Tomorrow today; 2010 - unesdoc - Unesco

Students at St. Dunstan Catholic School planting vegetables and nativespecies in their school gardenstandalone courses, as strategies and content that can be introducedin any subject and at any level, as learning outcomes that are furtherdeveloped as the students move through the grades, as cross-curricularcontent, and as both content and pedagogy that are infused throughoutthe curriculum, teaching and learning. Schools are also engaged in ESDprojects and extra-curricular ESD-related activities.The influence and integration of Aboriginal knowledge into ESDand in particular, into the curriculum, has been an essential quality ofESD across Canada. As part of its curriculum renewal, the Ministry ofEducation in Saskatchewan articulated its vision for First Nations andMétis education as part of a provincial education system that foundationallyplaces these ways of knowing together with the historical,contemporary and future contributions of these peoples to create aculturally responsive education system that benefits all learners.Nunavut’s Education Act, which received assent on 18 September2008, specifies that the public education system shall be based onInuit societal values and on the principles and concepts of InuitQaujimajatuqangit (which translates as ‘that which is long known byInuit’). The population of Nunavut is more than 80 per cent Inuit, andthe territory’s education system reflects their essential beliefs, includingthose governing their relationships with each other and with theland. Many of these beliefs reflect the issues addressed in ESD.In First Nations schools in Manitoba, numerous education projectshave been established that have targeted all areas of sustainability:environmental, economic and social. Some of these have includedland-based initiatives that support a traditional sustenance way of life(for example trapping and fishing); school gardens; cultural and traditionalknowledge youth camps; First Nations language immersion;astronomy from an indigenous perspective; community traditionalnames mapping; and infusion of First Nations knowledge and cultureinto the curriculum. In essence, the work of Manitoba First NationsEducation Resource Centre to provide curriculum and projectsupport for a quality education grounded in the local environmentand community is an advancement of ESD in First Nations schools.An example of an ESD cross-curricular activity that had widespreadpositive implications for a northern community is the MelImage: Learning for a Sustainable Future’s EcoLeagueJohnson School gardening project in Wabowdan,Manitoba. This community is literally growing a healthierlife through an ever-expanding school gardeningproject where students are supported in placing gardensat their homes. This project teaches students valuableskills in sustainable food production, healthy eating andfood preparation. Further, participation in this projectgives the students a sense of pride, resulting from beinggiven responsibility and guidance that lead to the experienceof accomplishment and success. Following theexample set by their children, many parents in thismainly Aboriginal community have shown interest inedible gardening and incorporation of more varieties offresh vegetables in their families’ diets.Priority 2: building ESD capacity throughprofessional learning and researchIt is imperative that professional learning and researchbe supported within the K-12 education community(educators, faculties of education, school operationsstaff, government education officials and other educationstakeholders) for effective ESD. While the educationcommunity may already be engaged in some aspects ofESD, it is important to further enhance the strengths andnetworks in place through professional learning.Training for teachers and other professionals in ESD isdelivered by ministries, school boards, teacher associations,universities, not-for-profit organizations and manyother groups, using classrooms and active learning andoften developing networks of educators as a consequence.To help bring about system-wide ESD and thesystemic change required in school divisions andschools in Canada, the Sustainability and EducationAcademy (SEdA) was formed. SEdA is a partnershipbetween Learning for a Sustainable Future, the Facultyof Education, and the UNESCO Chair on ReorientingTeacher Education towards Sustainability – all at YorkUniversity in Toronto. SEdA’s Education Leaders’seminar motivates and equips senior education officialsto lead the integration of sustainability as a core value inall aspects of formal education, including policy, curriculumteaching, learning, professional development andthe sustainable management of human, physical andfinancial resources. The seminar is designed for seniorofficials from ministries of education, school boardsand faculties of education across Canada. The seminaris also focused on creating networks that can worktogether in the future.Priority 3: identifying and promoting learningresources and research to support ESDThe education community in Canada needs ESD learningresources that support curriculum and professionalpractices, as appropriate. Ministries and departmentsof education produce, finance, contribute to, assessand make available a vast selection of materials tied tothe learning outcomes linked to the issues subsumedin sustainable development. Other government departmentsand non-governmental organizations (NGOs)[ 82 ]