7 th Global RCE Conference Teacher Education and Better Schools Thematic Discussions

"If we are to build our future on firm ground, we need to learn to maintain social, cultural, and economic well- being without depleting natural resources or overloading nature ´s delicate balance. It is the role of education and training to ensure that citizens of all ages have the knowledge, skills, readiness and vision that will enable them to build a sustainable and equitable future and commit to a sustainable way of life. It is demanding role that will require that firm support be given to teachers, trainers and educators" (Finnish National Commission on Sustainable Development, Sub-committee for Education, 2006)

Session Overview 1.Introduction (10 min) 2.Sharing of ‘case stories’ (35 min) 3.Discussions: Setting agenda for collaborative actions and strategies (15 min)

Session Objectives 1.To promote inter-RCE networking and partnerships on teacher education 2.To share visions, challenges, experiences and case stories on teacher education and schooling 3.To identify areas for collaboration and come up with joint actions to enhance teacher education

Previous Agenda for Actions & Strategies Policy support and influence (national, local government, teachers, and learners), including UNESCO policy briefs Sharing toolkits for individual action (potentially using the Education and Sustainability magazine) Stories, videos and case studies of change and community based school projects Celebrate, share and promote good practice Systemic engagement from individual schools to entire system Quality education/reorienting education Student exchange programs Establish a Task Force Team of experts & RCEs

Position Paper The following points were suggested as initial steps in the stock-take process (mapping survey) in teacher education: 1.Scope the full range of teacher education possibilities. 2.Pick one teacher education sector to focus on (e.g. secondary teacher education). 3.Develop a methodology based on a simple template for collecting evidence. 4.RCEs contact key leadership groups (e.g. Councils of Deans of Education; departments in School Education) for the selected teacher education sector to identify good practice, indicators and challenges/solutions related to Teacher Education. 5.Draw on the experiences from countries (e.g. Canada, Australia) where a similar stock-take exercise (mapping survey) on teacher education has been carried out.

Discussions 1.What are the key issues/challenges facing RCEs currently in teacher education for sustainable development and better schools? 2.What has worked well for your RCE in terms of implementation of programs on teacher education for sustainability. 3.What are the top three concrete collective actions (e.g. implementation of collaborative research or capacity development programs) would you like to be effected after this Conference?

Recommendations and way forward What next after this Conference?