SIDS ACCELERATED MODALITIES OF ACTION S.A.M.O.A pathway, indicators, medium term plan approaches/strategies

Transcription

1 SIDS ACCELERATED MODALITIES OF ACTION S.A.M.O.A pathway, indicators, medium term plan approaches/strategies Quality Inn Hotel, South Auck 26 Jan 2015, Timote Vaioleti, EC, ASPBAE & United Nation University Regional Center of Experties for ESD (RCE) Waikato, with support of Asso.Prof Sandra Morrison (Waikato RCE)

2 Asia South Pacific Association for Basic and Adult Education (ASPBAE) Samoa

3 Advanced organiser A glance at sustainable issues fromeducational institutions, CSO and NGO and communities Case study KONO Ltd, IMPAECT* Trust, Vaioleti Endeavours (Tonga) Some NZ educational position on Sustainable development Pacific Values and sustainability in the classroom (discussions) New Pacific challenge and possibilities

4 global indicator Planet and people: 3 areas of concerns therefore bases for global indicators Water Energy and food new food science $330,000 stake of the art? Vision for 2050 We need long term visions for Sustainable world by mid-century so that 9 billion people can live a decent quality of life with-in the planets limited resources Festival of Learning Asia South Pacific Association of Basic and Adult Education (ASPBAE) (Yogakata Nov ) Now from global to local use of Indicators in a Local ESD project in NZ and Tonga (partnership)

5 Case study IMPAECT*/KONO co-development (Maori manaki, Pacific kainga and Palangi science) Main players Whakatu - Maori owned and governed with manaki (care) as philosophy KONO Horticultural arm of Whakatu, managed with Maori philosophy of care and the sciences of business management. IMPAECT* (Indigenous Maori and Pacific Adult Education Charitable Trust Inc*) select workers from Tonga to work for 7 months at KONO every year (last 6 years), advice, train all Whakatu, KONO and then monitor and assist SD for all.

6 ESD Indicators Input usual indicator Output indicators are easier to measure. (e.g CSOs, NGOS eg, change of consumption patterns, publications, ESD joint study programmes, research themes to specific number of houses build from natural and re-cycled material over time). Ipsetive (principle) perspective Application of ESD indicators at local level Tongan village community/ies sponsored by IMPAECT* to work in NZ

7 Economic indicators/output - one house from recycled material/year; 2 small cars year, 100 dollars week sent to Tonga a week put

8 Environmental indicators/output planting of 2 hectares of traditional food in cycles per year with naturally, extract seafood once a week for family only with no waste

9 Social indicators - 12 meetings/year, plan & sharing of success and challenges sense of contentment, happiness

10 Cultural Indicator every family represented (including the global diaspora) in yearly meetings, major family events, passing of elders - enhanced identity sense of belong language message - contextualisation of indicators ( and using the assessment principle of ipsetive)

11 Aotearoa (new zealand) Sustainability is a critical issue for New Zealand environmentally, economically, culturally, politically, and socially. We need to learn how to live smarter to reduce our impact on the environment so that our natural resources will be around for future generations. MOE 2013 Politics - Culture of silence what for breakfast, lunch & tea (ainga Walter)

12 Rationale Education for sustainability We depend on the environment for everything. the opportunities that we have or will ever have come back to the environment. So how we treat our environment is of great importance. EfS challenges students to develop the kinds of thinking and behaviours that will secure the future. As New Zealanders, we are proud of our natural heritage. We like to think of our country as clean and green. But many of our practices put the environment and all its inhabitants at risk. In EfS, students learn to investigate such practices and to advocate for change. What we do today has consequences for future generations. Our everyday actions help shape the kind of earth that we hand on to our children. By investigating how people s actions have created the sustainability issues that confront us now, EfS students learn to make informed decisions about how to live their own lives. In EfS, students develop valuable, transferable skills. EfS empowers students to: think critically and creatively about issues and solutions; view the world from different perspectives, particularly those that are directly relevant to Aotearoa New Zealand; negotiate complexity and deal with change and uncertainty; be confident, connected, lifelong learners with a sense of responsibility for the wellbeing of their country and the planet; connect thinking and actions in ways that will lead to a sustainable future environmental, social, cultural, and economic. EfS opens up pathways to a variety of careers with a sustainability focus. Sustainability means enough for all, forever.

13 Te taiako Wänanga: participating with learners and communities in robust dialogue for the benefit of Mäori learners achievement. Whanaungatanga: actively engaging in respectful working relationships with Mäori learners, parents and whänau, hapü, iwi and the Mäori community. Manaakitanga: showing integrity, sincerity and respect towards Mäori beliefs, language and culture. Tangata Whenuatanga: affirming Mäori learners as Mäori. Providing contexts for learning where the language, identity and culture of Mäori learners and their whänau is affirmed. Ako: taking responsibility for their own learning and that of Mäori learners.

14 Challenges and possibilities Global force - culture Coping an providing contextual solutions

15 Humanity and nature Heidegger criticised the anthropocentric approach of Western civilisation since Plato as inducing the technocratic mentality through the will to dominate and conquer nature for human ends. By conceiving themselves to be apart from and superior to Nature and by seeking freedom, power and happiness through the exploitation of Nature, human beings have inflicted a technological domination upon themselves that has turned all beings including themselves into objective, quantifiable and disposable material (Dryfus, 1999).

16 vaa relational space Mō tātou te Taiao ko te Atawhai Mō tātou te Taiao ko te Oranga It is for us to care for the environment to ensure its well-being In doing so we ensure our own well-being and that of future generations Chief Seattle - Washington Territory 1826 If all the beasts were gone, men would die from a great loneliness of spirit. For whatever happen to the beasts, soon happens to the man. All things are connected whatever befalls the earth befall the sons of the earth (Gerald Farthing, Deputy Minister of Education Manitoba.

17 New approach - and not or As a nation-state she has drastically changed the way she manages her environmental resources. She has relegated her belief in a sacred kinship between people and animals, plants, waterways, ocean, mountains and other parts of the biosphere to the background in favour of the modern twin technologies of domination, what Max Weber called the spirit of capitalism and the protestant ethic. His highness Tui Atua Tamasese (Law, Ehtics and responsibility symposium Dec 2014) Manulua holistic aim of Education Pacific values are pathway to achieving it classroom indicators - refer paper provided

18 SIDS ACCELERATED MODALITIES OF ACTION [S.A.M.O.A.] Pathway (further to Dr Takahashi) 5 SIDS remain a special case for sustainable development in view of their unique and particular vulnerabilities and that they remain constrained in meeting their goals, but stress that in the absence of international cooperation, success will remain difficult. 54. Recognizing that small island developing States have large maritime areas, we support their efforts to develop and implement strategies for the conservation and sustainable use of those areas and resources. We also support their efforts to conserve their valuable underwater cultural heritage. Regional partnership? Stray thoughts - Roles for UNESCO co-ordination?: Pacificnalisation? Colloberation with Kai tahi, Taunui and Ngati Porou tribes of NZ or others in familiar situations? Prof. Abouleigh Philanthropic resources UNU RCE Prof. Ibriham Abouleig - SEKEM Group co-founded Heliopolis University awarded New Sustainability Champion/ Sustainability World Leader (2013).

19 Some lesson from Aotearoa (NZ) 5 pillars of Sustainability environmentally, economically, culturally, politically, and socially. Issues role of UNESCO, community and educational institutions? Politics - Culture of silence Samoa what for breakfast, lunch & tea - Tonga Migration mentality most nations use of diaspora? CSO and NGOs most nations? Paradign shift (eg tourism) Map then re-design teacher education and Curriculum (Kiribati and African example) Adult education sector (Korea example/) biggest education sector

20 Result of Mapping against Kiribati Curriculum Distribution of Climate Change topics in the curriculum Composite Subtotal of (tick) by key concepts Related issues mitigation adaptation Knowledge and Understanding Environmental Science:Ticks Science:Tick Social Science:Tick Agriculture:Tick Biology:Tick Development Studies:Tick Geography:Tick

21 Composite Subtotal of "p" by key concepts Related issues mitigation adaptation Knowledge and Understanding Environmental Science:P Science:P Social Science:P Agriculture:P Biology:P Development Studies:P Geography:P

22 Composite Subtotal of "o" by key concept areas Related issues mitigation adaptation Knowledge and Understanding Environmental Science:o Science:o Social Science:o Agriculture:o Biology:o Development Studies:o Geography:o

23 Post 2015 for S.A.M.O.A (from Gail s address) Malo aupito New possibilities - Regionalization or Pacificnalization? Country Programmes considerable work with language Identity and traditional knowledge Changes in Pedagogy Citizenship education Values education Possibilities of ASEAN (+6) (650 million) + India, China, Pakistan, Korea, Japan Partnering with the Pacific Diaspora Partnering with philanthropist eg SEKEM group Partnering with Maori Map all curriculum and teacher education and adjust if needed Regional Programmes Biodiversity framework (Live and Learn SPC) Marine Education (SPC) ESD Framework (USP) Teacher capacity development Resourcing (including translations) Intra-pacific sharing Cross-agency co-ordinations new S.a.m.o.a Or individual country ESD programme UNESCO Programmes Canoe is the people Sandwatch ASPnet