Transcript Education for Sustainable Development (ESD) • • • • • • • • • • • • • • • • •

Education for Sustainable
Development (ESD)
• • • • • • • • • • • • • • • • • • • • • • ••
Anne MacDiarmid- ESD Consultant K-12
The Earth Charter Initiative
• is an extraordinarily diverse, global
network of people, organizations, and
institutions that participate in promoting
and implementing the values and
principles of The Earth Charter.
• http://www.earthcharterinaction.org/content/
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Education for Sustainable Development
The Earth Charter
• is a declaration of fundamental ethical principles
for building a just, sustainable and peaceful
global society in the 21st century.
• It seeks to inspire in all people a new sense of
global interdependence and shared
responsibility for the well-being of the whole
human family, the greater community of life, and
future generations.
• It is a product of a decade-long, worldwide,
cross cultural dialogue on common goals and
shared values.
•
http://www.earthcharterinaction.org/content/
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Education for Sustainable Development
Manitoba Education
Education for Sustainable Development
Overview
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What is Sustainable Development?
Importance of Sustainable Development
Educating for Sustainability
ESD website: whole school approach, grants,
online resources
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Education for Sustainable Development
What is Sustainable Development?
“Sustainable Development can be
defined as development that meets
the needs of the present without
compromising the ability of future
generations to meet their own
needs”
World Commission on Environment and Development , 1987
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Education for Sustainable Development
Seventh Generation
Sustainability
-is an ecological concept that urges the
current generation of humans to live
sustainably and work for the benefit of the
seventh generation (~500 years) into the
future.
Great Law of the Iroquois
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Deputy Minister-Gerald Farthing
“It’s about re-imagining how we live”
• http://www.yorku.ca/seda/movies.html
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Education for Sustainable Development
Charles Hopkins
What is Education for
Sustainable Development-ESD?
UNESCO chair in
(United Nations Education, Scientific and Cultural Organization)
“Reorienting Teacher Education to Address
Sustainability”
mms://windows.stream.yorku.ca/faculty/nsutherl/2010_03_01_SEdA_Education_for_Sustainable_Development.wmv
York University
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Education for Sustainable Development
Sustainable Development
Human Health and Well-Being
Quality
of
Life
Environment
Economy
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Education for Sustainable Development
Sustainable Environment
• is one in which the life-sustaining
processes and natural resources of the
Earth are
• respected,
• conserved
• regenerated.
Human Health and Well-being
•
Is characterized by people coexisting
harmoniously within local, national, and global
communities, and with nature.
•
A sustainable society is one that is
physically, psychologically, spiritually, and
socially healthy. The well-being of individuals,
families, and communities is of prime
importance.
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Education for Sustainable Development
Sustainable Economy
• Is one that provides equitable access to
resources and opportunities.
• It is characterized by development
decisions, policies, and practices that
– respect cultural realities and differences,
– do not exhaust the Earth’s resources
– maximize the regeneration of the natural
environment.
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Education for Sustainable Development
Quality of Life
Our quality of life now and in the future will
depend on our continued impact on the
Earth’s resources to secure the basic
requirements for existence and equitable
social and economic development.
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Education for Sustainable Development
Manitoba Education
Education for Sustainable Development
Education for Sustainable Development K-12
We are assisting our students by educating them about
sustainability and preparing them to take their places as
environmentally, socially and economically literate citizens,
consumers and leaders.
Education for Sustainable Development K-12
- is setting a direction for education and learning
that is based on;
values , principles and practices
that are necessary to respond effectively to
current and future challenges.
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Education for Sustainable Development
Ecological Literacy
Every student and every teacher develop
a comprehensive understanding of the
basic patterns and processes by which
Nature sustains life, and how these
ecological concepts relate to sustainable
human communities
•
Ecological Services
•
http://www.greenhearted.org/school-greening.html
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Learning It by Living It
The school greens its facilities which
allows for an experiential "place as
pedagogy" teaching approach and
enhances the environmental awareness of
students and staff who see their school
utilizing green practices on a day-to-day
basis.
•
http://www.greenhearted.org/school-greening.html
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Education for Sustainable Development
Environmental Ethic
•
All members of the school community
develop a personal and collective code of
responsibility to Nature, the Earth, and
future generations .
•
This entails constraints on individual
conduct and institutional policies, and
applies this environmental ethic along with
sustainable development principles when
making decisions that affect the school.
•
http://www.greenhearted.org/school-greening.html
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Education for Sustainable Development
The global model of
development is unsustainable…
• Unsustainable consumption of resources
• Degradation of ecosystems
• Exploitation of people
ESD raises awareness of issues, develops
capacity for critical reflection and systems
and futures thinking and promotes action.
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Education for Sustainable Development
CONSUMPTION / WASTE
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Worldwatch Institute
• Like a tsunami, consumerism has engulfed our
human cultures and Earths ecosystems.
• Left unaddressed we risk global disaster but if
we channel this wave, intentionally transforming
our cultures to center on sustainability, we
will not only prevent catastrophe but may usher
in an era of sustainabilityOne that allows people to thrive while
protecting even restoring, Earth.
•
www.worldwatch.org/node/6096
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What does this mean for
classroom teachers?
• Think of sustainability as humanity’s most
important project for the 21st century and
provide literacy in the language and
concepts of sustainability to the school
and community.
• Educate for sustainability
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Education for Sustainable Development
What Does Educating for
Sustainability Include…
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•
•
•
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Knowledge
Skills
Values and Attitudes
Behavior
Preparing students, so that, as adults, they are
able to deal with the challenges of living
sustainably on both a local and global level.
•
www.lsf-lst.ca/en/what-is-esd/esd-learning-outcomes
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Education for Sustainable Development
Educating for sustainability is designed to
encourage
changes in behavior
that will help to create a more sustainable
future for all
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Education for Sustainable Development
Tomorrow
Footprint
Handprint
Today
The R’s…
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REDUCE
REUSE
RECYCLE
REFUSE
RETHINK
RESTORE
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Education for Sustainable Development
It is not the strongest or
smartest species that
survives but the one most
responsive to change.
• Charles Darwin
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Education for Sustainable Development
GreenHeart Education
-is a primer on transformative education for
sustainability for teachers who want to
green their classrooms, curricula and
school communities.
http://www.globalcommunity.org/flash/womb
at.shtml
http://www.greenhearted.org),
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Education for Sustainable Development
Importance of ESD
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Education for Sustainable Development
ESD: International Priority
• United Nations has declared 2005-2014 as the
Decade of Education for Sustainable
Development.
• Canada, through Council of Ministers of
Education (CMEC) and as a member state of the
United Nations Economic Commission for
Europe (UNECE), played a major role in
developing UNECE’s Strategy for Education for
Sustainable Development.
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Education for Sustainable
Development
Bonn Declaration
 The UNESCO World Conference on ESD
Bonn, Germany (March 31- April 2, 2009),
 Dr. Gerald Farthing, Deputy Minister of Manitoba Education,
participated in the World Conference on behalf of the Council of
Ministers of Education Canada (CMEC) . Gerald served on the
Declaration drafting table with Chuck Hopkins the, UN Chair for
Reorienting Teacher Education.
 This Declaration guides our collective future
directions on ESD activity in Manitoba and
across Canada.
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Education for Sustainable
Development
Provincial Priorities
Mission
• To ensure that all Manitoba’s children and youth have access to an array of
educational opportunities such that every learner experiences success through
relevant, engaging and high quality education that prepares them for lifelong
learning and citizenship in a democratic, socially just and sustainable society.
Vision
• That every learner will complete a high school education with a profound sense of
accomplishment, hope and optimism.
Overarching Goals
• To ensure education in Manitoba supports students experiencing and learning
about what it means to live in a sustainable manner.
• To ensure that education practice and policy in Manitoba is guided by the principle of
inclusion.
• To significantly increase achievement levels of those students who have been
historically less successful.
• To continue to increase the overall provincial graduation rate.
Priority Action Areas
• Education for Sustainable Development
• Education in Low-income Communities
• Aboriginal Education
• Education in Rural Manitoba
• Education in Northern Communities
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Education for Sustainable Development
SEdA Conference
Sustainability and Education Academy
2007-2010
Inspiring educational leaders to create a
culture of sustainable development,
integrated into all aspects of the K-12
education system.
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Education for Sustainable Development
1.Governance
A systemic approach to implementing
Sustainable Development.
• Priority in Division Strategic Plan
• Board and Policy development
• Committees
• Budget
• Community Partnerships
• Evaluation and Monitoring
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2.Teaching and Learning
Students acquire and demonstrate the
knowledge ,skills ,attitudes and life practices
that contribute to a sustainable future.
• Cross curricular focus of ESD in all subjects
• Project-based learning focused on ESD
• Pedagogy focused on systems thinking,
inquiry,active learning, futures thinking, problem
solving from a local and global perspective
• Connections to student engagement, citizenship
and relevance.
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3. Capacity Building
Human resources policies, practices and
development plans are aligned with
sustainable development principles.
• Professional development is provided for professional
and support staff
• Education for Sustainable Development practices are
profiled and recognized
• Succession Planning (e.g. Leadership Development)
• Develop and Implement a staff wellness plan
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Education for Sustainable Development
4. Facilities and Operations
Sustainable principles are applied to the design,
construction and renewal of division buildings and all
aspects of facility management, procurement, resource
use and transportation.
• Facilities and operations assessment
• Facility renewal plan based on LEED or equivalent standard
• Operations plan that includes actions in procurement, energy
efficiency, water conservation and waste reduction.
• Schools structure and outdoor space are “facilities that teach”
sustainable practices
• Develop a sustainable transportation plan
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Education for Sustainable Development
Manitoba’s Vision
• Students will become informed and
responsible decision-makers, playing
active roles as citizens of Canada and the
world, and will contribute to social,
environmental, and an equitable quality of
life for all, now and in the future.
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Education for Sustainable Development
Deputy Minister-Gerald Farthing
“Education for SustainabilityIt’s personal and professional”
• http://www.yorku.ca/seda/movies.html
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Our Earth
is “staggering” under human impact.
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We all need FOOD, clean
WATER and AIR to breathe
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
Everything
we do creates a
Positive
or
Negative
Impact on the Planet
Going for the Green Committee
Some folks
are
different shades
of
Green
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Education for Sustainable Development
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Education for Sustainable Development
Dead Bird
http://www.chrisjordan.com/current_set2.php?id=11
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Education for Sustainable Development
• The Majestic Plastic Baga mockumentary
• http://www.youtube.com/watch?v=GLgh9h2ePYw
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Education for Sustainable Development
Mother Earth’s
Four Laws of Nature:
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There is no waste in Nature
Everything is connected
There is no such place as away
The Earth has limits
•
Vermont Institute of Natural Science, Waste Away Program
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All people
can and must
learn to live in harmony
with the natural world
and
with one another.
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Education for Sustainable Development
The ESD Traffic Light
Educating for Sustainability
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Education for Sustainable Development
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Education for Sustainable Development
Despair over the planets future
Hopelessness
Hyper-consumerism
Catherine O’Brian-Sustainable Happiness K-6 http://sustainablehappiness.ca/for-educators/
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Doomsday scenario
Construct a vital lie
Business as usual
Catherine O’Brian-Sustainable Happiness k-6 http://sustainablehappiness.ca/for-educators/
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Education for Sustainable Development
What Does Educating for
Sustainability Include…
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•
•
•
•
Knowledge
Skills
Values and Attitudes
Behavior
Preparing students, so that, as adults, they are
able to deal with the challenges of living
sustainably on both a local and global level.
•
www.lsf-lst.ca/en/what-is-esd/esd-learning-outcomes
Manitoba Education
Education for Sustainable Development
Student Competencies in ESD
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Knowledge
Skills
Values /Attitudes
Behaviour /Action
students should explore in order to work toward a
sustainable future.
• The evaluation section provides strategies to assess the
effectiveness of actions.
• The competencies are divided into the 3 levels of
schooling; Early Years -Middle Years -Senior Years
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Education for Sustainable Development
ESD – a top priority for
Manitoba Education
– Identified where ESD is taught in existing curriculum
– Identified learning resources to support the teaching of ESD
– Provide professional learning opportunities for teachers, schools
and school divisions in support of teaching ESD
- Promote ESD research
- Strengthen cooperation and partnerships on ESD regionally,
nationally and internationally with government
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Student Engagement
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Students are engaged in learning…
When they show commitment to a task
because they see inherent value in
completing the task, despite the
challenges
(in Dooner et el,2010)
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Engagement and Understanding
flourishes when teachers allowed
students to;
• Make responsible decisions
•
(Guskey and Anderman,2008,p.14)
• Participate deeply not simply be heard
•
(Mitra,2008,p23)
• When student work culminates in a
genuine product for an authentic audience
•
(Levy,2008,p.75)
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Are Canadian Youth Engaged at School?
CEA’s website (www.cea-ace.ca).
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Education for Sustainable Development
ESD ,Engagement and
Understanding;
• Our students are ready to be engaged in
authentic learning and action
• ESD can provide the link between their
achievement at school and their belief in
the significance of their learning
•
(Gary Babiuk -ESD a natural foundation for student engagement 2010)
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Education for Sustainable Development
All contents © 2009 Creative Change Education Solutions
Inquiry Templates
• Teachers should be equipped to help pupils identify and
think about the complexities of issues from the
perspectives of many stakeholders.
Students need to:
-acquire skills to analyze issues
-analyze proposed solutions to those issues
-understand the values underlying opposing
positions on issues
-analyze conflicts arising from those issues and
proposed solutions.
• They developed a framework of 13 questions for analyzing an
environmental issue ( but could be used for any issue) whether the
issue confronts a local community or a country on the other side of
the world.
•
ESD Toolkit http://www.esdtoolkit.org/default.htm
con’t….
The last two questions help students integrate
knowledge into daily living.
• What is a change you can make in your daily
life to lessen the problem or issue?
• Beyond changes in your daily life, what is the
next step you could take to address the
issue?
•
* This framework for teaching, studying, and analyzing environmental issues was
developed for North American university students through a research process by
Rosalyn McKeown and Roger Dendinger.
•
ESD Toolkit http://www.esdtoolkit.org/default.htm
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Education for Sustainable Development
ESD across the curriculum
ESD learning outcomes are integrated
into each subject in every grade:
– Social Studies
– Science
– Health/Physical Education
– Math
– English Language Arts
– Art ,Music, Drama, Dance
Manitoba Education
Education for Sustainable Development
Education for Sustainable Development –
Early Years (K to 4)
Students learn to think about their own and others needs and to
consider the needs of future generations.
Major themes in these grades include:
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Respect and concern for other people in the local community and other
places in the world
Concern for all living things in our environment. Students learn that human
survival is dependent on the environment
Respecting the natural environment while participating in physical activity
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
Middle and Senior Years
Manitoba’s ESD vision is for students to become
responsible and active citizens within their
communities. This means students make informed
decisions and take actions to improve their world.
Major themes in these grades include:
• Being good stewards of the environment
• To care about and take part in their communities
• Promote physical activity and healthy lifestyle
practices
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Education for Sustainable Development
Manitoba Education
Education for Sustainable Development
ESD website
www.edu.gov.mb.ca/k12/esd
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Education for Sustainable Development
Enough
For all
Forever
African Delegate to Johannesburg
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Education for Sustainable Development
ESD contact
Anne MacDiarmid
Sustainable Development Consultant
Manitoba Education
Telephone: 204-945-6943
or 1-800-282-8069, extension 6943
Email: [email protected]
Manitoba Education
Education for Sustainable Development
Manitoba Education
Education for Sustainable Development
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Education for Sustainable Development
Worksheet-Current Reality
1.What successes have we already had in our school?
2. What areas for action remain in our school that should be addressed?
3.What challenges do we face in these areas?
4. What support do we need to take effective action?
5. What are some of the existing individual, school and/or divisional
strengths ?
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Education for Sustainable Development
ESD Resources
www.edu.gov.mb.ca/k12/esd/resources.html
Manitoba Education
Education for Sustainable Development
Guide to Green Jobs and
Sustainable Careers
 Background on the Green Economy and the Green
Job Labour Market, including how a “green job” can be
defined
 A description of skills needed for a career in
sustainable development
 Examples of Green Jobs and Sustainable
Development Careers
 Profiles of people in Manitoba working in Green Jobs
 Green Job Resources and Additional Readings
 Tips to help prepare for and find a Green Job
Guide for Learning in the Outdoors
The guide will assist educators and their
partners (e.g.NGO’s)to embed the use of
the outdoors in teaching and learning.
The guide makes it clear that the outdoor
environment offers motivating, exciting,
relevant and easily accessible activities
from pre-school years through to grade 12.
Guide for Sustainable Schools
Manitoba Education
Education for Sustainable Development
Guide for Sustainable Schools
in Manitoba
• http://www.edu.gov.mb.ca/k12/esd/pdfs/su
stainable_guide.pdf
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Education for Sustainable Development
Sustainable Schools Plan (SSP) Template
School Name –
School Division –
Vision - What the school is hoping to achieve (one or two paragraphs)
SSP Team - Who is on the team and what their positions are
SSP Priorities - Information on the SSP team's priorities related to the
topics: Governance, Teaching and Learning, Capacity Building and Facilities
and Operations
A Toolbox of Resources (see section 6.0) has been compiled for schools to
use within each of these topics.
Record of Baseline Data - The baseline data will be used as indicators of
improvement and assessment of outcomes.
Reporting and Communication Activities
Priority
Strategies
What actions
will you take?
Who is
responsible?
Curriculum
Connections
Timeframe Indicators
Expected
/ Deadline How will you
Outcomes
know you are
What
making
specifically are
progress?
you trying to
improve?
(Observable,
measurable)
Data
Collection
By what
means will
you collect
evidence of
progress?
Results
Status, data or
anecdotal
evidence
Enough
For all
Forever
African Delegate to Johannesburg
Manitoba Education
Education for Sustainable Development
ESD contact
Anne MacDiarmid
Sustainable Development Consultant
Manitoba Education
Telephone: 204-945-6943
or 1-800-282-8069, extension 6943
Email: [email protected]
Manitoba Education
Education for Sustainable Development
The Story of Stuff
• http://www.youtube.com/storyofstuffproject#p/u/22/9GorqroigqM
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Education for Sustainable Development
Instructional Focus
• What do you want your students to know?
• What skills , behaviours could students
develop or refine?
• What attitudes, values would you like to
cultivate in students?
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Education for Sustainable Development
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Education for Sustainable Development
Grants for ESD
http://www.edu.gov.mb.ca/k12/esd/grant/ind
ex.html
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Education for Sustainable Development
ESD Grants
Education for Sustainable Development Categorical Grant
The intent of the Education for Sustainable Development Grant is to support
schools/school divisions in their efforts to incorporate Education for Sustainable
Development into all aspects of school division and school activities, operations,
and programming. The $700.00 grant is issued to schools in the fall.
Manitoba Education and Manitoba Hydro ESD Grant.
Manitoba Education and Manitoba Hydro introduced Education for Sustainable
Development Grants to promote professional learning for sustainability in
classrooms. The grants provide up to $2,000 to cover expenses, such as teacher
release time, professional development, and teaching/learning resources for
sustainability education.
Grants link on ESD website- www.edu.gov.mb.ca/k12/esd
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Education for Sustainable Development
Correlation Charts
Student learning outcomes from K-10 in Science
,Social Studies and Physical Education /Health
Education were selected as they related to
Manitoba sustainable development priorities in a
minimum of two factor areas
• http://www.edu.gov.mb.ca/k12/esd/correlat
ions/charts/index.html
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Eco Globe Schools
Recognition Program
• http://www.edu.gov.mb.c
a/k12/esd/eco_globe/awa
reness.html
• http://www.edu.gov.mb.c
a/k12/esd/eco_globe/acti
on.html
A Whole School Approach
to ESD
Manitoba Education
Education for Sustainable
Development
Coming Soon.....
Kindergarten to Grade 12 Correlation Chart
Template and Kindergarten Toolkit
- the planning template can assist educators when
developing their own ESD activities using the
ESD learning outcomes.
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Education for Sustainable Development
Manitoba Education
Education for Sustainable Development
ECO-Globe Schools Criteria
• Awareness - a school community at this level has
a general awareness of the principles and practices of
sustainability.
• Action- a school community at this level includes ESD
Awareness and is committed to a variety of ongoing
sustainability practices.
• Transformation- a school community at this level
incorporates Awareness and Action and is characterized
by a school-wide culture transformed by an ongoing
commitment to the principles and practices of ESD.
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
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Education for Sustainable Development
The Guide seeks to assist MB schools in;
• Moving beyond sustainability awareness by
undertaking concrete action-oriented learning
activities integrated with curricula
• Assists in creating sustainable school teams
and sustainable action plans
• Supports planning, implementing , reviewing
and evaluating progress
TABLE OF CONTENTS
• 1.0 About the Guide for Sustainable
Schools in Manitoba
• 1.1 The Decade of Education for Sustainable
Development (DESD)........................... 4
• 1.2 Sustainability education in Manitoba........ 4
• 1.3 What is the Guide for Sustainable
Schools in Manitoba?.......................... 7
• 1.4 History of the Guide............................ 8
• 1.5 Contact.........................................
2.0 Becoming a sustainable school
• 2.1 What is sustainability?.......................11
• 2.2 What is a sustainable school?...............11
• 2.2.1 The whole-school approach adopted by the
Sustainability and Education Academy.......11
• 2.2.2 General guidance on the wholeschool
approach..............................14
• 2.3 Why is school sustainability important?....15
• 2.4 What is a school sustainability policy?.....16
• 2.4.1 IISD Policy Bank..............................17
• 2.5 What is a School Sustainability Plan?......
3.0 School Sustainability Plans (SSPs)
• 3.2.2 Develop your vision...........................21
• 3.2.3 Conduct a self-assessment..................22
• 3.2.4 Determine priorities,
strategies,expected outcomes, and
timelines........................24
• 3.2.5 Make curriculum
connections...............25
3.0 School Sustainability Plans (SSPs)
• 3.2.6 Determine monitoring and evaluation
activities—Indicators and data collection
techniques....... 26
• 3.2.7 Record baseline data.........................28
• 3.2.8 Determine Reporting and
Communications Activities...................28
Build community links and partners—enriching the
school’s program and bringing valuable resources,
expertise and support
• 3.3 Implementing your SSP......................29
Implement plans and actions—without
implementing plans and assigning tasks, limited
progress occurs
• 3.4 Monitoring and reporting on your
SSP.....29
Monitor and report on progress—assisting
the school in measuring progress and improving
plans and actions, while remaining accountable
• 3.5 SSP samples...................................30