These guidelines and recommendations from UNESCO have been devised by an International Network of 30 teacher education institutions from around the world. The main aim is to show how teacher education institutions can be re-orientated to address ESD (Education for Sustainable Development) objectives.
As might be expected from an international body, this is an authoritative, well-researched and powerful document. The report is set in a wider context which sees sustainability as a key component of a ‘larger conversation’ about the quality of life involving the environment, society and the economy. It recognises that while educators alone cannot create a sustainable future, they have a key role in contributing to the process. It also acknowledges that ESD has to be culturally appropriate and cannot be imported or imposed.
The findings are based on practical examples and informed by a clear theoretical understanding of the issues. There are calls for educators to work more closely with governments and publishers as well as regional and local communities to promote ESD. The importance of ESD research and the need for effective dissemination is also recognised.
Nearly half of the 67 recommendations focus directly on teacher education. There are many examples of how individuals can promote ESD operating within their own spheres of control. These range from re-orientating courses in Sweden to creating a sustainable campus in a Chinese University. In addition, the report identifies the need for a critical discourse across faculties and disciplines. Clearly, there are enormous difficulties in effecting institutional change on this scale. The fact that ESD is not a common concept in many faculties and that it is seriously under-funded magnifies the problem. The report concludes that only limited progress has been made on any level worldwide.
The International Network which devised the guidelines has no doubt about the urgent need for ESD and the importance of making changes. Individual members of the group who are cited in the conclusion suggest there may be a need for a complete transformation of teaching training programmes as well as a re-evaluation of the nature and structure of schooling. Shifting thinking beyond current practice towards a sustainable future is a major challenge.
This report raises questions about sustainability for students and tutors in all areas of ITE. It could be particularly influential in informing course design. As the report argues, training institutions have the potential to change educational systems. If those educators who have already adopted ESD are joined by others who recognise its importance then the impact could be considerable. At a time when there is ever-growing public concern about the future of the planet some form of re-appraisal is long overdue. These guidelines and recommendations are a useful contribution to this debate.
Review by
Stephen Scoffham
Keywords
Sustainability, teacher education, institutional change
BEI Keywords
Environmental Education,Preservice Teacher Education
Authors :
UNESCO
Source :
http://unesdoc.unesco.org/images/0014/001433/143370E.pdf
Publisher :
UNESCO, 7 Place de Fontenoy, 75352 Paris 07 SP France
Article Id :
12959
Date Posted:
3/12/2006