Incorporating Education for Sustainable Development in the Romanian Educational System

1. Incorporating Education for Sustainable Development in the Romanian Educational System or How to prepare the Young Generation for the 21st Century Alina REȘCEANU, Monica TILEA, Oana-Adriana DUȚĂ University of Craiova (Romania) I GIOVANI E LA CONSTRUZIONE DI VOCE, Partecipazione, futuro e identita, Vigo Rendena (Trento)5-7.09.2018

2. Aims of the presentation • This presentation addresses the issue of education for sustainable development (ESD) in teaching practice in the Romanian educational system. • Our motivation and goals are linked to the importance of ESD worldwide, and to the fact that by designating the period 2005–2014 as the International Decade of Education for Sustainable Development, “the United Nations sought to bring to the fore the need for politicians, policy makers and practitioners to seek ways by which ESD could become part of the fabric of formal and informal education” (Jucker&Mathar, 2015: v). • In the Romanian context, politicians and policy makers asserted the importance of ESD and recognized the need to implement it in the educational system, but our question refers to what exactly is happening at pre-university and university levels at this phase? I GIOVANI E LA CONSTRUZIONE DI VOCE, Partecipazione, futuro e identita, Vigo Rendena (Trento)5-7/09/2018

3. In order to give an answer to this question, we base our research on the project experiences and empirical studies related to ESD conducted during 2014-2018 at the University of Craiova. • We analyse the project results and the data collected in the questionnaires administered to students and teachers at both levels, focusing on two aspects: • 1. how the competences associated to ESD are assessed (how these competences are defined and evaluated) in the teaching/learning process, and • 2. the type of extracurricular activities by means of which ESD is implemented at both levels. • More specifically, to support our research, we provide relevant examples from our project portfolio at the pre-university level and from our FL teaching experience at the University of Craiova. I GIOVANI E LA CONSTRUZIONE DI VOCE, Partecipazione, futuro e identita, Vigo Rendena (Trento)5-7/09/2018

4. Starting point: In current research and practice on education for sustainable development (ESD), the focus is extensively placed on defining and acquiring transversal skills that could lead to ESD. We discuss the issues related to acquiring these skills in foreign language activity. The aim of our presentation is two-fold: 1. we explore and define the transversal skills associated to ESD, and identify those relevant for our approach. 2. we propose practical strategies that could be used in foreign language teaching to facilitate the implementation of ESD. I GIOVANI E LA CONSTRUZIONE DI VOCE, Partecipazione, futuro e identita, Vigo Rendena (Trento)5-7/09/2018

5. Outline 1. Context 1.1 Research projects 1.2 Teaching experience 2. Education for Sustainable Development (ESD) 2.1 National strategies 2.2 European strategies 3. ESD and Foreign Language Teaching (FLT) 4. Transversal skills related to ESD 5. Developing transversal skills in FL classes (critical thinking) 6. Conclusions I GIOVANI E LA CONSTRUZIONE DI VOCE, Partecipazione, futuro e identita, Vigo Rendena (Trento)5-7/09/2018

6. 1. Context

7. 1.1 Our research projects Our presentation is based on the experience gained during our teaching and research activity and in the projects developed and promoted by the University of Craiova in collaboration with other universities from Norway, Iceland, Italy and France. The activities carried out in these projects were aimed at: • exploring the current situation of ESD at the academic level; • studying the possibility of interdisciplinary research on ESD; • identifying new methodologies aimed at raising awareness and mobilizing students in favour of ESD; • assessing and analysing the presence of ESD or the possibilities to introduce ESD in the curriculum of the our university; • developing a competency-based approach on ESD, starting from a joint list of transversal skills that foster the performance of ESD; • evaluating the ESD-related skills of students; • exploring the potential real-life impact of ESD and how ESD helps shape citizens in the spirit of living together.

8. Project 1 2014-2015 New Tools for the Integration of Transversal Skills in Modern Teaching Practice (TRANSMOD), promoted by the University of Craiova (Romania), in partnership with Bifröst University (Iceland) and Nesna University College (Norway)– inter-institutional cooperation project supported by a grant from Iceland, Liechtenstein and Norway. Main objective: to develop and implement new teaching strategies and tools for the promotion of transversal skills in formal education. Outcome (publication): Monica Tilea, Oana-Adriana Duta, Jón Freyr Johanssón, Patrick Murphy (eds.). Transversal skills development in modern teaching practice: a good practice guide. Bucuresti: Pro Universitaria, 2015. Source: <http://proiecte.ucv.ro/transmod/>

9. Project 2 2016-2017 Learning to Live Together: Modern Perspectives on Transversal Skills in Education for Sustainable and Solidary Development (ElitMod), promoted by the University of Craiova (Romania) in partnership with Bifröst University (Iceland) – inter-institutional cooperation project supported by a grant from Iceland, Liechtenstein and Norway. Main objective: to develop joint research and educational activities, in order to ensure education for sustainable and solidary development (ESSD). Outcome (publication): Monica Tilea, Oana-Adriana Duta, Alina Resceanu (eds.). Sustainable and Solidary Education. Reflections and Practices. Frankfurt: Peter Lang, 2017. Source: <http://http://proiecte.ucv.ro/elitmod/>

10. Project 3 2016-2018 Acteurs du territoire pour une Education à la Citoyenneté Mondiale (ACTECIM), an Erasmus+ Strategic Partnership programme, partners: Rectorate de Lyon (France) Gipal–Formation (France), Regione Piemonte (Italy), University of Craiova (Romania), ADR SV Oltenia (Romania), County School Inspectorate Dolj ( Romania), Resacoop (France), College Jean Moulin Lyon, (France), Espe Lyon (France), COP Torino (Italy). Main objective: to develop and implement elements of an education for sustainable development and international solidarity in order to build an active global citizenship. Source: <http://miedolj.isj.edu.ro/actecim.php>

11. 1.2 Teaching experience - direct observation; - experiments carried out during classroom activity (questionnaires, discussions, debates on ESD) - workshops

12. What do all these have in common? An interest for ESD and the aim to develop skills and competences related to ESD at multiple educational levels.

13. 2. What is education for sustainable development (ESD)?

14. Sustainable education Sterling (2001) defined sustainable education as “a change of educational culture, one which develops and embodies the theory and practice of sustainability in a way which is critically aware. It is therefore a transformative paradigm which values, sustains and realises human potential in relation to the need to attain and sustain social, economic and ecological well being, recognising that they must be part of the same dynamic” (Sterling, S. 2001. Sustainable Education – Re-Visioning Learning and Change. In Schumacher Society Briefing, no. 6, Dartington: Green Books, p. 22)

15. 1. National strategies In art. 4 of the Law of National Education (2011) it is stated that the main purpose of the education is “to develop competences, in the form of a multifunctional and transferable set of knowledge, skills/abilities and aptitudes”, necessary for diverse situations. The notion of transversal competence is important because it allows the people to adapt to changing work situations. Source: Ministry of Education, Research, Youth and Sports, The Law of National Education, no. 1 of 5 January 2011. Available at <https://rio.jrc.ec.europa.eu/en/library/education-law-no15-january-2011. Retrieved at: 20 May 2017)

16. 2. European strategies Androulla Vassiliou (European Commissioner for Education, Culture, Youth and Sport, 2010-2014) “It is only by equipping children and young people with the necessary skills, including transversal skills, that we will ensure that the European Union will have the means to remain competitive and to seize the opportunities of the knowledge economy”. Source: Education: New Study Highlights Importance of Transversal Skills, in European Social Policy, December 10, 2012. Tibor Navracsics (European Commissioner for Education, Culture, Youth and Sport, 2014-2019) - Think soft, not hard When asked in the interview what skills are needed by Europe’s students, Navracsics did not begin with the conventional EU answer: science, technology, engineering and maths – the so-called STEM topics. Instead, he said, the ability to think like an entrepreneur, and greater fluency with foreign languages and all things digital, are the three must-have skills for students.   Source: Science|Business, http://www.sciencebusiness.net/news/76974/EU-memo-Invest-in-skills-says-Education- Commissioner [Accessed 20 May 2017]

17. Rethinking Education:Investing in skills for better socio-economic outcomes (2012) PRIORITIES FOR MEMBER STATES • Strengthen the provision of transversal skills that increase employability such as entrepreneurial initiative, digital skills and foreign languages. • Key actions are to ensure that measures are taken to introduce transversal skills across all curricula from early stages of education up to higher education, using innovative and student-centred pedagogical approaches, and to design assessment tools through which levels of competence can be effectively assessed and evaluated. • All young people should benefit from at least one practical entrepreneurial experience before leaving compulsory education. (Strasbourg, 20.11.2012) The Communication on Rethinking Education was adopted by the European Commission in 2012.Its main focus is to adapt education to workplace needs. More specifically it calls on 3 domains of actions: 1. Delivering the right skills for employment. 2. New ways of teaching and learning. 3. New approaches to Funding and Partnerships.

18. 3. ESD and Foreign Language Teaching (FLT)

19. We start from the assumption that communication is an essential component in addressing global issues at all levels, thus contributing to a better understanding of ESD. It is important to break down language barriers, so that people can communicate— regardless of language, race or social background— and build together a common future. • In more practical terms, the teaching/learning activity should be focused not only on developing hard skills, but also competences related to intercultural communication, tolerance, solidarity and cultural mediation. • The enhancement of learners’ critical thinking, creativity, self-confidence, motivation and, subsequently, their role as social actors in today’s society favours the achievement of a sustainable and solidary education.

20. 4. Transversal skills associated with FLT

21. As a result of the research activity carried out during the in the inter-institutional cooperation projects described above, a list of transversal skills was proposed, describing the skills and competences that the students should be equipped with. Out of this list and based on relevant scientific literature, we selected four transversal skills facilitating education for sustainable development (ESD): - intercultural communication; - critical thinking; - active citizenship; - complex problem solving. See also Trinchero, R., Costruire, valutare, certificare competenze. Proposte di attività per la scuola, Milano, Franco Angeli, 2012.

22. 5. Developing transversal skills in FL classes

23. Critical thinking skills WHY? 1. More and more, critical thinking and writing skills are necessary and important, and the overall opinion is that students are deficient in these significant areas. 2. In the recent educational discourse, there are a lot of references to the value of critical thinking as a twenty-first century skill. 3. Developing students’ critical thinking skills is in line with the fact that in the recent years, the Romanian universities have been trying to adapt their structure and strategies to the new paradigm of the “client-centred university”, the client being the student.

24. 4. Critical thinking offers valuable insight into the efficiency of the teaching activity since it is considered to be the key learning outcome for students’ activity and it plays a major role as part of the twenty-first century transversal skills. 5. At an institutional level, in assessing the quality of teaching, there is the question about how institutions should evaluate the educational impact of their academic activities. For instance, there the issue of which kinds of outcomes provide the most reliable information about institutional strength, teaching effectiveness, and quality of student learning. In our opinion, by assessing the critical thinking skills of our students, we could assess the quality of teaching, as well as the learning outcome.

25. Developing critical thinking: writing Critical thinking entails many kinds of intellectual skills, including the following representative examples: • Developing well-reasoned, persuasive arguments and evaluating and responding to counterarguments; • Examining concepts or situations from multiple perspectives, including different cultural perspectives; • Questioning evidence and assumptions to reach novel conclusions; • Devising imaginative ways to solve problems, especially unfamiliar or complex problems; • Formulating and articulating thoughtful, penetrating questions; • Identifying themes or patterns and making abstract connections across subjects.

26. Conclusions • Sustainability is an equation with two essential variables: consumed resources (material, human and financial ones) and effects or results driving human development in terms of both quantitative and qualitative evolution. • Present generations have the obligation to learn to live together and take action in spreading sustainable development principles. • A lot of effort is being made to overcome the difficulty encountered in trying to bring ESD into the activities of our educational institutions, and Romania is making important steps towards successfully implementing ESD in the educational system. There is, however, a long road ahead, but we are definitely on the right track.

27. Bibliography *** “21st Century Skills”. In S. Abbott (ed.), The Glossary of Education Reform [Online]. Last updated: 25 August 2016. Available: http://edglossary.org/21st-century-skills/ [Accessed: 30 August 2016]. Adair, D. A., Jaeger, M. (2016). “Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment”. In International Journal of Higher Education, Vol. 5, No. 2, pp. 23-39. Bernat, S. E. (n. d.). “Romanian Experience” [Online]. Avaialable: http://www.criticalthinkinginternational.org/component/content/article/7-resources/19-romanian-experience [Accessed: 15 October 2016]. Capossela, T.-L., (ed.) (1993). The Critical Writing Workshop: Designing Writing Assignments to Foster Critical Thinking. Portsmouth NH: Boynton/Cook. Heinrich, W. F., Habron, G. B., Johnson, H. L., Goralnik, L. (2015). “Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings”, in Journal of Experiential Education, Vol. 38 no. 4, pp. 373-393. Tilea, M., Duta, O.-A., Johanssón, J. F., Murphy, P. (eds). (2015). Transversal skills development in modern teaching practice: a good practice guide. Bucuresti: Pro Universitaria, pp. 9-28. Tilea, M., Duta, O.A., Resceanu, A. (2017). Education for Sustainable Development. Reflections and Practices. Frankfurt-am-Main: Peter Lang.

28. THANK YOU! GRAZIE MILLE!