Czipp n katalin 11 november 2011 slovenia
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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?.

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Czipp n katalin 11 november 2011 slovenia

Teacher Competencies for ESD

The Work of UNECE Working Group

Czippán Katalin

11 November 2011, Slovenia

www.jno.hu


Czipp n katalin 11 november 2011 slovenia

Education

Education, public awareness,

communication

= facilitate, support learningin formal, non-formal, informal context


What do we have to learn for sd
What Do We Have to Learn for SD?

  • ”We learn not for school, but for life!”

  • For life = useful?


What does useful mean
What Does Useful Mean?

  • When?

    • 1900, 1920, 1940

    • 1990, 2011

    • 2020, 2030

  • Where?

    • Europe, Hungary, Slovenia, Croatia, UK, Germany, USA, Zimbabwe, Bhutan, …

    • Capital, rural area, …

  • Whom?

    • Single person, parent, engineer, headmaster


Competency from a constructivist point of view
Competency from a constructivist point of view

  • TASK – we have algorithm to deal with

  • PROBLEM – we do not have algorithm for - YET

  • COMPETENCY= willingness and ability to mobilize knowledge, skills, (resources) to create algorithmS to solve a problem

Inspired by the discussion with I. Nahalka (Aug. 2011)


What is sustainability
What is Sustainability

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


Competency for sd
COMPETENCY for SD

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


The role of education for sustainability i
The Role of Education for Sustainability – I.

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 role of education for sustainability ii
The Role of Education for Sustainability – II.

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.

EU 2010


Sd competencies by previous presenters

Gregor

critical thinking

complex thinking

weighing evidence

presenting reasoned arguments

goal setting

seeking alternative solutions

adapting to change

advocating for change

Mojca

Systemic and critical thinking and reasoning

Creativity encouragement

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 change

SD Competencies by previous presenters

Barica

content knowledge

knowledge on SD concept

Pedagogical knowledge

Analytical thinking

Creative thinking

Critical thinking

Eco-systemical thinking

Natalija

area of social competence and citizen literacy,

which can not be perceived as identical with the

standard knowledge

Greening - professional skills


Sd competencies by unece
SD Competencies by UNECE

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.


Unece competencies for esd
UNECE – Competencies for ESD

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


Unece expert group achievement on educators competencies in esd
UNECE Expert Group Achievement on Educators’ Competencies in ESD

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

Policy recommendations


Educators competencies in esd elements
Educators’ Competencies in ESD - elements

  • Learning to know -The educator understands…

  • Learning to do -The educator is able to …

  • Learning to live together -The educator works with others in ways that…

  • Learning to be -The educator is someone who…


Educators competencies in esd key territories
Educators’ Competencies in ESD- Key Territories

  • HOLISTIC APPROACHTowards integrative thinking and practice

  • ENVISIONING CHANGE Past, present and future

  • ACHIEVING TRANSFORMATION People, pedagogy and education systems


Policy recommendations 1
Policy Recommendations-1

Professional development in education

  • empowering

  • training – the managers, leaders as well

  • embedding into teacher education, never-ending professional development, accredation systems

  • consider in resource allocation

  • special focus on higher education

  • encourage establish partnerships networks


Policy recommendations 2
Policy Recommendations-2

Governing and managing institutions

  • Synergies among processes

  • Create distribute models

  • Encourage support-institutions

  • Adopt whole institution approach

  • Transparent and accountable governance

  • Strategic evaluation as part of learning


Policy reccomendaion 3
Policy Reccomendaion-3

Curriculum-development

  • Based on SD and ESD competencies

  • Review textbooks and other educational materials

    Monitoring and assessment

  • Review/develop it based on SD and ESD goals


A j v nemzed kek orsz ggy l si biztosa irod ja
A jövő nemzedékek országgyűlési biztosa irodája

Katalin Czippán

czippank@obh.hu

+ 36 1 475-7321

www.jno.hu

Thank You

for Your Attention!