german-japanese cooperation on education for sustainable development, berlin august 20th, 2008 prof....

German-Japanese Cooperation on Education for Sustainable Development, Berlin August 20th, 2008

Prof. Dr. Reinhard HOFFMANN (Trier)

Education for Sustainable Developmentwithin Geosciences at German Universities


Contents

1 Introduction The university town of Trier The Faculty of Geography/Geosciences

2 Education for Sustainable Development in Teaching

3 Education for Sustainable Development in Practice

4 Conclusions

The university town of Trier

Introduction


• Founded 16 B.C. by the Romans



Introduction


• World cultural heritage Porta Nigra



Introduction


• World cultural heritage Porta Nigra Emperor‘s baths



Introduction


• World cultural heritage Porta Nigra Emperor‘s baths Amphitheatre



Introduction

• Around 100,000 inhabitants and two universities, currently with around 18,000 students

• Cultural landscape with a long wine-growing tradition

• Birthplace of Karl Marx (1818-1883)



Introduction

1473 Founding of the old Trier University

1798 Closure of the old University under Napoleonic occupation

1970 Re-opening of the new joint universities Trier- Kaiserslautern1975 Trier University becomes independent



Introduction


Trier University

Campus I

Introduction


Faculty of Geography/Geosciences

Campus II

17 Departments 17 Professors

1,609 students out of this 384 teacher students

Introduction


Courses of study and degrees (upto 2007)

Human GeographyPhysical Geography Geosciences

Diploma AppliedGeography

Diploma AppliedPhysical

Geography

Teachers‘ Degree

(state examination)

Diploma AppliedEnvironmental

Sciences

Diploma AppliedBiogeography

ESD inTeaching

Introduction

Education for Sustainable Development in Teaching


Courses of study and degrees (starting in 2007)

Applied Geography Environmental Geosciences BioGeoAnalysis Applied Geoinformatics

Dynamics of Processes on the Earth‘s Surface Environmental Assessment and Managment BioGeoAnalysis Geoinformatics

Bachelor of Science Master of SciencesESD in

Teaching

Introduction



Courses of study and degrees (starting in 2008)

Bachelor of Education Master of Arts

Geography Biology

Applied Human Geography

Master of Education

Geography Biology

ESD inTeaching

Introduction



ESD inTeaching


Concept of sustainable development included in all study programmes

Special aspects of education for sustainable development first of all in study programmes of teacher students

Introduction


EAM 1Environmental Monitoring& Pollution Assessment

EAM 2Environmental Remote & Sensing and Modelling

MSc Environmental Assessment &Management

EAM 3Environmental Conservation& Restoration Management

ESD inTeaching

Introduction

Example 1


EAM 3Environmental Conservation & Restoration Management

Lecturers related to sustainable development:

Soil Degradation, Restoration & Protection Sustainable Chemestry Global Ecological Changes Geological Hazards, Risk Assessment & Management Soil Use & Sustainable Management

ESD inTeaching

Introduction

Example 1


Lecturers related to sustainable development:

Soil Degradation, Restoration & Protection Sustainable Chemestry Global Ecological Changes Geological Hazards, Risk Assessment & Management Soil Use & Sustainable Management

no subject-/discipline-based knowlewdge interdisciplinary approach

ESD inTeaching

Introduction

Example 1 EAM 3

Environmental Conservation & Restoration Management


Teachers‘ Degree

Fundamentals of Geography Teaching Geography

e.g.

Physical and Human Geography Regional Geography Geographical skills and methods

e.g.

Teaching Methodology Environmental Education

Study programme

ESD inTeaching

Introduction

Example 2


Introduction

ESD inTeaching

Cooperation Faculty of Geography/Geosciences – Kenyatta University Nairobi (Kenya)

long tradition

exchange of students

qualification of Kenyatta University lectures

field trips and field studies in Kenya


Example: Field studies in the slums of Nairobi

Education for Sustainable Development in Practice

ESD inPractice

Introduction

ESD inTeaching


ESD inPractice

Introduction

ESD inTeaching

Growth of InformalSettlements in Nairobi

Year Number PopulationShare in total

population of Nairobi

1971

1990

2005

50

78

>133

167,000

200,000

>1,800,000

33

55

>60


ESD inPractice

Introduction

ESD inTeaching

Slum (UN-Habitat 2003)

...a contigous settlement where the inhabitants arecharacterised as having inadequate housing and basic services.


ESD inPractice

Introduction

ESD inTeaching

Slum (UN-Habitat 2003)

...often not recognisedand adressed by thepublic authorities as anintegral or equal partof the city.


ESD inPractice

Introduction

ESD inTeaching

Slum

Poor quality of housing

Inadequate access to water supply

Inadequate access to sanitation

Inadequate access to safe water

Inadequate infrastructure


Field studies in the slums of Nairobi

2004

Slum Improvementfor theYouth in Nairobi

ESD inPractice

Introduction

ESD inTeaching


2005

Income GeneratingActivities ESD in

Practice

Introduction

ESD inTeaching



2006

The Impact of HIV/AIDS on Poor Household ESD in

Practice

Introduction

ESD inTeaching



2007

Education in the Slums of Nairobi ESD in

Practice

Introduction

ESD inTeaching



2007

Urban Waste Management

ESD inPractice

Introduction

ESD inTeaching



Organized by Dr. J. M. Nebe

Conducted by students from Trier University and Kenyatta University, Nairobi

Assisted by German Foundation for World Population

Project: Urban Waste Management

ESD inPractice

Introduction

ESD inTeaching


Main elements:

pre preparatory course at Trier Unversity visit to A.R.T. (waste management cooperative in the city of Trier)

ESD inPractice

Introduction

ESD inTeaching



Main elements:


while data acquisition (interviews, mapping, photo documentation)

ESD inPractice

Introduction

ESD inTeaching



ESD inPractice

Introduction

ESD inTeaching


Main elements:


while data acquisition (interviews, mapping, photo documentation) practical work in some slums of Nairobi

ESD inPractice

Introduction

ESD inTeaching



ESD inPractice

Introduction

ESD inTeaching


Main elements:


while data acquisition (interviews, mapping, photo documentation) practical work in some slums of Nairobi workshop

ESD inPractice

Introduction

ESD inTeaching



ESD inPractice

Introduction

ESD inTeaching

Workshop

preliminary talks with Kenian students

selected topics: - sensibility/awareness - plastic bags - small-scale recycling - networking

additional participants: Kenyan experts of GTZ and British NGO, Health Care Officer of NCC

guests: Future Kids Group


ESD inPractice

Introduction

ESD inTeaching



while data acquisition (interviews, mapping, photo documentation) practical work in some slums of Nairobi workshop

after final report

ESD inPractice

Introduction

ESD inTeaching



Final report

ESD inPractice

Introduction

ESD inTeaching


1. Introduction2. Methodology3. Solid Waste Management

System of Nairobi4. Central Issues of Solid

Waste Management5. Youth Groups and CBOs6. Workshop7. Prospects and the Way

Forward8. Conclusions and

Recommandations


Students‘ statements

The opportunity to take part inthis kind of study course is notonly from the student point of view an extremely rewarding one, it is more than that a very intensive personal experience.

Alexander Glodzinski (Trier University)

Introduction

ESD inTeaching

ESD inPractice




My experience during our case studywas very enriching. Moreover, itheavily influenced my personality.I am so happy that I had the opportunity to participate in this case study.

Sina-Jeniffer Roland (Trier University)

Introduction

ESD inTeaching

ESD inPractice




The field study has been an eye openerto me and a challenge. I feel I nowhave a very big responsibility of creatingawareness to the young children andthe public at large on the importanceof keeping our environment clean.

Jane Wairimu Maina (Kenyatta University)

Introduction

ESD inTeaching

ESD inPractice



has changed the students‘

geographic perspective

complementary perspective

personal perspective

spatial ecological

historical economic

has improved the students‘ attitude and ability regardingeducation for sustainable development

ESD inTeaching

Introduction


Summary

ESD inPractice

integrating environmental education and ESD principles

integrating a philosophy of care (for oneself, one another)

engaging critically with unsustainable development discours and practices

ESD inTeaching

Introduction


Significance of field studies in Kenya

Summary

ESD inPractice

ESD inTeaching

Introduction


Field studies in Kenya

Aim of ESD

...to put people in a positionto play an active role in shaping an

- ecologically sustainable,- economically efficient- socially just

environment.“

(BMBF 2004, p. 4)

Summary

ESD inPractice

inter- and trans-disciplinary teaching

interdisciplinary approach/holism

outdoor learning, learning through experience/ real life projects

ESD = more than environmental education

Conclusions

ESD inPractice

ESD inTeaching

Introduction


Conclusion (1)

ESD in higher education = integral part of academic programms

Theoreticalinstruction

Introduction

ESD inTeaching

ESD inPractice

Conclusions


e.g. lectures

Conclusion (2)

ESD in higher education = long-termelement


Practical experience

Introduction

ESD inTeaching

ESD inPractice

Conclusions


e.g. lectures

e.g. field trips, field studies

Conclusion (2)




Finalexamination

Introduction

ESD inTeaching

ESD inPractice

Conclusions


The Topic Slums in TeachingGeography

Conclusion (2)




Finalexamination

Introduction

ESD inTeaching

ESD inPractice

Conclusions


Poverty in Kenya

Conclusion (2)



Education for Sustainable Development

Think clean, think green.Save the future generation.Hey! Say the present generation.Come on, it‘s the city of today.

Think of our fertile soil,now full of plastics. The source of our food endangered.Marine environment polluted.Let‘s work together,build a sustainable future.

(Future Kids poem)


Think clean, think green.Save the future generation.Hey! Say the present generation.Come on, it‘s the city of today.

Think of our fertile soil,now full of plastics. The source of our food endangered.Marine environment polluted.Let‘s work together,build a sustainable future.

(Future Kids poem)

Education for Sustainable Development

german-japanese cooperation on education for sustainable development, berlin august 20th, 2008 prof....

Documents

sustainable development

old trier university

trier university campus

german universities

teaching slide

old university

geography diploma

students cultural landscape