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DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS. Dieter Gross. 3 x Globalization: G,G. DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS. 3 x Globalization: G,G… … …… .. G.

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decision making structures for implementing esf in education and business
DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS

Dieter Gross

  • 3 x Globalization: G,G
decision making structures for implementing esf in education and business3
DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS
  • 3 x Globalization: G,G…………..G
decision making structures for implementing esf in education and business4
DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS
  • 3 x Globalization: G,G…………..G
  • Cultural Globalization - A Key Agentfor Education
  • Globalization - how to react ?
  • Vanishing Responsibility
  • Decision-Making Structures
  • Implementing these structures in Education and Business
cultural globalization

SFISUSTAINABLE FUTURE INSTRUCTIONS

Cultural Globalization

Market

pressure

Environment

ECONOMIC GLOBALIZATION

ECOLOGICAL GLOBALIZATION

CULTURAL GLOBALIZATION

Theindividual and the community are asked totransformpressures?WHAT KIND OF CONCEPT?

BY A NEW KIND OF THINKING

Global Learning vs. Globalization

global issues
Global Issues

SFISUSTAINABLE FUTURE INSTRUCTIONS

Consequencesof Globalization, examples

Unemployment,

structurally caused

Globalwarming

Migration

global learning vs globalization
Global Learning vs. Globalization

SFISUSTAINABLE FUTURE INSTRUCTIONS

Consequencesof Globalization, examples

Migration

Unemployment,

structurally caused

Globalwarming

Global Learningis asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues

global learning
Global Learning

SFI SUSTAINABLE FUTURE INSTRUCTIONS

Consequencesof Globalization, examples

Migration

Unemployment,

structurally caused

Globalwarming

Global Learningis asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues

development

education

education for the

cross-sectoral

linkage of

economy-

society-

environment

intercultural

education

sustainable development
Sustainable Development

SFISUSTAINABLE FUTURE INSTRUCTIONS

Consequencesof Globalization, examples

Migration

Unemployment,

structurally caused

Globalwarming

Global Learningis asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues

Sustainable Development

includes these dimensions

human rights, freedom, democracy;

good governance,

corporate governance

development

education

education for the

cross-sectoral

linkage of

economy-

society-

environment

intercultural

education

Case Study: CO2- Emissions

globalization processes
Globalization: Processes

SFI SUSTAINABLE FUTURE INSTRUCTIONS

ECONOMY

CO2-Emissions

Energy

globalization processes11
Globalization: Processes

SFISUSTAINABLE FUTURE INSTRUCTIONS

ENVIRONMENT

ECONOMY

CO2-Emissions

Global Warming

Energy

globalization processes12
Globalization: Processes

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

CO2-Emissions

GlobalWarming

Energy

ENVIRONMENT

e.g.Desertification

globalization processes13
Globalization: Processes

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

CO2-Emissions

Global Warming

Energy

Migration

ENVIRONMENT

e.g.Desertification

globalization processes14
Globalization: Processes

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

CO2-Emissions

Global Warming

Energy

Migration

ECONOMY

ENVIRONMENT

Social instability - enforced by lack of cultural competence

Desertification

globalization processes15
Globalization: Processes

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

CO2-Emissions

Global Warming

Energy

Migration

ECONOMY

ENVIRONMENT

Social instability - enforced by lack of cultural competence

e.g.Desertification

SOCIETY

Principles for a SustainableFuture

vanishing responsibility
Vanishing Responsibility

SFI Sustainable Future Instructions

vanishing responsibility17
Vanishing Responsibility

SFI Sustainable Future Instructions

There is a decoupling of natural processes and human impacts and effects.

A spatial and temporal separation of those who cause the effects and those who are affected by these.

The relationship between individual acting and its subsequent effects cannot be experienced any longer directly, whereby responsibility fades away.

slide18

Which are the criteria for ESF in Decision-Making Products?

ACTIVE RESPONSIBILITY TOWARDS REGIONAL AND GLOBAL ISSUES

CHALLENGE TO STRIVE FOR SOLIDARITY: NOW AND IN THE FUTURE

READINESS TO COMMUNICATE WITH PEOPLE OF DIFFERENT CULTURES

EVOKE AWARENESS ON BEING DEPENDENT ON 'NEW THINKING'

V A L U E S

how to create decision making structures
How to create decision-making structures?

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

EXPORT OF WHEAT

?

SOCIETY

how to create decision making structures20
How to create decision-making structures?

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

DEGRADATIONOF SOIL

EXPORT OF WHEAT

?

SOCIETY

how to create decision making structures21
How to create decision-making structures?

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

DEGRADATIONOF SOIL

EXPORT OF WHEAT

Mexico: Tortillas, traditional food

?

SOCIETY

how to create decision making structures22
How to create decision-making structures?

SFI Sustainable Future Instructions

ENVIRONMENT

ECONOMY

DEGRADATIONOF SOIL

EXPORT OF WHEAT

Mexico: Toast instead of Tortillas

?

SOCIETY

how to create decision making structures23
How to create decision-making structures?

SFI Sustainable Future Instructions

how to create decision making structures example
How to create decision-making structures? Example !

SFI Sustainable Future Instructions

Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions

ECONOMY

Export of wheat to reduce an unfavourable balance of trade, e.g. USA

how to create decision making structures25
How to create decision-making structures?

SFI Sustainable Future Instructions

Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions

ECONOMY

ENVIRONMENT

Export of wheat to reduce an unfavorable balance of trade, e.g. USA

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

how to create decision making structures26
How to create decision-making structures?

SFI Sustainable Future Instructions

Modern farming techniquesand conse-quences for the ecosysten as well as for the socio-economic system indistant regions

ECONOMY

ENVIRONMENT

Export of wheat to reduce an unfavorable balance of trade, e.g. USA

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

SOCIETY

?

how to create decision making structures27
How to create decision-making structures?

SFI Sustainable Future Instructions

Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions

ECONOMY

ENVIRONMENT

Export of wheat to reduce an unfavorable balance of trade, e.g. USA

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

SOCIETY

Balancing out!

how to create decision making structures28
How to create decision-making structures?

SFI Sustainable Future Instructions

Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions

ECONOMY

ENVIRONMENT

Export of wheat to reduce an unfavorable balance of trade, e.g. USA

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

SOCIETY

Balancing out!

VALUES

how to create decision making structures29
How to create decision-making structures?

SFI Sustainable Future Instructions

  • Intra- and intergenerative responsibility
  • Self-responsibility and solidarity
  • Sustainable Future Thinking

Balancing out!

ECONOMY

ENVIRONMENT

SOCIETY

VALUES

how to create decision making structures30
How to create decision-making structures?

SFI Sustainable Future Instructions

Modern farming techniquesand conse-quences for the ecosyste as well as for the socio-economic system indistant regions

ECONOMY

ENVIRONMENT

Export of wheat to reduce an unfavorable balance of trade, e.g. USA

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

SOCIETY

Reducing 'perverse‘ subsidies

Farming which cooperates with the environment

Less intensification

decision making structure

ECONOMY

SOCIETY

ENVIRONMENT

Economic pressure: Continuous demand for property in the CBD. Face-to-Face business.

Decentralisation of services by making use of high-speed-systems (train). Improving living conditions in the inner city. And loop roadsshould be merged with green axis

Results of densely populated areas: - Heaps of waste and noise - Missing social consensus

Decision-Making Structure

HOUSING

Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities.

Political imperative: City planning for a Sustainable Future

Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industrycould be partly moved into the vicinity.

Appropriate measures should be taken to

avoid urban sprawl and/or the doughnut phenomenon

The inner city will lose residents, therefore increase of offices vs. decrease of housing.

Suburbs will grow - more noise and air pollutioncaused by urban traffic since there will be more commuters.

INNER CITIES

Agriculture in Highly Advanced

Economies: Export of wheat to

reduce a negative balance

of trade, e.g. U.S.A.

Reducing perverse subsidies

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

AGRICULTURE

curriculum

Content Themes

ENVIRONMENT

ECONOMY

0BJECTIVE

Decentralisation of services by making use of high-speed-systems (train). Improving living conditionin the inner city. And loop roadsshould be merged with green axis

Economic pressure: Continuous demand for property in the CBD. Face-to-Face business.

Results of densely populated areas: - Heaps of waste and noise - Missing social consensus

Curriculum

HOUSING

Political imperative: City planning for a Sustainable Future

Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industrycould be partly moved into the vicinity.

Appropriate measures should be taken to

avoid urban sprawl and/or the doughnut phenomenon

Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities.

The inner city will lose residents, therefore increase of offices vs. decrease of housing.

Suburbs will grow - more noise and air pollutioncaused by urban traffic since there will be more commuters.

INNER CITIES

Reducing perverse subsidies

Agriculture in Highly Advanced

Economies: Export of wheat to

reduce a negative balance

of trade, e.g. U.S.A.

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

AGRICULTURE

slide33

DESDGerman-Japanese Cooperation: DESD-Project

Educators of Germany and Japan will work together, following UNESCO’s framework of the Decade of Education for Sustainable Development 2005 -2014, initiated by the Japanese Government in Johannesburg, (WSSD, 2002)The “Germany-Year in Japan 2005/2006” is an additional opportunity to start a viable cooperation among German and Japanese teachers and students to find strategies of how to implement the principle of Sustainability in education.In order to cope with global changes (syndromes) and the disadvantages of globalization everyone has to accept and practice responsibility.Germany and Japan face various economic, environmental and social problems (e.g. demographic ones) which are alike, therefore cooperating may be worthwhile. The most promising strategy in doing so will be based on Education for a Sustainable Future.

Dieter Gross, Prof. Dr. Shuichi Nakayama.

appointed by the German Foreign OfficeProfessor, Hiroshima University of Economics Professor Emeritus, Hiroshima University Member, Japanese National Commission for UNESCO Chair, Educating Sub-Committee, Japanese National Commission for UNESCO

UNESCO

Planning

Project Domain

Survey

Links

Indicators for SD

Initiated and supported by:Association of German-Japanese Societies, The President and NGO-Coordinator for the “Germany-Year in Japan 2005/2006” Dr.Thilo Graf BrockdorffEducation for a Sustainable Future ESFSustainable Future Instructions SFI