22. That idea includes following aspects: • Sufficiency : How much is enough? 2.Recognising eco limitsValues: What do we really want? 3:Equity: How can we provide ourselves with accessible goals and 4. Efficiency:services at the lowest overall recourses cost? 5. Being clean:What should we do about waste? K. Webster. Rethink, Refuse,Reduce...Education for sustainability in a changing world, FSC Publications, UK 2004

23. a dynamic integrating process, so educators need permanent test of the results of their work i.e. answers for questions: What we do? How we do it better? How it fit? Sustainable developmentas

24. Four kinds of responsibility to learners: To help learners understand why on consideration of sustainable development is in their interests, To use appropriate pedagogies for active engagement with issues, To help learners gain plural perspectives, To encourage learners to continue thinking about such issues beyond their formal education. [1] W.Scott, Sustainability and Learning; what role for curriculum?, University of Bath (2002)Download from www.cee.org.uk The role of educators

25. Education for sustainable development is realized through one or more the following ways: • Formal way-through training organized within the initial professional training (educational system) or continuous training (courses, training programs organized by different trainingsuppliers)

26. 2. Non-formal-by performing some specific activities directly at the place of work or through self –education(Centrum Alternative Technology in Wales)

27. CAT IN WALES

28. 3.Informal ways – uninstitutionalized, unstructured and unitentional types of training – nonsystematic contact with different sources of the social – educational environment, family, society and professional environment.

29. 2. Low qualification levels - the indicator is defined as the proportion of the population that has attained, are defined as a proportion on the population aged 18-24 who are not in education and with low qualifications (ISCED 0-2) . Photo by P. Rikhardsson, The ArhusSchool of Business Process needs IndicatorsControlling the progress in educational field1. Level of education attainment – the highest level of educational attainment; is defined as the proportion of person(per year group) whose highest level of education attained is (a) upper secondary education (ISCED 3-4) and/or (b) tertiary education (ISCED 5-6).Accession Countries experienced upper secondary attainment above the EU+15 average in 1999; the level was 76% of the 25-64 population in the Czech Republic, 70% in Poland, 61% in Hungary and 60% in Slovenia.

30. Back to the roots of Folk High School (FHS) • Lifelong education, that is adult education in school and in non-schools form, has enjoyed a long tradition – for example in Danmark, Sweden, Poland, German- and dates back to 18th –19th ceuntry. It is observed in many countries of EU that the Folk High School idea is still developed.

31. The role of N.F.S. Grundtvig, as the Danish developer of independent educational institution for adults, is not actually questioned. • The first FHS was established in Denmark in 1844. Especially in Baltic countries and Russia where there are now in existence adaptations of FHS idea, there is enthusiasm for, commitment to, and desire for the establishment and continuation of idea modifications and experiments.

32. The project “Folk High School- School for Life” ( EC Programme Socrates – Grundtvig) • is one of example of an attempt to respond to problem of exclusion and marginalisation of individuals and social groups. Its success might be able to prove the social usefulness of FHS as an efficient educational tool to cope with that problem. • Most of FHS arere-defind their functions and tasks, because of new expectations, specially in rural area. • The most important tasks that could be assigned to Folk High School of the Future would remain invariably the same: building civic society.

33. More detailed tasks of future FHS would include the following[1]: • promotion of civic education, local democracy and the idea of social partnership; • taking up actions for individuals and groups of socially excluded/ defavourised; • propagation of the ideas and practical solutions for sustainable social, economic development for region; • multi-aspect regional education and preservation of local cultural and natural heritage; • leisure time activities, developing individual needs of members of communities/group. • [1] M.Byczkowski, T.Maliszewski, E.Przybylska, Folk High School – School for Life, Kaszubski Uniwersytet Ludowy, Wieżyca 2003

34. Folk School in Lipsk

35. Programme of Folk School in Lipsk, Poland (podlaskie region) • I. Social and Personal Development. Personal development planning. Life objectives. System of values, strengths, aptitudes, communication styles, occupational activity. Interpersonal communication in occupational or public situations. Public speaking. Appearance. Make-up art. • II. Health and Sustainability. The healthy food and herbs. Herbal gardens. Study visit to an organic and agri-tourist farm. Organic food. Workshop. Addictions prevention. Patient rights. • III. Arts and Handicraft (Crocheting. Easter eggs painting. Traditional Christmas decorations. Cross-stitch embroidering. Table decoration).

37. Eco Agro-tourist Farm in Gize, Poland

38. An imaginative example of tourism development on a farm is provi-ded by the enterprise of the Marczak family on their farm at Gize, in north-east Poland. This farm, about 20 hectares in extent, is set in a picturesque area of hills and forests in the Mazurian Lake District.Center of non –formal education

39. Giże

40. References • Robert. K.H., Strategic Leadership Towards Sustainability, 11th Annual International Sustainability Research Conference, Blekinge Techniska Hogskola,2005 • Keiner M.:Methods to imply people in sustainable regional spatial development, ETH, Zurich June 2005; keiner@nsl.ethz.ch • Thematic Guide One; Developing Sustainable Rural Tourism, Euracademy Thematic Guide series, Athens March 2003, p. 61 • Elżbieta Strzelecka, Rural area development in Poland in its ueropean union context, Hungry 2006 • The DAC Guidelines . Strategies for Sustainable Development, OECD, 2001

41. Thank you very much