1. ESD and Creating a Sustainable Future Implications and Opportunities: The Bonn Declaration 2009 Charles Hopkins UNESCO & UN University Chairs York University, Toronto, Canada

2. From: Steffen et al. 2004

4. Source: UN Population Division Population Reference Bureau Our pressures on the planet have increased with our numbers 1 billion (1800) 4 billion (1975) 2 billion (1920) 6.6 billion (2008)

5. $1 trillion in 1900 $10 trillion in 1967 $70 trillion in 2008 World GDP (trillion 1990 dollars) Source: CIA World Fact Book We’re generating great wealth but paying a great price Great wealth without FCC – Full Cost Accounting

6. Time What is increasing, becoming more abundant? Trends What is decreasing, becoming more scarce?

7. The Next Generation Challenge Provide adequately for 50% more people: using less water using less land using fewer ocean food resources leaving a smaller, less toxic waste stream while tripling the global energy – (carbon free) addressing new issues as they emerge developing employable skill sets

8. The Evolving Concept of Sustainable Development environment economic social/culture Sustainable Development Plus concepts of: Intergenerational responsibility Need verses greed /equity Social justice, etc Enough, For All, Forever

10. Many Initiatives Necessary for SD Good legislation/governance Economic incentives Overcoming corruption Environmental protection Human rights/security Infrastructure (roads to banking) 40 issues identified in Agenda 21 Education, Public Awareness and Training is key Education for Sustainable Development (ESD)

11. ESD ESD is the contribution that the world’s education, public awareness/understanding, and training systems can make to create a more sustainable future.

12. UN Decade of Education for Sustainable Development (2005 to 2014) UN General Council Resolution Dec. 2002 UNESCO is the lead UN Agency Mainly a coordinating role Integrate with other Decades and programs Mainly up to each country / state / institution /…. Much good news/progress

13. The 4 Major Thrusts of ESD 1Public awareness and understanding 2Access to quality basic education 3Reorienting existing education 4Training programs for all sectors Agenda 21 -92, UNESCO-96, UNCSD -98, JPOI-2002

14. Roles of Education for Sustainable Development 1 Raising the Level of Public Awareness/Understanding Build public understanding Informed citizenry – political support & preparation for democratic change Wise consumers Raising the level of the discussion Changing lifestyle where possible

15. Public Awareness: e.g. Climate Change

20. Non-Formal Ed and ESD Government Agencies NGO’s Faith-based institutions Zoos, Botanical Gardens Corporate trainers Organizations with a message to tell Deal largely with PA and training

21. Contribution of Higher Ed and CCs Need to understand the impact Historical perspective Futures perspective Develop the skills to manage SD Assist society to cope with SD (i.e. research, measuring, training etc.)

22. Roles of Education for Sustainable Development 2-Access/Retention in Quality Ed. What is “quality education”? Is access really enough or do we strive for retention and successful lifelong learning?

23. Access and Retention Issues 90 million children ages 6 to 11 never attend school in the developing countries 90% of school aged are in developing/emerging nations Millions more are “under- educated” in both the South and the North

24. Northern Problem As Well Hard to serve students suffer Preferred learning style other than reading Poverty related issues Irrelevant curricula Home/family related issues Student/school conflict

25. Facilitating Adaptation Through Higher Education Accessing higher education Knowledge-based society Life-long learning Technology transfer Capacity building Provide pre-service and in-service assistance relating to both civil society and industry needs Questioning basic metaphors

26. 3 rd Role: Reorienting Existing Education Most Educated nations = deepest ecological footprint

27. We launch the Handprint, as a tool to indicate to ourselves the ESD actions we take. It is a tool that measures action at the individual, community, national and global level. www.handsforchange.org

28. Reorienting Existing Education Means Addressing: Buildings Curriculum Practices and actions What we value What we evaluate Modeling sustainability

29. Higher Ed Many Roles for Higher Ed 1% - 90% Better “metrics”/ research Need to see the “bigger picture” Sharing of data Ecologically oriented fiscal reform Develop and use regulatory tools Link the disciplines (environment and health)

30. The 4 th Role of ESD - Training Training in sustainable development - (public and private sectors alike) HE and especially teacher education Capacity building – agriculture etc. Technology transfer between nations Implementing innovative practices

31. Source: Hart, S. and Milstein, M. 2003. “Creating Sustainable Value” Tomorrow Today External Internal Growth Path & Trajectory Innovation & Repositioning Cost & Risk Reduction Reputation & Legitimacy EMS Greening Pollution Prevention (P2) Eco-Efficiency Risk Management Environmental Management ISO 14001 Waste Reduction Resource Productivity Sustainable Development Base of the Pyramid Urban Reinvestment Brownfield Redevelopment Inclusive Capitalism Community Capitalism Civic Entrepreneurship Radical Transactiveness B24B Corporate Social Responsibility Industrial Ecology Stakeholder Management Life-Cycle Management Design for Environment (DfE) Green Design Corporate Citizenship Full Cost Accounting Take-back Transparency Corporate Governance Clean Technology Eco-Effectiveness Biomimicry Leapfrog Technology Sustainable Technology Knowledge & Service Intensity Cradle to Cradle Closed Loops Restorative Technology Systems Thinking

32. Strengths Model: a starting point No single discipline/group/teacher/employee can do it all Every discipline/group/teacher/employee can contribute something Some individuals or sectors can take lead roles in directing/managing the reorientation Leadership and coordination of these “strengths” are key as we “learn” our way forward

33. Traditional Ecological Knowledge

34. Systemic Issues and Challenges to Moving ESD Forward Lacking vision and awareness policy or mandate society’s expectation funding and resources training programs crowded curriculum research base

35. New Learning Perspectives Traditional – Learning as “acquisition” model Knowledge, solutions, true/false right/wrong Plus – Learning as “participation” model” complexity, reflexive, reflection, negotiation And – Learning as a “response model" ambiguity in world, taking charge-life, tolerance, engagement

36. W I C K E D N E S S U N C E R T A I N T Y low high traditional Traditional Plus POST Traditional

37. UNU Regional Centre of ESD Expertise Outcomes Improved academic outcomes More knowledgeable/supportive citizenry More sustainably oriented production and consumption Perhaps a shift in behaviour as learning is relevant and in scale etc. Process is crucial Messengers Non FormalFormalInformal Ngo’sTertiaryMedia Zoo/etcSecondaryPeers Gov Agencies ElementarySociety Corp Training PreschoolLife Exp. Information Sources Regional/National Local Government Private Sector Research (HE, NGO) etc.

38. Bonn Declaration: Mid point of UNDESD What has been accomplished? What is the vision? What needs to be done?

39. Bringing Bonn to the world What are the opportunities ? What are the obligations ?

40. A Question for All Societies What should our citizens: know, be able to do, and value, throughout their lives? Implications for life-long learning and training needs of society are the responsibility of the current society

41. The Generational Challenge Providing adequately for 50% more people: using less water using less land using fewer ocean food resources Leaving fewer ecological footprints while tripling global energy supply – (carbon free) addressing new issues as they emerge Developing employable skill sets