Education for Sustainable Development

"Education for sustainable development is about the learning needed to maintain and improve our quality of life and the quality of life of generations to come. It is about equipping individuals, communities, groups, businesses and government to live and act sustainably; as well as giving them an understanding of the environmental, social and economic issues involved. It is about preparing for the world in which we will live in the next century, and making sure we are not found wanting."
(Sustainable Development Education Panel, 1999)

The National Curriculum makes Education for Sustainable Development (ESD) statutory as a theme for learning across the curriculum. Your role as a tutor is to raise trainees’ awareness of ESD issues in relation to ICT and to help them consider how to incorporate ESD in their teaching. ICT is not the subject most naturally associated with ESD, but there are a number of links which may be made. Perhaps more importantly, thinking about sustainable development and global citizenship should make trainees, and subsequently their pupils, view their use of ICT more critically. (See also the Citizenship section on this website).

The links below provide background material concerning key themes and issues that might help you link the ideas into your courses. There is also a suggested activity to use with ICT specialist trainees, and ideas concerning how the matter might be raised with ICT mentors.

What is sustainable development? Definitions and key themes
Why is ESD important? Pupils as future citizens and teachers as role models
How does ICT relate to ESD? Global connectivity, environmental, social, cultural and economic effects
How can ESD help with developing ICT capability? ESD as a context and a way of thinking
How can ICT help with developing ESD?
Where can further information be found? Links and references
Suggested activity for trainees
Suggested structure for mentor training

For those who would like to have all the background material together as a single document, a downloadable version of the paper is available.

Author: Steve Kennewell, University of Wales Swansea (2004)
Updated: Gareth Honeyford, University of Northampton (2008)

author: Steve Kennewell
email the author

download Word document: "Education for Sustainable Development final v2.doc" (114K)

What is Sustainable Development?

What is Sutainable Development?
“Sustainable development” is in itself a controversial term with some arguing that it is a construct designed to appeal to “apparently opposed interest groups” (Stables) and others pointing out that “The sheer proliferation of definitions of sustainable development is evidence of its contestability” (Carter 2001). However, arguably the most quoted definition of 'sustainable development' (Carter 2001, Worldaware.org) is from Gro Harlem Bruntland, former Prime Minister of Norway and Director General of the World Health Organisation, now a Special Envoy on Climate Change for the United Nations Secretary-General, Ban Ki-Moon:

"development which meets the needs of the present without compromising the ability of future generations to meet their needs".
Brundtland 1987

What is Education for Sustainable Development?
"Education for sustainable development is about the learning needed to maintain and improve our quality of life and the quality of life of generations to come. It is about equipping individuals, communities, groups, businesses and government to live and act sustainably; as well as giving them an understanding of the environmental, social and economic issues involved. It is about preparing for the world in which we will live in the next century, and making sure we are not found wanting."
(Sustainable Development Education Panel, 1999)

“The key word is education for sustainable development, as opposed to education about sustainable development, a more information-driven concept. In contrast, 'education for sustainable development', like 'citizenship', is a holistic approach for a school's management and the curriculum, not a separate subject.”
(http://www.worldaware.org.uk/education/sustain.html)

It is concerned with learning to care for the environment, with a developing awareness that this is not just a matter of personal behaviour or local practice, but a concern with worldwide social, economic and ecological systems. Sustainable Development thus includes geographic, economic, scientific, technological, historical, moral and ethical knowledge, but what makes it a coherent body of knowledge are seven key concepts (Sterling, 1998):

Citizenship and stewardship
Recognises that people have rights and responsibilities to participate in decision making and that everyone should have a say in what happens in the future. This involves a willingness to act as responsible citizens while developing the ability to engage with and manage change at individual and social levels. Pupils are expected to know and understand the connection between personal values, beliefs and behaviour and how the school and community can be managed more sustainably.

Sustainable change
Promotes an understanding that there are limits to the way in which the world, particularly the richer countries, can develop. The consequences of unmanaged and unsustainable growth might include increasing poverty and hardship and the degradation of the environment, to the disadvantage of everyone. This involves pupils in understanding how their home and school may be managed more sustainably and beginning to question decisions, practices and processes that affect sustainable development issues.

Needs and rights of future generations
This concept is about learning how we can lead lives that consider the rights and needs of others and recognising that what we do now has implications for what life will be like in the future. This involves pupils in discussing the way they live and the products and services they use, to distinguish between actions and products which are wasteful and those which are sustainable. This should enable pupils to begin to assess the sustainability of their own lifestyle.

Interdependence
Involves an understanding about the connections and links between all aspects of people’s lives and places at a local and global level, and that decisions taken in one place will affect what happens elsewhere. Pupils should develop an understanding that living things depend on each other and should acquire a sense that all living things have value. This should lead to an understanding that what people do elsewhere affects them, the places they live, other people, and plants and animals. They should become increasingly aware of the global context within which trade, industry and consumption operate.

Diversity
This concept is about understanding the importance and value of diversity in people’s lives – culturally, socially, economically and biologically – and realising that all our lives are impoverished without such diversity. Through learning, pupils should appreciate cultural and biological diversity in the school and locality and eventually be able to reflect critically on, and engage in, debates and decisions on political, technological and economic changes which impinge on diversity and sustainability.

Uncertainty and precaution
Involves a realisation that because people are learning all the time and that their actions may have unforeseen consequences, they should adopt a cautious approach to the welfare of the planet. This implies understanding that different people want to do things in different ways and are able to listen to arguments and weigh evidence carefully. Pupils should thus be able to think critically, systematically and creatively about sustainable development issues, solutions and alternatives.

Quality of life, equity and justice
Recognises that for any development to be sustainable, it must benefit people in an equitable way. It is about improving everybody’s lives. At a basic level this involves understanding the essential difference between needs and wants and developing a sense of fairness. It involves understanding the difference between quality of life and standard of living and seeks a good quality of life for all people, at local, national and global levels and an appreciation of why equity and justice are necessary to a sustainable society.

Huckle (2005) sets out a number of values and skills associated with sustainable development which can be promoted by a variety of subjects:

respect and care for the community of life, including the integrity of ecological systems;
commitment to human rights, social and economic justice, and critical and participatory forms of democracy;
commitment to tolerance, rationality, open mindedness, non-violence and peace;
commitment to work with others to bring about more sustainable futures
skills for oral and written communication, numeracy and use of appropriate ICTs, creative and critical thinking, problem solving, decision making and planning, collaboration and cooperation, conflict management, and practical citizenship
the technological, economic, political, social and psychological skills needed to live more sustainably.

“Education for sustainable development enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now, without damaging the planet for the future.”
(The [English] National Curriculum, QCA 1999)

Teachernet identifies the importance of ESD stating that, “Amid the potential dangers are fantastic opportunities. Indeed, tomorrow’s solutions may be found by the children in our classrooms today". The site also identifies opportunities for ESD across curriculum subjects, including ICT and also across key stages, including the foundation stage curriculum.
(Teachernet 2006 )

Author: Steve Kennewell, University of Wales Swansea (2004)
Updated: Gareth Honeyford, University of Northampton (2008)

author: Gareth Honeyford
email the author

Why is ESD important?

“I can tell you with assurance that global, sweeping, concerted action is needed now. There is no time to waste. Slowing and even reversing the effects of climate change is the defining challenge of our age.”
(UN Secretary General, Ban Ki-Moon, launching the fourth assessment report of the Intergovernmental Panel on Climate Change (IPCC), 17 November 2007.)

For pupils, the importance of ESD lies in the fact that children are our future citizens; they need to understand the basis of decision-making concerning development in order to critically analyse current policy and practice in the world around them and to make informed decisions themselves now and in the future.

ESD needs to permeate education. It is not a distinct body of knowledge which can be applied in recognisable situations but ignored most of the time, rather it is a way of thinking or ‘frame of mind’, (Bonnett, 2002) which should influence all our activity. It would thus be inappropriate to isolate it in the curriculum, and all teachers should take opportunities to use the ideas of ESD in their teaching and provide models of sustainable development thinking whenever possible in their work in school.

Huckle (2004: 25) sets out a number of questions teachers should ask themselves about their practice and how their thinking might change with an ESD perspective:

KEY QUESTION	CHANGED THINKING
Is this the REAL ISSUE? Do my lessons tackle the multi-dimensional nature of issues? Do they tackle causes and solutions as well as symptoms?	Think bigger picture – all five dimensions of sustainable development (ecological, economic, social, cultural, personal). Think causes and solutions as well as symptoms. Think holistically, systemically.
Is this about NOW OR ALWAYS? Are my lessons FUTURE orientated? Do pupils get to consider probable and preferable futures?	Think sustainability long term.
Do my lessons feature viable SOLUTIONS? Do some solutions demand less from the environment and allow access to more people?	Think sufficiency, resource efficiency, waste reduction. Think alternative technology. Think alternative economies of time and social welfare. Think social and environmental justice.
What is needed to achieve sustainable solutions? Do my lessons feature LEVERS FOR CHANGE?	Think technology, beliefs and behaviour, prices, markets, laws, regulation, planning, social welfare, media, lifestyles.
Where are the most effective levers for change located? Are my lessons realistic about POWER and SOCIAL CHANGE STRATEGIES?	Think individual, community, business, government and media at different scales (locally, nationally, regionally and globally).
Do solutions promote IDENTITY, DEMOCRACY and active and critical CITIZENSHIP?	Think rights of present and future generations and rest of sentient nature. Think environmental citizenship. Think how education can empower people to realise their common interest in sustainable development together with more fulfilling lives and identities.

(based on Webster, 2001)

The English National Curriculum makes ESD statutory as a theme for learning across the curriculum. It has a clear relationship with citizenship and personal, social and health education (PSHE), and in terms of programmes of study there are explicit requirements for ESD in geography, science, design and technology, and citizenship.

Author: Steve Kennewell, University of Wales Swansea (2004)
Updated: Gareth Honeyford, University of Northampton (2008)
author: Gareth Honeyford
email the author

How does ICT relate to ESD?

"ICT promotes education for sustainable development through developing pupils' understanding of the implications of ICT for working life, society and the environment.

ICT prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements, and consider the implications of ICT for home and work both now and in the future.

There are opportunities to use sustainable development as a context for learning. Social, economic and environmental issues can provide motivating contexts for developing a wide range of ICT skills."
(Teachernet 2006a)

During recent years, ICT has proved to be a major influence on economic and social change. It already pervades society and, as equipment becomes ever smaller and cheaper, becomes accessible to an increasingly wider range of people. The effects of this are not easily predicted, but technology’s influence is unlikely to be neutral and there is potential for it to be used positively or negatively in relation to sustainability in development. One key issue to consider is that ICT devices are now seen as consumer products which are subject to mass marketing and designed for obsolescence. This results in increased energy consumption and large quantities of waste material with consequent environmental effects. On the other side of the balance, the promised paperless society has clearly not arrived yet.

ICT has enabled global connectivity to a degree that we are finding hard to come to terms with; this feature could be a great force for promulgating democratic values, but it is also fostering homogeneity and we may be losing much valuable diversity of thought and practice globally. We also need to beware of particular groups (commercial or political) seeking to dominate the Internet for their own ends, of course.

World economic systems are highly dependent on ICT and we have seen how they are susceptible to attack from viruses and the like. We may need to establish special principles of sustainability for ICT in order to minimise the danger of systems experiencing catastrophic breakdown worldwide. ICT is also a key business area for which ‘globalisation’ is rapid and this is having impacts on many developing economies. The migration of manufacturing sites to the location of cheapest labour, and the transfer of programming, data management and support services to developing nations, can be seen as ‘exporting of jobs’ from rich nations or as a vital process of economic development for poor nations.

We can also consider the cultural impact of the Internet, and in particular of English as the dominant language, and the implications this may have for cultural and linguistic diversity. However, having a global language in addition to wide variety of local ones can assist with the development of ‘virtual communities’ with membership worldwide.

Author: Steve Kennewell, University of Wales Swansea (2004)
Updated: Gareth Honeyford, University of Northampton (2008)
author: Gareth Honeyford
email the author

How can ESD help with developing ICT capability?

An understanding of the effects of ICT on the wider world is an important aspect of ICT capability. The National Curriculum for ICT requires KS3 pupils to extend the breadth of their study of ICT, including talking about the significance of ICT to individuals, communities and society. This provides an opportunity to discuss sustainability issues. Most GCSE syllabuses require teaching of the social and economic impact of ICT as part of understanding in the subject, and deeper study of sustainability issues is possible within this topic. One syllabus (AQA full GCSE syllabus B) goes much further concerning the relationship between ICT and society, specifying ideas such as:

how ICT can exaggerate the effects of actions (eg spam);
effects on small and remote communities;
tendency towards cultural homogeneity.

The thinking about systems involved in ESD should help with the analysis, design, development and maintenance of ICT systems – and vice versa. ESD can provide a context and rationale for teaching about communications and networking, using the idea of world-wide community building. Teaching about new technologies and the future impact of ICT can also be informed by sustainability principles, and the teaching of critical evaluation of evidence and ideas found on the Internet can be given a sustainability focus.

Author: Steve Kennewell, University of Wales Swansea (2004)
Updated: Gareth Honeyford, University of Northampton (2008)
author: Gareth Honeyford
email the author

How can ICT help with developing ESD?

Although it is perhaps not strictly the remit of ICT tutors, it is worth considering how ICT can contribute to ESD. There is potential when considering areas such as information literacy to utilise ESD themes as these can provide useful exercises in 'using and interpreting information'. Petrochemical and manufacturing companies' environmental education materials may have a slightly different agenda to those of campaigning organisations or charities. Digital video is increasingly commonplace in classrooms and the use of ESD themes could provide a useful context for this work with trainees.

Carbon and ecological footprints are useful when considering the environmental impact of individual actions. The Royal Geographical Society, funded by the DfES, has put together a useful website to use for looking at 'existing free e'learning tools' for these two areas. (http://www.esd.rgs.org)

In the context of ICT, consideration of energy usage is important and discussions about leaving electrical equipment on 'standby' are important. One resource that may stimulate useful discussions is www.blackle.com. The premise is that a black display on a monitor uses less energy than a white equivalent so Blackle displays Google searches in white on a black background. Pupils or trainees may wish to investigate the legitimacy of this claim.
author: Gareth Honeyford
email the author

Where can further information be found?

(This section is based partly on material from Huckle, 2005; links checked and updated March 2008)

The Eco-schools initiative provides principles, resources, awards and advice on the process of making sustainable development a part of the life and ethos of a school.

A particularly significant initiative is a dedicated ITE website called Education for a Sustainable Future, jointly owned and managed by the Institute of Education at Manchester Metropolitan University (MMU) and the Moray House Faculty of Education of the University of Edinburgh. Developed from a Scottish ITE module and the EU funded SEEPS Project, which promotes school focused programmes in education for sustainability, it provides on-line supported self study materials, consisting of activities and resources linked to a study guide. It is organised into seven units.

UNESCO has developed Teaching and Learning for a Sustainable Future, a multimedia teacher education programme containing 25 modules divided into four sections: curriculum rationale; teaching about sustainability across the curriculum; interdisciplinary curriculum themes; and teaching and learning strategies. This material is available on the internet and as a CD.

The Earth Charter is a set of internationally agreed, cross-cultural, cross-religious, cross-political values to guide our relations with the rest of human and non-human nature. It has an education programme, a youth initiative and a community programme.

The WorldAware website provides a useful introduction to ESD and also links to a range of development education resources for primary and secondary schools.

The HE Academy is running an ESD project to "help institutions and subject communities develop curricula and pedagogy that will give students the skills and knowledge to live and work sustainably".

An interesing Web 2.0 resource focusing on one institution's consideration of ESD is this wiki from the University of Plymouth.

Every Child Matters (ECM) is in the forefront of many schools minds at the moment. ECM was published before the Government's Sustainable Development Strategy, Securing the Future. The Sustainable Development Commission were asked by DCSF to examine the intersection of these two important areas of policy to better support children's well-being, now and in the future. The links between ECM and ESD are also briefly considered on Teachernet.

The Sustainable Schools area of Teachernet is "designed to support schools on their journey to sustainability, introducing the principles of sustainable development and offering guidance on how to embed these principles into the heart of school life. The DCSF has been working with partners to provide core materials to help embed sustainable development into all areas of school life. The resource library offers a comprehensive online directory providing access to hundreds of teaching resources, places to visit, a useful A to Z directory of organisations that work in the field, information about related programmes, case studies and an inspirational image gallery. Similarly, the support section contains information about funding, professional development opportunities, research and regional support."

It also contains a very useful Teaching and Learning section that enables users to identify requirements and opportunities around sustainable development by key stage and subject. The key stage section covers from foundation stage to key stage 4 and 14-19 curriculum and also includes explicit links to the QCA schemes of work. The foundation stage section even includes stories that have ESD potential. The subject section covers all the English National Curriculum subjects, including ICT.

References
Bonnett, M. (2002) ‘Education for Sustainability as a Frame of Mind’, Environmental Education Research, 8/1, pp. 9 – 20

Brundtland, G. (1987) online at http://www.un-documents.net/wced-ocf.htm (accessed April 2008)

Huckle, J. (2005) Education for Sustainable Development, a briefing paper for the Teacher Training Agency, published on the Teacher Training Resource Bank (TTRB) website at http://www.ttrb.ac.uk/ViewArticle2.aspx?anchorId=11871&selectedId=0&contentId=11693 (accessed April 2008)

Ki-Moon, B. (2007) Speech launching the fourth assessment report of the Intergovernmental Panel on Climate Change (IPCC), 17 November 2007, quoted online at http://www.dfes.gov.uk/aboutus/sd/ (accessed April 2008)

Teachernet (2006a) Sustainable Schools, Teaching and Learning by subject - Information and Communication Technology (ICT) online at http://www.teachernet.gov.uk/sustainableschools/teaching/teaching_info_detail.cfm?id=64 (accessed April 2008)

Stables, A. and Scott, W. (2002) The Quest for Holism in Education for Sustainable Development online at http://www.bath.ac.uk/cree/resources/ecerstables.pdf (accessed April 2008)

Sustainable Development Education Panel (1999), First Annual Report 1998, DETR.

Webster, K. (2001) Finding Out About Education for Sustainable Development, unpublished paper

Resources
www.blackle.com
http://www.esd.rgs.org

Author: Steve Kennewell, University of Wales Swansea (2004)
Updated: Gareth Honeyford, University of Northampton (2008)
author: Gareth Honeyford
email the author

Suggested activity for trainees

Learning objectives

As a result of this activity, trainees should:
1. Gain awareness of ESD issues and their relation with ICT.
2. Gain awareness of forms of curriculum knowledge that encourage pupils to consider interactions between economic, social, economic, political and cultural systems.
2. Understand the role of Internet research in developing an understanding of sustainable development.
3. Understand the role of ESD as a context for learning to search the Worldwide Web for information and produce a report on a specific brief.
4. Develop their skills in designing differentiated activity for a range of learners.

Product

Trainees will produce:
1. a well researched oral report on one of the following issues:

What happens to old computers, phones etc when they die? Are they recycled?
In the UK, most homes have at least one PC. How much energy does this use? What if every home in the world had a PC?
Does the use of ICT reduce the amount of paper used?
How many homes have PCs in other countries around the world? How many are connected to the Internet?
How many people work in the ICT industry in different countries? What do they earn?
Which companies are the biggest computer manufacturers worldwide? In the UK? Where do they have their factories? Where are their components made?

2. a brief written description of how the information was obtained and manipulated, including urls of helpful websites, and a reflection on what they learned through this activity.
3. a similar activity appropriate for KS3.

Structure of session

1. Ask trainees for what they understand by sustainable development, and write up ideas on board.
2. ask trainees why they think ESD is a required aspect of the curriculum.
3. Ask trainees how they think the issues of SD relate to ICT.
4. Explain that they are going to carry out a task which they might in turn give to their students in school.
5. Allocate them to groups of approximately four.
6. Display the questions, allocate one to each group, and nominate one member of each group to report orally to the class. Explain how you want the written report to be structured and submitted individually at a later date.
7. Allow time to carry out searches, select the information needed for the oral report and store the references needed for the written report.
8. Ask for the oral report from each group in turn, and allow other members of the class to ask questions – ask some yourself if necessary! It is important that trainees decide what is or is not sustainable about the present system of computer manufacture, distribution and disposal. They should envision more sustainable alternatives and the decisions needed to promote them.
9. Finally, ask each group to adapt their question if necessary in order to be feasible for a KS3 class, and design any extra structure that they would impose on the activity, for instance by designing an electronic briefing document with urls and/or a report template. Either ask for oral feedback on their decision if time during the session, or ask them to submit the material for you to check and give feedback at a later date.

author: Steve Kennewell
email the author

Suggested structure for mentor training

1. In advance of the meeting ask mentors to find out how their school teaches about Sustainable Development, and whether ICT is involved in teaching this theme.

2. At the meeting, ask each mentor to report briefly on their school’s approach and any ICT involvement.

3. Explain to them about the activity which trainees are carrying out in the HEI session, and suggest that trainees be allowed to try out their KS3 activity with pupils and supported in implementing and evaluating it.

author: Steve Kennewell
email the author