Education and Early Childhood Learning

What is ESD?

History | Manitoba Priorities | Definitions | Characteristics

Manitoba Priority Area-Framework Definitions

Social–cultural factors

“Society: an understanding of social institutions and their role in change and development, as well as the democratic and participatory systems which give opportunity for the expression of opinion, the
selection of governments, the forging of consensus and the resolution of differences.” 4

Cultural diversity and intercultural understanding

• promote tolerance and intercultural understanding
• be included in educational content
• characterize teacher/learner and learner/learner relationships
• use local knowledge as it is a "repository of diversity and a key resource in understanding the environment and in using it to the best advantage for current and future generations." 5
• use local languages as well as other languages this " is a factor not only in the healthy
• cognitive development of children, but also in the appreciation, validation and use of what can be learnt directly from daily life and the local community." 6
• recognizing and languages and traditions are important to cultural growth and development, and are fundamental to a healthy and productive community
• indicators community engagement (volunteerism), heritage conservation primary language spoken at home 7

Demographics

• “chart population trends as they “provide important signals for economic, social and environmentally sustainable development” 8
• indicators: population growth, migration to Manitoba from other jurisdictions 9

Gender equality

• the pursuit of gender equality is central to sustainable development where each member  of society respects others and plays a role in which they can fulfil their potential
• gender parity in education and educational opportunities important
• change structurally impeded discrimination against women
• mainstream gender issues "throughout educational planning-from infrastructure planning to material development to pedagogical processes" 10
• support the full and equal engagement of women "to ensuring balanced and relevant EDS (Education for Sustainable Development)  messages, and to give the best chance for changed behaviours for sustainable development in the next generation" 11

Governance

• at local, national and international levels promote government structures that "enable transparency, full expression of opinion, free debate and broad input into policy formation" 12
• model and explain this framework
• encourage the “ability of the citizens to take part in the decision-making through the representative democratic system” 13
• indicators: voting rates, progress towards debt repayment 14

Health

• recognize the close entwining of the issues of development, environment and health
• recognize that ill health hampers economic and social development, triggering a vicious cycle that contributes to unsustainable resource use and environmental degradation
• work to prevent hunger,  malnutrition, malaria, water-borne diseases, drug and alcohol  abuse, violence and injury, unplanned pregnancy, HIV/Aids and other sexually transmitted disease
• "Schools should act not only as centres for academic learning, but also as supportive  venues for the provision of essential health education and services, in collaboration with parents and the community." 15
• optimize the state of complete physical , mental, and social well-being
• indicators: health status (ability to function), access and quality of care 16

HIV/AIDS

• "look at alternative approaches to education in situations where orphans, missing teachers, the burden of care and overwhelmed social services make traditional educational approaches dysfunctional or irrelevant" 17 especially in parts of  Africa and Asia

Human rights

• respect for human rights is a sine qua non (indispensable condition or qualification) of sustainable development
• inform policy formulation at all levels
• work towards the adoption of rights based approach to development
• equip people to assert their right to live in a sustainable environment
• may include lobbying and advocacy
• understand that the level of income affects material standard of living and level of income and the  ability to provide the necessities of life and access  societies’  opportunities
• indicators: low income, income inequality, income distribution, income dependency, community supported living 18

Peace and human security

• the fundamental issue is to enable people to live in an environment of peace and security without the fear of or actually being displaced or becoming refugees
• build skills and values for peace as put forth in UNESCO (United Nations Educational, Scientific and Cultural Organization charter
• provision of order in society, a peaceful way to settle disputes
• indicator crime rate 19
• indicators: low income, income inequality, income distribution, income dependency, community supported living 20

Economic Factors

“Economy: a sensitivity to the limits and potential of economic growth and their impact on society and on the environment, with a commitment to assess personal and societal levels of consumption out of the concern for the environment and for social justice.” 21

Consumption and Waste Management

• understand that “A comprehensive and effective system for waste management is a basic component of a sustainable society.” 22
• waste disposal, waste recycled or reused 23

Corporate responsibility and accountability

• be aware that the increase in multilateral trade and the increased economic and political power of multinational corporations has an effect on sustainable development
• Education for Sustainable Development "must build a balanced awareness of these economic and financial forces and enable learners to take action to increase public accountability and responsible commercial practices." 24
• be come aware of the United Nations Global Compact which "offers an existing framework for advancing responsible corporate citizenship" 25

Economic Performance

• acknowledge that a  strong economy is vital for sustained prosperity
• real gross domestic product (GDP) per capita, gross domestic product to (GDP) by sector 26

Education

• promote the idea that “Installing a strong learning foundation during children’s formative years and providing accessible life-long learning opportunities for youth and adults is essential for the province’s future well-being and economic prosperity.” 27
• indicators: readiness for school, literacy, high school and post secondary education 28

Employment

• realize that “Employment indicators reflect both the rate at which individuals seek work and the rate at which employers hire workers to produce goods, develop resources and provide services. 29
• indicators: labour force trends, labour force participation rates 30

Energy Efficiency and Conservation

• recognize that “Improved energy efficiency in all sectors clearly results in the significant reductions in the consumption of imported non-renewable fuels, such as refined petroleum products and natural gas. A reduction in energy consumption also impacts on air-borne pollution and greenhouse gas emissions.” 31
• indicators: energy intensity, renewable energy consumed versus total energy consumed 32
• Note that energy topics that are not directly energy efficiency and consumption are included in the environment section Natural Resources (agriculture, energy and water).

Mining

• be aware that “Mineral Resources are non-renewable…mineral products underpin our society’s well-being.” 33
• indicators: mineral exploration, mineral reserves, mineral production 34

Poverty reduction

• recognize that " From the point of view of sustainable development, poverty reduction is the central concern of the economic element, but must be understood in relation to the other three elements: social environmental and cultural. 35
• acknowledge that "economic considerations, while key to sustainable development, are a contributing factor rather than an overreaching goal" 36

Environmental Factors

“Environment: an awareness of the resources and fragility of the physical environment and the affects of human activity and decisions, with a commitment to factoring environmental concerns into social and economic policy development.” 37

Biodiversity (air, fish, and forests)

• continue to highlight the importance of environmental education as part of the broader agenda of sustainable development
• stress the links of environmental education with societal and economic consideration
• adopt new behaviours in the protection of the world's natural resources
• recognize that the world's natural resources "are essential for human development and survival" 38
• recognize that "Humanity is dependent on the goods and services provided by ecosystems." 39
• conserving  biodiversity is essential for maintaining the health of ecosystems and the essential services they provide to human society
• indicators: natural lands and protected area, wildlife species and ecosystems at risk 40
• In addition to all of the biodiversity points specific points for air , fish and forests are:
  • air
    recognize that the quality of the air “can impact our health and well-being and our
    quality of life.” 41
    indicator: urban air quality index (AQI) 42
  • fish
    provide proper management of fish as fish and other aquatic organisms are also
    essential components of biodiversity
    indicators: fish species biodiversity and population, commercial fish harvest trends 43
  • forests
    “provide food and medicine, tourism and educational opportunities, places for recreation and spirituality and economic opportunities through sustainable forest harvesting….Forests provide wildlife habitat, improve air quality, moderate temperatures and minimize soil and water erosion. They also play an important role in global cycles by recycling water, carbon, oxygen and other substances.” 44
    indicators: forest type and age class, forest renewal 45

Climate change

• make learners aware of "the crucial need for international agreements and enforceable quantified targets to limit damage to the atmosphere and check harmful climate change" 46 especially the importance of the Kyoto accord.
• understand that “Climate affects almost everything we do, from the building of winter roads in the north to growing potatoes in the south.” 47
• indicators: average annual and seasonal temperature, total annual and seasonal precipitation,  greenhouse gas emissions 48

Disaster prevention and mitigation

• learn from past experience and projects that "have revealed the enormously positive effects of education for disaster risk reduction" 49

Natural resources (agriculture, energy and water)

• continue to highlight the importance of environmental education as part of the broader agenda of sustainable development
• stress the links of environmental education with societal and economic consideration
• adopt new behaviours in the protection of the world's natural resources
• recognize that the world's natural resources "are essential for human development and survival" 50
• recognize that "Humanity is dependent on the goods and services provided by ecosystems." 51
• In addition  to all the natural resource points specific point for Agriculture, energy and water are:
  • agriculture
    understand that “The viability of agriculture plays an important role in Manitoba’s sustainability.” 52
    Indicator: net farm income, farm structure 53
  • energy
    increasing the production of energy from renewable energy sources. The ratio of renewable energy consumed versus total energy consumed and energy intensity are found in the economic section under the heading Energy Efficiency and Conservation.
  • water
    recognize that water is important for drinking and “for almost every aspect of our lives, including hydroelectricity, fishing, agriculture and industrial uses” ⁵⁴
    Indicators: water quality and water allocation/consumption ⁵⁵

Rural transformation

• address urban/rural disparities such as educational investment and in the quality of the teaching, non-attendance in school, early drop out of students, adult illiteracy and gender equality especially in developing nations
• support  multi-sect oral  formal and non-formal educational activities" to be linked to the specific needs of the rural community for skills and capacities to seize economic activities, improve livelihood and enhance the quality of life" 56/li>

Sustainable urbanization

• examine the threats and opportunities cities hold for "social and economic advancement and for environmental improvements at local, national, and global levels." 57

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