{"id":2590,"date":"2012-11-19T08:40:11","date_gmt":"2012-11-19T08:40:11","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=2590"},"modified":"2012-11-19T08:40:11","modified_gmt":"2012-11-19T08:40:11","slug":"esd-more-on-supply-and-demand","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2012\/11\/19\/esd-more-on-supply-and-demand\/","title":{"rendered":"ESD \u2013 more on supply and demand"},"content":{"rendered":"<p>I <a href=\"http:\/\/blogs.bath.ac.uk\/edswahs\/2012\/10\/22\/esd-in-he-\u2013-a-supply-or-demand-issue\/\">blogged<\/a> a couple of weeks ago about supply- and demand-side approaches to ESD provision in formal education programmes. \u00a0Here's another dimension to the debate.<\/p>\n<p>ESD is normally presented as a supply-side issue.\u00a0 It concerns what teachers do, and how courses are framed, rather than what students do; it is concerned with teaching, with learning an after-thought. \u00a0As UNESCO\u2019s\u00a0<em>key characteristics<\/em> note:<\/p>\n<blockquote><p><em>ESD is fundamentally about values, with respect at the centre: respect for others, including those of present and future generations, for difference and diversity, for the environment, for the resources of the planet we inhabit.\u00a0 It mirrors the concern for education of high quality, in that it is:<\/em><\/p>\n<ul>\n<li><em>interdisciplinary and holistic;<\/em><\/li>\n<li><em>values-driven;<\/em><\/li>\n<li><em>fostering critical thinking and problem solving;<\/em><\/li>\n<li><em>multi-method;<\/em><\/li>\n<li><em>participatory;<\/em><\/li>\n<li><em>applicable to daily life, whether personal or professional;<\/em><\/li>\n<li><em>locally relevant in terms of context.<\/em><\/li>\n<\/ul>\n<p><em>ESD is lifelong learning from childhood to adulthood in all potential spaces, whether formal, non-formal or informal. \u00a0The range of learning opportunities within these spaces reflects the wide scope of ESD and the challenges for achieving sustainability in society and assessing progress.<\/em><\/p><\/blockquote>\n<p>These issues are what teachers (rather than learners) worry about. \u00a0The 2010 <a href=\"http:\/\/www.unesco.org.uk\/uploads\/UNESCO_educationforsustainabledev_2010_web.pdf\">UNKC report<\/a> on ESD in the UK noted this ...<\/p>\n<blockquote><p><em>People learn in many different ways: whether in formal institutions at various levels, from watching television or reading books and newspapers, through informal conversations with community members, through the influence of local and global media in the daily environment, or through grassroots social movements that raise awareness of sustainable development in society. \u00a0Along with these typologies of learning, ESD is also widespread in its concerns \u2013 sustainable development is about economic, social and environmental concerns affecting our present and future. ESD embraces not only learning\u00a0<em>about <\/em>sustainable development, but also\u00a0<em>its furtherance <\/em>through the adoption of (and thinking about) practices in our daily and professional lives, that contribute to more sustainable (or more accurately, perhaps, less\u00a0<em>unsustainable) <\/em>development.<\/em><\/p><\/blockquote>\n<p>... which places learners and learning more centrally. \u00a0In fairness, ESD is not all about supply, but professional educators tend to start from there, from what they know, and what they <em>know<\/em> is important.<\/p>\n<p>Oddly, learners never do.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I blogged a couple of weeks ago about supply- and demand-side approaches to ESD provision in formal education programmes. \u00a0Here's another dimension to the debate. ESD is normally presented as a supply-side issue.\u00a0 It concerns what teachers do, and how...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[],"class_list":["post-2590","post","type-post","status-publish","format-standard","hentry","category-comment"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/2590","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=2590"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/2590\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=2590"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=2590"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=2590"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}