1. for Sustainable Development and Global Citizenship
Education
for Sustainable Development
and Global Citizenship
Sarah Lart
Sustainable Development Officer
for Education and Awareness Raising
or )

2. Contents of this session
Why do we need ESDGC and what is it?
Implications of ESDGC: How does it relate to other aspects of school life
Estyn and ESDGC

3. Think of an apple…. …and ask some questions…..
Prop of apple to stimulate discussion about environmental, social and economic considerations:
-how grown (organic vs pesticides), distance travelled to consumer (environmental)
-healthy choice of food, who picked it (social)
-wages they earned, profit circulated in area of growing or taken by multinational (economic)
…and ask some questions…..

4. Growing up 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:
Globally Connected. Today, more than ever before, the “global” is part of our everyday local lives. We are linked to others on every continent:

5. Can you imagine your present pupils when they are 30...40…50?
Do we know what will their world be like?
What about:
the environment
the economy
technology
quality of life
society
What are the implications for their learning needs now?
We can make predictions and projections about the future but there will inevitably be things we have not even thought of yet!

6. Some of the challenges facing us
Energy
technology
Climate change
Access to water
Access to
Health Care
Access to credit
loss of habitats,
loss of land
Economic development
Human rights
other things
we have not
thought of yet!
Global poverty
Issues related to sharing the planet and it’s resources with 7 billion other people.
access to education

7. We need something to …. ESDGC
…prepare learners for the changes and challenges facing Planet Earth and its inhabitants in the 21st Century, and their role as Global Citizens.
ESDGC
Some of the children in school today and many of those who come into schools over the next 10 – 20 years will make it through to the 22nd century. We have to make sure that we prepare those people for the challenges that they will face throughout their lives. We probably can’t even imagine what some of those challenges will be , but we need to prepare people to be ready for change.
‘Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future. No school should feel it is unable to help its pupils gain these perspectives on the world’.
Jane Davidson, Minister for Education and Lifelong Learning
Those challenges include climate change, competition for resources like water, energy, food, as well as manufacturing materials, access to healthcare, credit, food, land, housing etc.
Technology will offer some solutions and create other challenges

8. Education for Sustainable Development and Global Citizenship
enables people to develop the knowledge, values, attitudes and skills needed to become a Global Citizen and to participate in Sustainable Development.
Not just learning about the world but also about how to live in it, sustainably
‘Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future. No school should feel it is unable to help its pupils gain these perspectives on the world’.
Jane Davidson, Minister for Education and Lifelong Learning

9. Being a Global Citizen is…
a way of thinking and behaving. It is an outlook on life, a belief that we can “make a difference” by the way we live.
…recognising our responsibilities
….valuing our planet Earth as precious and unique,
…about understanding the need to tackle injustice and inequality,
Adapted from Global Citizenship, The Handbook for Primary Teaching, Oxfam 2002
a way of thinking and behaving. It is an outlook on life, a belief that we can “make a difference” by the way we live.
…recognising our responsibilities both to each other and to the earth
…. valuing the earth as precious and unique, and safeguarding the future for those coming after us.
…about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so.
Adapted from Global Citizenship, The Handbook for Primary Teaching, Oxfam 2002

10. Sustainable Development
Sustainable Development is about ensuring a good quality of life for everyone, now and in the future.
This can be achieved by living within the Earth’s environmental limits, while also creating a just and fair society and attaining a strong, stable economy.
This statement expresses a progression in thinking about SD, in that it needs to be more than balancing the conflicting demands of economy, environment & society.

11. Knowledge…………Skills Critical thinking Ability to argue effectively
Ability to challenge injustice and inequalities
Respect for people and things
Co-operation and conflict resolution
Social justice and equity
Diversity
Globalisation and interdependence
Sustainable development
Peace and conflict

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

13. ESDGC is … About links and interdependence
‘Education is the most powerful weapon you can use to change the world.’
Nelson Mandela

14. The challenge for schools
To embed ESDGC across the curriculum, through all subjects and at all ages
To give learners opportunities to develop their own global awareness
To ensure all ESDGC themes are given equal weighting
To understand that the concept of interdependence is central to ESDGC

15. How does ESDGC relate to …
National Curriculum
Foundation phase
Personal and social development
Knowledge and understanding of the world
KS2, KS3, KS4
Explicit in Science, Geography, PSE
Opportunities exist in all other subject areas and as cross cutting themes themes
ESDGC is a cross cutting theme within the National Curriculum. There are obvious places within the curriculum where the knowledge aspects are
developing thinking, especially questioning, planning,
problem-solving, creative and critical thinking skills

16. Estyn Inspection Framework
Skills Framework
Thinking Communication ICT Number
all covered by aspects of ESDGC
Estyn Inspection Framework
Explicit in Key Question 2 : Provision
Progression of skills in Skills framework, reflected in Common Understanding
If ESDGC is inspected, these are the main areas that will be looked at

17. Award schemes related to ESDGC
Ecoschools
Fairtrade Schools
Healthy Schools
International Schools
Rights Respecting Schools
Some LAs have their own schemes for “Sustainable Schools”

18. Strategic Context in Wales
ESDGC A Strategy for Action September updated January 2008 and 2009
Covers all sectors within Education and Lifelong Learning
Schools
Youth
FE and work based learning HE
Adult and Continuing Ed
See
The National Assembly for Wales has a duty under section 121 of the Government of Wales Act 1988 to promote Sustainable Development in the exercise of its functions, that is, in everything that it does. Education is a very important part of this function and in September 2006 “Education for Sustainable Development – a strategy for action” was published. This was updated in January 2008.
Covers all sectors of Education and lifelong learning.

19. 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
Further guidance for schools “ESDGC : A Common Understanding” (English / Welsh) was published in September 2008, together with a companion document for trainee teachers and NQTs.

20. Overlapping Themes of ESDGC
Wealth and Poverty
Identity and Culture
Choices and Decisions
Health
Climate Change
Natural Environment
Consumption and Waste

21. 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.

22. 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.

23. Difficult or controversial issues
Young people need to explore their values and develop their skills
Young people want to know more about global issues
Controversial issues can help develop thinking skills
ESDGC should offer opportunities to explore controversial issues in a safe, supportive environment in the classroom
See for a CPD resource on controversial issues
Issues that are likely to be sensitive or controversial are those that have a political, social or personal impact and arouse feeling and/or deal with questions of value or belief.
In any area of life there are likely to be difficult or controversial issues, especially where values and attitudes are being addressed or where lifestyle and choices are being considered.
Examples : race awareness, gender awareness, breaking down stereotypes, looking at different religions, cultures
‘Issues that are likely to be sensitive or controversial are those that have a
political, social or personal impact and arouse feeling and/or deal with
questions of value or belief.’
Controversial issues can be local or global, such as bullying, religion, politics, personal lifestyle or values.
Developing listening skills, effective arguing of positions, empathy with others deeply held beliefs

24. Support available for Schools for ESDGC
Advisory service Emily Daly
Cardiff Sustainable Education Network and ESDGC in Cardiff
Resource boxes at Howardian
NGfL Cymru Website
Any amount of teaching resources on web
WAG ESDGC panel – producing curriculum maps and other documents

25. ESDGC and Estyn Common Inspection Framework Key Question 1 - Outcomes
Key Question 2 - Provision
Key Question 3 – Leadership
Explicit in KQ2 but implicit in other areas
Teaching and learning
Pupil involvement
Leadership and management

26. Key Question 2 2.1 Learning experiences 2.2 Teaching
2.1.1 meeting the needs of learners, employers / community
2.1.2 provision for skills
2.1.3 Welsh language provision and the Welsh dimension
2.1.4 education for sustainable development and global citizenship
2.2 Teaching
2.3 Care, support and guidance
2.4 Learning environment