GLOBAL EDUCATION FOR FURTHERING SUSTAINABLE DEVELOPMENT

1. GLOBAL EDUCATION FOR FURTHERING SUSTAINABLE DEVELOPMENT Helsinki 2.9. 2008 Rauni.Räsänen@oulu.fi

2. FROM INTERNATIONAL TO GLOBAL EDUCATION • Worldwars • United Nation’s declarations and conventions • UNESCO recommendations 1974 and 1995 • Sub-areas • UNESCO: Our Creative Diversity 1995 • Other definitions: Nora Godwin • Millenniun Goals • EFA-project

3. Continues: From international... • NORA GODWIN 1993 1. Understanding the interdependence of different areas of the world, people, and parts of ecosystem 2. Acknowledging the relativity of perceptions, images, views and knowledge 3. Understanding the interconnectedness of the past, present, and future 4. Learning from conflicts and for conflict resolution 5. Understanding the need for social justice

4. Continues: From International... • Maastrict Global education declaration 2002: Open people’s minds to the realities of the world, and awaken them to bring about a world of greater justice, equity and human rights for all. GE compasses Development education, Human rights education, Education for sustainability, Education for peace and conflict prevention and Intercultural education, being the global dimensions of Education for Citizenship. • Change for Global education: remembering the globe, globalisation, changing position of nations, new actors and forces in the global scene (also in education) • Globalisation - something qualitatively new? (ICT important aspect), to respond its challenges and opportunities

5. MILLENNIUM GOALS • Eradicate extreme poverty and hunger • Achieve universal primary education • Promote gender equality and empower women • Reduce child mortality • Improve maternal health • Combat HIV/AIDS, malaria and other diseases • Ensure Environmental sustainability • DEVELOP A GLOBAL PARTNERSHIP FOR DEVELOPMENT

6. EDUCATION FOR GLOBAL RESPONSIBILITY • OUR CREATIVE DIVERSITY 1995: GLOBAL ETHICS • Both an ideal (value-based) and reality-based (ethically demanded and the only way out) • Multi-levelled citizenship • New competencies • Multiple identities

7. Continues: Education for global resp... • Global ethics: question of universal ethical principles and culture specific values • What is global ethics based on: past, future, existing, agreed on, created... • Human dignity and treating others as subjects (Kant, Golden Rule) • Emerging global civic culture: demand for human rights and the consciousness of a shared ecosystem • Anthropocentrism?

8. Continues: Education for global resp... • Values or ethical principles in Our Creative Diversity: 1. motivation and willingness to co-operate (instead of conflict or competition) 2. treating others as subjects and goals 3. commitment to equity (within generations and between generations)

9. Continues: Education for global resp... • 4. commitment to mutual learning and dialogue • 5. commitment to peace and conflict prevention • 6. commitment to seek sustainable development • Human rights, peace, equity and justice (within and between generations), intercultural relations, sustainable development

10. Continues: Education for global resp... • Global education 2010 Programme • Education for Global Responsibility –project since 2007 • Comprehensive approach: the teams and process, lifelong education, lifewide: formal, nonformal and informal education, all sectors of life, contents and structures, integrated in the whole curriculum and school ethos, holistic conception of a human being: cognitive and affective sides, actions • Involving institutions of higher education

11. SUSTAINABLE DEVELOPMENT • UN Conference on the Human Environment in Stockholm in 1972 • UN World Commission on Environment and Development, Our Common Future in 1987 • UN’s Earth Summit in Rio de Janeiro 1992, Action plan Agenda 21 • Millennium Development Goals 2002

12. Continues: Sustainable development • UN Conference on Sustainable development in Johannesburg 2002 • UN General Assembly declared 2005-2014 a Decade for Education for Sustainable Development (DESD) • UNECE Strategy for ESD • The Baltic E Programme • Finlad’s strategy for the UN Decade for Education for Sustainable Development 2006 • World Commission on the Social Dimensions of Globalisation, A fair Globalisation 2004 • The Earth Charter

13. Continues: Sustainable development • WHAT IS IT? HOW DO WE KNOW? HOW DO WE DECIDE ABOUT IT? HOW DO WE MAKE IT? • Interrelated pillars: ecological, economical, social, cultural, technological, ethical, political • Individual, societal, processes and structures • Natural resources perspective and societal, human welfare perspective • Create welfare within existing resources

14. Continues: Sustainable development • Sustainable developmet is development that meets the needs of the present without compromising the ability of future generations to meet their own needs • Inter-generational and intra-generational ethics • The changes in attitudes, in social values, and in aspirations that the report urges will depend on vast campaigns of education, debate and public participation • Sustainable policy and structures, ways of living, sustainable societies, sustainable future

15. EDUCATION, GLOBALRESPONSIBILITY AND SUSTAINABLE DEVELOPMENT • Special courses or integrated • CROSS-CURRICULAR THEMES: 1. Gowth as a person 2. Cultural identity and internationalism 3. Media skills and communication 5. Participatory citizenship and entrepreneurship

16. Continues: Education, GE and ESD 6. Responsibility for the environment, well-being, and a sustainable future 7. Safety and traffic 8. Technology and the individual • Holistic approach • Transformation in the whole ethos • Clear vision

17. BARRIERS • Ego- and ethnocentrism • Us and others • Lack of knowledge, biased knowledge • Lack of experience • Cynicism • Helplessness • Lack of empathy

18. Continues: Barriers • Lack of perspective-taking • Lack of dialogue • Lack of respect • Lack of action • Lack of courage • Lack of vision • Lack of caring

19. Continues: Barriers • Power positions and structures • Selfishness • Greed • Inequity • Poverty • Social exclusion • Not understanding e.g. long-term consequencies

20. COMPETENCIES • Self-awareness and reflection as a person, nation and humankind • Knowledge and understanding on the interrelatedness of issues, people, species, man and globe • Ability to take perspectives, empathy, respect, dialogue

21. Continues: Competencies • Wide and many-sided worldview • Awareness of power-structures and processes • Ethical sensitivity, caring and responsibility • Will and courage • Action • Multi-sectoral cooperation and determined work • Vision, skills and attitudes to put it in action in education and in society, on local and global levels

22. CHALLENGES IN EDUCATION • Often special courses without holistic approach • Not logical continuum • Little cooperation with other sectors • Rather strict division between school subjects • Many demands without integration • Interest in social issues and activism not strong • Short history in recognising cultural diversity, ethnocentrism

23. STRENGHTS • Microcosmos of society • Basic education reaches everyone • Students spend at school over 10 years • Long-term human relations • Pedagogical autonomy and quality • Teachers and educators can ’open the world’, give perspectives, be models • HIGHER EDUCATION SPECIAL RESPONSIBILITY

24. WHAT IS ESSENTIAL? • Clear vision • Ethical sensitivity and values as compass • Hope and will • Expanding the scope of caring and worldview, altruism • Local and global, cooperation and dialogue • Logical policies and supporting structures • Holistic approach: life-long, life-wide, different sectors

25. WHAT IS ESSENTIAL IN EDUCATION? • To make GE and ESD central • To make them integrated and part of the whole culture (contents, actions,structures) • To integrate formal, informal and non-formal • To train teachers and other educators • To sensitise and involve higher education institutions • To empower to action: realistic but optimistic view of future • Critical but caring and improvement-oriented approach