This is a professional field where at least in Spain, how I said before we face different levels of execution. The level which I can work is the project the rest of levels a teacher can´t work.
Starting a new project is an exciting experience that often requires new ways of thinking. But you pay attention the differences among plan, project, the programme even processes where people are confused and it is no clear. I attached an article about it which clarify a bit that.
The objects of the plan and the project can be inter- changed, and a project is required to change a process. This is a project for an Adult School in my community.
Looking for differences among plan, project, programmes, processes.
Platform https://sustainabledevelopment.un.org/sdgs
In Spanish: Transforming the world
"Preamble: This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. ..."
GOAL 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous people and children in vulnerable situations
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 Out of the targets specified for Goal 4, target 4.7 is one of the ambitious and relevant ones for adult education:
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development,
including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and
of culture’s contribution to sustainable development
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.b
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous people and children in vulnerable situations
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 Out of the targets specified for Goal 4, target 4.7 is one of the ambitious and relevant ones for adult education:
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development,
including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and
of culture’s contribution to sustainable development
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.b
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
“Enough, For All, Forever” – African Elder
“The lack of judgement is properly what one calls stupidity, and for this vice there is no remedy” I. Kant, Critique of pure reason, 1781.
Project by Mª. Soledad Vega. July, 2016
Introduction
Living together on a limited planet will necessarily involve sharing common resources with associated potentials for conflicts. Social systems have their own limited resources often formulated in terms of time to spend or attend to.
The premise of the project will be that every human being has the right to live a decent life (WCED, 1987, p. 41), and that this right should be granted also to coming generations. Further elaboration is necessary on topics such as what a “decent life” means, the scope of justice, e.g. who should benefit, what type of political justice use, and which benefits and burdens that are included (Voget-Kleshin, 2009). This is not simply a question of economic equity, e.g. leveling the standard of living, even if this is one unquestionable component.
Starting a project with a new “knowledge” in mind is quite an undertaking. Hence a structured approach is needed. A first attempt to such a development process is following this model: starting: observation/pre-knowledge, analysis, design, implementation and test in a democratic framework.
‘Five World Days’ will try to be a period of adults-led awareness raising, education and action that takes place throughout Cantabria, North of Spain, annually. The theme for the week will be chosen by organizations and “lifelong learners” in partnership with development agencies, NGOs, university, counselor of education (regional level), the media, etc. The Open source community illustrates and proves the potential.
Title: We Share the Earth… For Now and the Future…
General name: Environmental Trends & Impacts
General Aims:
1. Our actions affect the future of the next generation. Their actions are learned from us. What are they learning? An education for sustainable futures involves all of us learning and working together to live a sustainable life now for the sake of the next generation.
2. We envision a reorienting of our heads, hearts and hands to engage our students, our co-workers and our communities as citizens with sustainable futures.
3. Proposes a general framework for design of sustainability consisting of the principle of justice, circumstances for sustainability design, criteria for sustainability and an
application layer. The broad areas we have selected are: limited shared resources, socio-technical components and structures, technology development, vision and reflection, cognitive and behavioural support, joint ventures and political action.
Where: Adult Education Centre
How. Linked to formal curriculum.
When. Timetable: Second forth-month period, a day per week, total five days.
For and with whom? (target group/actors to involve): adult population
How?: before-during-after
Pre-working sessions: observation / pre-knowledge.
We could start from the philosophical writings of Arne Naeess on Deep ecology (Naess, 1990). This is a normative approach where all living things should be respected and have rights to live and flourish. Human beings are not special in this view, only yet another living species. A third example is to build a framework that attempts to answer the following four basic questions (Dobson, 1996):
1. What to sustain?
2. Why should it be sustained?
3. Who is concerned?
4. In what respect is substitutability allowed, e.g. can we extinguish a number of species of fish if we by that can substantially increase the yield for some important crop.
Personal answer to:
How do we live?
How could we live?
How should we live?
How do we think we should live?
Working sessions.
First session: One hour and a half. Choosing a issue
Why?. From ideas to initiative:
Analysis phase that attempts to identify exactly what is to be developed. At this stage scenarios, talks, simulations, etc can be used.
Name of initiative: Introduction to Sustainable Development, ‘An Introduction to Sustainable Development’ is run by UNESCO.
Description: Participants develop an understanding of Sustainable
Good practice element: 1. Approach is learner-centred and project-oriented to encourage the application of the acquired knowledge and skill for everyday.
2. Multiplier effect with facilitation skills also covered for group and community work.
3. Experiential learning.
4. Raising awareness in a wide target group.
5. Links global to local.
Etc
Issue chosen democratically: organization, divided roles, etc A list of community partners, both locally and globally (on the internet), will be identified, contacted, and invited to become part of the days community of formal and informal educators and facilitators.
After design, the next step downstream is democratic implementation where the project is constructed, the actual code written, or the hardware is built. Depending on the facilities at our disposal.
Chosen issue: Mitigation of Congestion in my city
Second day: One hour and a half. A talk.
Issue: Situation of workers in our city from University, department of traffic. Open session to whole community.
Who to: Open session to whole community.
Where: Large room at Adult School.
Timetable: from 18p.m. to 19:30p.m.
The commuting mileage grows faster than the total travel mileage. For example, in Cantabria between 1985 and 2010, the annual travels including international ones have grown from 120 to 170 km per person, but the share of commuting has grown from 21 to 34 %, mostly by car. The average commuting distance has increased from 12 to 18 km one way. By personal car, it was on average 22 km in 180 days a year in 2010.
Commuting causes high social costs. A commuter’s direct user cost is the transport cost, which is mainly car use. When the car depreciation, gasoline, insurance, maintenance and taxes are included, the annual commuting transport costs by car are typically about €5150 per person although the depreciation and maintenance cost cannot be attributed solely to commuting. The indirect user costs are the travel costs, which cover infrastructure and travel time.
The costs of constructing an extra motorway lane are €4–6.5 million per kilometre, and if they are capitalised including maintenance, these annual costs are about €0.5–0.8 million a year. It is equivalent of 0.6–1.4 eurocent (0.8–1.8 dollar cent) per kilometre per traveller in the heavy traffic areas
The cost of road use per person is a minimum of €70 a year usually paid through taxes. The travel time is typically 50 min one way excluding incidental traffic jams, repairs and
suchlike during 180 days a year. The commuting time is an opportunity cost. If to assume 50 % average wage, which is about €16 per
hour as being the opportunity cost, the travel costs are €4800 a year. In addition, there are non-user costs. These costs are not covered from the private expenditures but paid through collective arrangements for accidents, noise, waste, breakthrough in communities and so on and to be paid in future for climate change, air pollution , fragmented landscape and others. The social costs of the collective
arrangements are estimated to be a minimum of €470 per person a year in Europe. The bequest and existence costs of the transport systems are not found though these can be high because transport can undermine social inclusion of communities, amenities of the city life and threaten biodiversity. The total social costs of a typical car commuter is €10,490 a year, which is about 22 % of the average salaries.
Third day: One hour and a half. A talk.
Issue: Situation of scholars in our city. Educational Ministry.
Who to: Open session to whole community.
Where: Large room at Adult School.
Timetable: from 18p.m. to 19p.m.
Many scholars advocate improvements of mobility. The demand-side policies can put tax on fuel and traffic, foster selective car use and pooling, restrict parking, regulate speed and flow, and inform people and so on. The supply-side policies can enlarge infrastructure, improve public transport, limit traffic in areas, discourage car ownership and improve traffic management, such as peak sharing. Technology policies can foster fuel saving cars, telematics for routing and new logistic systems.
…
More ideas, information, etc
Fourth day: coordinate class sessions. Formal curriculum: Math’s, Geography, Computer and Social Sciences, Spanish for foreigners, etc.
Where: classroom
How:
A. For students: Forming groups
Studying data peer per peer, per group.
Summarizing ideas, diagrams, clarifying everything, etc. to be shown
Taking a talk in class
B. For teachers: classes
Coordination of these activities in their classes and school.
Fifth day: Students have organized a talk for the general public
Issue: Our situation in my city.
Who to: Open session to whole community.
Where: Large room at Adult School.
Timetable: from 18p.m. to 19p.m.
Methology.
Students: You will be the creator of your own experience! This days training will be about learning new skills, and you can set your own limits regarding how far you want
to go. The main training method used is experiential learning, i.e. learning by doing. This means that there will be short lectures followed by practicing either in groups or individually.
Participation design will favoure the ideals of:
· Quality of work and products
· Democracy at work
· Education for local development
With alternatively, Formal and no formal methology.
Innovative – using peer education methods, knowing real data, etc.
Materials / Situations: Good practice elements: Provides facilities.
Comprehensive range of up to date materials free to the general public and everybody.
Engages with NGOs and organizations and administration and citizens related to sustainability.
There will be indoor and outdoor training sessions. Some of the exercises are accompanied by music, game and play.
Educators: Being an educator working on personal development is interlinked on your own competences development, it is a parallel process. Your personal concepts about non-formal education are influencing the working methods that you use as leader, for instance.
It is going to try to empower you to challenge your own resourcefulness and ability to create desired results, and thus have a positive impact on your self-confidence. It will help you stand up for yourself with integrity in a social context and increase your ability to deal with demanding situations.
These activities are a dynamic personal development training that equips you with tools and techniques that increase your abilities to achieve personal and professional success while enjoying life. Moreover, it will empower you to master the events that are occurring in your life, to enhance your competences – you will be able to choose how to react to what happens to you and navigate change to your benefit.
It is going to try to empower you to challenge your own resourcefulness and ability to create desired results, and thus have a positive impact on your self-confidence. It will help you stand up for yourself with integrity in a social context and increase your ability to deal with demanding situations.
These activities are a dynamic personal development training that equips you with tools and techniques that increase your abilities to achieve personal and professional success while enjoying life. Moreover, it will empower you to master the events that are occurring in your life, to enhance your competences – you will be able to choose how to react to what happens to you and navigate change to your benefit.
Good practice elements:
Reflection and critical thinking are not only necessary for creating a vision, but also for
dismantling them. Visions are perishable since their context change, for this reason:
Basic questions will be answer before the act is starting, for example, and it will act as a pre-assessment or pre-knowledge.
How do we live?
How could we live?
How should we live?
How do we think we should live?
And it will be based on:
1. Assignment and project of their choice (individual or team)
2. Addresses local issues and links them to global issues
3. Experiential learning.
4. Encourages action.
Evaluation.
Evaluation is very important and this will be stressed many times in the book. It should provide feedback and verification at every stage of the process. Thus we can restate the design process.
Self-assessment
Working in the classroom
Evaluation of the learning outcomes carried out at the end of the session at classroom. It will be with a survey made by the big group, centre.
Group survey. Ideas for community.
Test follows implementation and verifies that the design and the implementation are adequate.
Some values in this project that we immediately should deemphasize are: growth, individualism, independence, anthropomorphism, rationality, science, specialization, uniformity, capitalism and also discipline, respect, obedience, work morale, competence, strength, honour, innocence, acceptance, hospitality, charity, shyness, forgiveness, balance, tolerance, etc. A number of the values in the list might be surprising, even chocking, and we admit there is a tint of provocation here, but the idea is that too much individuality or collectively along with doing what others tell you to do, or doing what has always been done
Bibliography
World Commission On Environment And Development, (WCED) “Our Common Future”, Oxford Paperbacks, 1987.
L. Voget-Kleschin, “Using the capability approach to
conceptualize sustainable development”, Greifswald enviromental ethics papers, no 4,
2013, retrieved 2013-08-20 at
http://www.botanik.unigreifswald.
de/fileadmin/umweltethik/Greifswald_Environmental_Ethics_Paper_No__4__2_.
A. Dobson, “Environmental Sustainabilities: an analysis and a typology”, Environmental Politics 5(3), 1996, pp. 401-428
‘An Introduction to Sustainable Development’. UNESCO. http://www.eolss.net/sample-chapters/c13/e1-45.pdf
No hay comentarios:
Publicar un comentario