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Greek Corner
     
 
 
 
 
Highlights
MEdIES in the GAP Partner Network 1

Neroupoli, the Greek water-city

MARLISCO exhibition

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 Calendar
5/2/2019
Global Festival of Action for Sustainable Development, Bonn, 2-4 May 2019
5/2/2019
14 Meeting of the UNECE Steering Committee on ESD, 2-3 May 2019, Geneva
5/13/2019
UNESCO International Water Conference, 13-14 May, Paris
5/27/2019
Education, training and research for SD, Bordeaux, 27-29/05/2019
 Read more »
 

UNESCO has shared  a draft framework for ESD beyond 2019 (ESD for 2030) which will be discussed during the upcoming spring session of the UNESCO EB. This document is now available online in all 6 UN official languages. https://unesdoc.unesco.org/ark:/48223/pf0000366797

Three messages from the document:

a) Transformative  action:  ESD  has  to  pay  more  attention  to  each  learner’s  individual  transformation processes and how they happen. First, transformation necessitates a certain level of disruption together with courage and determination. Second, there are stages of transformation for the  individual:  with  the  acquisition  of  knowledge,  learners  become  aware  of  certain  realities;  with critical analysis, they begin to understand the complexities of the realities; experiential exposure can lead to an empathic connection to realities; when the realities are relevant to one’s life and through tipping  moments,  compassion  and  solidarity  are  developed.  This  understanding  of  transformation involves  not  only  formal,  but  also  non-formal  and  informal  education;  both  cognitive  and  socio-emotional learning; and community and citizenship education.

b). Structural  changes:  There  is  a  need  for  ESD  to  pay  more  attention  to  the  deep  structural  causes of unsustainable development, in particular the relationship between economic growth and sustainable  development.  ESD  should  promote  development  as  a  balancing  act,  which  implies  adapting  to  changes  while  respecting  the  values  of  conservation,  sufficiency,  moderation  and  solidarity. A structural view is also required to address ESD in contexts of extreme poverty or other challenging survival situations (e.g. conflict or refugee situations), where the full complexity of the concept of sustainable development does not immediately resonate with people trying to survive on a daily basis. In these contexts, ESD should consider people’s specific living conditions and provide them with skills to ensure their livelihood. Above all, it should ensure human dignity and the right to live decently.

c) The technological future: Technological advances may provide solutions to some of the ‚Äúold‚ÄĚ sustainability¬† problems,¬† but¬† some¬† ESD¬† efforts¬† to¬† change¬† people‚Äôs¬† behaviour¬† may¬† no¬† longer¬† be ¬†relevant.¬† However,¬† the¬† technological¬† solutions¬† themselves¬† may¬† bring¬† new¬† challenges¬† or¬† simply ¬†create an illusion of having solved the original problems. ESD and its emphasis on critical thinking is¬† therefore¬† becoming¬† ever¬† more¬† important.¬† For¬† example,¬† with¬† sensor-equipped¬† buildings,¬† the ¬†behaviour of switching off lights to save energy may become extinct, but the value of saving energy should¬† remain¬† relevant.¬† New¬† opportunities¬† will¬† also¬† open ¬†up¬† for¬† ESD,¬† such¬† as¬† accelerating¬† the ¬†transition to green technologies by equipping people with the required green skills. Orienting ESD to support the achievement of the SDGs will provide the opportunity for the ESD community to work more¬† closely ¬†with¬† key¬† technology¬† stakeholders,¬† namely¬† business,¬† manufacturing¬† and¬† enterprise sectors.

Read the Report in English ans 5 more languages here.

 
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