<<Biblioteca Digital del Portal<<INTERAMER<<Serie Educativa<<Education for a Sustainable Future in the Americas
Colección: INTERAMER
Número: 67
Año: 1999
Autor: Eloísa Trellez Solís and Gustavo Wilches Chaux
Título: Education for a Sustainable Future in the Americas
CHAPTER V
IMPLEMENTING EDUCATION FOR SUSTAINABILITY IN THE AMERICAS
Suggested Program Goals and Guidelines
While many nations have embraced the need for education in seeking sustainability,
to date, relatively limited progress has been achieved. This lack of progress
stems from many sources. In some cases a lack of awareness has impeded progress.
In others a lack of policy or funding to implement the vision has been responsible.
The tasks listed below represent some of the critical focal points that must
be addressed in action plans at all levels of governance, if more rapid advances
are to be made. By addressing these needs in the early planning stages, governments
can prevent or minimize delays, sidetracking, or derailment of efforts to educate
for sustainability. In addition to these universal issues, governments will
need to address issues that are specific to local conditions (e.g., the quality
of the relationship with the teachers unions, or the timing and implementation
of reforms).
Task 1 - Engaging Traditional Disciplines in a Transdisciplinary Framework
Environmental education for sustainable development is by nature holistic
and interdisciplinary. Understanding the study of global issues requires concepts
and analytical tools from a variety of disciplines. As a result, this approach
is difficult to implement in traditional school settings where studies are divided
and taught within a disciplinary framework. In North America, most curricula
describe in detail the content and sequence of study in each discipline. These
curricula are unsuitable for the task at hand and more time should be spent
on the holistic exploration of issues beyond the elementary level.
Task 2 - Sharing the Responsibility
Who is responsible for education for sustainability? Every sector of the
government that is touched by sustainable development (i.e., every ministry
and department) can play a role in the reorienting of the educational process.
At the international level, in relevant meetings of the UN or the Inter-American
System, ministries of education and ministries of the environment have taken
the lead in stating that education, awareness, and training are essential tools
in bringing about sustainable development. It should be noted that, as an overall
strategy, teachers involvement in the process of change is absolutely essential.
Experience shows that, without their active participation in the earliest stages
of reorientation, they cannot be expected to cooperate later. If excluded from
the development process, they are unlikely to accept and implement the strategies
of others.
Task 3 - Building Human Capacity
The successful implementation of a new educational approach will require
responsible, accountable leadership. Expertise will be required in both sustainable
development and in systemic educational change. Realistic strategies must be
developed to create knowledgeable and capable leadership. It is unrealistic
to expect that simple on-the-job training or retraining for millions of teachers
and thousands of administrators will be sufficient to verse them in both the
principles of sustainable development and the theory and practice of educational
change. Planners must identify mechanisms that will harness existing educator
skills and resources.
While the effort can begin with practicing teachers, it is clear that institutions
of teacher education must reorient pre-service teacher education to include
environmental education for sustainable development. International cooperative
programs for administrators, curriculum developers, and lead teachers can be
developed to support implementation of education for sustainability throughout
the Americas. But these programs will also need to employ the existing knowledge
base and strengths of the currently practicing education community.
Task 4 - Developing Financial and Material Resources
Because few financial resources have been dedicated to implementing a reoriented
program, little progress has been made regarding education and the pursuit of
sustainable development since the Earth Summit in 1992. To be effective, funding
must come from both national and local levels of government. At the national
level, policy must be formulated with respect to curriculum, administration,
and teacher education. At the local level funding is required to develop curriculum,
purchase accompanying resources, and train teachers.
Curriculum and other educational materials, which are locally relevant and
culturally appropriate, must be developed to support education for sustainability
efforts. Specific issues within the field of study often vary intra-nationally.
Ecological, economic, and cultural diversity prevails throughout the Americas
and, as a result, it will be necessary to develop regional and local curricula
which correspond to substantive regional differences.
Developing policy and establishing additional budget items are two other
critically important steps. In order for the initiative to succeed, it will
need active and authoritative support from both national and local governments.
The lack of political commitment proved to be the downfall of the last global
effort infuse environmental education into the curriculum during the 1970s.
Task 5 - Developing a Creative, Innovative, and Risk-Taking Climate
In order to bring about the large changes required by the reorientation of
education toward sustainability, a climate of safety should be created for those
responsible for effecting dramatic changes. Policy makers, administrators, and
teachers will need to innovate, experiment, and take risks in order to accomplish
new educational goals. These actors must have the authority and support of the
educational community to change the status quo. Staff members must feel that
their administration will support innovative efforts, even if parents or interest
groups question and criticize their initiatives. Policy should be developed
and implemented to ensure that administrators and educators at all levels have
the right to introduce new or controversial topics and pedagogical methods.
Of course, to prevent abuse of these rights, a system of checks and balances,
rights and responsibilities, within professional guidelines and an appropriate
cultural context should also be in place.
Task 6 - Practicing the Principles within the System
As students grow older, they begin to see that principles taught in school
or at the university are not actually practiced by the institution. The credibility
of the message, therefore, may soon be lost. This modeling of the principles
of education for sustainability must eventually permeate the curriculum, and
the functioning of the institution. Practices such as energy, water and waste
management, recycling, purchasing practices, handling of cleaning fluids and
lab chemicals, transportation policies, must all be consistently modeled if
they are going to be effectively taught.