| Education for Sustainability - A Curriculum Framework K - 12 |
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The curriculum framework describes those elements, which we feel are fundamental to teaching and learning in the ISA schools in the area education for sustainability. Within this domain we identify the nine guiding principles which give direction to teaching and learning for sustainability. It indicates the place of values and attitudes in our schools and identifies broad themes which can be used throughout the curriculum at appropriate ages to improve understanding of the guiding principles.
Education for Sustainability - A Curriculum Framework K-12 (157 kb) "Perhaps never before have the needs of human society and the objectives of education been so closely linked, nor has education ever had so compelling a rationale and so urgent a responsibliity to contribute to the societal change needed to ensure the survival of the planet and a sustainable future" (Jean Perrar, Learning for a Sustainable Future, Canadian Schoolnet, 1998.) Introduction and Definition Global concerns for issues on the environment and development were extensively analyzed in 1992 in the UNCED which lead to Agenda 21 - the Rio Declaration - which established a program of action. This declaration recognized the integral and interdependent nature of the earth. Since UNCED, the urgency for the need for change has been reinforced; meeting basic human needs now and in the future requires a major shift in the thinking, values, and actions of all individuals and institutions in their relationship with the natural environment. Amongst other things Agenda 21 highlighted the follow principles:
Chapter 36 of the Declaration gave education a special role in this process. We therefore conclude that education for sustainability is an entitlement, should be life long, and be holistic within education programs. From this, a fundamental principle for educators is the need to view the world as an ecosystem within which each individual component, including the human, has its own value in respecting the rich diversity of all cultures. It has environmental, social, economic, ethical, aesthetic, and spiritual dimensions. Education for sustainability needs to be at the core and an integral part of all school programs. It is the responsbility of all teachers to increasine the awareness, values, skills, and understanding needed to create a just and sustainable future. Definition Our definition of Sustainable Development is an extension of two Essential Learning Themes (Sustainable Development and Environment) of the IESSPP "Education for Peace", whereby Sustainable Development is the means by which society maintains a harmonious relationship with nature and fosters a value system which ensures living within the carrying capacity of all ecosystems. Sustainable Development is also the means by which society recognizes diverse cultures and economies in developing technologies which use resources sustainably and promotes a fair and resonable quality of life for all people. This definition recognizes the mission of all member schools to educate students toward global citizenship and stewardship and allows member schools to engage students in critical thought and inquiry toward the issue of sustainable development. Introduction to the Framework The following curriculum framework describes those elements, which we feel are fundamental to teaching and learning in the ISA schools in the area education for sustainability. Within this domain we identify the nine guiding principles which give direction to teaching and learning for sustainability. It indicates the place of values and attitudes in our schools and identifies broad themes which can be used throughout the curriculum at appropriate ages to improve understanding of the guiding principles. Skills development is a crucial element since the methodology we favor is a cyclical inquiry model of reflection, choice, and action. The end products are active world citizens ready to embrace their responsibility for building a world committed to the principles of sustainability. In order to judge our effectiveness we offer an evaluation by which an "eco-school" can be identified., as well as a list of indicators of sustainability which will be useful for exploring issues of sustainability further. All these elements are inter-related and should not be viewed in isolation from each other. The framework thus serves as a guide for teachers to help plan activities in the promotion of sustainable development. The major charters, conventions and agreements relevant to this domain are to be found in the Appendix. Education for Sustainability Char Inquiry, Choice, Action/Action Cycle Skills Thinking Communication Personal Action Suggested Learning Themes Ecological Systems and systems integrity Natural Laws Material cycles Co-evolution of species Global Life support systems Conservation Synergy
Human Population and carrying capacity Role of democratic participation Equity issues, e.g. gender Health Quality of Life indices
Efficiency of input to output Implications of trade Debt eradication Sustainable reduction of consumption Alternatives routes to development
Values and Attitudes Rights and Responsibilities Peace, cooperation and solidarity Respect for and preservation of diversity Adaptability to change Reasonable quality of life for all Respect for carrying capacity
Guiding Principles Interdependence Citizenship Stewardship for future generations Diversity Quality of Life Eradication of poverty Equity and Justic Change Uncertainty, precaution and recovery Profile of an educated global citizen with specific reference to sustainability: An educated global citizen Understands
Will act to ensure
Qualities of a global citizen [the adjectives to be placed around circle of "Global Citizen"]:
Values and Attitudes Human values are internalised sets of belief or principles of behaviour held by individuals or groups. The values which follow are chosen because they are deemed to be universally acceptable and desirable, based on what is best described as “international humanism“ and are embodied in such Charters as the Universal Declaration of Human Rights, the Rights of the Child, the Rio Declaration of the UN conference on the Environment and Development [the Rio Declaration], etc... which are reproduced in the appendix. Consistent with such values are attitudes which should be nurtured in the learning process and which themselves strongly influence the process, quality and outcomes of both learning and assessment. In keeping with the general philosophy of Education for Sustainability, it is not expected that the values listed should be delivered dogmatically; rather students should be encouraged to examine the context and implications of their own values and those of others to arrive at a set of values which best create a climate of sustainability. Likewise, the attitudes we wish to see developed begin with the individual and then, through reflection, are examined at group level, in the community, at national and ultimately on a global scale. Two vital components in this process of acquisition are the role of community service and the willingness to take action. We wish to see our students develop self-reliance and confidence in their actions and above all, the belief that these universal values transcend local and national concerns in the quest for solidarity. Values and Attitudes
Rights and Responsiblities
Peace, Cooperation, and Solidarity
Respect for and Preservation of Diversity
Adaptability to Change
Reasonable Quality of Life for All
Respect for Carrying Capacity Skills It is expected that students will develop the skills [as well as attitudes] necessary to be proactive and effective proponents of sustainability. These can be summarised under the headings of Thinking Skills, Communication Skills, Personal Skills, and Action Skills. Many of the skills in the PYP and MYP ( the Primary Years and Middle Years programs of the International Baccalaureate Organisation )documentation are relevant. Those especially significant for Education for Sustainability are the following: Thinking Skills - Critical Thinking: The ability to distinguish fact, opinion and belief; to recognise bias and prejudice; to identify issues and problems as well as the assumptions in an argument; to reason correctly; to identify cause and effect relationships and distinguish between possible and probable futures; to distinguish between wants and needs; to develop the ability to put to the test ethical codes, beliefs systems, political structures and cultural values in light of the guiding principles of sustainability. - Information Handling: To be able to observe and form a hypothesis and test it; to know where to look for answers and how to select and reject information; to effectively analyze and evaluate evidence; to hypothesise eventual outcomes and consequences in order to be able to choose the most appropriate action. - Creative Thinking: To seek novel solutions and answers; to think laterally and approach problems from multiple perspectives; consider the future direction of society and the environment, and the role of the individual in contributing to the future. - Reflection: To stand back from a problem and identify its component parts; to effectively monitor thought processes and produce appropriate strategies for dealing with any particular problem; to define quality of life in the light of sustainability. - Dialectical Thinking: Thinking about more than one point of view; understanding multiple points of view; being able to construct an argument from different points of view based on knowledge of the other; to evaluate whose interests particular points of view represent. Communication Skills - Presentation: To be able to clearly and coherently explain ideas. - Active Listening: To listen carefully, understand and acknowledge the views of others. - Negotiation: To recognise the complexities of compromise as a tool in negotiation; to carry on a productive dialogue towards the resolution of disputes. Personal Skills - Co-operation: To work effectively with others towards sustainability; work towards negotiated consensus and cooperative resolution of conflict, to work towards inclusion rather than exclusion. - Adaptability: Willing to change opinions in the light of evidence and reason; engage change effectively at individual and social levels. - Self-Discipline: Ability to conduct one’s self appropriately and manage time effectively. - Responsibility: Take on and complete tasks in an appropriate manner; being willing to assume a share of the responsibility. - Respect: Listening sensitively to others; making decisions based on fairness and equality; recognising that others’ beliefs, views and ideas may differ from one’s own. Action Skills - Ability to change: develop cooperative strategies to ensure that economic development is sustainable; respond positively to uncertainty and change in working toward a more sustainable future. - Ability to recognize and challenge injustice and inequities and to select appropriate action. Approaches to the teaching of Sustainability This Education for Sustainability programme can be incorporated into school curricula in formal and informal ways. However the ISAGIN supports the philosophy, methodologies and strategies promoted by the International Baccalaureate’s Diploma Programme, Middle Years Programme and Primary Years Programme. These methodologies are also evident in many national systems of education and in many independent schools throughout the world. The IBO programs promote a constructivist approach to learning. Teachers recognise that students bring prior knowledge to any learning situation and will engage with the curriculum through activities designed by the teacher. The students make sense of their experiences to construct meaning. This process should be viewed as cyclical, increasing in depth and complexity as the student progresses through the educational system. As part of the process of learners constructing meaning they should be given the opportunity to reflect on their learning. As this is internalised students are expected to act on their learning, producing concrete evidence that they have both understood and accepted the basic tenets of their education. Within the context of this methodology, and recognising the far-reaching nature of the subject themes of an Education for Sustainability programme, it is possible for schools to approach the integration of these themes into the formal curriculum in several, varied ways. After accepting the value of education for sustainability as an essential element of the curriculum (Reflection), schools already familiar with cross-curricular planning and inter-disciplinary planning will see the issues brought forth in an Education for Sustainability programme as opportunities for the creation of thematic units to be delivered over a set time period: a day, a week, a term, a year. (Choice) These units often culminate in some presentation of student work or activities which are available to a wider community (Action). The following sections give examples of how the concept of sustainability can be introduced at all stages of a student's education – during the primary years, at the middle school level and in the senior school. These examples are not meant to be prescriptive. They simply indicate how the guiding principles can be used to design learning outcomes in keeping with the learning themes central to the concept of sustainability and incorporated into present curricula. Thus, through a shift in emphasis in lesson planning, the values, skills and concepts of sustainability can be made more explicit in the educational process. The Learning themes: The intention of outlining suggested learning themes is to provide teachers with ideas for exploring some key issues in Education for Sustainability. It is expected that all themes will be explored at appropriate times in the child's development and should reflect the principle of “think globally, act locally”. Teachers will be able to identify points of connection between these themes and the content prescribed in their own subject areas. While some subject areas lend themselves more than others, all have a responsibility to contribute. Suggested learning themes:
In approaching all of these themes, teachers can have the confidence that they are all firmly recognised by international agencies and many are based on covenants which are binding on governments. Thus teachers should take care to “avoid imposing their personal conviction on their pupils and involving them in ideological struggles”( Council of Europe Recommendation R(85)7). At the same time, the teacher as a role model is undoubtedly a key player in the living expression of sustainable development education; the “sustainable classroom” is a model to which we should all aspire. The Role of Staff Development in Education for Sustainability Because staff deliver the programme, staff development is an integral part of this process. Few colleagues have received formal training in education for peace. It should be axiomatic that the values, attitudes and skills already identified for our students should also be exhibited amongst colleagues. The whole climate of personal and professional relationships within a school must be in keeping with the goals of international understanding, democracy and peace. Schools which are committed to giving Education for Sustainability a central place in their programmes may need to reassess staff development needs to increase effectiveness in this area. ISA could recommend working specialists who could help extend expertise in this area but much can be done internally. Any of the following models and instruments may be useful for addressing staff development needs:
Year level meetings can be used to generate ideas, co-ordinate activities, and expose teachers to the themes of Peace Education. Many schools taking part in the Primary Years Programme and Middle Years Programme already use this forum to incorporate the areas of interaction and themes into the curriculum. The purpose of these meetings could be expanded to:
Discussions can help develop understanding about how Education for Sustainability can be incorporated into existing curricula. Having reflected on what Education for Sustainability means in their own subject area for a particular year group, ideas can be shared and recorded. This can lead to increased co-operation between colleagues and departments. Action Active world citizens participate in the communities in which they live. As the PYP program describes [“Making it happen in the classroom, page 27“]: “International education must extend beyond intellectual attainment to include not only responsible attitudes but also thoughtful and appropriate action. Schools can and should meet the challenge of offering all learners the opportunity and the power to choose their actions, to act on and reflect on these actions in order to make a difference to the world.“ Action is a component of all International Baccalaureate programmes. Action should be interpreted broadly to include small acts as well as larger ones. The school has a responsibility to provide a range of appropriate opportunities and the necessary guidance to students. The following activities have been very useful in several schools :
* more efficient consumption patterns * healthier life styles * commitment to waste reduction * greater use of recycling
A model which can be recommended is the inquiry, choice, action process recommended by IBO's PYP programme. This reflective process may involve the individual or group in taking an ethical stance requiring a courageous defence of their considered values and choice of action. Evaluation The need to evaluate a school’s effectiveness in educating students to be active global citizens is essential to the success of an Education for Sustainability programme. Education for Sustainability expresses itself in the domain of affective learning. which is not measurable in a strictly quantitative form. In recognition of this, the effectiveness of the Education for Sustainability programme in educating students and the school community as a whole can be evaluated through the presence of the following indicators In the School’s Mission Statement A statement which contains a commitment to principles of sustainability as outlined earlier. This mission should be periodically reviewed by the whole school community. At the personal level, evidence of being:
At the school level, evidence of:
At the community level, evidence of:
At the global level, evidence of:
Indicators of Sustainability A sustainable society enables its members to achieve a reasonable quality of life in ways that are ecologically sustainable. To evaluate progress towards a sustainable society we need a variety of indicators. An important feature when considering indicators is to recognise the subjectivity of such measures and their significant limitations. Conventional measures such as GNP, HDI and HFI need to be considered in the light of sustainability and whether they are appropriate indicators. Students should be encouraged to explore all existing measures and create alternatives which are more appropriate to sustainability. In particular, they can use websites which allow such indicators to be developed. Quantitative and qualitative indicators need to be constructed using factors such as the following Ecological: * Restoring and maintaining: - species and genetic stocks - the integrity of ecosystems - the carrying capacity of supporting ecosystems Indices: IUCN redlist, WWF endangered species, Birdlife International Environmental: * Ensuring uses of renewable resources are sustainable and minimising the depletion of non- renewable resources * Developing a comprehensive system of protected areas * Reducing the degradation of natural environments * Pollution levels Indices: trends in CO2 emmisions, ratio of protected land to % of total land, index of forest removal, per capita tons of solid waste produced, air/water quality levels Social: * The extent to which societies: - are equitable and just - have access to education and health care systems * Demographic features Indices: distribution of income , HFI, school attendance, child mortality rates, population growth, crime as a % of population Political: * Access to freedom of speech * Participation in the decision making process * Grass roots representation in the political process Indices: HFI, % of women in political institutions, % of GDP spent on the military, debt service ratio Economic: * Access to basic needs * Degree of absolute poverty * Consumption levels that are compatable with sustainability Indices: % of safe water in total consumption, % of population under a basic suvival level, increase in ozone depletion, % unemployment (total, teenage) The day will come when nations will be judged not by their military or economic strength, nor by the splendour of their capital cities and public buildings, but by the well-being of their peoples: by their levels of health, nutrition and education; by their opportunities to earn a fair reward for their labours; by their ability to participate in the decisions that affect their lives; by the respect that is shown for their civil and political liberties; by the provision that is made for those who are vulnerable and disadvantaged; and by the protection that is afforded to the growing minds and bodies of their children. (UNICEF Progress of Nations 1998) |
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