Czippán Katalin 11 November 2011, Slovenia

1. Teacher Competencies for ESD The Work of UNECE Working Group Czippán Katalin 11 November 2011, Slovenia www.jno.hu

2. Education Education, public awareness, communication = facilitate, support learningin formal, non-formal, informal context

3. What Do We Have to Learn for SD? • ”We learn not for school, but for life!” • For life = useful?

4. What Does Useful Mean? • When? • 1900, 1920, 1940 • 1990, 2011 • 2020, 2030 • Where? • Europe, Hungary, Slovenia, Croatia, UK, Germany, USA, Zimbabwe, Bhutan, … • Capital, rural area, … • Whom? • Single person, parent, engineer, headmaster

5. Competency from a constructivist point of view • TASK – we have algorithm to deal with • PROBLEM – we do not have algorithm for - YET • COMPETENCY= willingness and ability to mobilize knowledge, skills, (resources) to create algorithmS to solve a problem Inspired by the discussion with I. Nahalka (Aug. 2011)

6. What is Sustainability Our vision for the future is of a region that embraces common values of solidarity, equality and mutual respect between people, countries and generations. It is a region characterized by sustainable development, including economic vitality, justice, social cohesion, environmental protection and the sustainable management of natural resources, so as to meet the needs of the present generation without compromising the ability of future generations to meet their needs. UNECE Strategy on ESD 2005

7. COMPETENCY for SD being able to mobilise knowledge, skills, (resources) to create algoritmS to solve a problem with responsibility based on solidarity, equality and mutual respect between people, countries and generations while contributing to economic vitality, justice, social cohesion, environmental protection and the sustainable management of natural resources

8. The Role of Education for Sustainability – I. ESD can promote a shift in people’s mindsets and in so doing enable them to make our world safer, healthier and more prosperous, thereby improving the quality of life. UNECE ESD Strategy 2005

9. The Role of Education for Sustainability – II. The most important role for ESD is to equip individuals and groups with the knowledge, skills and attitudes they need to make conscious choices aimed at achieving and preserving a world which both they and future generations will deem fit to live and work in. Educational institutions, local communities, civil society and employers are all key players in developing and promoting such competences. EU 2010

10. Gregor critical thinking complex thinking weighing evidence presenting reasoned arguments goal setting seeking alternative solutions adapting to change advocating for change Mojca Systemic and critical thinking and reasoning Creativity encouragement Tackling the problems and offering ways to solve them instead of only providing knowledge Opening the door to multi - and interdisciplinary study Improving the quality of life, consistent with nature Consideration of our social values Encouraging individuals and groups to positive change SD Competencies by previous presenters Barica content knowledge knowledge on SD concept Pedagogical knowledge Analytical thinking Creative thinking Critical thinking Eco-systemical thinking Natalija area of social competence and citizen literacy, which can not be perceived as identical with the standard knowledge Greening - professional skills

11. SD Competencies by UNECE Can be found in the Guidance for Reporting on the Implementation of the UNECE Strategy for Education for Sustainable Development, Reporting Format,United Nations Economic Commission for Europe, Geneva.

12. UNECE – Competencies for ESD The development of a sustainable society should be seen as a continuous processof learning and change, involving a variety of actors providing guidance and leadership in formal, non-formal and informal learning. UNECE Competency Expert Group 2011

13. UNECE Expert Group Achievement on Educators’ Competencies in ESD Educator is everyone who support formal, informal, non-formal learning Special ESD competencies beyond being a good educator Rather goals for a teaching community than a list of compulsory competencies for a single teacher Policy recommendations

14. Educators’ Competencies in ESD - elements • Learning to know -The educator understands… • Learning to do -The educator is able to … • Learning to live together -The educator works with others in ways that… • Learning to be -The educator is someone who…

15. Educators’ Competencies in ESD- Key Territories • HOLISTIC APPROACHTowards integrative thinking and practice • ENVISIONING CHANGE Past, present and future • ACHIEVING TRANSFORMATION People, pedagogy and education systems

16. Policy Recommendations-1 Professional development in education • empowering • training – the managers, leaders as well • embedding into teacher education, never-ending professional development, accredation systems • consider in resource allocation • special focus on higher education • encourage establish partnerships networks

17. Policy Recommendations-2 Governing and managing institutions • Synergies among processes • Create distribute models • Encourage support-institutions • Adopt whole institution approach • Transparent and accountable governance • Strategic evaluation as part of learning

18. Policy Reccomendaion-3 Curriculum-development • Based on SD and ESD competencies • Review textbooks and other educational materials Monitoring and assessment • Review/develop it based on SD and ESD goals

19. A jövő nemzedékek országgyűlési biztosa irodája Katalin Czippán czippank@obh.hu + 36 1 475-7321 www.jno.hu Thank You for Your Attention!