Teacher Competencies for ESD The Work of UNECE W orking G roup. Czippán Katalin 11 November 2011, Slovenia. www.jno.hu. Education. Education, public awareness, communication = facilitate, support learning in formal, non-formal, informal context. What Do We Have to Learn for SD?.
The Work of UNECE Working Group
11 November 2011, Slovenia
Education, public awareness,
= facilitate, support learningin formal, non-formal, informal context
Inspired by the discussion with I. Nahalka (Aug. 2011)
Our vision for the future is of a region that embraces common values of solidarity, equality and mutual respect between people, countries and generations. It is a region characterized by sustainable development, including economic vitality, justice, social cohesion, environmental protection and the sustainable management of natural resources, so as to meet the needs of the present generation without compromising the ability of future generations to meet their needs.
UNECE Strategy on ESD 2005
being able to mobilise knowledge, skills, (resources) to create algoritmS to solve a problem with responsibility
based on solidarity, equality and mutual respect between people, countries and generations
while contributing to economic vitality, justice, social cohesion, environmental protection and the sustainable management of natural resources
ESD can promote a shift in people’s mindsets and in so doing enable them to make our world safer, healthier and more prosperous, thereby improving the quality of life.
UNECE ESD Strategy 2005
The most important role for ESD is to equip individuals and groups with the knowledge, skills and attitudes they need to make conscious choices aimed at achieving and preserving a world which both they and future generations will deem fit to live and work in. Educational institutions, local communities, civil society and employers are all key players in developing and promoting such competences.
presenting reasoned arguments
seeking alternative solutions
adapting to change
advocating for change
Systemic and critical thinking and reasoning
Tackling the problems and offering ways to solve them instead of only providing knowledge
Opening the door to multi - and interdisciplinary study
Improving the quality of life, consistent with nature
Consideration of our social values
Encouraging individuals and groups to positive changeSD Competencies by previous presenters
knowledge on SD concept
area of social competence and citizen literacy,
which can not be perceived as identical with the
Greening - professional skills
Can be found in the Guidance for Reporting on the Implementation of the UNECE Strategy for Education for Sustainable Development, Reporting Format,United Nations Economic Commission for Europe, Geneva.
The development of a sustainable society should be seen as a continuous processof learning and change, involving a variety of actors providing guidance and leadership in formal, non-formal and informal learning.
UNECE Competency Expert Group 2011
Educator is everyone who support formal, informal, non-formal learning
Special ESD competencies beyond being a good educator
Rather goals for a teaching community than a list of compulsory competencies for a single teacher
Professional development in education
Governing and managing institutions
Monitoring and assessment