Transcript 5th Meeting of the UNECE Steering Committee on ESD, 18-19 March 2010 Prof.

5th Meeting of the UNECE Steering Committee on ESD, 18-19 March 2010
Prof. Michael Scoullos, Chairman
 The UNECE Expert Group on Competences in Education
for Sustainable Development (ESD) was established by the
UNECE Steering Committee on ESD at its fourth meeting
(19–20 February 2009).
 Countries & stakeholders participating:
Belgium, Canada, Central Asian Working Group on ESD,
Georgia, Germany, Greece, Hungary, Ireland, Lithuania,
Netherlands, Russia, Serbia, UK, European ECO Forum,
UNESCO, UNU, UNICEF.
 Chair: Prof. Michael Scoullos, Greece and Vice-Chair: Mr.
Roland Tormey (Ireland).
Mandate - Timeline of work
 (a) To prepare general recommendations for
policymakers,
 (b) To prepare a range of core competences in ESD
for educators.
 To hold five meetings in 2009–2010 (one in 2009
and four in 2010)
 Goal of preparing a draft document on
competences for consideration at the Steering
Committee’s 6th meeting in 2011.
Meetings
 1st Meeting, Lund, Sweden, 30 September - 2
October 2009. The report has been submitted
to the UNECE SC.
 2nd Meeting, Lieden, the Netherlands, 13-15
January 2010.
 With regard to the standards, it agreed that rather than
looking at minimum acquired standards, it should focus
on what it would like educators and students to aspire to.
Competences
 A series of alternative classifications were examined.
 Indicative list of competences System-
thinking, Transformation, Dealing with risk/uncertainty and
сontradictions/ complexity, effective facilitation of learning,
Participatory pedagogy, Critical reflection, ‘’values’’
clarification, Shifting perspectives in time, space, culture
and discipline, Transdisciplinary, Futures orientation
Relevant to the four categories of the Delor’s framework
(“The educator for ESD knows…”, “The educator for ESD is
able to….”, “The educator for ESD is…”, “The educator for
ESD lives and works with others as follows…”) .
 To identify specific issues under each such cross-cutting
issue under the four categories, through group work in
three small groups.
Policy recommendations
Proposed structure at the final product:
Section 1 –preamble of recommendations
•
•
•
•
•
•
•
Mandate
The importance of the issue: strong link to existing international/national
priorities, European year innovation/ creativity e.g. Lisbon agenda; engagement of
young people in education, emergency preparedness, ‘business case for ESD’,
towards SD etc.
Vision of education and purpose of education
The breadth of competencies (to do; to know; to be; to live and work with others)
How we understand competencies
-System and individual
-Assessable in broad terms
-etc.
Variety within the region – provides universal competencies for social change
Recommendation to move towards implementation of these competencies for
educators
Policy recommendations
Section 2 - implementation of recommendations (at national and
international level)
•
•
•
•
•
•
Communicating competences to relevant bodies, stakeholder engagement
Link to existing action plans or goals (mapping on the international [e.g. standard
giving bodies, Bologna process], national policies as well as local/ regional)
Identification of barriers and ways to overcome them
Key actors
-Initial Educator Education
-Continuing Educator Education
Creating enabling framework in education systems – Leadership
Enhancing Synergies (at regional/ sub-regional level)
Section 3 – Competencies and Illustration of Competencies
Appendix (possible)
WORK PLAN
There will be several ISGs established to carry out drafting work
between the sessions:
 ISG on Competences – Anna Maria Hoffmann, Tatiana Shakirova,
Yuri Mazurov
 ISG on Preamble– Michael Scoullos, Paul Vare, Zinaida Fadeeva,
Leonard Rivard
 ISG on Recommendations for Policy-makers – Antoine
Heideveld, Katalin Czippan
 ISG on Illustrations: Daniela Tilbury, Laima Galkute, Inka
Bormann.
The Group noted the importance of striking a balance in consultations with
various sectors and the particular importance of engaging governmental
structures into this process. A number of stakeholders which could be
consulted was discussed.
Consultation process
 Stage 1. 1-30 April 2010. Individual experts, having received the first draft
of the competences section, may engage in very informal consultations with
their constituencies with respect to the scope of competences or
recommendations. On 31 March the circulation of the 1st draft of
Competences & on 30 April the 2nd draft.
 Stage 2. 1 May – 15 June 2010. Individual experts are invited to share the
2nd draft of the document with other stakeholders and processes with a view
to receiving their inputs and feedback in time for the 3rd meeting of the Expert
Group.
On 15 June the circulation of the draft concept of
recommendations & the draft preamble.
 Stage 3. 1 July – mid September 2010. Continued informal consultations,
including on the preamble and illustrations, as appropriate. The modalities and
whether and at what stage any further drafts are to be shared outside the
Expert Group are to be determined at its 3rd meeting (28-30 June 2010,
Limerick, Ireland). The 4th draft on competences & recommendations will be
ready on July-August for the 4th meeting of the EG in September.