Βιωσιμότητα και εκπαίδευση ενηλίκων: μετάβαση πέρα από τις πράσινες δεξιότητες;
Την Τρίτη 19 Μαρτίου 2024, από τις 10 π.μ. έως τις 4 μ.μ. ώρα Κεντρικής Ευρώπης, η EPALE θα φιλοξενήσει μια διαδικτυακή συζήτηση σχετικά με τη βιωσιμότητα και την εκπαίδευση ενηλίκων με σκοπό τις προσπάθειες της ΕΕ να προωθήσει την πράσινη μετάβαση στον τομέα της εκπαίδευσης.
Θα ξεκινήσουμε στις 10 π.μ. ώρα Κεντρικής Ευρώπης με μια ζωντανή ανταλλαγή απόψεων μεταξύ εμπειρογνωμόνων και θα συνεχίσουμε τη συζήτηση με τους χρήστες της EPALE σε γραπτή συζήτηση στην ενότητα σχολίων έως τις 4 μ.μ. Κεντρικής Ευρώπης.
Στη ζωντανή μετάδοση θα συμμετάσχουν η Barbara Archesso, μέλος της Ομάδας Εργασίας της ΕΕ για τη Μάθηση για τη Βιωσιμότητα, και η Katharina Wiese, Υπεύθυνη Πολιτικής για την Οικονομική Μετάβαση και την Ισότητα των Φύλων στο Ευρωπαϊκό Γραφείο Περιβάλλοντος, με συντονίστρια την Andrea Lapegna, Αναπληρώτρια Διευθύντρια της Πλατφόρμας Διά Βίου Μάθησης.
Παρακολουθήστε σε απευθείας μετάδοση εδώ!
Αυτή η εκδήλωση είναι μια μοναδική ευκαιρία να συμμετάσχετε σε μια ευρύτερη συζήτηση σχετικά με τη διεύρυνση της προοπτικής που παρέχουν οι πράσινες δεξιότητες και την αντιμετώπιση των αναγκών του ενήλικου πληθυσμού στην Ευρώπη για να καταστεί αποτελεσματική η Πράσινη Μετάβαση. Είτε είστε εκπαιδευτικός, υπεύθυνος χάραξης πολιτικής ή απλά ενδιαφέρεστε για την εκπαίδευση ενηλίκων και την ανάπτυξη δεξιοτήτων, αυτή η συζήτηση υπόσχεται να προσφέρει πολύτιμες πληροφορίες και ευκαιρίες συνεργασίας.
Θα εξετάσουμε τα ακόλουθα ερωτήματα:
Πώς μπορούμε να επιταχύνουμε την Πράσινη Μετάβαση; Ποιος είναι ο ρόλος της εκπαίδευσης ενηλίκων στην προώθηση των πράσινων δεξιοτήτων;
Ποιος είναι ο ρόλος των βασικών ικανοτήτων για τη διά βίου μάθηση σε αυτό το σενάριο;
Ποια είναι η σχέση μεταξύ πράσινων δεξιοτήτων, ικανοτήτων και στάσεων και ενεργού συμμετοχής στα κοινά;
Σας προσκαλούμε να μοιραστείτε την εμπειρία και τις πρωτοβουλίες σας.
Τα σχόλια είναι ήδη ανοικτά, οπότε μπορείτε να αρχίσετε να μοιράζεστε τις σκέψεις, τις εμπειρίες και τις προτάσεις σας!
Σχόλιο
ERASMUS+ PROJECT ECO-COMPASS
Building a positive attitude towards the environment is currently one of the most important priorities. Environmental skills and competences are needed for all citizens, including disadvantaged groups facing mental disabilities. Working with people with mental disabilities requires specific care in the provision of education, taking into account their individual needs and circumstances, so that everyone can realize their potential in different areas of life.
The main objective of the ERASMUS+ project “Innovative building of ecological awareness and culture by developing environmental skills and shaping the attitudes of people with mental disabilities” was to facilitate social inclusion of people living with mental disability by developing their ecological skills and competences, by shaping their ecological attitudes and environmental awareness, by education based on international experiences. The project lays a great emphasis on the promotion and development of international cooperation between participating organisations, the establishment and strengthening of partnership networks and the enhancement of the professionalism of the organisations.
The main result of the project is ECO-COMPASS, an innovative environmental education aimed at developing environmental awareness, skills, competences, attitudes and responsible behaviour of people with mental disabilities.
The curriculum consists of four modules:
Module 1 - Ecological skills and competences in individual life
Module 2 - The importance of ecological values and attitudes in the family
Module 3 - Sustainable development in the workplace and work-life balance
Module 4 - Active participation in the creation of a green society
More information can be found on the project website: https://eco-compass-project.eu/
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Let's make a plan
I think we need to be able to specify which green skills are useful for which purpose. For example, sorting waste - these are basic skills that everyone should use in their household. At the next level, adults should develop a broader picture of green skills that allow them to consciously change their lifestyles. We should understand which green skills should be developed in professions - builder, salesman, arborist... This would allow us to create a plan to gradually move towards developing green skills.
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The importance of sharing Stories
Original posts in Greek. Translated in English via web-based translation service:
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Sustainability
Sustainability is really very important in education,but at the same time it is so wide concept , that it is important to understand it in different aspects and also the use of this concept in theory and practice.
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reflections
It is difficult for adults to change their stereotypes, so successful learning usually occurs in groups with people of different ages. Children and grandchildren, with their example and enthusiasm, can convince us that sustainability must start with everyone.
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Intergenerational learning
Big yes to intergenerational learning!
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Resources
In case you would like to know more on how to build sustainable educaiton systems, you can check out our position paper on Lifelong Learning for Sustainable Societies.
Or, if you heard us mention the European Alliance for a Just Transition and are interested to know more, you can check it out here.
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Sustainable food
A lot needs to be done for nutrition! A serious media bombardment is needed to trigger an awakening in everyone. But how to do it?
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Where to start...
It is true that what is needed is a true cultural shift, which certainly cannot be wholly a responsibility of the education sector(s). But we can start by teaching our children to make sustainable food choice whenever possible, critically questions what is being fed to us (literally and metaphorically), and also engage all actors that should have a role in this cultural revolution!
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School Carbon Calculator
@Andrea Lapegna led a dynamic open discussion on ways Education can lead in the green economy
A Window to engage more voices in green ideation and fun changes is the annual Earth Hour.
One Hour
Your Power
Ideas for all in formal and informal settings
Earth Hour for Youth | Earth Hour
For Schools to calculate their carbon footprints with free insights from WWF one to log into
https://wwf.zoom.us/meeting/register/tJArf-6opzsuH9NnrbA09UdhZIqok8JUQOyM#/registration
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Useful!
Hi Deirdre, many thanks for sharing this useful idea! We'll make sure to keep the next discussions on our radar
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Learning Cities and Education for Sustainability
At my institution we are trying to support the local authorities and explain what adult learning is and how it could be helpful for the local communities. We are also exploring the concept of UNESCO Learning Cities and their contribution to sustainability. I wonder if somebody could help us find a good example of activities or initiatives that local governments did in this area (ESD) with the focus on adults, ie non-formal education for adults. (normally one finds many examples from the formal education). Thank you!
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Learning Cities
Hi Marta, the UNESCO Learning Cities is a woderful initiative and it is delivering outstanding impact and amazing success stories. At LLLP we were involved to a great extent, we can only recommend it - maybe as a starting point.
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Trnava
Hi Marta, there is a non-profit organization in Slovakia called Lifestarter, which has made Trnava a UNESCO Learning City. Look here: https://www.uciacasatrnava.sk/
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Climate Goals and Content in Education and Training
In Slovenia, we have just completed a project entitled "Climate Goals and Content in Education and Training".
The purpose of the project is to support the systematic integration of climate goals and content into preschool education, primary and secondary education, higher vocational education, and adult education.
Specific objectives of the project for vocational and professional education:
- Preparation, testing, and evaluation of a comprehensive awareness-raising program, as well as education on climate change within the context of education for sustainable development in the field of vocational and professional education.
- Development of a proposal for the implementation plan of the program in vocational and professional education, establishing a systemic approach to education and awareness-raising on climate change, and fostering competencies for transitioning to a low-carbon society.
- Establishment of three demonstration schools in the field of vocational or professional education.
In the coming days, we will publish materials created in the project in the online library. The materials are in Slovenian, but you can use online translators for assistance.
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Climate Goals and Content in Education and Training
This is the key to success. Education about green skills should already take place in primary school.
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Climate education since early ages
Yes! Embedding a "green attitude" since early ages, in all learning environments (including the family) is key.
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values and attitude
Attitude and values in family are really the basis for the development of the child in his/her life. The environment in the family is really a key for the development of the ""green attitude "" and skills.
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Do we know how to teach?
I'm involved in teaching green skills and trainer training and one of my biggest surprise has been that majority of teachers/trainers don't take into account the latest science in educational psychology - meaning majority of teachers teach in a way that doesn't actually support the way human brain learns, so in ineffective ways. How to overcome this?
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Strategies for aligning teaching with cognitive science
To teach green skills in alignment with the latest educational psychology findings, we can adopt a few specific strategies: professional development workshops (regular workshops that introduce educators to the latest research on learning and cognition can help bridge the gap between traditional teaching methods and modern educational psychology), peer-to-peer learning platforms (creating online forums or regular meetups where educators can exchange teaching strategies that are rooted in cognitive science. This encourages collaboration and continuous learning), hands-on training (icorporating more experiential learning opportunities that relate directly to environmental issues, this method aligns with how the brain learns by doing and solving real-world problems), microlearning (breaking down complex green skills into smaller, manageable tasks can make learning more effective, this approach caters to the brain's capacity for processing limited information at a time), feedback systems (implementing robust feedback mechanisms where educators can learn from student interactions and adjust teaching methods accordingly, this can be achieved through regular assessments and reflective practices). What do You think?
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Teachers' training
Hi Kadri, we hope we were able to address your question in the live discussion, but teaching methdologies and their further professional development are indeed key factors.
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teaching
I agree, Kadri, with you,but do we educate our teachers,especially adult educators to keep in mind educational psychology ? Have we included this ""hot"" aspect in our regular training programmes?
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Join the conversation!
Hi everyone!
The streamed discussion with experts has just started. Do not hesitate to post your comments and questions here!
Sara - EPALE Moderator
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Green skills in childhood
We all know that the basics of knowledge must be laid in early childhood and then they give the greatest return. It's the same with green skills. If we invest resources and knowledge about the importance of green skills at an early age, we can reap the rewards at later stages.
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Key competences for lifelong learning about Green Transition...
I am a Science teacher with experience as Erasmus coordinator in school. Now, I am dealing with adult education and I'd like improve my knowledge on the role of the key competences for lifelong learning about Green Transition......
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Green Guidance
In the Czech Republic, we are also engaged in green consulting. I mean sustainable career counselling. According to more than 67 % of young people, we will live in a worse world. Only 11 % of respondents to the Czech Climate 2021 survey are optimistic about the future. The system of counselling services, including career counselling, should respond to this situation.
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Research
Some of the research findings:
Nearly 70% of respondents in the current survey said they were close to the ideas of nature conservation and environmental protection.
Young Czech men and women consider themselves to be environmentalists first (57%).
A large majority of respondents do not like the way of life of the current society - 52% in total. They are pessimistic about the future. More than 67% of respondents think we will live in a worse world.
More than four-fifths of respondents are aware that climate change is already happening in real terms. More than 70% strongly or rather agree that anthropogenic influences are the main cause of climate change.
Young people are particularly powerless. But also fear, sadness or anger. About one in ten of them say they experience these emotions 'extremely'.
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Fortbildung
Ubglücklicherweis habe ich zeitgleich mit dem Fortbildungsangebot eine andere Tagung.
Wir die Fortbildung aufgenommen? Kann ich sie im Nachgang anschauen?
Die Diskussion interessiert mich sehr!
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Recording available
Dear Bianca,
Thanks for your question. The streamed video will remain available on this page, as well as the comments in the written discussion.
So, feel free to come back whenever you want and can :)
All the best
Sara - EPALE Moderator
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Sustainability
Education and training for active adults is fundamental to achieve a sustainable future in the near future: use Greencomp framework to assess existing competences and acquire new competences (knowledge, skills, attitudes).
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Validation
It is especially challenging to ensure a harmonised validation of competences acquired in non-formal and informal environments, but this is a good start: https://www.cedefop.europa.eu/en/publications/3093
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Towards a sustainable model
Adult education can do so much thanks to its accompaning those that are less accustomed or less informed to a cultural change, towards a more sustainable model.
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Green Resources
There are great free resources available and well researched in multiple languages aimed at youth thru to corporate awakenings in green skills.
Should you wish to build a knowledge bank this may assist green knowledge transfer acceleration
You may find these of benefit Learn more about the issues & solutions | Earth Hour
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The link is a case study for each of us.
Making some time for myself means I respect my existance as person. I am not a role any for as long as it lasts this. Adult learning is a matter of environment I suppose. Talking about environment means talking about humans, even though there is no enough respect to each other. The theme is a common interest with no referees needed. Why not make this investment a serious matter.
Have a nice rest of the day.
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The connection between green skills, competencies and attitudes
The reaction of each individual to the violation of "green things" may awaken in us the need to acquire new competences in order to protect them.
"A new growth strategy aiming to transform the EU into a fair and wealthy society, with a modern and competitive economy that uses resources efficiently, with net greenhouse gas emissions flat by 2050, and economic growth that is decoupled from resource exploitation. The commission also promises that sustainability will be taken into account when adopting all future public policies, along with the green oath - do no evil".
Active citizenship means getting involved in the life of your community and nation so that you can help determine the country's future.
From the text above we see that the connection between green skills, competencies and attitudes and active citizenship are very strong.
In the process of lifelong learning, the student develops certain competencies, it is important to define:
* what knowledge does he need (topics, areas, contents, outcomes),
* what attitudes are related to the content, knowledge and cross-curricular competences,
* necessary competences, methods, didactic means and procedures for applying knowledge,
* the value of the achievement, how the achievement of the skill will be assessed,
* which teaching media are needed for such a process (materials and resources),...
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Green skills and civic skills
I also see a strong connection here, between these two groups of skills. For me, one way is this: as a person feeling responsible for the planet, I do whatever I can, in my private life. But it is clearly not enough - we need to get together and push bigger players, including the local governments and national governments, and here we definitely need civic skills and become active citizens...Our contribution to this is online modules on green and civic skills that are housed on platform https://www.learningfwd21.eu/ They were created with the support of Erasmus+ project Learning Forward 21.
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Green kills as the key to active citizenship
Green transformation is a challenge that requires linking education with values and active citizenship. Andrijana's comment shows how green skills and competencies are not only about technical knowledge, but also about attitudes and community participation. It is important that the education process integrates practical application of acquired skills in the real world, fosters innovation in education, and improves access to educational resources. Collaboration between different actors in society and the involvement of individuals as active participants in the journey towards sustainability is key. Successfully integrating these elements into educational frameworks opens up new avenues for building a more sustainable and inclusive future.
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Sustainable food for green minds
Promowanie zrównoważonego podejścia do żywienia i żywności wśród dorosłych staje się coraz ważniejszym wyzwaniem w kontekście globalnych problemów ekologicznych i zdrowotnych. Dorośli potrzebują jasnych informacji na temat wpływu swoich wyborów żywieniowych na środowisko, zdrowie i społeczeństwo. Dlatego w partnerstwo projektu „Sustainable food for green minds” Nr 2021 - 1 - PL01 - KA220 - ADU – 000025957 podjęło się organizacji warsztatów, prezentacji i upowszechniało E-book by skutecznie zwiększyć świadomość społeczną.
W edukacji dorosłych bardzo ważne są praktyczne doświadczenia, jak na przykład degustacje zrównoważonych posiłków, wspólne gotowanie czy wizyty na lokalnych farmach co łączy teorię z praktyką.
Na pewno efektem naszego projektu pozostanie wsparcie lokalnych rynków i rolników. Zrównoważone żywienie oznacza produkty sezonowe, lokalne i ekologiczne i przyczynia się do zmniejszenia śladu ekologicznego.
Co nas usatysfakcjonowało może najbardziej? Udało nam się stworzyć społeczności ludzi zainteresowanych zrównoważonym jedzeniem, umożliwiając im wymianę doświadczeń i inspirując do dalszych poszukiwań.
Podsumowując: edukacja dorosłych o zrównoważonym podejściu w żywieniu to zarówno przekaz pewnych informacji, ale w można to czynić efektywnie tylko w atmosferze świadomej i zaangażowanej społeczności.
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reflections
I completely agree that adult education should have sustainability values. Healthy eating habits, skills, and the ability to prepare healthy meals are very important for both learners and local entrepreneurs, and farmers.
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iMPACT Project
The transition towards a more sustainable and environmentally friendly way of life has emerged as a global imperative in light of escalating challenges posed by climate change and environmental degradation. Within this context, initiatives such as the iMPACT project ("I share my knowledge and have an active iMPACT on my community") play a crucial role in mobilizing communities to take tangible actions and create positive impacts.
This initiative, conceived by mothers for mothers, aims to assist women in building a healthier and more sustainable relationship with the environment while inspiring them to become agents of change by encouraging their families and communities to embrace more environmentally friendly behaviors.
This project revolves around capacity building and activism to empower mothers and help them discover their voice and power in the struggle for a more sustainable future.
I encourage you to review the guidelines provided in the link below
https://i-impact.eu/guidelines/