Education et Formation des adultes au Développement Durable (EDU-SD/DD)

Good Practices in Sustainable Development Learning and Training in Estonia 10th November Paris Krista Noorkõiv Cultural Society Vanaveski Elva Training Centre Estonia

km² 1,34 million inhabitants Independent from 1991 Member of EU from ESTONIA

Cultural Society Vanaveski Kultuuriselts Vanaveski Cultural society 'Vanaveski' /'Old Mill'/ is a non-profit organisation of volunteers serving the public interest in Jõgeva community. Our essential aim is to make our community life more active and happy. We organise cultural, social, sport and educational events to investigate our history and old knowledge.

The Workshop of Perma Agriculture

Country clean-up project “Lets Do It 2008”

Yoga Classes

Estonian Legislation and Acts in SD and Education Act on Sustainable Development National Environmental Strategy and action plan of Estonia – 1997 and 1998 Sustainable development in Estonia and Estonian National Strategy on SD(SE 21) Development Plan on Non-Formal Education supporting Sustainable Development 2005 –

Environmental Action Plan The National Environmental Action Plan of Estonia Action Plan of Estonia serves as the implementation plan of the Estonian Environmental Strategy The principal aim of the Environmental Action Plan is to present a consensual list of nationally prioritised activities aimed at achieving the primary goals of the environmental policy specified in the national Environmental Strategy, indicating the financing needs and discussing the most optimal use of non-budgetary funding sources.

Content of the presentation I. Outdoor Education in Kindergartens and Schools II. Training Programme for Adults Supporting Sustainable Development III. Gaia Education

I. Outdoor education in kindergartens and schools emanates from an ideal educational ideal based on experience and action enabling multitude contacts with nature, culture and society

Aims: to develop concern for our natural and cultural environment to take responsibility for all things alive

Outdoor Education in ESTONIA The history:  it was an important part of general education in 1918 – 1940  outdoor activities for students: gymnastics, skiing, hiking, camping, but also botanics, history etc  school gardens as learning and experimenting place  movement of school forests

After new independence (1991): The Association of School Forests was founded in 2003; Outdoor learning day on 14th April; Outdoor learning period 14th April – 14th October in each kindergarten and school. Since 2004; TV programme and learning materials on DVD, 2005; Regular summer trainings of outdoor education for teachers

Man’s heart hardens when it is separated from nature and lack of respect for living things leads to lack of respect for man. B. Brügge

II. Training Programme for Adults Supporting Sustainable Development created in ENAEA in 2008 Estonian Non-formal Adult Education Association ( ENAEA ) is the national umbrella organisation associating education-orientated NGOs (70 members) ENAEA - the successor of the Estonian Union of Education ( ), re-established in 1994

The training programme is basing on three closely connected key areas of sustainable development: society environment Economy Integrated to all of these areas is the socio-cultural aspect – the traditional attitude to the nature

Target group: adult learners, leaders of the NGOs, active people in the communities, teachers, trainers, decision makers

Objectives: increasing the participants action upon sustainable development principles developing the participants’ skills for creating and maintaining healthy physical and social environment

Curriculum: 160 academic hours Including auditory work, practical work and writing a course paper. Consisting of 3 modules: Environment Economy Social aspects

I module – ENVIRONMENT  Global problems (population, climate, energy, water, waste, loss of species etc) Their influence on the individuals  Natural resources and the use of them - Renewable and non-renewable natural resources, - Estonian natural resources - The use of the renewable energy sources in Estonia

II module – ECONOMY Environmentally conscious life style at work and at home Our consumption patterns. - Aware consumption - Ecolabels The role of culture in shaping consumption patterns Global education Fair trade Ecological foot print (EFP)

Estonian environmental politics and the connection with the economy - Water policy - Nature conservation - Waste economy - Ecological tax reform

III module – SOCIETY Good citizen - The role of the third sector and environmental movements in the society - Volunteering - Participating in local decision-making Sustainable human resource management - Healthy life style - healthy ways of living - Local opportunities for healthy life style - Healthy nutrition Importance of local food Local herbs Impact of healthy food to our physical, mental health

Results Course graduates will: recognise that the environment is holistic realise the need of preserving it and the human role in that process understand the relationship between economy and the environment are able to make decisions that take into account their environmental impact

I II. Gaia Education Ecovillage Design Education (EDE)

Let us think… "What makes a community? What binds it together? For some it is faith. For others it is the defence of an idea, such as democracy or the fight against poverty.… Some communities are small as schools and villages, others as large as continents. What binds us into an international community? In the broadest sense there is a shared vision of a better world for all people. Together, we are stronger." - Kofi Annan-

The Global Ecovillage Network (GEN) believes the most promising and effective way to deal with all problems in our nowadays world is through EDUCATION through a new kind of global education, specifically designed to meet the challenges and opportunities of the 21st century.

What is EDE? A four-week comprehensive course to the fundamentals of Ecovillage Design for Urban and Rural Settlements An official contribution to the UN Decade of Education for sustainable Development Curriculum conceived and designed by the GEESE - Global Ecovillage Educators for a Sustainable Earth

The purpose of this pedagogy is to educate the WHOLE PERSON People do not learn only with their brains – the whole body and all the senses are involved. This is what is meant by HOLISTIC LEARNING Curriculum consists of 4 aspects: – Worldview – Social aspect – Economical aspect – Ecological aspect

Worldview Module 1: Holistic Worldview Module 2: Listening to and Reconnecting with Nature Module 3: Awakening & Transformation of Consciousness Module 4: Celebrating Life: Creativity and Art ….the highest form of creativity is for our lives to become works of Art Module 5: Socially Engaged Spirituality

Social aspect Module 1: Building Community & Embracing Diversity Module 2: Communication Skills: Conflict, Facilitation, and Decision-Making Module 3: Personal Empowerment and Leadership Module 4: Health and Healing Health is Being Whole Health is not simply avoiding sickness Health is a way of life Module 5: Local, Bioregional and Global Outreach

Economical aspect Module 1: Shifting the Global Economy to Sustainability Today, economics rules supreme as the ‘master discipline’, with all other subjects and values subordinated to it. Critically, ecology is seen as a sub-system of economy rather than vice versa. Consequently, the ‘environment’ is seen primarily as a bank of resources for the undertaking of human activities. Our task as we move towards sustainability is to reverse this equation, with economy properly understood as a sub-system of ecology Module 2: Right Livelihood Module 3: Social Enterprise Module 4: Community Banks and Currencies Module 5: Legal and Financial Issues

Ecological Module 1: Green Building & Retrofitting Module 2: Local Food Module 3: Appropriate Technology Module 4: Restoring Nature and Rebuilding After Disasters Module 5: Integrated Ecovillage Design

Methodology: Different people learn in different ways We use: 1.Hands-on experience, body-based memory 2.Theory, reading, discussions, reasoned dialogue 3.Dance, song, creativity, play, games, performances 4.Quiet time, reflection, meditation, connecting with nature 5.Workshops, symposia, seminars 6.Interactive group process, participating in decisions 7.Café, bar, open time

“Human beings are part of the Whole… We experience ourselves, our thoughts and feelings, as something separated from the rest..….. a kind of optical delusion of our consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures, and the whole of nature in its beauty.”

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