N

PT
EL
Community-based ESD practices and policy

EL
PT
N
Okayama Commitment 2014:Japan Case Study

EL
PT
N
• Japan , Okayama Commitments :

EL
• • Environmental conservation
• • Disaster risk reduction (DRR)

PT
• • Income generation, entrepreneurship, community development
• • Cultural diversity and dialogue, intergenerational exchange
• • Literacy
• • Empowerment
N
The Six action principles are:
• Responding to emergent local community issues that impact on achieving
sustainable development
• Engaging with different key players to respond effectively to the issues
identified

EL
• Enabling all those who seek solutions to sustainability issues to contribute
actively to finding them
• Embedding the principles and practices of ESD in daily life

PT
• Sustaining changes and achievements beyond short-term project timelines
• Transforming ourselves, our practices and policies towards a more
sustainable future

• Providing resources
• Networking/partnership
N
The four policy support mechanisms, :

• Capacity-building
• Content development
How education is related to other SDG targets(UNESCO, 2016a)

EL
PT
N
N
PT
EL
• The Frame-Model for Sustainability Competencies
• Regarding the goals or objectives recommended for ESD, two major sources
were identified.

EL
• 1. There is a need to change attitudes among people so that they are able to
assess and address their concerns about sustainable development.

PT
• 2. There are goal recommendations which were mostly developed by
researchers from the educational field, and which often achieve a higher
degree of differentiation; analysis of existing ESD (learning) goals has revealed

N
a significant deficit in terms of the operationalization of the ESD output.
• 3.Without operationalization, and the resulting non-existent measuring
instruments, the needs for ESD and effects of ESD-related interventions (for
example lessons, seminars, projects) cannot be determined empirically.
N
PT
EL
How can this shortcoming be addressed?

EL
PT
N
• Frame-model for the structuring of relevant sustainability competencies
with cognitive, affective-motivational, and behavioral goal dimensions (GD),
and sub competencies on each level . On the left, the interacting nonspecific
competencies (with regard to sustainability)(Source: Sustainability 2019, 11,
1717, 4 of 20).

EL
• In the sense of hot cognitions ,the affective-motivational facets of
sustainability competencies (Figure 1, field 1b, 2b, 3b) include all affect-,
need-, and motivation-related competency features.

PT
• These include, among other things, values (such as personal acceptance of
the intergenerational idea of justice or the personally favored lifestyle),
attributions of responsibility or attitudes (for example in questions of
consumption or mobility (on Level 1 and 2) and mature epistemological
N
beliefs about the relativity and situational character of empirical knowledge
in important areas of sustainability on Level 3).
• The underlying affective-motivational traits become progressively more
conscious on the way from Level 1 to Level 3. An affective goal commitment
or a positively assessed sequence of actions is the core of any motivation,
without which an action will not be performed.
• German Research Study:
• Research Question 1: What is the present state of (lower secondary) student
sustainability competencies in Germany (Baden-Wuerttemberg) after the
implementation of ESD as a new guiding principle?

EL
• Research Question 2: What kinds of subscales can be developed and used to
capture sustainability competencies?
• The measurement instrument presented here provides a valuable starting point

PT
for further test extension, e.g., for assessing learning progression, to assess the
development of competencies in multilevel analysis or longitudinal studies.
• Results revealed some first insights into the interactions of different socio-

N
demographical aspects with the different sustainability competency dimensions.
• In future studies it will be interesting to explore the role of the interactions of the
different facets of sustainability competencies in more depth and compare them
to other findings of relevant research in the field of for example psychology for
sustainability to further explore the interconnections.
N
PT
EL
 An ESD Indicator for Teacher Training
& the National Monitoring for ESD:
Implementation in Germany

EL
PT
N
Categories of the coding procedure for analyzing the TT course descriptions with nine
categories validated and tested by external ESD experts.( Source: Sustainability 2018, 10, 2508 7 of 17)
Thematic indicator framework : Education 2030 Framework for Action
Source: UNESCO

EL
PT
N
• Teacher Education for Sustainable Development in Germany :
• Learning objectives for teachers to promote ESD

EL
• 1. Know about sustainable development, the different SDGs and the related
topics and challenges
• 2. Understand the discourse on and the practice of ESD in its local, national and

PT
global context
• 3. Develop their own integrative view of the issues and challenges of
sustainable development by taking into account the social, ecological,
N
economic and cultural dimensions from the perspective of the principles and
values of sustainable development including that of intergenerational and
global justice
• 4. Take disciplinary, interdisciplinary and transdisciplinary perspectives on
issues of global change and their local manifestations
• Reflect on the concept of sustainable development, the challenges in achieving
the SGDs, the importance of their own field of expertise for achieving the SDGs
and their own role in this process

EL
• Reflect on the relationship of formal, non-formal and informal learning for
sustainable development, and apply this knowledge in their own professional
work

PT
• Understand how cultural diversity, gender equality, social justice,
environmental protection and personal development are integral elements of
ESD and how to make them a part of educational processes

N
• Practice an action-oriented transformative pedagogy that engages learners in
participative, systemic, creative and innovative thinking and acting processes in
the context of local communities and learners’ daily lives
• Act as a change agent in a process of organizational learning that advances
their school towards sustainable development
N
PT
EL
• Identify local learning opportunities related to sustainable development and build
cooperative relationships
• Evaluate and assess the learners’ development of cross-cutting sustainability
competencies and specific sustainability-related learning outcomes

EL
• Possible modules of a teacher education curriculum with ESD as a key element.
• Basic concepts of sustainable development from a local, national and international
perspective

PT
• ESD concepts from a local, national and international perspective
• Disciplinary, interdisciplinary and transdisciplinary views of key examples of
sustainability challenges

N
• Project-oriented work on specific problems of local, national and global importance in
cooperation with educational institutions and other (local) partners
• Research-based analysis of ESD processes in different learning settings (such as schools,
colleges or non-formal educational institutions)
• Practical experiences with ESD approaches and their critical reflection
 UNESCO ESD Sourcebook (UNESCO 2012), whole-school
approaches

EL
PT
N
• The formal curriculum contains knowledge, skills, perspectives and values
related to sustainability.

EL
• Learning includes real-life issues to enhance pupils’ motivation and
learning.
• The school has a sustainability ethos, which can be seen in the treatment of

PT
others, school property, and the environment.
• School management practices reflect sustainability.
• School policies reflect environmental, social, and economic sustainability.
N
• Interactions between the school and community are fostered.
• Special events and extra-curricular activities apply and enhance classroom
learning about sustainability.
• Pupils engage in decision-making affecting school life.
N
PT
EL
N
PT
EL
N
PT
EL
N
PT
EL
N
PT
EL
N
PT
EL
 https://en.unesco.org/news/united-nations-alert-education-should-
be-clear-priority

EL
https://www.youtube.com/watch?v=j8aXSTN71MY
https://en.unesco.org/news/sdg4youth-network-positioning-

PT
students-and-youth-front-and-centre-sdg4
https://en.unesco.org/news/global-media-and-information-
literacy-week-media-and-information-literacy-public-good

N
• Perspectives of Sustainable Development
• 1. To achieve sustainable development and a higher quality of life for all
people, countries should reduce and eliminate unsustainable patterns of
production and consumption and promote appropriate demographic

EL
policies.
• 2. Women play a vital role in environmental management and

PT
development. Their full participation is therefore essential to achieving
sustainable development.
• 3. Warfare is inherently destructive to sustainable development. Peace,
indivisible.
N
development and environmental protection are interdependent and

• 4.A systems thinking approach , rather than an approach that looks at

problems in isolation should be used. Sustainability issues are linked and
part of a “whole.”
• 5.Understanding local issues in a global context and recognizing that
solutions to local problems can have global consequences.
N
PT
EL
• 6.Realizing that individual consumer decisions affect and give rise to
resource extraction and manufacturing in distant places.
• 7.Considering differing views before reaching a decision or judgement.
• 8.Recognizing that economic values, religious values, and societal values

EL
compete for importance as people with different interests and backgrounds
interact.
• 9.Seeing all humans as having universal attributes.

PT
• 10. Knowing that technology and science alone cannot solve all of our
problems.

N
• 11.Emphasizing the role of public participation in community and
governmental decision-making. People whose lives will be affected by
decisions must be involved in the process leading to the decisions.
• 12.Calling for greater transparency and accountability in governmental
decision-making.
• 12.Employing the precautionary principle – taking action to avoid the
possibility of serious or irreversible environmental or social harm even
when scientific knowledge is incomplete or inconclusive.
• Therefore, educators, leaders, and citizens recognize that sustainable
development is an evolving concept and that the list of sustainability

EL
perspectives can therefore grow and change.
• Governments and civil society as well as individuals must hold the
responsibility for a more sustainable future. All must contribute in their

PT
own way.
• Global Action Programme (GAP) on ESD states that:
• ESD allows every human being to acquire the knowledge , skills, values
and attitudes that empower them to contribute to sustainable
N
development and take informed decisions and responsible actions for
environmental integrity, economic viability, and a just society for present
and future generations. ESD promotes skills like critical thinking,
understanding complex systems, imagining future scenarios, and making
decisions in a participatory and collaborative way (UNESCO, 2014b: 33).
Development of sustainability competencies:
The GAP highlights learning outcomes that stimulate learning and promote core
competencies, such as ‘critical and systemic thinking, collaborative decision-
making, and taking responsibility for present and future generations’ (UNESCO,
2014b: 12).

EL
Key competencies for sustainable development (Wiek et al., 2016):
• Anticipatory competency: the ability to understand and evaluate
multiple futures – possible, probable and desirable – and to create

PT
one’s own visions for the future, to apply the precautionary principle, to
assess the consequences of actions, and to deal with risks and changes;
• Normative competency: the ability to understand and reflect on
N
the norms and values that underlie one’s actions and to negotiate
sustainability values, principles, goals and targets, in a context
of conflicts of interests and trade-offs, uncertain knowledge and
contradictions;
• • Strategic competency: the ability to collectively develop and implement
innovative actions that further sustainability at the local level and
further a field;
• • Collaboration competency: the ability to learn from others; understand and
respect the needs, perspectives and actions of others (empathy);understand,

EL
relate to and be sensitive to others (empathic leadership),deal with conflicts in a
group; and facilitate collaborative and participatory problem-solving;
• • Critical thinking competency: the ability to question norms, practices and

PT
opinions; reflect on own one’s values, perceptions and actions; and take a position
in the sustainability discourse;
• • Self-awareness competency: the ability to reflect on one’s own role in the local
community and (global) society, continually evaluate and further motivate one’s

N
actions, and deal with one’s feelings and desires;
• • Integrated problem-solving competency: the overarching ability to apply
different problem-solving frameworks to complex sustainability problems and
develop viable, inclusive and equitable solution that promote sustainable
development – integrating the above-mentioned competencies.
Key competencies and performance of sustainability citizens
Source: (A. Leicht, J. Heiss and W. J. Byun (eds) © UNESCO 2018)

EL
PT
N
Implications of ESD for the practice of education and pedagogy
Whole-institution approach:

EL
PT
N
N
PT
EL
N
PT
EL
• While all elements of the whole-institution approach are important,
interactive, integrative and critical forms of learning are at the core of
delivering ESD in the classroom and other learning settings, making this
approach an action-oriented transformative pedagogy.

EL
• Action-oriented transformative pedagogy
• ESD is about developing sustainability competencies and, thus, empowering
and motivating learners to become active and critical sustainability citizens

PT
able to participate in shaping a sustainable future. The pedagogical
approaches needed to achieve this end should be learner-centred action
oriented and transformative.
• Key pedagogical approaches in ESD:
• 1. A learner-centred approach
N
• Learner-centred pedagogy sees students as autonomous learners and
emphasizes the active development of knowledge rather than its mere
transfer and/or passive learning experiences. The learners’ prior knowledge as
well as their experiences in the social context are the starting points for
stimulating learning processes in which the learners construct their own
knowledge base.
 contd…..

Learner-centred approaches require learners to reflection their own knowledge and

learning processes in order to manage and monitor them. Educators should
stimulate and support those reflections . Learner-centred approaches change the
role of an educator from that of an expert who transfers structured knowledge to
that of a facilitator of learning processes (Barth, 2015).

EL
2.Action-oriented learning
In action-oriented learning, learners engage in action and reflect on their
experiences in relation to the intended learning process and personal

PT
development. The experience might come from a project (e.g. in-service
learning), an internship, facilitation of a workshop, implementation of a
campaign and so on. Action-learning draws on Kolb’s learning cycle of

N
experimental learning, which has the following stages:
(i) having a concrete experience, (ii) observation and reflection, (iii) formation of
abstract concepts for generalization and (iv) application in new situations (Kolb,
1984).
 contd…

Action learning increases knowledge acquisition, competency development

and values clarification by linking rather abstract concepts to personal
experience and the learners’ life. The role of the educator is to create a
learning environment that prompts learners’ experiences and reflexive

EL
thought processes.
• 3.Transformative learning
• Transformative learning can be defined primarily by its aims and principles ,

PT
not by a concrete teaching or learning strategy. It aims to empower learners
to question and change their ways of seeing and thinking about the world ,
in order to further develop their understanding of it (Mezirow , 2000; Slavich

N
and Zimbardo, 2012). The educator acts as a facilitator who empowers and
challenges learners to change their worldviews. The related concept of
transgressive learning (Lotz-Sisitka et al., 2015) goes one step further – it
states that learning in ESD has to overcome the status quo and prepare the
learner for disruptive thinking and the co-creation of new knowledge.