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ESD in a new setting: Thinking globally and acting responsibly at the local

level

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Paula LindroosPhD, directorBaltic University Programme, FinlandCentre for lifelong learningÅbo Akademi University and Novia university of applied

sciences

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The United Nationons Decade for Education for Sustainable Development 2005-2014

Phase 1: 2005-2009: Regional and national strategies and action plans for the implementation of ESD

Phase 2: 2009-2014: Good practices and capacity development

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UNESCO – ESD Quality education criteria:

1. Interdisciplinary and holistic approaches, where learning for SD is integrated in the whole curriculum and not only as an independent discipline

2. A common value base for SD3. Development of critical thinking4. The use of several teaching and learning

methods

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UNESCO – ESD Quality education criteria (cont):

4. Integration of local, regional and global aspects in education

5. Participatory decision-making where learners participate in decisions regarding their learning

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Definitions – sustainable development (SD)

SD is not an abstract system that can be put into practice to function and evaluated simply by examining outcome figures or flowcharts.

SD is rather the process and product of interaction, the interaction of a system and its institutions with the cultural context - and most importantly the people who make SD a reality.

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Sustainable development is an evolving concept: It changes over time

Sustainable development is situational: There is a different focus in different parts of the globe

Sustainable development – or rather: Sustainable future? Sustainability?

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Youth work and youth politics:

- An important cornerstone in the balanced and sustainable development of a society.

Attitudes and knowledge are important aspects, but equally important is action competence in different situations.

Action competence can be trained within the formal education system, but important is also learning in other life situations and arenas, within the non-formal and informal learning.

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The Finnish Youth law (2006)

- includes active citizenship and social empowerment and intersectorial cooperation.

- it aims at strengthening understanding of equity and diversity and a responsible (global) citizenship.

- environmental education is included as an important element, also outside the formal educational system.

-> Responsibility to municipalities

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Project in the city of OULU: cooperation of the education and youth sectors

- Involvement of youth in decision making – active participation in practice

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Project in the city of Oulu:

- Local action groups- Sharing of work and responsibility between

community sectors- Aspects on participation

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Conclusions (1):

Much fostering/changes of attitudes in the civic society, outside the formal education system.

Crucial for success is co-operation between and among the community sectors.

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Conclusions (2)

The starting point is always in the youth, both regarding responsibility given and responsibility taken.

Social structures and culture should provide support, as well as active listening to the youth, and support from adults.

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Next step:Expansion of the model? Expansion of the geographical

region?Including NGOs?

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- and finally

Think globally – act locally

Thank you!

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