Transcript No Slide Title

Aims of this session
• Define what is ‘ESDGC’
• Explore government policy and how it
relates to Yale College, the teacher
and the learner
• Explore ways that ESDGC can be
implemented and evidenced in your
teaching practice
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What is ESDGC?
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ESDGC Encompasses …
• The links between society, economy and the
environment and between our lives and people
throughout the world
• The needs and rights of both present and future
generations
• The relationships between power, resources and
human rights
• The local and global implications of everything we
do
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Sustainable development in Wales
• The Government of Wales Act
1998 gave the National Assembly
a statutory duty to promote
Sustainable Development.
• A central priority that cuts across
everything the Welsh Assembly
Government does.
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“Children and young adults deserve to know that
their fate is inextricably linked to, and affected
by, the lives and decisions of others across the
world. They have a right to understand the
crucial issues facing the planet and know how
they can personally play a part in helping shape
the future.”
(Jane Davidson, Minister for Education and Lifelong Learning, National Assembly for Wales: Education for
Sustainable Development and Global Citizenship – ACCAC 2002).
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In Education in Wales
Guidance documents have been published.
• Estyn focus on ESDGC in inspections
• Colleges have to publish progress on ESDGC
for DCELLs (funding body for the Welsh
Assembly Government)
• ESDGC champion, Claire Fowler
implementing ESDGC in Wales.
• Guidance on how ESDGC can be
implemented for 14-19 learners, adult learners
and youth groups to be published Summer
2008
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Why do we need Education for
Sustainable Development and
Global Citizenship?
“The Most Important
Issue Facing Humanity
Today”
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global
energy
supply
population
growth
pollution
global
warming
ecological
survival
sustainability
climate
change
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clean
water
racism
threat of
terrorism
nuclear
proliferation
rainforest
destruction
mass species
extinction
our differences or
common humanity
love, peace, tolerance,
compassion, altruism
and affection
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global
energy
supply
population
growth
pollution
global
warming
ecological
survival
sustainability
climate
change
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clean
water
racism
threat of
terrorism
nuclear
proliferation
rainforest
destruction
mass species
extinction
our differences or
common humanity
love, peace, tolerance,
compassion, altruism
and affection
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The 9 Key Concepts of Education for Sustainable
Development and Global Citizenship:
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Interdependence
Citizenship and stewardship
Needs and rights
Diversity
Sustainable change
Quality of life
Uncertainty and precaution
Conflict resolution
Values and perceptions
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Embedding citizenship into the
curriculum – too hard?
• citizenship through post 16
mathematics
• engineering and business
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How does ESDGC fit into the
Yale College’s institutional
practice ?
•Environmental Management
Committee
•Environmental Officer – Frank
Davies
•Procurement Officer
•Arena Sustainability Wales
award for public sector
environment management
•Green Dragon Level 3
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A Model of how ESDGC elements fits into
Yale College’s Strategic Plan
Diversity
10.1 Embed and monitor the diversity and
equality scheme
Quality of life
10.3 Further embed the Lifestyle for Success
strategy- promote well being of staff & students
Sustainable change
Needs and Rights
Citizenship
& stewardship
5.1 improving the quality of the environment
5.2 implement an effective energy saving, sustainable
strategy
10.4 To agree and share core values with all staff
6.3 Ensure that the Professional Development
Strategy meets the requirements of all staff.
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