ESDGC

ESDGC

1. Key Issues

2. WAG

3. DCELLS

4. ESTYN

5. Critical Analysis and structure of argument w.r.to

6. Roles

   • Definitions
     • Sustainable Development
       • • Equity and equality
           • Freedom
             • Solidarity
               • Tolerence
                 • Respect
                   • Shared responsibility
       • UN A's Monitpring Indicatrs
     • Global Citizenship
       • Values--
         • What to Sustain
           • For how Long
             • What to Develop
               • People:
                 • Economy:
                   • Society:
                     • Institutions
                       • Social Capital
                         • States
                           • Regions
                   • Wealth
                     • Productive Resources
                       • Consumption
                 • Child Survival
                   • Life expectancy
                     • Education
                       • Equity
                         • Equal opportunity
                           • Human Security
             • now, 5,, 10, 20 , 50, 100 , Forever
           • Nature
             • Life Support
               • Ecosystem
                 • Environment
                   • Services
                     • Resources
             • Earth
               • Ecosystem
                 • Biodiversity
           • Community
             • Places
               • Groups
                 • Cultures
                   • Peace

7. Quality of Lesson planning in relation to the Quality Indicators

8. Personal experience/school experience

9. Historical context of its inclusion

   • When it was initiated in UK and in Wales
     • after Rio-Conference in 1992
     • 2000 --Tern ESD introduced in curriculum
     • 2003- The ministry of Education launched its sustainable development plan
     • 2004: Sustainable Development Action Plan For Wales: ESDGC became 1 of the top 10 priorities of WAG-overarching theme for education
     • ESD
     • GC
       • 1997- Parallel development of the agenda GC by DfID and Oxfam
         • DfID initiated with the support , funding and policy influence within education.
       • WAG was more receptive of the agenda and collaboration of NGOs like Oxfam
       • 2007- following the Welsh initiative, QCA produced new guidelines which brought these two agendas together.
         • 2008: WAG-published "ESDGC: A Coomon Understanding for Schools"
           • 2008: WAG published "ESDGC: Information for teachers, trainees, and New Teachers in Wales"
     • 2004: Estyn introduced Common Inspection framework: required inspection to comment on ESDGC
       • 2012: Estyn Quality Aspect Indicator of learning experiences
     • 2006: A strategy for Action published and in 2008 updated

10. Now in Wales

    • Develops people's skills to take action that improve our quality of life now and for future generations
    • There are several crucial questions/issues facing people in all societies throughout the world.
      • How to:
        • Preserve and protect the environment
        • Reduce polution and
        • Manage natural resources in a sustainable way
      • How to:
        • Protect their human rights
        • Reduce inequalities that exists between different people in all parts of the world.
      • How to:
        • Develop peaceful and harmonious communities by promoting understanding between people who are different from one another
    • DCELLS 2008a:
      • ESDGC is about:
        • The needs and rights of both present and future generations
        • The relationship between power, resources and human rights
        • The link between society, economy and environment and
    • DCELLS 2008b:
      • ESDGC comprises of:
        • Knowledge and skills
          • Values and attitudes
            • Such as critical thinking
              • The ability to argue effectively
                • showing the ability to challenge injustice and inequality
                  • Cooperative working
      • Development Education aspects are equally weighted alongside the environmental education aspects withing ESDGC
    • WAG 2012 describe ESDGC
    • Welsh ESDGC Strategies covers :
      • Wealth and poverty
        • Identity and culture
          • Choices and decisions
            • Health
              • Climate change
                • Consumption and waste
                  • Natural environment
      • 7 Themes
      • Five Sectors
        • Schools
          • Youth
            • Further Education
              • Higher Education
                • Adult and continued Education
      • 6 Common Areas for all the sectors
        • Commitment and leadership
          • Teaching and learning
            • Institutional Management
              • Partnerships
                • Research and monitoring
                  • Resources

11. ESDGC and Skill Development

    • Skills framework for 3-19 years olds in Wales aims to develop skills::
      • thinking skills
        • Communication
          • ICT
            • number
      • ESDGC helps learners develop Higher level thinking and communication skills
    • ESDGC: WHAT SHOULD IT MEAN FOR:
      • for SCHOOLS ESDGC is:
        • part of ethos
          • pedagogy
            • organisation of school
          • about the messages about the way the school is managed and organized
          • Something that required school to 'do'as well as teach
            • something that Estyn will inspect
      • ESDGC for TEACHERS is:
        • A whole school approach to education
          • Preparing learners for the new challenges that will be part of their future
            • Such as Climate change
              • International competion for resources
            • Developing learners worldview to recognise the interrelated nature
              • Cross Curriculum theme to education
                • Building skills to think critically, laterally, link ideas and make informed decisions
      • LEARNERS ESDGC is:
        • being ecourraged to care for selves, each other and their environments
          • They have right to know about the issues for their future
            • Appreciating their role in the school scoomunity, the local and global community
              • Discovering that whatever they are learning is it has a connection with the big picture of the wider world
                • Gaining skills and exploring issues to enable them to make informed decsions