1

UN UN DECADE DECADE OF OF EDUCATION EDUCATION FOR FOR SUSTAINABLE DEVELOPMENT SUSTAINABLE DEVELOPMENT IN IN

LATVIALATVIA ANDAND

PERSPECTIVEPERSPECTIVE OF THE OF THE LIFE-LONG LIFE-LONG EDUCATION EDUCATION FOR FOR SUSTAINABLE SUSTAINABLE

DEVELOPMENT DEVELOPMENT SYSTEMSYSTEMDr. Jānis ZaļoksnisDr. Jānis Zaļoksnis

Associate professor, University of Latvia, Riga Associate professor, University of Latvia, Riga

Saransk,Saransk, AprilApril 23 23, 2014., 2014.

Jean Monnet

2

Sustainable developmentSustainable development

3

HOTEL „BELLA SKY”, COPENHAGENHOTEL „BELLA SKY”, COPENHAGEN

4

United Nations Climate United Nations Climate Change conferenceChange conference, 2009, 2009

Connie Hedegaard, former president of the UN Climate Change Conference 2009 in Copenhagen;

now – EU Commissioner for Climate action

India’s Prime Minister Manmohan Singh (blue) and Indian Minister of Environment and Forests Jaraim Ramesh (behind) during a multilateral meeting with U.S. President Barac Obama, Chinese Premier Wen

Jiabao, Brazilian President Lula da Silva and South African President Jacob Zuma

5

EU Sustainable Development Strategy EU Sustainable Development Strategy implementationimplementation progress for the period between progress for the period between

2000 and 202000 and 201313

Sustainable developmentSustainable development

““Sustainable development meets the Sustainable development meets the needs of the present generations without needs of the present generations without

compromising the ability of future compromising the ability of future generations to meet their own needs."generations to meet their own needs."

6

Gro Harlem Bruntland

Stockholm (1972) - United Nations Conference on

the Human Environment

Rio De Janeiro (1992)- United Nations Conference on

the Environmental and Development

Johannesburg (2002)- United Nations Conference on

the Sustainable Development

Rio De Janeiro (2012)- United Nations Conference on

the Sustainable Development -- (Rio+20-”- (Rio+20-”The Future We WantThe Future We Want”” ))

Dennis Meadows 2004

1972

1992

7

8

Planetary boundariesPlanetary boundaries

9

In early 2012, the UN’s High-Level Panel on Global Sustainability — chaired by Presidents Zuma of South Africa and Halonen of Finland

— noted the need for “The international community to measure development beyond gross domestic product (GDP) and develop a new sustainable development index or set of indicators.”

TThe UN’s High-Level Panel onhe UN’s High-Level Panel on Global Sustainability Global Sustainability

10

THE WORLD DTHE WORLD DEVELOPMENTEVELOPMENT MODELS MODELS

„„Green economy” + „National happiness” = „Sustainable world”Green economy” + „National happiness” = „Sustainable world”

11

United Nations Decade of Education for United Nations Decade of Education for Sustainable DevelopmentSustainable Development

Envisioning – being able to imagine a better future. The premise is that if we know where we want to go, we will be better able to work out how to get there.

Critical thinking and reflection – learning to question our current belief systems and to recognize the assumptions underlying our knowledge, perspective and

opinions. Critical thinking skills help people learn to examine economic, environmental, social and cultural structures in the context of sustainable

development.Building partnerships – promoting dialogue and negotiation, learning to work

together.

Systematic thinking – acknowledging complexities and looking for links and synergies, when trying to find solutions to problems.

Participation in decision-making – empowering people.

Education in its general sense is a form of lerning in which the knowledge, slills and habits of a group of people are

transferred from one generation to the next through teaching, training, or research. Education frequently takes place under

the guidance of others, but may also be autodidactic.

12

• facilitate networking linkages, exchange and interaction among stakeholders in ESD;

• foster increased quality of teaching and learning in ESD;

• help countries make progress towards and attain the Millennium Development Goals through ESD efforts;

• provide countries with new opportunities to incorporate ESD into education reform efforts.

The objectives of the The objectives of the UN UN Decade Decade ESD are to:ESD are to:

Concepts development for the education

13

• reorienting educational programmes - rethinking and revising education from nursery school through university to include a clear focus on the development of knowledge, skills, perspectives and values related to sustainability,

• building public understanding and awareness - achieving the goals of sustainable development requires widespread community education and a responsible media committed to encouraging an informed and actived citizens,

• providing practical training - all sectors of the workforce can contribute to local, regional and national sustainability,

• creating synergies with the other global initiatives that preceded it, like the Millenium Development Goals (centered on the reduction of poverty) and Education For All (focuses on the universal access to education).

UN DECADE UN DECADE ESD ESD HAS BEEN NEEDED FOCUS ON:HAS BEEN NEEDED FOCUS ON:

14

Teaching and Learning for a Sustainable FutureTeaching and Learning for a Sustainable Future

UNESCO multimedia teacher education programmeUNESCO multimedia teacher education programme

Theme 1  

Curriculum RationaleThese modules present an introduction to the global realities, imperatives for sustainable development and educational issues that form the rationale of Education for a Sustainable Future.1.Exploring global realities2.Understanding sustainable development3.A futures perspective in the curriculum4.Reorienting education for a sustainable future 5.Accepting the challenge

Theme 2  

Sustainable Development Across the CurriculumThese modules illustrate ways in which Education for Sustainable Development can be integrated into all areas of the curriculum, especially into cross curriculum themes such as health and consumer education.6. Sustainable futures across the curriculum7. Citizenship education8. Health education9. Consumer education

Theme 3  

Contemporary IssuesThis section illustrates ways in which a variety of curriculum themes may be recognised to integrate an interdisciplinary emphasis on a sustainable future.10. Culture and religion for sustainable future11. Indigenous knowledge and sustainability12. Women and sustainable development13. Population and development14. Understanding world hunger15. Sustainable agriculture16. Sustainable tourism17. Sustainable communities18. Globalisation19. Climate change

 Theme 4  

Teaching & Learning StrategiesThis set of modules develops professional skills for using teaching and learning strategies that can help students achieve the wide range of knowledge, skill and values objectives of Education for Sustainable Development.20. Experiential learning21. Story telling22. Values education23. Enquiry learning24. Appropriate assessment25. Future problem solving26. Learning outside the classroom27. Community problem solving

15

IntroductionThe values and attitudes we live by affect how we relate to other people and to all our activities in the environment, and so are a major influence on our prospects for achieving a sustainable future.Although they cannot be separated from cognitive understanding, values and attitudes relate to the affective (or emotional) dimension of human behaviour. While values and attitudes are similar in this regard, they differ in several important ways.Values are generally long-term standards or principles that are used to judge the worth of an idea or action. They provide the criteria by which we decide whether something is good or bad, right or wrong.Attitudes predispose us to respond in particular ways to people and events. They are not so deeply felt as values and quite often change as a result of experience.This module provides an opportunity to consider the importance of human values and attitudes in shaping the future. It also provides ideas and examples for two categories of strategies for exploring values in the classroom – values clarification and values analysis.ObjectivesTo develop an understanding of values education strategies;To consider the relation between values and personal behaviour affecting the achievement of sustainable futures;To reflect on your futures awareness, commitment and actions; andTo develop skills for using values clarification and values analysis in teaching.ActivitiesThe Elephant DilemmaTowards an ethic of sustainabilityValues educational strategiesReflectionReferences

22. Values education

16

Begin by opening your Learning Journal for this activity.

Completing the module: Look back through the activities and tasks to check that you have done them all and to change any that you think you can improve now that you have come to the end of the module.

Values education aims to achieve two basic outcomes: • Helping students to better understand the values that guide their own daily lives, and• Contributing to changes in values held collectively by communities and personally by individuals.

In Education for Sustainable Development, the direction of this change is toward increased understanding, tolerance and fairness toward other humans (through social equity, peace and democracy) and toward sustainability in the use of resources drawn from the natural environment (through appropriate development and conservation).

Q: Identify eight key values that you believe can contribute to achieving a sustainable future.

Q: Outline how the Copper Mine exercise (or a similar issue – perhaps one in your own country) could be adapted to use with a class you teach.

Values educationValues education - - ReflectionReflection

17

DECLARATION•Despite unprecedented economic growth in the 20th century, persistent poverty and inequality still affect too

many people, especially those that are most vulnerable.

•The global financial and economic crises highlights the risks of unsustainable economic development models and practices based on short-term gains.

•The food crisis and world hunger are an increasingly serious issue.

• Unsustainable production and consumption patterns are creating ecological impacts that compromise the options of current and future generations and the sustainability of life on Earth, as climate change is showing.

•All countries will need to work collaboratively to ensure sustainable development now and in the future.

•Investment in ESD is an investment in the future, and can be a life-saving measure, especially in post-conflict and least developed countries.

•Education should be of a quality that provides the values, knowledge, skills and competencies for sustainable living and participation in society and decent work.

•Through education and lifelong learning we can achieve lifestyles based on economic and social justice, food security, ecological integrity, sustainable livelihoods, respect for all life forms and strong values that foster social cohesion, democracy and collective action.

•Education for sustainable development is immediately necessary for securing sustainable life chances, aspirations and futures for young people.

UNESCO World Conference on ESDUNESCO World Conference on ESD Bonn, GermanyBonn, Germany,, 2009 2009

18

UNESCO World Conference on ESDUNESCO World Conference on ESDPlenary HallPlenary Hall

19

(1) The matters in respect of environmental education and education for sustainable development shall be included in the mandatory curriculum of the subject or course standard in accordance with the specific character of each subject by co-ordinating and ensuring succession on different education levels.

(2) The environmental protection course shall be included in the mandatory part of all study programmes of authorities of higher education and colleges.

(3) A course regarding sustainable development shall be included in the study programmes of instructors of all authorities of higher education and colleges.

Law approved in Saeima (Parliament) of the Republic of Latvia on November 2, 2006

Environmental Protection Law Environmental Protection Law ofof the the Republic of LatviaRepublic of Latvia

Section 42. Environmental Education

20

Number of schools and teachers for general daily Number of schools and teachers for general daily education in Latvia 2013/2014 sch./y.education in Latvia 2013/2014 sch./y.

No. of teachers Full day teachers28 221 23 882

TotalPrimaryschools

Elementary schools

Secondary schools

Special educational establishments

Schools in Latvia 807 48 337 361 61

Primary schools Total 1.cl. 2.cl. 3.cl. 4.cl.  

  Latvia, together 1-4 class 76921 20168 18876 19120 18757  

Elementary schools Total 5.cl. 6.cl. 7.cl. 8.cl. 9.cl.  Latvia, together 5-9 class 90459 18293 18820 17644 17015 18687

Secondary schools Total 10.cl. 11.cl. 12.cl.  

  Latvia, together 10-12 class 33320 10409 10976 11941  

  Latvia, together 1-12 class 200 207  

Number of learners by classes in the schools of general daily education in Latvia, 2012/2013 sch./y.

21

Regulations of Cabinet of Ministers of the Republic of Latvia Regulations on the general state education standard, study subjects and curriculum models” (No.281; 21.05.2013.) in the 3rd article identify the needs and requirements as

„To provide learners with the knowledge and skills necessary for personal growth and development, civic participation, employment, social integration and continuation of education”, with one of the main task “creation of awareness of the processes of society and the desire to share responsibility to engage in sustainable community”.

Integration of the sustainable development issues are required at 14 of 25 teaching subjects by mentioned above education standard (Natural sciences; Mathematics; Physics; Chemistry; Biology; Geography; Economics; Politics; Philosophy; Psychology; Ethics; History; Culture; Household).

Regulations of Cabinet of Ministers on the Regulations of Cabinet of Ministers on the general state education standardgeneral state education standard

22

Plato’s academy, mosaic from Pompei.

Mental calculations in the school of S. Rachinsky. Nikolay Bvogdanov-Berlsky, Russia, 1895.

HISTORICAL DEVELOPMENT OF SCHOOLSHISTORICAL DEVELOPMENT OF SCHOOLS

23

HISTORICAL DEVELOPMENT OF SCHOOLSHISTORICAL DEVELOPMENT OF SCHOOLS

24

NEW PROBLEMS DUE TO SCHOOLSNEW PROBLEMS DUE TO SCHOOLS DEVELOPMENTDEVELOPMENT

25

An Agenda 21 for Education An Agenda 21 for Education in the Baltic Sea Region – Baltic 21E in the Baltic Sea Region – Baltic 21E

Goal for schools The individual learner should have the knowledge, values and skills to be active, democratic and responsible citizens and to participate in decisions at individual, as well as at different levels within society, locally and globally, to contribute to creating a sustainable society. Learners in vocational education should also have skills and competencies relevant to their future professions. This will require the following:

• legal provisions that clearly include ESD, • ESD is part of regular teaching and learning in school and the basis of all school life,• educators have relevant competence to include SD in their teaching ,• Suitable learning methods and a learning environment positive to SD.

Overall goal for Education All individuals should have competence to support a sustainable development that meets the needs of the present without compromising on the ability of future generations to meet their own needs. Education for sustainable development should be based on an integrated approach to economic, societal and environmental development.

Goal for higher education The individual learner should have such skills and competence relevant to their future professions and future roles as decision-makers. Higher education should also play an active role locally, nationally, and internationally in enhancing knowledge and action competence regarding sustainable development through research and education in co-operation with surrounding society.

26

Sustainable Development Sustainable Development Strategy of Latvia until 2030 Strategy of Latvia until 2030

Change of Paradigm in Education In order to multiply the human capital at our disposal and to use other capitals fully, for example, culture, nature and economic capitals, change of paradigm in education is necessary. Available lifelong education of good quality is the necessity of the 21st century, because only educated society which is open to creative activity is capable to work efficiently.

Indicators 2030 • Number of children in pre-school institutions at the age of four, % of the total number of children >95

• Participation of inhabitants in adult education, % of the age group 25-64 >14 • Proportion of the persons, who have acquired higher education in the age group from 30 up to 34, % >40

•Proportion of foreign students in institutions of higher education (at the beginning of the school year), % >10

Qualitative and Available Lifelong Education • Access to Education and Changes in Organisation of Educational Process • School as the Centre of Social Networking • Contextual Education and Shift in the Profession of Teacher • E-school and Use of Information Technologies • Lifelong Education – from Pre-school to Further Education of Adults

SAEIMA OF THE REPUBLIC OF LATVIA

27

Population and HealthFood & Nutrition; Health; Infectious Disease; Population &

Migration; Water

Science, Technology & SocietyEnergy; Housing; Technology & Innovation; Urban

Development

Global Change & Sustainable DevelopmentBiodiversity; Climate Change; Green Economy; Natural

Resources; Risk & Vulnerabilities

Development GovernanceEconomic Development; Education; Entrepreneurship; Fair

Trade; Governance; Poverty; Regional Integration

Peace, Security & Human RightsGender; Global Dialogue; Human Rights; Human Security;

Peace

United Nations UniversityUnited Nations University

Sustainable DevelopmentMain sectors

Interact with GEO-5 experts and join the global discussion on the environment.

http://unep.org/geo/

28

Books on Sustainability in Higher Education Books on Sustainability in Higher Education

Barlett, Peggy and Geoffrey W. Chas, eds. Sustainability in Higher Education: Stories and Strategies for Transformation. Cambridge, MA: MIT Press, 2013.

Johnston, Lucas. Higher Education for Sustainability: Cases, Challenges, and Opportunities from Across the Curriculum. New York, NY: Routledge, 2012.

Bowers, C.A. University Reforms in an Era of Global Warming. Eugene, OR: Eco-Justice Press, 2011.

Jones, Paula, David Selby, and Stephen Sterling. Sustainability Education: Principles and Practices across Higher Education. New York: Earthscan, 2010.

Reynolds, Heather L., et al. Teaching Environmental Literacy: Across Campus and Across the Curriculum. Bloomington: Indiana University Press, 2009.

Aber, John, et al. The Sustainable Learning Community: One University’s Journey to the Future. Durham, N.H: University of New Hampshire Press, 2009.

29

30

31

62 Latvian educational institutions in the last school year received international Eco School Green Flag. Another 34 schools will receive the Green Eco School diploma. These awards are given to schools for one year and each time it is necessary fought

again.  Latvia’s Eco School program involves more than 120 schools, bringing together

about 20 000 schoolchildren. The Eco School program address environmental and sustainable development issues.

Eco School program is currently the most popular model of environmental education in the world. It is UNEP and UNESCO partner of environmental education, and the

environment is the foundation of the educational process in schools. Currently Eco School program involves about 40 000 schools in 60 countries,

involving 6 million students.

Eco School Eco School Programme Programme

32

“Competence enhancement for professional education teachers, involved in teaching general subjects "

CONTENTCONTENTPEOPLE AND THE ENVIRONMENTEarth systems: the lithosphere , hydrosphere , atmosphere , biosphere. Substance and energy movement of the Earth. Environmental pollution and degradation of environmental quality. Exercises and follow-up.

SUSTAINABLE DEVELOPMENTLimits to growth. Restrictions on development. Beyond the border. The concept of sustainable development. Basic Principles of Sustainable Development. Ecological footprint. Sustainable consumption and production. Sustainable development of the Latvia.Exercises and follow-up.

CONTENTS AND METHODS OF EDUCATION Education for sustainable development. Environmental education and education for sustainable development - similarities and differences. Education for sustainable development - historical approach. ESD implementation strategies. Exercises and follow-up.

33

ASPnet translate the four pillars of education for the 21st century into good practices of quality education:

• learning to know, • learning to do, • learning to be,

• learning to live together.

Associated Schools ProjectAssociated Schools Project

The UNESCO Associated Schools Project Network (ASPnet) is a long term initiative in the field of education. Established in 1953 as a pilot project the ASPnet has taken up its work with 33 schools from 15 countries. In Latvia the UNESCO ASPnet was launched in 1989. At the moment there are 11 educational institutions from all Latvian regions taking part in the project. The main objective of the project is to promote sustainable development and implement basic principles of sustainable education into the Latvian educational system.

Membership of UNESCO ASP network is globally recognized mark for school’s

quality.

34

Main target groups are pedagogical students (1510 studying with state budget financing in 2014), who, as a teachers will be obliged teach sustainable development at secondary schools of Latvia.

University of Latvia

Liepaja University

Rezekne HigherEducation Institution

Daugavpils University

Riga Teacher Training andEducational Management

Academy

Pedagogical universities in Latvia Pedagogical universities in Latvia

Higher Education Institution

No. of students

Riga Teacher Training and Educational Management Academy 482

University of Latvia 379Liepaja University 214

Rezekne Higher Education Institution 150Latvia Academy of Music 67Latvia University of Agriculture 38

TOTAL 1510

35

EDUCATION FOR SUSTAINABLE DEVELOPMENT ENVIRONMENTAL EDUCATION

integrated approach to the environment and the protection of ecosystems, efficient use of natural resources, and economic and social development

dealing with environmental problems

believes that the problems arises from the conflict between the different objectives of humans on environment , social, cultural and economic fields

believe that environmental problems resulting from human activities and their impact on the environment

focuses on the cultural, social , economic and biological biodiversity

focus on the biological diversity of their conservation

motivation to change lifestyle based on personal life experiences focus on environmental protection activities

responsibility for people's living conditions and the quality of the environment

environmental responsibility

raises the competence of human activity, their ability to develop moral criteria to encourage public participation in decision-making

emphasizes individual actions (environmental ethics)

resulting from local economic , social and ecological context and take into account regional, national and global context of environmental

environmental education has a local and global context

integrated throughout all educational process and integrated into the life of the school

integrate in the school’s subjects, mainly in nature science subjects

EDUCATION FOR SUSTAINABLE EDUCATION FOR SUSTAINABLE

DEVELOPMENT/ ENVIRONMENTAL EDUCATIONDEVELOPMENT/ ENVIRONMENTAL EDUCATION

36

Development of Environmental Science Study Development of Environmental Science Study Content and Study MaterialsContent and Study Materials

Norway Grants Project LV0044

September 2008 – April 2011

37

1. Introduction2. Environmental Science3. Ecosystem Services4. Ecology5. Environmental Systems6. Natural Disasters7. Resources8. Environmental Pollution9. Climate Change10. Water Pollution11. Lithosphere Pollution12. Environmental Health13. Economics (Environment or Growth)14. Nature Protection15. Cultural Environment16. Environmental Legislation17. Environment and Territory Planning18. Environmental Management, Institutions19. International Cooperation20. Environmental Technologies21. Prevention of Air Pollution22. Technologies for Drinking Water Processing23. Wastewater Treatment Technologies24. Solid Waste Management Systems25. Sustainable Development26. Implementation of Sustainable Development27. Students’ Perspective on Sustainable Development

Study level: 1–4 year bachelor studies;Total amount of the study hours 160 = 64 hours – auditorium + 96 hours - self-education.Number of lecture hours 32; Seminars (2 x 16 hours); Environmental films & environmental simulation games; First test, second test, final exam.

Study CourseStudy Course””Environment and Sustainable Development”Environment and Sustainable Development”

for Universitiesfor Universities

4 CP = 6 ECTS

38

39

Legislation of Environmental ProtectionLegal Principles of Environmental ProtectionProcess of Enforcement of Environmental LegislationApproaches to Elaboration of Legal DocumentsEnvironmental Legislation InstrumentsDialogue with SocietyEnvironmental PolicyEnvironmental Management SystemFrom Vision to ImplementationEnvironmental Monitoring IndicatorsVoluntary Measures of Environmental PolicyEU Environmental Management InstitutionsEU Directorate-General for the EnvironmentGeneral Objectives of DG EnvironmentDG Environment ManagementEuropean Environment AgencyEU Nature and Environmental ProgrammesBiodiversity Conservation ProgrammesClean Air for Europe ProgrammeEU Climate and Energy Package

En

viron

men

tal man

agem

ent

En

viron

men

t and

health

CONTENT - CONTENT - TEXT & ILLUSTRATIONSTEXT & ILLUSTRATIONS

40

Foreword for Textbook Foreword for Textbook „„Environment andEnvironment and Sustainable Development”Sustainable Development”

Connie Hedegaard,EU Commissioner for

Climate Action Janez Potočnik,EU Commissioner For Environment

Andris Piebalgs,EU Commissioner for Development

41

Six advanced learning textbooks for students Six advanced learning textbooks for students and and teachers teachers of environmental science andof environmental science and sustainable sustainable

developmentdevelopment

42

E-study E-study course course ””Environment and SustainableEnvironment and Sustainable DevelopmentDevelopment””

The e-study course ”Environment and sustainable development” was

made in the Moodlevirtual learning environment

devised at the University of Latvia. It contains lecture

materials on 27 themes structured in detail, provides options of tests

and self-tests,course organisation calendar, e-mail

and forum for students and teachers. The virtual

learning environment provides ample opportunity to develop the

study course in thefuture. It helps to learn the study

course; furthermore, it is a place for virtual meetings

and exchange of ideas.

43

www.AtKisson.com© 2011 AtKisson, Inc.

EKOPROFIL: www.ekoprofil.comArnold Bernaciak: a.bernaciak@ue.poznan.plTomasz Branka: tomasz.branka@amu.edu.pl

Compass Education is an approach to Education for Sustainable Development that integrates classroom

teaching, institutionalmanagement, and community relations, using a common

platform called the Sustainability Compass: Nature, Economy, Society, and Wellbeing.

The course also addresses the critical role played by all educational institutions in the process of transitioning to a sustainable society, and offers a comprehensive, integrated, systems-based framework and set of tools for accelerating

that transition at the institutional level.

Environmental Simulation Games

44

1. Johannesburg Summit Meeting.2. Bacteria and oil.3. Climate change.

4. Electro-cars in Riga and in the world.5. Alternative Europe – Malta: the green energy island. Wooden chip power.

7. Oil catastrophe in Latvia. Fukushima and Chernobyl disasters.8. How clean are rain and snow? Snow and salts on the streets of Riga.

9. Climate change – European and global politics.10. Tank ship “Prestige” catastrophe. The fragile sea.

11. Pollution on the banks of the Daugava River. 12. Bad smell and odours. Flux oil ponds in Latvia. Noise and health.14. Latvian orchids, insects and butterflies - Kemeri National Park.

15. Latvia’s waterfalls. Daugeni natural trail.16. Tow belt. Prohibition of fishing at night-time. Legislation on lake privatisation

17. Ligatne Nature Park – Natura 2000. Engure – Natura 2000. 19. UN Climate Conference in Copenhagen.

20. Eco-building in London. Low energy consumption houses. CO2-neutral house.21. Bikeways and bikers in Riga.

22. Drinking water in Venice. H2O – fresh from the tap in Latvia.23. Malta – ecological houses.

24. Biogas procuring in the solid waste polygon ”Getlini”. 25. Energo-efficiency. Processing of glass chippings. Second life of the refrigerator.

26. Heat insulation of buildings. 27. Environmental innovations. Environmental education lessons in open air.

The share of the total publicTV viewers watching the

programme“Environmental Facts”

on Channel LTV1 was 13–16.8%,

the average number of viewers

including rerun was 130,000.

Educational FilmsEducational Films

45

From the left: Līvija Marcinkēviča, Deputy Chairman of the Free Trade Union Confederation of Latvia; Valdis Dombrovskis, Prime Minister of Latvia; Elīna Egle, Director-General of the Employers’ Confederation of Latvia; Ilona Jurševska, Minister of Welfare; Raimonds Vējonis, Minister of the Environment and Regional

Development; Artis Kampars, Minister of Economics

Opening CeremonyOpening Ceremonyof the of the Sustainability IndexSustainability Index

46

It is time to move on now. We do not have much time left, and we can no longer allow laggards to get in our way. It is time to leave them behind and agree with people on ideas that will actually move the humanity forward -- towards a future that is attractive, fair and sustainable, a future shaped by us, not by the people that have a vested interest in maintaining the status quo.

Voices of studentsVoices of students

With the tools we have at our disposal, with vision and networking, truth-telling, learning and love, we are sure our generation can change the world towards a better future.

International student’ s group, Uppsala University

47

Unfortunately, educational system of Latvia is not ready yet fulfilled all educational goals, which are following from binding documents of the European Union (EU Sustainable Development Strategy) and United Nations (Decade of Education for Sustainable development: 2005-2014). Therefore we need:

• substantially improve qualification of school teachers to be integrated and provide complex understanding for learners about the world and main processes going in it,

• ensure education for sustainable development for pedagogical study programmes students,

• elaborate study courses content, text books, methodical materials,

• work-out national tests for compulsory schools, possibly one test for each education level on sustainable development, because integrated teaching through many subjects not to let evaluate knowledge of the sustainable development,

• prepare e-course and educate acting school teachers, possibly using life-long education system (award - better knowledge on topic and higher salary likewise),

• organise national network of school teachers, lectures and professors of universities and researchers working on ESD/SD.

Our future needs for improvement Our future needs for improvement of the educational system and ESD of the educational system and ESD

48

The time of

our lives

The Hope The Hope GraphGraph

Unsustainable

Technologies

& PracticesSustainable

Technologies& Practices

2000 2040

Objective:

Strive toPUSHthis point forward and up

... implementSustainabilityFASTER ...

... and REDUCEthe amount ofloss and damage

196019201880

Fossil fuel use

Pollution

Destruction of natural habitat

Poverty gap

Renewables

Conservation

Empowerment

Innovation

Transformation Point

Awareness

49

I would like to liveI would like to live in this beautiful in this beautiful

worldworld too !!!too !!!

50

Thank You for attention !Thank You for attention !