EDUCATION FOR SUSTAINABLE DEVELOPMENT Ddr. Barica Marentič Požarnik Contribution on round table of „Zavod RS za šolstvo“, 4.11.2014 Very simple translation: Urška Repinc For EU meeting Malta, december 2014 Exploring Different Methods of Science Teaching to Increase Student Motivation and Promote Scientific Literacy
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EDUCATION FOR SUSTAINABLE DEVELOPMENT Ddr. Barica Marentič Požarnik Contribution on round table of „Zavod RS za šolstvo“, 4.11.2014 Very simple translation:
Environmental education as education for sustainable development (VITR) It is included into different subjects and activities; crosscuricural – interdisciplinar field, which „empowers competences of individuals, groups, organisations, nations for making decisions and act in favour of sustainable development. “ (UNECE, 2006)
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EDUCATION FOR SUSTAINABLE DEVELOPMENT
Ddr. Barica Marentič PožarnikContribution on round table of „Zavod RS za
Exploring Different Methods of Science Teaching to Increase Student Motivation and Promote Scientific Literacy
Traditional education about environment is expanding according to the vision (aims) of sustainable development
Beside „nature conservation“ it expands to dealing with complicated relations betweennature
society, economyand culture
All the elements are connected.
Nature - priority
Environmental education as education for sustainable development (VITR)
• It is included into different subjects and activities; crosscuricural – interdisciplinar field, which „empowers competences of individuals, groups, organisations, nations for making decisions and act in favour of sustainable development. “ (UNECE, 2006)
(VITR)
About environment
Understanding problems
In environment
Positive attitude to nature, people, themselves
For enviroenvironment
Acting in favour of environment
4
VITR is based on interdisciplinar (collaboration between subjects) learning and improving of dynamic abilities, skills, competences, active knowledge construction.
They connect knowledge with importnt actions in society and provokes important action and crtical thinking about vallues, which are the ground in dilemas and for decision making. Eventually it encourges responsible actions. (International project ESIP)
Summary of VITR in Slovenia – POSITIVE? NEGATIVE?
POSITIVE: - early start, tradition (forestery; ESIP 1990-)- Systematic inclusion into syllabus (from 1996); extra
subject ( chosen by pupils))- Specialised magasine - Numerous of courses for teachers, mentor teachers and
professional study groups…- Engaged teachers and schools
… and more positivities: - Developmental projects (high school.), camps, research
assignments…- Research about condition, aims (2020, ŠR, Focus…) - Eco schools, Unesco schools, CŠOD…(Centres …)- Connecting MŠŠ and other stakeholders, joint actions• International connecting (!:)- Numerous initiatives NGO, material… - Vocational education!- Initiative from kindergarten to University – „piramida“
What about NEGATIVE sides of VITR?
• No CONTINUITY (where are good courses for teachers today,mentor teachers, subjects in Primary school …?)•No real INTEGRATION INTO syllabus, learning process, into subjects and connections between subjects •Lack of INTEGRITY (HOLISTIC VIEW) in recognision and realisation of VITR („activism“, neglecting economic-socio consequences)•Too little CONNECTION between school, and environmental world•UNIVERSITY – WHO EDUCATES educators?
Languages
Sport,
art, m
usic
sociologypsichology
fphilosophy
Activity days
Activity days
Interdisciplinar week
Interdisciplinar week
ProjectsProjectsNature daysNature days
• And more?• Implementing into school lessons still depends on engagement
of individual teachers, headteachers…• School work in general (not only VITR) „ignores“ for …
innovations• No systematic EVALUATION process and impacts of
iniciatives VITR (like ecoschools…)• Lack of systematic support „FROM UP“ from the side of
(school) politics.• No clear VISION and to vision complemented acts, too big gap
between acts and words in terms of implementing „green“ society – VITR seems to flow „proti toku“ (go against flow) ?
„Our planet is too wounrable. Impact of human is too strong…It is necessary to change attitude.Improve understanding between nature and economic, social, and cultural views.“
When and where was it written?
How go further? Kako to overcome „running in the same circle?“
Where do we see obstacles and how to overcome them?
Where do we see possibilities for real implementation into main stream of educational system?