Children and Youth Development Conference Opportunities and Equity beyond Frontiers Achieving Children’s Learning and Well-being in the Context of the Sustainable Development Goals (SDGs) Benjalug Namfa, Ph.D. Senior Specialist in Academic Affairs and Learning Development, Ministry of Education, Thailand
Outline • Why focus on G 12? • What does it mean to Basic Education
WHY FOCUS ON Ensure sustainable consumption and production patterns
World Population: Past, Present, and Future http://www.worldometers.info/world-population/
The World Population 206 062: 10 0 billio lion 204 042: 9 billion lion 2024: 8 billio lion July 201 015: 7.325 billio lion July 2014: 7.244 billion http://www.worldometers.info/world-population/
World Population Growth Rate (%)
Ecological Footprint http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/
• Today humanity uses the equivalent of 1.5 planets to provide the resources we use and absorb our waste. This means it now takes the Earth one year and six months to regenerate what we use in a year. • Moderate UN scenarios suggest that if current population and consumption trends continue, by the 2030s, we will need the equivalent of two Earths to support us. And of course, we only have one. http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/
http://www.footprintnetwork.org/en/index.php/GFN/page/living_planet_report_2014_facts/
Ranking countries by total and per capita Ecological Footprint produces very different results. The Ecological Footprint of the top five countries makes up about half the global total. Analysis of the 2014 National Footprint Accounts reveals that just two countries generated 31 percent of the world’s total carbon Footprint: China (16 percent) and the USA (15 percent).
Turning resources into waste faster than waste can be turned back into resources puts us in global ecological overshoot, depleting the very resources on which human life and biodiversity depend. http://www.footprintnetwork.org/en/index.php/GFN/page/living_planet_report_2014_facts/
Not me
More = better?
Discontent is essential
That things have changed but not absolutely and that while these changes have produced new `first-order’ problems STEPHEN J. BALL (1998)
And the small voices said... common educational responses to an un-sustainable world * Understand the science * Love and protect Nature * Do your bit as a responsible citizen the mantra reuse, reduce, and recycle
Care for the planet..! • We are in charge of the planet? Its in our hands? • Look at the image: we are implying we are literally outside of the planet. Perhaps we can say ‘I don’t want to care for it…’ • The human race may be in its own care but not the planet.
But look, its everywhere... • In this common diagram are shown three SD elements all existing without a context. They are ‘in balance’ • The economy has no boundary neither does society... But the environment does in reality • Its as naive just like the image of ‘caring for the planet
Give something up... do with less • And the reward for doing this is what exactly? • In most choices the benefits and losses are weighed, often monetarily, but for real ... Yet, when it comes to the environment an open ended ‘caring’ with little reward is expected. • Eco-Religion? Have faith, do well and our reward is to follow in Life Everlasting (or planet everlasting in this case)
Do your bit ... If we all... • Walk to school, buy locally, switch off lights! And somehow its supposed to add up to a meaningful change, with the mantra ‘if only we all..’ • We have forgotten the Prisoner’s Dilemma (game theory) We won’t join in -unless the rules of the game change
Recycling...! Recycling is often downcycling. -the product is degraded. Its still a one way journey ‘take- make- dump’, just a bit slower! Its often expensive and environmentally and socially deleterious. It is the only one of the ‘four R’s’ -refuse, reduce, reuse, qnd recycle - which legitimises more consumption!
Eco-efficiency is the answer! Do more with Less. Another message of eco efficiency might be ‘we are doing the wrong thing less blatantly and intensively’. That doesn’t make it the right thing: it just buys time. And demand just keeps rising...
Sustainability is boring The messages are so uninviting: ‘do with less’, ‘do it for the planet (with no reward)’ ‘its up to you’, and often misleading: ‘recycling works’, ‘if everybody..’ ‘clean is green’, ‘an eco school is a sustainable school’
Where are we? • ...eco-efficiency is a • Our collective guilt-driven agenda efforts resemble that takes for walking North on granted - even a Southbound institutionalizes - train the antagonism (David Orr) between nature and industry ( Wm McDonough)
Rethinking - a job for education! Imagination rules the world ( Napoleon) The attracting You never change things by potential of a fighting against the existing desirable world is reality. To change something, what human nature build a new model that makes the finds it easy to say old model obsolete. yes to. And ( Buckminster Fuller) ultimately, as I have come to believe, after a Wendell Berry wisely decade’s work on this issue, that observes, pleasure saving ourselves depends not on is what gets the job our ability to shock but rather to inspire. done. ( Werbach)
EPR
What should Education be? To recognise the `problems’ of globalisation which frame and `produce’ the contemporary `problems’ of education To identify a set of generic `solutions’ to these problems and acknowledge their effects in educational reform and restructuring STEPHEN J. BALL (1998)
Promoting Sound Policies in Practice • Put People in the center of development • Focus on learning skills development for lifelong learning • Empower private sector and communities for support & partnership of learning • Clear standards & Indicators and take national perspectives. • Incentives for teachers (promotion) and students (awards, getting accepted to good schools) Benjalug Namfa Ph.D. OBEC MOE Thailand
Learning Meaningful Active ดร . เบญจลักษณ์ นํ้าฟ้า -- รองเลขาธิการ คณะกรรมการการศึกษาขั้นพื้นฐาน
Active Learning Cycle Dr. James Gallager I ntegration Acquisition Application
Acquisi I ntegra tion tion การรับ ความรู้ การรับ Acquisition ความรู้ ∗ Lecture ∗ Demonstrate ∗ Lab ∗ Slide ∗ Video/ Youtube ∗ Reading Text ∗ Homework ดร . เบญจลักษณ์ นํ้าฟ้า -- รองเลขาธิการ คณะกรรมการการศึกษาขั้นพื้นฐาน
Acquisit I ntegra ion tion บูรณาการ การ ความรู้ บูรณาการ ความรู้
Acquisi I ntegr tion ation การ ประยุกต์ใช้ ประยุกต์ใช้ ความรู้ Application ความรู้ ∗ Problem solving activities ∗ Present Alternatives ∗ Application Questions ∗ Planning
การเรียนรู้อย่างมีความหมาย บูรณาการ การรับความรู้ ความรู้ Acquisition I ntegration ประยุกต์ใช้ ความรู้ Application Dr. James Gallager
Present Situation การรับความรู้ Acquisition 80 % ประยุกต์ใช้ บูรณาการ ความรู้ ความรู้ Application I ntegration 10 % 10 % Dr. James Gallager
Propose Situation 34 % 33 % บูรณาการความรู้ การรับความรู้ I ntegration Acquisition ประยุกต์ใช้ความรู้ Application 33 % Dr. James Gallager
Thailand will be concentrating on developing 3 kinds of qualifications to help meet these needs 1. thinking ability to construct knowledge 2. ability to communicate 3. social problem alleviation ability To this end we have identified “5 Learning Steps” Benjalug Namfa Ph.D. OBEC MOE Thailand
Focus on learning skills development for lifelong learning “5 Learning Steps” which will ideally provide a “Staircase”
Focus on learning skills development Focus on learning skills development for lifelong learning : 5 Learning Steps for lifelong learning : 5 Learning Steps Learning • focuses on developing to life-long learning , specially Question critical thinking skills • teachers encourage students to be more observant and raise their questioning skills Benjalug Namfa Ph.D. OBEC MOE Thailand
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