RESPONSABILITY IS A VERB: TO ACT
THEMES OF THE DAY
1. I’M PART OF A SCHOOL , I’M PART OF THE ENVIRONMENT
If we want to achieve a citizenship with critical sense and committed to the environment, willing and able to act, we need to transform schools into spaces where students can enjoy this learning. A place where boys and girls are the protagonists of the environmental improvement of their school and its surroundings. We need that education for sustainability permeates all areas of activity of a school. To do this, a key point is the training of teachers to lead this transformation in the schools and a key instrument is the networking between all actors in a territory that are boosting education for sustainability and supporting teachers in this greening process of their schools.
Which teacher training strategies are giving good results?
How do we achieve a network job that favours cooperation among schools?
How do we manage the complexity of environmental issues in a collaborative way with other stakeholders?
The multiple dimensions of the current crisis (economical, financial, climatic, food, energy) have highlighted the need and the opportunity to move towards a green economy model. If we want a more sustainable society, generating quality products and services that are efficient, environmentally correct and socially responsible, we need that professionals acquire this competence during their training; we need, therefore, a quality education, that forms well-trained professionals.
There is the need to reflect on the role that currently has higher education and professional training in the construction of this new model of society, analyse in which situation we find ourselves, identify and share barriers, and realize which future challenges and mechanisms will be necessary to define in order to allow universities and professional training centres to lead this change. In what way different European nations can work together to boost this social transformation?
We are currently in a period of innovation and permanent technological changes that have opened new doors to the mobilization and leadership in society, which favor a shift towards more collaborative societies that are able to innovate and to give a joint response to specific environmental problems, as in the case of citizen science projects.
How environmental education takes advantage of these new tools to achieve its goals (education, awareness, participation …)? What new opportunities are opening to us? Where are the threats placed?
The transition to a new model of society integrates indisputably different social agents (citinzenship, public governments, economical sector, universities, third sector …) in the analysis of reality, of social needs and in the construction of solutions. This broad dialogue facilitates a better analysis of the complexity of environmental challenges, as well as innovation to create more efficient responses to integrate different responsibilities where everyone knows that they are part of the problem and part of the solution. We need to break the barriers between the different actors to advance a collaborative and cross-wise work, where the private and public sector are integrated in order to give a joint response to the social and environmental challenges.
Is it really effective the participation in the development of environmental public policies? What is the key to success? What lessons do people acquire by getting involved in participatory processes of environmental issues?
In order to know if we achieved the goals that we had set ourselves, to analyze how was the process and the results achieved, to identify the obstacles or the keys to success of our actions, we need to incorporate evaluation in the design and implementation of our projects. Assessment is a prerequisite for improving the quality of projects and their reliability. But how should it be a quality assessment? What criteria and indicators of quality are using the different institutions and organizations? Can we share a common frame of reference?