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ESD as the right attitude to globalization

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Nipaye Oinorod

on 10 October 2014

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Transcript of ESD as the right attitude to globalization

1. Optimist globalists see only the boon of globalizing influences in terms of improved quality of life, higher living standards, and greater social cohesion and understanding.

2. Pessimist globalists see the dark side of globalization with dominant First World Countries imposing their own economic and political agenda on the world.
Attitudes of a Globalist
Being an educator for sustainable development
Four Dimension of ESD
Guidelines were also set for effectively incorporating ESD into the curricula:
• Decide the themes to ensure programs fit the environment mental, social and economic conditions and goals of their community/region/nation

• Ensure educators/administrators understand the concept of sustainability and are familiar with its principles; that they distinguish between education that sustainable development (cognitive theories)and ESD as a tool to achieve more sustainable futures
3. Traditional globalists take a safe ground feeling indifferent to change, saying the effects of globalization need not be exaggerated.

4. Transformation globalist who would not stand and wait but take a proactive stand. They say the impact of globalization is not inevitable, and so international/national/local agencies - public and private – should play active roles in the global shift.

Darren C. Ancot
ESD as the right attitude to globalization

Environmental awareness
. This programs promotes environmental education, active approaches to teaching-learning citizenship education, research and exchange of experience internationally

• Competencies for the knowledge economy.
This delineates the skills of knowledge workers and species conditions to be met for lifelong learning for all


Human/social capital and economic growth.
this studies the specific roles of both human and social capital in economic growth

• Inclusive education.
Education this addresses the special education needs of students with organic disabilities, learning difficulties and social disadvantages
• Use the UNESCO design criteria for ESD program evaluation: relevance and appropriateness, based on local needs/perceptions/conditions, lifelong endeavor addresses context /well-being of 3 realms of sustainability (environment, ecology, and economy) not imported from another culture region, not one size fits all, but created to fix local/ regional differences.
The guidelines set for teachers are
1. Acknowledge their key role as cornerstones of effective ESD programs and co-developers of the curricula.

2. Understand the cross-cutting (mainstreaming) and multi-disciplinary nature of ESD

3. Avoid overloading the curriculum and to solely link ESC to one or two disciplines

4. Be open to diverse learning strategies

5. Appreciate the importance of multi-stakeholder partnerships – working together to solve shared problems.

Four (4) modes of ESD teaching learning
• Values-based learning. The processes of self-reflection and critical inquiry foster critical thinking of one’s values and the values of others.

• Learning to transform. This involves developing for ESD and subsequent transformation-of-thinking for change.

• Whole-school-approach. This is to develop an entire school culture committed to ESD, not focusing on ESD simply within the curricula, and

• Community-based learning. The schools act as a social agent, as part of the community and involving the community as a resource and participant in decision-making processes.
Thank you !
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