Creating the Educational Future

8/10/2019 Creating the Educational Future

http://slidepdf.com/reader/full/creating-the-educational-future 1/64

CREATING

EDUCATIO

FUT

BY: MARY CRIS G





CURRICULUM RATIONA

1.Exploring Global Realities

2.Understanding Sustainable Development

3.A future perspective of the Curriculum4.Reorienting education for sustainable future

5.Accepting the challenge



EXPLORING GLOBAL REALITI

• introduces the global realities – that nee

addressed in building a sustainable future

• highlights the interdependence of these is

how our daily lives, as inhabitants of th

are related to social, economic and enviroprocess

• demonstrates that changes to the way r

are used are possible,



UNDERSTANDING

SUSTAINABLE DEVELOPM

• sustainable development’ which is now centr

the programmes of many governments, busine

educational institutions and non-govern

organisations around the world

• the widening understanding of sustai

development with landmark international even



WHAT IS SUSTAINABLE

DEVELOPMENT?

- an unending quest to improve the quali

peoples’ lives and surroundings, and to pro

without destroying the life-supporting syston which current and future generation

humans depend



FOUR DIMENSIONS OF

SUSTAINABLE DEVELOPMEN

• Social

• Economic

• Ecological

• Political



A FUTURE PERSPECTIV

OF THE CURRICULUM

• introduces the concept of alternativ

futures and encourages you to expl

your own expectations and aspiratifor the future



EDUCATION FOR TH

FUTURE •If it is true that all education is f

the future then the future need

to become a more explicitelement in all levels of educatio



ALTERNATIVE FUTURES

PROBABLE AND PREFERABL

FUTURES



REORIENTING EDUCATION FO

SUSTAINABLE FUTURE



REORIENTING EDUCATION FO

SUSTAINABLE FUTURE

• It is widely agreed that education is

most effective means that soc

possesses for confronting the challenof the future.



EDUCATION FOR SUSTAINAB

DEVELOPMENT

• Education can ensure that all citizens

knowledgeable about the changes that are nee

capable of envisioning alternative fut

committed to democratic ways of achieving tand sufficiently skilled and motivated to

actively for change.



AIMS OF EDUCATION BE BUIL

ON FOUR PILLARS OF LEARNIN

• Learning to know

• Learning to do

• Learning to live together

• Learning to be

• Learning to transform oneself and soc



THE OBJECTIVES OF

EDUCATION FOR SUSTAINAB

DEVELOPMENT

• To promote understanding of the interdepend

of natural, socio-economic and political system

local, national and global levels.

• To encourage critical reflection and decision mthat is reflected in personal lifestyles.

• To engage the active participation of the citizen

building sustainable development.

CC G C G



ACCEPTING THE CHALLENG

• The lessons provided in the formal curriculum

• Policies and procedures to support socialsustainability

• Policies and procedures to support economicsustainability

• Policies and procedures to support ecologicalsustainability

• Policies and procedures to support democraticsustainability.

THREE STAGES FOR SCHOOLS IN



THREE STAGES FOR SCHOOLS IN

MEETING THE CHALLENGE OF

BECOMING A SUSTAINABLE SCHOO

• Stage 1 – Schools starting to develop Education for Susta

Development

• Stage 2 – Schools progressing towards Education for Susta

Development

• Stage 3 – Schools with a successful history of Educati

Sustainable Development and want to take further steps



SUSTAINABLE DEVELOPMENT

ACROSS THE CURRICULUM

•Sustainable futures across the

curriculum

•

Citizenship education•Health education

•Consumer education



SUSTAINABLE FUTURES ACRO

THE CURRICULUM

• integrated into and across twdifferent school subjects or areas ofcurriculum.

•

explores ways in which relevant toeducational objectives and how it canintegrated into the celebrations in school calendar.



INTERDISCIPLINARY TEACHIN

AND LEARNING

• Meaningful learning requires students

integrate ideas from many diffe

perspectives rather than compartment

what they learn into discrete ‘boxes

knowledge



INTEGRATING THROUGH

EDUCATIONAL OBJECTIVES

• Teaching about sustainability emphas

critical and creative thinking, prob

solving, decision making, analysis, operative learning, leadership,

communication skills.



INFUSING THROUGH LEARNING

EXPERIENCES IN ALL SUBJECT ARE

• Education for Sustainable Develo

should permeate the entire

curriculum, with every subject area, a

year level, dealing with aspec

sustainability in some way.



CITIZENSHIP EDUCATION

• A willingness to investigate issues in the local, s

and wider community.

• A readiness to recognise social, economic, ecol

and political dimensions of issues needed to re

them.• The ability to analyse issues and to participate

aimed at achieving a sustainable future.







STRATEGIES FOR ACTIVE CITIZENSHIP



STRATEGIES FOR ACTIVE CITIZENSHIP

SCHOOLS

• Negotiating school rules and policies

• Participating in school and community

organisations

• Developing skills and knowledge in schoolsubjects

• Decision-making in different setting within

school



ACTING LOCALLY ACTING GLOBA

• Most action at the local community

organised by non-government organ(NGOs).

• Student participation in local action p

perhaps in partnership with a NGO, is a k

of teaching citizenship skills.

• Teachers have a responsibility to ensu

citizenship projects are carefully planned.

IN PLANNING



TEN IMPORTANT STEPS IN PLANNING

LOCAL ACTION CAMPAIGN WITH

STUDENTS

• Identify issues and goal(s)

• Identify your target

audience

•Recruit supporters

• Recognise student

interests

• Analyse the situation

• Build a coalition

• Keep members h

• Choose strategie

tactics• Media exposure

• Evaluate your eff



CITIZENSHIP ACROSS THE

CURRICULUM

• Process integration – through attention to

general educational objectives, especially s

attitudes and values.

• Content integration – through attention to

topics in the content of different subjects.



HEALTH EDUCATION

•The education of many children and yopeople around the world is compromis

conditions and behaviours that underm

the physical and emotional well-being makes learning possible.



HEALTH

•a state of complete physical, mentand social well-being – and not me

the absence of disease or infirmity

ACCORDING TO THE HOLISTIC VIEW OF TH



ACCORDING TO THE HOLISTIC VIEW OF TH

NEW PUBLIC HEALTH, A SUSTAINABLE FUTU

WILL BE POPULATED BY….

• healthy people,

• living in healthy communities,

• within the resource opportunities and limihealthy natural environments.



THE HEALTH PROMOTING SCH

• Fosters health and learning with all the measu

disposal.

• Engages health and education officials, t

teachers’ unions, students, parents, health pand community leaders in efforts to make the

healthy place.



• Strives to provide a healthy environment, school h

education, and school health services along with

school/community projects and outreach, healthpromotion programmes for staff, nutrition and foo

programmes, opportunities for physical education

recreation, and programmes for counselling, socia

support and mental health promotion.



• Implements policies and practices that r

an individual’s well being and dignity, pmultiple opportunities for success

acknowledge good efforts and intenti

well as personal achievements.



•

Strives to improve the health of school perfamilies and community members as well as

and works with community leaders to help

understand how the community contributes

undermines, health and education.



CONSUMER EDUCATION

• the study of prudent shopping hfamily budgeting, and ways of avo

advertising and credit traps.



WHAT IS SUSTAINABLE

CONSUMPTION?

• Satisfying basic human needs (not the desire for ‘wan

and luxuries);

• Favouring quality of life over material standards of liv

•

Minimising resource use, waste and pollution;• Taking a life-cycle perspective in consumer decision-

making; and

• Acting with concern for future generations.





EXPERIENTIAL LEARNING

• At the heart of all learning is the way we pr

experiences, especially our critical reflectionsexperiences.

• engages students in critical thinking, problem so

decision making in contexts that are personally r

them.• making opportunities for debriefing and consol

ideas and skills through feedback, reflection,

application of the ideas and skills to new situations.



FOUR PHASES:



FOUR PHASES:

• Experience - engaging in an experience in a particula

situation and then observing its effects.

• Processing the experience - understanding what we

thought and felt during the experience.

• Generalizing - understanding the general principle be

the relationship between the action and its effects.

• Applying - applying the principle or generalisation to

new situation.

STORYTELLING



STORYTELLING

•being able to tell a story in

interesting and compelling way is

important teaching skill



“Stories have the power to reach within us, to com

emotion, to compel involvement, and to transport u

timelessness. Stories are a way of thinking, a primary of information and ideas, the soul of a culture, an

consciousness of a people. Stories are a way in which

know, remember and understand”

Livo, N. and Rietz, S. (1986) StoryProcess and Practice, Libraries U

Colorado, p. 2.

REASONS WHY STORIES MAY BE IMPORTANT IN OUR CULT



AND TO EACH OF US PERSONALLY

• Stories safeguard and codify information as well as beliefs, a

rules for living.

• Stories remind us of other times and different places and lift

beyond our limiting pre-occupation with the ‘here and now’.

• Stories provide us with a known completion, a unity of form

• Stories evoke powerful emotional responses.

• Stories can help us work through traumatic and stressfulexperiences so we might regain feelings of mastery and deve

new insights.

• Stories often reflect the viewpoints of indigenous people and

can bring their lessons on sustainability to others.

VALUES EDUCATION



VALUES EDUCATION

• The values and attitudes we live by affect

relate to other people and to all our acti

the environment, and so are a major influ

our prospects for achieving a sustainable f

A SUSTAINABLE FUTURE DEPENDS UPON



PEOPLE LIVING ACCORDING TO VALUES

PRINCIPLES OF SUSTAINABILITY, INCLU

• Social Equity and Peace

• Appropriate Development

•

Conservation• Democracy

ENQUIRY LEARNING



ENQUIRY LEARNING

• learner-centred approach that emp

higher order thinking skills

THE ENQUIRY LEARNING PROCESS



THE ENQUIRY LEARNING PROCESS

•A Challenge

•Active student investigation

•

Making generalisations•Reflection



FUTURE PROBLEM SOLVIN

•a strategy for helping students

develop skills for analysing a pro

STEPS



STEPS

• Identifying possible causes and effects of a

• Identifying the underlying problem

• Brainstorming potential solutions

• Developing criteria for evaluating solutions

• Evaluating all solutions to determine the be

• Developing an action plan



LEARNING OUTSIDE THE CLASSR

•

Providing students with high quality learactivities in relevant situations beyond

walls of the classroom is vital for he

students appreciate their first

experiences from a variety of diffeperspectives.

STUDENTS CAN LEARN IN A NUMB

OF OUTSIDE ENVIRONMENTS



OF OUTSIDE ENVIRONMENTS

INCLUDING:

• The school grounds and environs

• Urban centres

• The local community• Rural and natural areas

OBJECTIVES



OBJECTIVES

• The formation of attitudes and the

development of an aesthetic awareness

•

The development of understanding andknowledge

• The development of skills.

COMMUNITY PROBLEM SOLVING



COMMUNITY PROBLEM SOLVING

• provides students with an opportunit

practice the skills that are needed

participate in finding solutions to the lissues that concern them



• Community Problem Solving is a tea

and learning strategy that helps stulearn to participate actively in addre

local community concerns, with a vie

creating a more sustainable future.

EIGHT MAJOR STEPS FOR GUIDING STUDEN

THROUGH THE PROCESS OF COMMUNITY



THROUGH THE PROCESS OF COMMUNITY

PROBLEM SOLVING

• Taking action

• Selecting problems

•

Investigating• Planning actions

• Exploring community con

• Assessing and developing

skills

• Developing visions of a sfuture

• Evaluating actions and ch

CONTEMPORARY ISSUES



•

Culture & religion for a sustainable future • Indigenous knowledge & sustainability

• Women & sustainable development

• Population & development

• Understanding world hunger

• Climate change



INDIGENOUS KNOWLEDGE &



INDIGENOUS KNOWLEDGE &

SUSTAINABILITY

• encompass the sophisticated arrays of

information, understandings and

interpretations that guide human societies

around the globe in their innumerableinteractions with the natural milieu

WOMEN & SUSTAINABLE



DEVELOPMENT

•explores ways in which women from a numof countries are working to promote

sustainable development in their commun

and how these ideas can be integrated into

teaching programme.

POPULATION & DEVELOPMEN



POPULATION & DEVELOPMEN

• it involves a consideration of familyplanning issues – and there are

important religious and political vie

about this in many countries.

REFERENCES:



REFERENCES:

• UNESCO

Documents

Creating the Educational Future