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Another E for ESDGC? Convergence of Employability, Sustainable Development and Global Citizenship Agendas in Higher Education Dr Carl Peters Dean of the School of Education University of Wales, Newport. The HE Environment. Some drivers... Employability Internationalisation

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slide1

Another E for ESDGC?

Convergence of Employability, Sustainable Development and Global Citizenship Agendas in Higher Education

Dr Carl Peters

Dean of the School of Education

University of Wales, Newport

the he environment
The HE Environment

Some drivers...

  • Employability
  • Internationalisation
  • Sustainable Development & Global Citizenship
  • Buoyant Economy (WAG)
  • Social Justice (WAG)

Question

Is it possible to co-deliver our commitment to these?

esdgc in context
ESDGC in context
  • In Wales we have a constitutional commitment to sustainable development in all aspects of the government’s work including higher education policy
  • Two overlapping advisory groups (for SD and for GC) came together to give ESDGC – Education for Sustainable Development and Global Citizenship
  • United Nations Decade for Education for Sustainable Development – UN DESD 2005 -
the wag action plan for esdgc suggests five themes for esdgc
The WAG Action Plan for ESDGC suggests five themes for ESDGC:
  • The links between society, economy and environment and between our lives and those of people throughout the world;
  • The needs and rights of both present and future generations;
  • The relationship between power, resources and human rights;
  • The local and global implications of everything we do; and
  • The actions that individuals and organisations can take in responding to local and global issues.
education for sustainable development
Education for Sustainable Development

“Enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future”

www.esd-wales.org.uk

education for global citizenship
Education for Global Citizenship

“Enables people to understand the global forces which shape their lives and to acquire the knowledge, skills and values that will equip them to participate in decision-making, both locally and globally, which promotes a more equitable and sustainable world”

www.esd-wales.org.uk

global citizenship global dimension dfes 2004
Global Citizenship/Global Dimension (DfES 2004)
  • Global Citizenship – Gaining the knowledge, skills and understanding of concepts and institutions necessary to become informed, active, responsible citizens.
  • Conflict resolution – Understanding the nature of conflicts, their impact on development and why there is a need for their resolution and the promotion of harmony.
  • Diversity – Understanding and respecting differences and relating these to our common humanity.
  • Human rights – Knowing about human rights including the UN Convention on the Rights of the Child.
  • Interdependence – Understanding how people, places, economies and environments are all inextricably interrelated and that choices and events have repercussions on a global scale.
  • Social justice – Understanding the importance of social justice as an element in both sustainable development and the improved welfare of all people.
  • Sustainable development – Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations.
  • Values and perceptions – Developing a critical evaluation of representations of global issues and an appreciation of the effect these have on people’s attitudes and values.
slide11

Welsh

Assembly Government

Higher Education Funding Council for Wales

Other Higher Education Institutions

UK / EU/

Global

influences

Higher Education Institution

Local Authority

National Union of Students

Higher Education

Wales

Awards, league tables and accreditation

slide13

Search terms used

Welsh Curriculum Audit 2009

Demography/population

Policy/

Administration

Employment/

unemployment

Pollution

Poverty

Social cohesion

Resources- depletion or conservation

Health

Social

Environmental

Labour/

Human rights

Sustainable

Development &

Global Citizenship

Diversity

Products and services

Equity/

Justice

Cultural diversity

Global warming, emissions, acid rain, climate change,

ozone

Bribery/

corruption

GNP, productivity

Finances

Resource use/exhaustion (materials, energy, water)

Economic

Production/consumption patterns

Developmental Economics

slide14

Recent Actions in HE

  • Strategy for Action
  • Sustainability Champion
  • Higher Education Network Group
  • Environmental Management Systems
  • Curriculum Audit
  • Baselining Tool
  • Regional Centre of Expertise (RCE)
employability skills
Employability Skills
  • Qualities and transferable skills necessary for employment requiring the exercise of:
  • Initiative and personal responsibility; and
  • Decision-making in complex and unpredictable professional or equivalent contexts

Adapted from the Framework for Higher Education Qualifications

generic employability skills
Generic employability skills
  • Ability to read, write and communicate clearly
  • Critical thinking (concrete and abstract)
  • Problem solving and systems thinking
  • IT competencies
  • Ability to work alone and with others
  • Ability to manage self
  • Ability to innovate and develop
  • Creativity
  • Decision-making
  • Understanding customer needs
hea esd and employability
HEA, ESD and Employability
  • HEA ESD Project since 2005 (UN Decade of ESD starts)
  • www.heacademy.ac.uk/esd
  • Sustainability Literacy as a focus in employability
  • HEA Projects
    • Neil Gordon – Hull
    • Marcus Grant – UWE
    • Zoe Robinson – Keele
    • Sarah Sayce – Kingston
    • Arran Stibbe – Gloucestershire
    • Stephen Stirling – Plymouth
nus research project 2011
NUS Research Project 2011

Four Nations study

First year students

5763 Respondents

Representative sample of types of institutions

Mostly state-funded higher education institutions

Will be repeated

key findings
Key Findings
  • “employers anticipate a need to employ staff with skills for sustainability literacy in a future workplace”
  • “Scotland and Wales lead the UK in understanding the impact of ESD with
  • national baselining studies completed”
  • “overwhelmingly, skills in sustainable development are viewed as significant for employability and over 80% of respondents believe these skills are going to be important to their future employers”
  • “63% of respondents would sacrifice £1,000 from their salary to work in a
  • responsible company”
  • “skills in sustainable development are slightly more relevant to students from Scotland, where there is a history of national policy in ESD”
  • “Partnership with business will raise awareness of the employability significance of skills in sustainable development among students, helping SD gain further foothold within the curriculum”
slide20

Q26. Thinking of your own personal view, how relevant is it to you thatthe following skills are developed through your university education?

slide21

Greening Business education: Enhancing employability and sustainability

  • Dr Zoe Robinson
  • School of Physical and Geographical Sciences
  • Research Institute for Environment, Physical Sciences and Applied Mathematics
  • Keele University

CELT Masterclass, Newport, March 9th 2011

slide22

Sustainability literacy

“Education is critical for promoting sustainable development and improving the capacity of the people to address the environment and development issues".

(Earth Summit, 1992)

The ability to take steps towards building a more sustainable self, community, society and world requires far more than knowledge about sustainability – it requires sustainability literacy (Stibbe and Luna, 2009)

Sustainability literacy = skills, attitudes, competencies, dispositions and values

www.sustainability-literacy.org

GRADUATES = FUTURE LEADERS….

sustainability literacy hea 2006
Sustainability Literacy (HEA 2006)
  • An appreciation of the importance of environmental, political and economic contexts of each discipline
  • A broad and balanced foundation knowledge of sustainable development, its key principles and the main debate within them, including its contested and expanding boundaries
  • Problem-solving skills in a non-reductionist manner for highly complex real-life problems
  • Ability to think creatively and holistically and to make critical judgements
  • Ability to develop a high level of self-reflection (both personal and professional)
  • Ability to understand, evaluate and adopt values conducive to sustainability
  • Ability to bridge the gap between theory and practice; in sustainable development, only transformational action counts
  • Ability to participate creatively in inter-disciplinary teams
  • Ability to initiate and manage change
common skills
Common skills?
  • Critical thinking
  • Problem solving
  • Decision making
  • Systems thinking
  • Working autonomously
  • Working with others
  • Creativity
  • Personal responsibility
  • Communications (oral & written)
  • Relevant IT competencies
messages
Messages
  • We shouldn’t see these agendas as completely separate, make the links in & between strategies
  • Help strategy leads work together
  • Remind people that we are already developing these skills but make them explicit
  • Don’t let the language get in the way, translate and interpret terms
  • Use problem-based learning more
links
Links
  • www.sustainability-literacy.org
  • www.esci.keele.ac.uk/sfs
  • www.heacademy.ac.uk/esd
slide27

Diolchynfawr

Thankyou

Dr Carl Peters

Dean of the School of Education

University of Wales, Newport