HAPPY 20
Fundamental ‘SDG principles’ Universal The Goals apply to every nation and every sector
Cities, businesses, schools, organizations, individuals… all are challenged to act
Indivisible The Goals are all interconnected, in a system We cannot aim to achieve just one Goal. We must achieve them all…
‘Freedom within the framework’
Transformative Achieving these Goals involves making very big, fundamental lifestyle changes
Working with the SDG’s… “It’s unthinkable that – starting today – anyone can do an urban project or will get funding for urban development without a clear and direct link towards SDG11” (Raf Tuts, Coordinator of the Urban Planning and Design Branch of the United Nations Human Settlements Programme)
“Complexe vraagstukken” “Veranderende omgeving”
Declaration & Framework for Action “Education is at the heart of the 2030 Agenda for Sustainable 1. Vision and principles Development and essential for the success of all SDGs.” “Education can accelerate progress towards the achievement of2.all of the SDGs and therefore shouldapproaches be part of the Goal, targets, and strategic strategies to achieve each of them.”
3. Implementation “[The renewed education modalities agenda] is comprehensive, holistic, aspirational and universal, and inspired by a vision of • Governance, accountability partnerships education that transforms the lives ofand individuals, • Effective coordination communities and societies, leaving no one behind.” • Monitoring, and review “It is rights-based andfollow-up inspired by a humanistic vision of • Financing education and development, based on the principles of human rights and dignity, social justice, peace, inclusion and Indicatorasframework to monitor protection, well as cultural, linguistic progress and ethnic diversity and shared responsibility and accountability.”
Sustainable Development Goal 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” Outcome Targets [7]
Means of implementation [3]
4.1 Quality primary/secondary education for all
4.a Build and upgrade education facilities for safe, inclusive & effective learning environments
4.2 Early childhood & pre-primary education 4.3 Equal access to TVET & higher education
4.b Scholarships for TVET & higher education
4.4 Relevant skills for work & entrepreneurship 4.5 Gender equality & equal access for all 4.6 Youth and adult literacy 4.7 Global citizenship education for sustainability
4.c Teachers’ training and working conditions, including through international cooperation for teacher training
Outcome Target 4.7 • “Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. • Global Indicator for this outcome target is coded 4.7.1: “The extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment”.
Groep T - UCLL • Lid van UNESCO ASPnet • Education for Sustainable Development programma sinds 2008 How are we going to train our younger generations to enterprise and innovate in this complex globalized 21st century, when most teachers have been trained – and we keep on training teachers – according to the traditional ‘bureaucratic’ model?
“We have to prepare them to deal with change by teaching them how to shape that change themselves”
ASPnet is a network of committed schools engaged in fostering and delivering quality education in pursuit of peace, liberty, justice and human development in order to meet the pressing educational needs of children and young people throughout the world.
UCLL
Group T MDG’s 2000
SDG’s 2015
• “Learning the Treasure within.” (Delors, 1996)
• 50ste verjaardag, Auckland, New Zealand (2003)
2030
• 60ste verjaardag, Suwon, Korea (2013) • ASP Net Action plan: “ASP Net for Global Citizenship” (2014-2021)
• Auckland Declaration • ASP Net Action plan: “Navigators for peace – Agents of Change” (2004-2009)
• Incheon Declaration + Education 2030 Framework for Action (2015)
• “Rethinking Education: towards a global common good” (UNESCO, 2015)
UCLL
Group T MDG’s 2000
SDG’s 2015
2030
• “Learning the Treasure within.” (Delors, 1996)
• Incheon Declaration + Education 2030 Framework for Action (2015)
• “Rethinking Education: towards a global common good” (UNESCO, 2015)
… calls their members to realise the 4 pillars of education: TO KNOW
TO DO
TO LIVE TOGETHER
TO BE
Learning “to learn”
Plan and execute projects both individually and in groups
Understanding of others through dialogue leading to empathy and appreciation of the diversity of the world
All-round development of each individual, care for each aspect of the personality
Arousing curiosity, experiencing the pleasures of research and discovery
Developing memory concentration and thoughts To see and take action to learn
Turning knowledge into effective innovations Flexible disposition: daring to innovate, act creatively, willingness to take risks
Recognize growing interdependence and shared purposes Learning to understand themselves, development of inner peace
Freedom of thought, feeling and imagination “The end of education is to discover and open the talents which are hidden like a treasure within every person”
… calls their members to: • Integrate GCED and ESD into the teaching and learning processes of ASPnet schools • Experiment innovative approaches on GCE and ESD through ASPnet schools • Strengthen the sharing of information, experiences and good practices among ASPnet schools • To develop more robust assessment systems for ESD and GCED
In Global Citizenship Education: Topics and Learning objectives (UNESCO, 2015), GCED and GCED learning outcomes are described based on 3 core conceptual dimensions: unesdoc.unesco.org/images/0023/002329/232993e.pdf (i) Cognitive: To acquire knowledge and understanding, and develop skills for critical thinking and analysis about global, regional, national and local issues and the interconnectedness and interdependency of different countries and populations. (ii) Socio-emotional: To have a sense of belonging to a common humanity, sharing values and responsibilities, based on human rights and develop attitudes of empathy, solidarity and respect for differences and diversity. (iii) Behavioural: To act effectively and responsibly at local, national and global levels for a more peaceful and sustainable world, to develop motivation and willingness to take necessary actions. About the difference between ESD and GCED, UNESCO states the following: The knowledge, skills, values and attitudes and behaviours required by citizens to lead productive lives, make informed decisions and assume active roles locally and globally in facing and resolving global challenges can be acquired through education for sustainable development (ESD) and global citizenship education (GCED), which includes peace and human rights education as well as intercultural education and education for international understanding.
IEC Fall semester Development Education - “Entrepreneurial Educators for Change� Moving for quality education for all
o Educating for Education: Care (3 ECTS)
Moving for human rights and social justice
o Educating for Social and Human sciences: Human rights and social justice (3 ECTS)
Moving for a sustainable future
o Educating for Natural Sciences: Sustainable development (3 ECTS)
Moving for heritage and creativity
o Educating for Culture: Between memory and dialogue (3 ECTS)*
Moving for knowledge societies
o Educating for Communication and Information: Empowerment (3 ECTS)
Moving for change ~ Practicum Component
o Educational planning and project management: Theory (6 ECTS) Internship (6 ECTS) o English for Academic Purposes (3 ECTS)
IEC Spring semester International Education
-
“Learning for a Sustainable Future”
Learning TO KNOW ~ Curious Minds
o Learning for Life (3 ECTS) o Curriculum and Learning Opportunities (3 ECTS)
Learning TO DO ~ Creative Minds
o Participatory Research for Capacity Building (6 ECTS)
o Global Education Networks and Agencies (3 ECTS) Learning TO LIVE TOGETHER ~ Common Minds
o Scenarios for Living Together in 2030 (3 ECTS) o Making Cultural Diversity Work (3 ECTS)
Learning TO BE ~ Moving Minds
o Language: Code and Culture (3 ECTS) o Learning for Global Citizenship (3 ECTS)
o Appreciative Inquiry and personal growth (3 ECTS)
Modules‌
Sustainable development
Making diversity work
Care – Capacity Building
Methods‌
Projects
Participatory Action Research
Appreciative Inquiry
Scenario Planning
Authentic simulations
Cooperative learning
Whole School
UN Days
Approach…
Dialogical
Networking
Contextual
Biographical - multidisciplinary
Complex Mixture
Formal- nonformal- informal
Holistic - Humanistic