TheSDGandEducation:addressing new
global/national/local education responsibilities
AgendaCongress
Berlin,2016
CharlesHopkins
UNESCOChair,YorkUniversity
2016– ACrucialYearofOptimism
• Global agreement on 17 new SDGs
• Funding is already pledged
• Corporate world is aligning
• Higher Education is aligning
• Cities and states moving quickly
SustainableDevelopmentGoals(SDGs)
TheSDGscompriseauniversalagendathatappliestoall
countries,richandpoor,recognizingthatdevelopmentis
muchmorethantheeradicationofextremepoverty.
Universalitynotonlymeanssolidaritybetweencountriesbut
alsorepresentsasharedresponsibilityandactionbyall.
NewUNEducationInitiatives
• UNESCOWorldSummitonESD,Japan(2014)
– Aichi-Nagoya Declaration
– Global Action Programme onESD
• WorldEducationForum,Korea(2015)
– Incheon Declaration
• Education2030
– Theeducation contribution totheSDGs(2015)
Achi-NagoyaDeclaration
• URGEallconcernedstakeholders,inparticularMinistriesof
EducationandallministriesinvolvedwithESD, higher
educationinstitutionsandthescientificandotherknowledge
communitiestoengageincollaborativeandtransformative
knowledgeproduction,disseminationandutilization,
Achi-NagoyaDeclaration
• Reviewthepurposesandvaluesthatunderpineducation,
• …….theintegrationofESDintoeducation,training,and
sustainabledevelopmentpolicies,
• ……andensuretheeducation,trainingandprofessional
developmentofteachersandothereducatorsto
successfullyintegrateESDintoteachingandlearning;
SDG4– Education– By2030alllearners:
4.1Completefreeprimaryandsecondaryschoolforall
4.2Accesstoearlychildhoodeducationandcare
4.3Affordablequalitytechnical,vocational,tertiary,anduniversity
4.4Skillsforemploymentandentrepreneurship
4.5Eliminategenderdisparitiesandequalaccess
4.6Ensureallyouthandsubstantialadultshavenumeracyandliteracy
4.7Knowledgeandskillforsustainabledevelopment
Plus– equity,scholarships,increasedqualityteachersetc.
SustainableDevelopmentGoal4
• 4.7by2030ensurealllearnersacquireknowledgeand
skillsneededtopromotesustainabledevelopment,
including…througheducationforsustainable
development… sustainablelifestyles,humanrights,
genderequality,promotionofacultureofpeaceand
non-violence,globalcitizenship,andappreciationof
culturaldiversityandofculture’scontributionto
sustainabledevelopment
GlobalCitizenship
andRelatedIssues
UNESCO and UN Priority
Action 9: Foster global citizenship
- Develop the values, knowledge and skills necessary for peace,
tolerance, and respect for diversity.
- Cultivate a sense of community and participation in giving back to
society.
- Ensure schools are free of all forms of discrimination, including
gender inequality, bullying, violence, xenophobia, and exploitation.
AspectsofGlobalCitizenship
• Internationalizing
• Citizenship
(traditionaltopics
• Humanrights
economics,geographyetc.) • EarthCharter
• Responsibilities
• Intergenerational
• PlanetaryCSR-ISR
• Engagement
• “for”versus“about”
• Political
EducatingtheSustainableGlobalSelf
Coredisciplines
SpecificAdjectivaleducations
Professionalskills
Personalattributes
Well-being,worldview,
“Sustainableself”“societies”
Strengths Model: Starting Point for Formal ed.
• Nosinglediscipline/group/teacher/employee candoitallorownESD
• Everydiscipline/group/teacher/employee canandshouldcontribute
• Someindividualsorsectorscantakeleadrolesininitiatingthereorientation
discussion
• Leadership,coordinationandresourcing“strengths”arekeyasa“whole
institution”orsystemicundertakingisembeddedfrompolicytopractice.
NewESDandQualityEducationResearchStudy
Schools/systemsin:
Australia,Belgium,Canada,
China,England,Estonia,
Finland,Germany,Japan,
Korea,Latvia,Mongolia,
Netherlands,Peru,Scotland,
Sweden,Taiwan,TheUnited
StatesofAmerica.
• ResearchinESD
schoolsystemsin18
countries
• Manyhighscoring
PISAnations
• Verypositiveresults
• Qualityasanew
reasonforESDin
educationsystems
TheESDandQualityEducationResearchQuestions
1CanESDupdateandimproveeducation
outcomes?
2CanESDhelptoimproveandenrichcurriculum?
3CanESDhelpstudentsacquireknowledge, skills,
values toaddress sustainabledevelopment issues?
4CanESDhelpstrengthenthepartnerships between
schoolsandotherstakeholders, intheir
community?
5CanESDpromoteinnovation inteaching-learning
conceptual frameworks?
1-CanESDupdateandimproveeducational
purposes/outcomes?
• developedstrongercriticalthinkingskills,adeeper
understandingofthetopicsunderstudy,andbetter
researchskills….(China,Estonia,Netherlands,
Germany,Japan,Mongolia,Peru,Sweden,the
Netherlands,UnitedKingdom)
Core%Findings%
Countries%
Increased)academic)performance.))
Australia,)China,)Estonia,)Peru,)Sweden,)
the)Netherlands,)United)Kingdom,)
United)States)
Stronger)critical)thinking)skills,)deeper)understanding)of) Belgium,)Canada,)China,)Estonia,)
the)topics)under)study,)and)better)research)skills)
Finland,)Germany,)Japan,)Mongolia,)
Peru,)Scotland,)Sweden,)the)
Netherlands,)United)Kingdom)
Better)prepared)for)the)job)market)
Latvia,)Sweden,)Belgium)
Demonstration)of)excellent)communication,)writing)and)
mathematical)skills)
Finland,)Germany,)Scotland)
Increased)problem)solving)skills)
Korea,)Belgium)
Development)of)abilities)in)forming)and)defending)their)
opinions)
Estonia)
Enter)university)with)excellent)postLsecondary)studies)
preparation)
Sweden)
Contribute)to)creativity)and)character)education)
Japan,)Korea)
Student)attendance)rates)increase)in)ESD)schools)
Belgium,)United)States,)Netherlands)
!
JournalofEducationforSustainableDevelopment
• http://jsd.sagepub.com/
• September2016
• Volume10
• Number2
Origin of ESD
• Agenda21- 40negotiatedissuesinfoursections:
1/Social&economicissues
2/Environmentalissues
3/Newmajorgroupstobeengaged
4/Meansofimplementation
• ESDcamefromthesectionon“MeansofImplementation”
– PluspartofeveryotherchapterofAgenda21
– ESDisfoundintheUNConventionsonCC,Biodiversity,Desertification,Fores
allUNConferences WorkProgrammesetc.
The4MajorThrustsofESD
1 Accesstoandretentionwithinqualityeducationsystems– lifelong?
Improving,expanding,engaging
2 Reorienting existingeducationtoaddressthesocial,economic and
environmentalissuesourgraduateswill encounter.
questioning,evaluating,researching,
3 Publicawarenessandunderstandingoftheconceptofaddressing
sustainability
socialmedia,politicalandconsumersupport
4 Trainingprogramsforallsectors
lifelonglearningandwell-being
Environmental Education, Population Education, Development Education, Energy
Education, HIV/AIDS Education, Permaculture Education, Citizenship Education,
Democracy Education, Consumer Education, Media Education, Outdoor Education,
Experiential Education, Workplace Education, Conservation Education, Anti-Racist
Education, Religious Education, Equity Education, Gender Education, Holocaust
Education, Entrepreneurship Education, Horticulture Education, Water Education,
Global Education, Drug Education, Sex Education, International Studies, Family
Studies, Human Rights Education, Women's Studies, Native Studies, Values
Education, Natural History Education, Vocational Education, Economic Education,
Anti-smoking Education, Conflict Resolution Education, Workplace education,
Disaster Prevention Education, Computer Studies, Life-Skills Education, Recycling
Education, Citizenship Education, Heritage Education, Community Studies,
Multicultural Education, Anti-Violence Education, Systems Thinking Education,
Futures Education, Biodiversity Education, Pioneer Studies, Nutrition Education,
Resource Management Education, Self-Image Education, Peace Education, Leadership
Education, Cooperative Education, Character Education, Intercultural Ed.
THANKYOU
JournalofEducationforSustainableDevelopment
• http://jsd.sagepub.com/
• September2016
• Volume10
• Number2