2012 International Symposium on Education Reform International Trends on Education for Sustainable Development (ESD)｜国立教育政策研究所 National Institute for Educational Policy Research

Size: px

Start display at page:

Download "2012 International Symposium on Education Reform International Trends on Education for Sustainable Development (ESD)｜国立教育政策研究所 National Institute for Educational Policy Research"

かずしみやくぼ
5 years ago
Views:

1 2012 International Symposium on Education Reform International Trends on Education for Sustainable Development (ESD) December 18, 2012 Contents Opening Remarks Haruki OZAKI 65 Presentations: Trends and Issues on ESD Michel RICARD (Europe) 69 Charles HOPKINS (North America) 75 Fumiko NOGUCHI (Oceania and Asia) 83 Shigeki KADOYA (Japan) 93 Panel Discussion: The Past, Present, and Future of ESD 103 Appendix 121

17 Emergence of ESD

8 States and Territories: NSW, VIC, QLD, WA, SA, TAS, ACT, NT Unemployment, richpoor gap, drastic urbanisation, environmentaldestructionbyintensiveagriculture,industries

RoleofEducation developedbyinteracting withtheinternationaldebatesonthese 1970s Policyproposals=>EEandEfSpolicy, institutionaldevelopment AustralianAssociationforEnvironmental

25 8 States and Territories: NSW, VIC, QLD, WA, SA, TAS, ACT, NT Unemployment, richpoor gap, drastic urbanisation, environmentaldestructionbyintensiveagriculture,industries andhumanlives,competitivesociety + harshbutuniquenaturalenvironment veryfragileecosystem multiculturecoexistence AboriginalandTorresStraitIslanders 1960s Debateson Environment, Development and RoleofEducation developedbyinteracting withtheinternationaldebatesonthese 1970s Policyproposals=>EEandEfSpolicy, institutionaldevelopment AustralianAssociationforEnvironmental Education(AAEE)playsthecentralrole MajorPolicyPaperandDeclarations 1999 TheAdelaideDeclarationonNationalGoalsforSchoolingin thetwentyfirstcentury 2000 EnvironmentalEducationforaSustainableFuture:National ActionPlan 2005 EducatingforaSustainableFuture:ANationalEnvironmental EducationStatementforAustralianSchools CaringforOurFuture:TheAustralianGovernmentStrategy 2007 fortheunitednationsdecadeofeducationforsustainable Development, TheMelbourneDeclarationonEducationalGoalsforYoung Australians 2009 LivingSustainability:TheAustralianGovernment snational ActionPlanforEducationforSustainability 2010 SustainabilityCurriculumFramework:Aguideforcurriculum developersandpolicymakers

26 Presentations Established in Macquarie University in Sydney Renamed to Australia Research Institute for Environment and Sustainability Received the budget until 2009 from the national government Conducting researches and pilot projects identified and prioritised by NCEfS and NEfSN Network for environmental managers from Federal, State and Territory environment and education agencies. Improves interͳgovernmental coordination of the delivery of environmental education Ͳ between Ministry of Education and Ministry of Sustainability, between Federal and State/Territory Governments, Inter States/Territory Analyzing EfS promotion and obstacle factors Evaluation of existing programs and approaches Development of educational materials and programs ᵣᶖᶁᶆᵿᶌᶅᶇᶌᶅᴾᶇᶌᶄᶍᶐᶋᵿᶒᶇᶍᶌᴾᶒᶆᶐᶍᶓᶅᶆᴾᶃᶊᶃᶁᶒᶐᶍᶌᶇᶁᵿᶊᶊᶗ ᵱᶆᵿᶐᶇᶌᶅᴾᶐᶃᶑᶍᶓᶐᶁᶃᶑ ᵱᶓᶎᶎᶍᶐᶒᶇᶌᶅᴾᶒᶆᶃᴾᶂᶃᶔᶃᶊᶍᶎᶋᶃᶌᶒᴾᶍᶄᴾᶅᶍᶔᶃᶐᶌᶋᶃᶌᶒᴾᶎᶐᶍᶅᶐᵿᶋᴾᵿᶌᶂᴾ ᶋᵿᶒᶃᶐᶇᵿᶊᶑ ᵲᶆᶃᶍᶐᶃᶒᶇᶁᵿᶊᴾᶄᶍᶓᶌᶂᵿᶒᶇᶍᶌᴾᶄᶍᶐᴾᵣᵣᴾᵿᶌᶂᴾᵣᶄᵱ ᵟᶓᵱᵱᵧᴾᶑᶁᶆᶍᶍᶊᴾᶋᵿᶌᵿᶅᶃᶋᶃᶌᶒᴾᵿᶌᶂᴾᶑᶓᶎᶎᶍᶐᶒ Research outcomes are integrated into the national and states initiatives and program implementation. Became independent research institute in Q KO NKE[ RN C GO PF GP 2 VC VK TQIT %Q QP CO Q T CP FK F PC 4G VK RQ QP TV 7 ᵤᶃᶂᶃᶐᵿᶊᴾ ᶅᶍᶔᶃᶐᶌᶋᶃᶌᶒ %QQTFKPCVKQP CPF 5WRRQTV Federal Government: development of education policy and guidelines. State/Territory Government: has right to make decision on education, development and implement the curriculum framework and teaching guidelines NEfSN V RC EK VK T RC F CP U QWR T DG IT GO I O KP H5 QTM ' 0% G Y VJ VQ P KQ KU [U EV CN LG CP TQ F R CP TV U RQ OG 4G VEQ QW +UUWGU QP VJG UKVG 5EJQQN 7PKXGTUKVKGU CPF $WUKPGUU JG GU V UW H[ KU VK [ GP KV +F KQT RT NCEfS 4GXKGY V JG RQNKE [ RCRGT RTKQTKVK CPF GU VJG R TQRQUGF KUUWGU #FXKUQ T[ %QPFWEV RKNQV UVWFKGU 8 Kindy or Prep Primary school: Grade 1Ͳ6 (or 7) Junior Secondary or Middle school: Grade 7 (or 8) to 10 Senior Secondary: Grade 11 to 12 ARIES 5JCTKPI VJG KUUWGU KP VJG HKGNF 㹢 Compulsory education: Grade 1 to 10,WUV NKMG CP CEVKQP TGUGCTEJ CV VJG PCVKQPCN NGXGN 9 10 Integrated Study 8 Key Learning Areas (KLA) English, Mathematics, Science, Society and the Environment, the Arts, Personal Development and Health and Physical Education, Languages, and Technology 6 steps Teacher acts as a facilitator (KPFKPI QWV Integrated Study Introduced in 1980Ͳ1990s in each State/Territory Relate different subjects in order to improve the teaching and learning Based on Inquiry Learning to develop the leaning capacity for knowledge and skill 5QTVKPI QWV 6WTPKPI KP /CMKPI %QPENWUKQP 4GHNGEVKQP 11 6CMKPI #EVKQP 12 89

Presentations National Action Plan (2000) as its conceptual framework; based on the concepts and actions identified in Educating for a Sustainable Future (2005) Pilot study in NWS and VIC (2003Ͳ05)

27 Presentations National Action Plan (2000) as its conceptual framework; based on the concepts and actions identified in Educating for a Sustainable Future (2005) Pilot study in NWS and VIC (2003Ͳ05) 㹢started from 2005 Whole school approach Almost 3000 out of 9600 schools across Australia participating in AuSSI links to and complements existing programs engaged in an action learning cycle Australian Government, AuSSI Fact Sheet 13 NEfSN working group: support AuSSI schools Facilitators from NGOs and business: employed by States and Territories in order to provide support for raising understanding of EfS, management, and program development Facilitators: employed by States and Territories 14 QLD Prep 7 yr old and care takers Environmental management activities: Cleaning around school and community, study about native species, water and energy savings VIC Grade 1-6: Environmental management policy development, water and energy saving, CO2 emission, tree-planting with the city council, farming NT Tree-planting with local business and NGOs. Maintain the plant garden to learn the indigenous people s foods and life. Became the opportunities for the indigenous children to be connected to the indigenous knowledge Measurable outcomes Water and energy savings, waste reduction => school cost savings Immeasurable benefits Obtained the proud about the school culture Reduced the vandalism Developed the cooperative atmosphere amongst the school stakeholders Parents and community involvement Improved numeracy and literacy Improved the leadership capacity, in particular of the boy students Improved the students attendance to the school Improved the school atmosphere, etc Lack of teachers and facilitators who understand EfS Subject barriers Lack of information and skill for interͳdisciplinary approach Lack of understanding of sustainability at school Difference in understanding, passion and policy on EfS, between States/Territories 18

Non andin formalefs ARIES:Pilotprogramforpreservicetrainingforthe skilldevelopmentforwholeschoolapproachat5 universitiesinqld(2006) QueenslandUniversityofTechnology,AustralianCatholicUniversity,

AustralianGovernment(2010)Sustainability CurriculumFramework:Aguideforcurriculum developersandpolicymakers Businesssector EfSprogram(Westpac,ToyotaOceania,Holden) Ecotourism

28 Non andin formalefs ARIES:Pilotprogramforpreservicetrainingforthe skilldevelopmentforwholeschoolapproachat5 universitiesinqld(2006) QueenslandUniversityofTechnology,AustralianCatholicUniversity, JamesCookUniversity,UniversityofSouthernQueensland, UniversityoftheSunshineCoast ARIES:Analysisoffactorsandchallengesfor promotingthepreservicetrainingprograms (2010) AustralianGovernment(2010)Sustainability CurriculumFramework:Aguideforcurriculum developersandpolicymakers Businesssector EfSprogram(Westpac,ToyotaOceania,Holden) Ecotourism Greenloanandinvestment(MCU) Corporatesustainabilityreport NationalparksandNaturalreserveareas Localcommunity MultiethnicEfSprogram(NSW) NGO EnvironmentaleducationcentresinStates/Territories, EnvironmentalandcommunitydevelopmentNGOs FortheFuture Curriculumreform:ThreepillarsofAustralian Education Sustainability,Asia,Australian AboriginalandTorresStraitIslanders Thank you Tobeimplementedfrom2015 Thankyou.

32 What is Education for Sustainable Development (ESD) Why ESD Now? What is ESD Education for Sustainable Development? Shigeki KADOYA (National Institute for Educational Policy Research of Japan) How is ESD established? Concepts Abilities and attitudes Points to be considered Establishment of the Learning guidance process for ESD Why ESD Now? WHY ESD NOW? PRACTICE OF ESD IN SCHOOL EDUCATION Examples of Learning Instruction for ESD Practice in Environmental education Practice related with energy Practice in International understanding Practice in Natural Disaster Practice in Natural Disaster risk reduction, etc. It has been unclear what kind of learning instruction is ESD and how each theme can be dealt as ESD Necessity for clarifying the elements required for ESD What is ESD? What is ESD?

33 FOR ESTABLISHING ESD Clarifying the elements for establishing ESD at school For Establishing ESD Learning Instruction Process Concepts to be acquired by learners Clarify the concepts to be acquired by learners: Conceptual components Clarify the abilities and attitudes emphasized Clarify the points to be considered for learning instruction 3 For Establishing ESD environments humans will and actions CONCEPTS TO BE ACQUIRED BY LEARNERS CONCEPTUAL COMPONENTS CONCEPTS TO BE ACQUIRED BY LEARNERSCONCEPTUAL COMPONENTS

34 CONCEPTS TO BE ACQUIRED BY LEARNERS CONCEPTUAL COMPONENTS For Establishing ESD Clarify the abilities and attitudes to be emphasized Abilities and attitudes emphasized ABILITIES AND ATTITUDES EMPHASIZED For Establishing ESD Points to be considered POINTS TO BE CONSIDERED

35 POINTS TO BE CONSIDERED Exemplifying the learning instruction process for ESD Unit name (theme name) Clarification of viewpoints of ESD Objective of unit (theme) Plan of unit (theme) Development of the lesson

37 Panel Discussion The Past, Present, and Future of ESD Panelists Prof. Michel Ricard Dr. Charles Hopkins Ms. Fumiko Noguchi Dr. Shigeki Kadoya Coordinator Dr. Masakazu Goto

Core Ethics Vol. a

Core Ethics Vol. CP CP CP Core Ethics Vol. a - CP - - Core Ethics Vol. CP CP CP b CP CP CP e f a c c c c c c CP CP CP d CP ADL Core Ethics Vol. ADL ADL CP CP CP CP CP CP CP,,, d Core Ethics Vol. CP b GHQ