Sarah Lart Sustainable Development Officer for Education and Awareness Raising

1. Education for Sustainable Development and Global Citizenship Sarah Lart Sustainable Development Officer for Education and Awareness Raising (slart@cardiff.gov.uk or 02920873103)

2. Contents of this session • What is ESDGC and why do we need it? • How does ESDGC fit into Neighbourhood Learning? • Strategic context in Wales • Where to find more information

3. Think of an apple…. …and ask some questions…..

4. Globally connected • economically through trade, banking etc: • environmentally through sharing one planet, and one atmosphere: • politically through international relations and systems of regulation. • socially through the media and telecommunications: • culturally through movements of people, music, food, arts, etc:

5. Global Citizenship and Sustainable Development Global Citizenship - • recognising our responsibilities • valuing our planet Earth as precious and unique, • about understanding the need to tackle injustice and inequality, Sustainable development - • is about the long-term well-being of people and communities; environmentally, socially and economically.

6. Some of the challenges facing us Energy Climate change soil erosion Access to water War Health technology Access to credit Human rights loss of habitats, loss of land Economic development Global poverty other things we have not thought of yet! access to education

7. Education for Sustainable Development and Global Citizenship Prepare learners for the changes and challenges facing Planet Earth and its inhabitants in the 21st Century, and their role as Global Citizens. Developing people’s skills to take action that improves our quality of life now and for future generations.

8. Education for Sustainable Development and Global Citizenship enables people to develop the knowledge, skills, values and attitudes and needed to become a Global Citizen and to participate in Sustainable Development.

9. What’s in a name? One thing or two? Education for Sustainable Developmentand Global Citizenship Education for Sustainable Developmentand Global Citizenship Education for Sustainable Citizenship

10. Knowledge and Understanding • Social justice and equity • Diversity • Globalisation / interdependence • Sustainable development • Peace and conflict

11. Skills • Critical thinking • Ability to argue effectively • Ability to challenge injustice and inequalities • Respect for people and things • Co-operation and conflict resolution

12. Values and Attitudes ● Empathy ● Commitment to social justice and equity ● Value and respect for diversity ● Concern for the environment ● Commitment to a sustainable future ● Belief that people can make a difference

13. Recognising our interdependence Understanding and care for the natural environment Respect for diversity Promoting global fairness and justice Some of the big issues in ESDGC and much more….

14. About links and interdependence. It is about taking action; doing things differently; trying to change the way we live and if necessary trying to change the world. ‘Education is the most powerful weapon you can use to change the world.’ Nelson Mandela ESDGC is …

15. ESDGC is more of a continuous journey than a destination • Basic – Just another initiative! Recycling! • Developing – energy, fairtrade, other issues looked at individually and mentioned in some classes. • Developed – ESDGC Policy with specific tasks and targets. • Embedded – ESDGC is at the core of the ethos of the centre and all that goes on there.

16. ESDGC in Neighbourhood Learning • Teaching and Learning • Commitment and Leadership • Management of the Centre Joined up practice • Research and Monitoring • Partnerships It does not have to happen all at once!

17. Wealth and Poverty Choices and Decisions Identity and Culture ESDGC ESDGC Natural Environment Health Climate Change Consumption and Waste Seven themes– a convenient way of dealing with ESDGC

18. Wealth & Poverty Understanding how people, the environment and the economy are inextricably linked at all levels from local to global. Health Understanding the importance of a healthy lifestyle and acknowledging that basic needs must be met universally. Identity & Culture Understanding, respecting and valuing human diversity—cultural, social and economic and recognising the negative impact of discrimination and prejudice on individuals and groups. Consumption & Waste Understanding that resources are finite and that this has implications for people’s lifestyles, industry and future generations.

19. Natural Environment Developing respect for all living things and acknowledging the relationship between people and the environment. Climate Change Recognising the importance of taking individual responsibility and action to make the world a better place and understanding the range of alternative ways to both save and generate energy. Choices & Decisions Understanding that choices and decisions have consequences and that conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion of harmony.

20. Strategic Context in Wales ESDGC A Strategy for ActionSeptember 2006 updated January 08 and Sept 09 • Covers all sectors within Education and Lifelong Learning • Schools • Youth • FE and work based learning • HE • Adult and Continuing Ed • Seewww.esd-wales.org.uk

21. Some useful publications ESDGC: Common Understanding for schools ESDGC: Information for Teacher trainees and new teachers in Wales Out of Classroom learning All these documents can be downloaded from the website www.esd-wales.org.uk

22. Support available for ESDGC • Cardiff Sustainable Education Network • www.csen.org.ukor http://cardiffsded.wordpress.com • NGfL Cymru Website www.ngflcymru.org.uk • Any amount of teaching resources on web • WAG ESDGC panel – producing curriculum maps and other documents www.esd-wales.org.uk

23. Activity Consider the range of activities, courses etc covered by Widening Participation. • Given the seven different themes, what do you think is being done or could be done in these subject areas. • Use the sheet to find at least one thing in each theme, (themes are overlapping).