# Presentation: 595173

**THE CONTRIBUTION OF ESTONIAN GLOBE PROGRAM TO PROMOTING SUSTAINABLE EDUCATION IN THE UNECE REGION**

- Imbi Henno
- National Examination and Qualification Centre

##        ESTONIA IS THE SMALLEST    COUNTRY ON THE COAST OF THE BALTIC SEA

- North-Eastern Europe, borders The Baltic Sea   in the west, The Gulf of Finland in the North, Russia in the East and Latvia in the South.

- Imbi Henno GLOBE Annual Conference 2006

## DEVELOPMENTS IN THE EDUCATION FOR SUSTAINABLE DEVELOPMENT  (ESD)

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- DEVELOPMENTS IN THE EDUCATION FOR SUSTAINABLE DEVELOPMENT  (**ESD**)

**1977**** **—** **the first Intergovernmental Conference on **E****nvironmental ****E****ducation** (**EE**) in Tbilisi
**1987**** **—** **the concept of sustainable development was firstly defined in Brundtland Commission`s report “Our Common future”.

**Notes:**
Continuing worldwide cultural and ecological crisis is a reason why during the last decades has more attention paid to environmental education and education for sustainable development. The educational system has to take co-responsibility about sustainable development. Improving the quality of education and reorienting its goals to recognize the importance of sustainable development must be one of the world’s highest priorities. In 1977 the first, an Intergovernmental Conference on Environmental Education in Tbilisi stated the objectives of environmental education as: knowledge, awareness, attitudes, skills and participation. 
After the conference the scope of environmental education broadened and it was grown into a worldwide movement. 
But the same time ex`pansion iks ́pänžn and fragmentation of environmental education made it difficult to demonstrate a clear vision how to achieve sustainable future. 
In 1987 in the Brundtland Commission`s report “Our Common future” was firstly defined the concept of sustainable development and connected economic growth, human development and environmental problems. 

## The different ways to treat environmental problems and different approaches to teaching 

**Fact-based environmental education** It is based on the belief that science can solve man's problems. Environmental problems are seen primarily as a knowledge problem.
**Normative environmental education** Scientific knowledge is here seen as normative and prescriptive, determining values and resulting behaviour

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
In the 1960s -1980s, particularly in 70s environmental problems were seen primarily as a knowledge problem and the social development was seen as self-evident and not connected with environmental problems. 
Fact-based environmental education Dominated in the 1960s and, particularly, the 1970s. It is based on the belief that science can solve man's problems. Environmental problems are seen primarily as a knowledge problem. 
Normative environmental education. Was challenged in the 1980s. Scientific knowledge is here seen as normative and prescriptive, determining values and resulting behaviour. The basis is a causal link between knowledge of environmental problems, environmentally friendly values and environmentally friendly behaviour. 
Education for sustainable development It took shape in the 1990s in the Rio Conference in 1992. The environmental theme is broadened considerably and seen as interrelated with developments throughout society. Experience-based, moral and aesthetic aspects are highlighted. 

## The different ways to treat environmental problems and different approaches to teaching 

**3. ****Education for sustainable development*** *
- It took shape in the 1990s in the Rio Conference in 1992. The environmental theme is broadened considerably and seen as interrelated with developments throughout society. Experience-based, moral and aesthetic aspects are highlighted.

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
A critical turn was made at the United Nations Conference on Environment and Development in Rio DE JANEIRO in 1992. The concept of "environment" was broadened considerably and replaced by the concept of "sustainable development", which includes ecological, social, and economic aspects. It is clear that major environmental problems cannot be solved from a narrow scientific perspective and we need stronger links between environmental issues, social-political and economic contexts in which we live. 
The main challenge for education for sustainable development (ESD) is to change the way of thinking, the system of values underpinning them. 
Although environmental education is an integral component of ESD, ESD is more holistic in its approach and in the diversity of the issues covered. In many consultations and meetings, it has been argued that in addition to the environmental, economic and social pillar of sustainable development, culture must also be recognized as a dimension of sustainable development.

## The GLOBE Program is an international system of education

- According to UNESCO, education for sustainable development is “transformative” education  education that focuses more on values, behavior and lifestyles than on teaching academic knowledge and skills.
- Nowdays task of GLOBE is to create an international system of education for sustainable development.

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
The GLOBE Program is an international education system with an international curriculum and an international data collection network, an effort to establish a global system of education and environmental education. According to UNESCO, education for sustainable development is “transformative” education  education that focuses more on values, behavior and lifestyles than on teaching academic knowledge and skills. Because of this nowdays task of GLOBE is to create an international system of education for sustainable development. 

## THE UN DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (DESD) 2005 - 2014

- The overall goal of the DESD is to integrate the **values **inherent in sustainable development into all aspects of learning to encourage changes in behavior that allow for a more sustainable and just society for all.
- Improvement of basic education
- Reorienting education
- Developing public understanding
- & awareness of sustainability
- Capacity building & training

**Notes:**
In December 2002 the United Nations General Assembly proclaimed the period 2005-2014 a decade for Education for Sustainable Development
The United Nations General Assembly resolution designated `designeitid UNESCO as the lead agency for the promotion of the Decade and requested the Organization to develop a draft international implementation scheme.
 The vision of education for sustainable development is a world where everyone has the opportunity to benefit from quality education and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal transformation. 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 

- _[http](http://www.bmbwk.gv.at/medienpool/13372/report_rapporteur_team.pdf)__[://www.bmbwk.gv.at/medienpool/13372/report_rapporteur_team.pdf](http://www.bmbwk.gv.at/medienpool/13372/report_rapporteur_team.pdf)_

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Teachers and educators have a key role in education for sustainable development. There is a need for new knowledge, understanding and skills in many professions of key importance for the development of our societies. Continuing education and training should be offered to all professionals and educators to enhance their awareness and knowledge of sustainable development, of sustainability aspects in their subject areas and appropriate teaching methods is a necessary prerequisite for change. Increasing efforts should be made in developing in-service training and consultancy – including training programmes for teachers. 

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- UNECE STRATEGY FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT

**Notes:**
The DESD Regional Strategy was prepared for Europe and North America under the United Nations Economic Commission’s for Europe (UNECE) leadership, to facilitate the introduction and promotion of education for sustainable development in the UNECE Region. Estonia was among the states that adopted UNECE stradegy and it is priority for us to promote sustainable development through education. What is UNECE?
UNECE -United Nations Economic Commission for Europe  is the regional body of the United Nations
UNECE includes 55 member States: entire Europe, all post Soviet-countries, Turkey, Israel, Canada and the United States 
UNECE ‘s major role is to shape policies in the region in different fields, including economy, transport, energy, and environment

- In March 2005 the UNECE Ministers, vice-ministers and other representatives of Environment and Education Ministries adopted a UNECE Strategy for Education for Sustainable Development
- They also adopted the Vilnius Framework for Implementation

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
The Committee on Environmental Policy of the United Nations Economic Commission for Europe (UNECE CEP), at its tenth session (2003) set up a Task Force on Education for Sustainable Development to develop the Strategy. Sweden and the Russian Federation volunteered to lead the process. 

In , Vilnius, on 18 March 2005, at their high-level meeting, UNECE Ministers, vice-ministers and other representatives of Environment and Education Ministries adopted by acclamation  äklö`meišn a UNECE Strategy for Education for Sustainable Development - a practical instrument to promote sustainable development through education. They also adopted the Vilnius Framework for Implementation setting up a Steering Committee and an expert group on indicators in order to facilitate coordination and review of Strategy’s implementation. 

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**Aim of the Strategy**
- To encourage UNECE member States to develop and incorporate ESD into their formal education systems, in all relevant subjects, and in non-formal and informal education.
- For more information visit: _[www.unece.org/env/esd/welcome.htm](http://www.unece.org/env/esd/welcome.htm)_

## ESTONIAN NATIONAL POLICY DOCUMENTS REGARDING SUSTAINABLE DEVELOPMENT

**"**The development strategy **"Sustainable Estonia 21“ (SE 21)**** **was adopted by the Parlament in September 2005.
- The sustainable development is presented in The **Estonian National Curriculum for Basic Schools and Gymnasiums** (adopted by Government in 2002) as a common topic to all subjects to our basic and secondary education.
- In 2005 we finished the compiling **The ESD Action Plan for the Non-formal Education**  (not officially adopted)

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Estonia was among the states that signed the Rio documents in 1992 and adopted UNECE strategy. Progress in achieving a sustainable development path is a long-term objective of overriding importance for the Estonian Republic. The state has taken strong steps in order to improve the environmental education and ESD and to shape environmental values. 
Developing the strategy was initiated by Ministry of Environment and in June, 2003 Tallinn Pedagogical University finished the compiling the strategy. The SE 21 is a strategy for state and all society. The emphasize is put on knowledge based society and education. 

## THE NATIONAL CONCEPTION FOR EE and ESD

- The national conception or platform on the for the Environmental Education (EE) and the Education of Sustainable Development (ESD), compiled by the Ministry of the Environment and the Ministry of Education and Research was finished in May 2006

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
In April 2004 a workgroup between Ministry of Education and Research and Ministry of Environment for implementation of environmental education and ESD was formed. In March 2005 the joint action memorandum was signed between by the Estonian Minister of the Environment and Minister of the Education and Science. Ministers agreed to develop the environment education, and ESD.
Last spring we have started to develop a conceptual base or platform for the environmental education and the education for sustainable development for formal and non-formal education level. The aim is to offer concrete state measures that support sustainable development in all fields of life. Main focuses are: in the field of nature education - support practical sessions in nature, outdoor learning; connect practical sessions and learning outside of the classroom into the curriculum; in the field of environmental education - support and widen the exploratory approach; in the field of education for sustainable development -  keep on with sustainability as the recurrent topic in all curriculums; the emphasizes will be put on the curriculum development, content, teaching–learning process (process oriented learning, critical thinking, participation, democracy, hands-on etc).
The emphasize was put on the curriculum development, content, teaching–learning process (process oriented and action-oriented learning, critical thinking, participation, democracy, inquiry approach, hands-on and outdoor learning etc). 

It was adopted by ministers in May 2006. 

## GLOBE IN ESTONIA

- Estonia is a partner of the GLOBE Program since 1996.
- Number of GLOBE schools has increased to 46. (There are only 524 basic schools and upper secondary general schools in Estonia).
- Total number of data in GLOBE database exceeds 420 000.
- The best school in measurements is Tallinn Science Secondary School with the 42 000 records in the student data base.

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Estonia is a partner of the GLOBE Program since 1996. Schools have continued the environmental measurements and observations. Number of GLOBE schools in the country has increased to 46. (There are only 93 primary schools (grades 1-6), 264 basic schools and 258 upper secondary general schools incorporating a basic school on their premises in Estonia nowdays).
Total number of data in GLOBE database exceeds 420000, whereas one GLOBE school (Tallinn Science Secondary School) has sent over 40000 and four schools 30000 measurement results. 
In school year 2005/2006 the Estonian GLOBE schools continued the environmental measurements and observations. Overall 27 schools from 44 have reported data since August 2005, and 19 schools have reported data during last 3 Months. The best school in measurements is Tallinn Science Secondary School with the 41633 records in the student data base, followed by Kilingi-Nõmme Gymnasium (37462 records) and C.R. Jakobsoni Gymnasium (30117 records). Some new GLOBE schools successfully started the environmental measurements tin this school year. The new schools like Narva Soldino, Kiviõli and Keila Gymnasiums had outstanding results, and were awarded with the Chief Scientist’s honour rolls together with the several “old” schools.  

## GLOBE activities in Estonia

- Key words of the last 10 years were:
- continuing of GLOBE activities,
- outreach to Russian-speaking schools in Estonia,
- international collaboration of teachers,
- and promotion of hands-on and e-learning.

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Estonia is a partner of the GLOBE Program since 1996. Key words of the last 10 years were continuing of GLOBE activities, outreach to Russian-speaking schools in Estonia, international collaboration of teachers, and e-learning. 

- The GLOBE activities in Estonia were financially supported by:
- The Ministry of Education and Reserach,
- Environmental Investment Centre (The Ministry of Environment),
- The U.S Embassy in Estonia.

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
The GLOBE Program in Estonia has a considerable governmental support. The GLOBE activities in Estonia were financially supported by the Ministry of Education and Reserach, Environmental Investment Centre, and the U.S Embassy in Tallinn. Our schools are well-equipped and every school year are organized different events for GLOBE teachers and students. Through the GLOBE activities we have promoted action-oriented, inquiry-based, outdoor learning, and motivation to act responsibly. 

## New measurements and actions

- Schools were provided with the sun photometers and radiation thermometers
- The instrument has been used not only for implementing the surface temperature protocol, but also for different learning activities.
- Creation of the GLOBE-ALUMNI organisation

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Six schools started implementing the aerosol and the surface temperature protocols. Those schools were provided with the sun photometers and radiation thermometers. Very positive feedback has been received from schools about the radiation thermometer. The instrument has been used not only for implementing the surface temperature protocol, but also for different research projects and learning activities.
An important milestone for GLOBE-Estonia was creation of the GLOBE-alumni organisation by a previous GLOBE student Mr. Martin Pentson. He founded an NGO named GLOOBUS which consolidates the grown-up GLOBE students for propagating the GLOBE program and the hands-on science education to different age groups 

## ANNUAL ACTIVITIES

- The annual meetings of teachers and in-service trainings
- GLOBE Games or GLOBE expeditions
- Students` research projects competitions  (have been organized 9 years)
- Students`environmental conferences (have been organized 8 years).

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
We have continued with the traditional annual GLOBE events. The traditional national activities – the annual meeting of teachers, GLOBE Games, competition of student research projects, student research conference - were held also in this school year. The GLOBE students` competitions of scientific research projects have been already orginized 9 years, and follow-up students` GLOBE environmental conferences 8 years. Organisers of the student events were the GLOBE teachers and their students. They also applied for the financial support for those activities from different funds. 

## GLOBE EXPEDITIONS

-    1998 - Värska
-    1999 - Jäneda
-    2000 - Kääriku
-    2001- Kääriku, GLOBE scientists from USA

- 2001

- 1999

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Every year have been organised the GLOBE Learning Expeditions in different sites of Estonia. 

-    2002- Lepanina
-    2003 - Rõuge
-    2004 - Kopra
-    2005 - Mändjala

- 2003

- 2002

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- 2004

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- 2005

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
The GLOBE Learning Expedition 2005 was organised by Muhu Basic Schooland the expedition was held on a beautiful island Saaremaa with 130 students, teachers, scientists and international participants (Finland and Latvia).
The GLOBE Principal Investigator Dr. David Brooks attended the GLOBE Games in Estonia. He had a presentation about aerosols and atmospheric issues, trained teachers for using sun photometers and implementing the aerosol protocol. He also introduced the NASA satellite missions and the CloudSat educational network. 

## Students`environmental conferences

- 2005

- 2004

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
The GLOBE students` competitions of scientific research projects have been already orginized 9 years, and follow-up students` GLOBE environmental conferences 8 years. The student conference 2006 was hosted by Tartu Kivilinna Gymnasium and it brought together authors and supervisors of 40 research projects. 

## Russian-speaking schools in GLOBE program

- 2004

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
After an introductory GLOBE event, organised for Russian-language schools in June 2004, several new schools applied for joining to the program. 

## Enthusiastic community of GLOBE teachers

- Imbi Henno GLOBE Annual Conference 2006

**Notes:**
Collaborative work in GLOBE Program in Estonia has helped to create an enthusiastic community of teachers and research scientists contributing to the innovation of science education and ESD. The innovative methodologies and concepts arisen from the Estonian GLOBE Program are included into curricular activities. The GLOBE examples of good practice are used in schools in extending rates. The GLOBE program in Estonia was awarded with a grant for adaptation the GLOBE learning activities and new technologies into national curricula, and development of a teacher training module for hands-on learning in science. A group of GLOBE teachers started tocompile a training module for hands-on science learning, based on their experience and knowledge gathered in GLOBE. They are going to offer such training to science teachers in their counties.

## Good practices in ESD

- UNECE and UNESCO have invited to participate in their joint project on the collection of "Good practices in ESD".
- This activity is expected to serve as an effective tool for the exchange of experiences in the UNECE region and would allow for learning from each other.

- Imbi Henno GLOBE Annual Conference 2006

- We have good examples in GLOBE programme how  to involve and educate young people, to develop the competence of educators, to ensure appropriate instruction materials, to facilitate the GLOBE programme implementation etc.

- Imbi Henno GLOBE Annual Conference 2006

- The sharing experiences and building networks between schools, universities, people active in the education is important.

- Imbi Henno GLOBE Annual Conference 2006

## Thank for attention!

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