Workshop helöd at the UniPID course by at University of Tampere: Curriculum Development for Climate Change Education in Global South, on January 17th , 2022

1. Curriculum Development for Climate
Change Education in Global South,
— UniPID
January 17th , 2022
Tove Holm
PhD in Change Management & Education for Sustainable Development

2. The Baltic Sea &
the Archipelago
Sea
Enhancing
sustainable
development
and
responsibility
Continuous
improvements
Interdisciplinary,
applied action
research
Communication,
editing
Facilitation and
education for
sustainable
development
Project
management
and applying for
funding
Change
management,
susstainable
leadership

3. The Uninhabitable Earth: Life After Warming by David Wallace, 2019
Burning issue … Eagle Creek ablaze near Beacon Rock golf course in
North Bonneville, Washington, in September 2017. Photograph:
Kirsti McCluer/Reuters
Blowback … the aftermath of superstorm Sandy in Union
Beach, New Jersey, November 2016. Photograph: Julie
Dermansky/Corbis via Getty Images
12 short and brutal chapters, each of
which foretells a specific dimension of our
forecast doom
- Heat Death
- The End of Food
- Dying Oceans
- Unbreathable Air
- Plagues of Warming …
- every return flight from London to New York costs the Arctic
three square metres of ice
- for every half degree of warming, societies see between a 10
and 20% increase in the likelihood of armed conflict
- global plastic production is expected to triple by 2050, by which
point there will be more plastic than fish in the planet’s oceans.
https://foreignpolicy.com/2020/03/04/mapping-coronavirus-
outbreak-infographic/ May 19th, 2020

4. COP26 outcomes concerning education
• Co-Chairs conclusions of
Education and Environment
Ministers Summit at COP26
• We recognize education as a
society-wide learning process
that can equip everyone with
knowledge, skills, values and
attitudes needed for urgent
action to combat climate
change. …

5. Consultancies' carbon handprint is 1300
times larger than their footprint!
• SKOL - Finnish Association of Consulting Firms released at the COP26 - UN Climate
Change Conference, see full report: https://bit.ly/31LKPE8

6. DR. JAN KONIETZKO,
CO-FOUNDER of Circular Strategies
https://www.circularstrategies.org/
Jan' key areas of expertise are
product-as-a-service business
models, circular business model
design and experimentation, and
circular ecosystem innovation. He
also has a passion for impact data
and metrics for circularity and
sustainability.
Next to his work at Circular
Strategies, he is a Research Fellow at
Maastricht Sustainability Institute.
He holds a Ph.D. in Business
Innovation for a Circular Economy
from Delft University of Technology
and an M.Sc. in Sustainability
Economics & Management from
Leipzig University.

7. What is education for sustainable
development?
How has it been enhanced in the Nordic
countries? and globally?

8. Sustainable development
The World Commission on Environment and
Development (WCED), also called the Brundtland
Commission, released Our Common Future, also
known as the Brundtland report, in October 1987
The 17 Goals were adopted by all UN Member States in 2015,
as part of the 2030 Agenda for Sustainable Development which
set out a 15-year plan to achieve the Goals.
https://www.un.org/sustainabledevelopment/development-agenda/

9. Education for
Sustainable
Development
ESD
Sustainable
development,
1987
UN Decade of
Education for
Sustainable
Development,
2005- 2014
Children and
youth are
future leaders
for all labour
markets
Goal for ESD:
take economic,
environmental
and social costs
and benefits in
decision making
Cross
disciplinary
approaches;
holistic and
systematic
thinking
Holm, T., 2014. Enabling Change
in Universities: Enhancing
Education for Sustainable
Development with Tools for
Quality Assurance. Doctoral
thesis. University of Turku.

10. • Target 4.7:
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 nonviolence,
- global citizenship and appreciation of cultural diversity and
- of culture’s contribution to sustainable development
https://www.un.org/sustainabledevelopment/development-agenda/

11. Promotion of adult education for sustainable
development, the Nordic perspective, 2010-
- a need for:
- new knowledge and attitude
changes, also among adults and in
civil society
- openness to collaboration across
sectors and the ability to accept and
develop different learning paths
Kunnskap for Bærekraftig utvikling - en oversikt over tilbud til voksne i Norden. NMR, Vofo, NVL 2011, https://nvl.org/portals/0/_dokumenter/2013/klima_og_miljo.pdf

12. Alli Ikonen (Fi)
Stadin ammattiopisto:
”Waisted Food” — Visual
approaches to
environmental education
Photo: Max Söderholm
Jørgen Grubbe (Dk),
Holbæk Kommune: 200
km Biking Route —
“Istidsruten”
Noomi í Dali (Fo): Teaching
textiles with a holistic approach
to sustainability
Ragna Skøien (No), Sustainability Coordinator
Urban Garden — food, culture and community
at hostels
https://medium.com/nordisk-b%C3%A6rekraft-2016

13. The Nordic strategy
emphasizes education,
innovation and research
as the pillars for the
future.
Promotion of adult education for sustainable
development, the Nordic perspective, 2019-
https://www.norden.org/en/declaration/our-vision-2030

14. The Nordic countries:
Nordic Council of Ministers, 2020. The
Nordic Matrix, National Action Plans for
the Sustainable Development Goals.
Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G., Fuller, G., Woelm, F. 2020. The
Sustainable Development Goals and COVID-19. Sustainable Development Report 2020.
Cambridge: Cambridge University Press.
In Sweden, we live our lives
as if we had the resources
of 4,2 planets.
Greta Thunberg, No one is
to small to make a
difference, 2019

15. Agenda 2030 reports from
2020: have in common:
there is an urgent need for
internal cooperation for
sustainable development,
without forgetting local,
national and international
cooperation
https://www.linkedin.com/pulse/urgent-need-internal-
cooperation-cities-sustainable-development-holm/

16. Six transformations to achieve the goals:
1. Further investments in education in science, technology, engineering and
mathematics (STEM) subjects and in life-long learning are needed.
Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G., Fuller, G., Woelm, F. 2020. The Sustainable Development
Goals and COVID-19. Sustainable Development Report 2020. Cambridge: Cambridge University Press.

17. Agenda 2030 workshop
Piloted at:
- the Centre for Lifelong Learning at Åbo
Akademi University (CLL), May 2019
- Helsinki Design Week, September 2019
- adult education for continuing
education institutions in Finland,
November 2019
Short in time: 2-3 hours
The aim to be active and inspiring.

18. Aim: participatory and deliberative methods in
adult Education for Sustainable Development
• The aim that the developed
training could be offered to a
broad group of actors, including
private sector employees.
• The aim is to inspire to a first step
to involve sustainable
development as a self-evident part
of projects, education and policies.
• the importance of a participatory
and deliberative approach is
emphasized.

19. Input Process Reflection

20. Finnish Conference on Vocational and Professional
Education Research at Turku University of Applied
Sciences. How to enhance ESD?
• One keynote of the seminar, Dr. Jon-Erik Dahlin lecturer at the Royal Institute of
Technology CEO of Snowflake Education mentioned applying cards for the SDGs.
• Another keynote at the seminar, Professor Rodrigo Lozano from the University of Gävle
mentioned the advantage of bringing educators from different disciplines together.
• In one parallel session Manager Director of Suomen ympäristöopisto SYKLI Oy Mia
O'Neill mentioned that you ought to allow experimenting and applying the ways that
work.
• At the final panel discussion of the seminar, Mervi Friman from Häme University of
Applied Sciences, HAMK, emphasized the need to ask the students what they want and
need. Student Sanna Leinonen from Raseko, Raision seudun koulutuskuntayhtymä
answered that educators ought to think about which sustainability aspects are the most
central for different topics. Saku Lehtinen from AMKE ry answered that educators can
learn in cooperation with companies and by attending upcoming national educations for
educators and projects, we have heard about during these days.

21. SDG Impact Assessment Tool
• The SDG Impact Assessment Tool
is a free online learning tool that
visualizes the results from a self-
assessment of how an activity,
organisation or innovation
affects the SDGs.
• developed by Gothenburg Centre
for Sustainable Development, at
Chalmers University of
Technology and University of
Gothenburg, in collaboration
with SDSN Northern Europe and
Mistra Carbon Exit https://sdgimpactassessmenttool.org/

22. SDG Impact Assessment Tool
https://sdgimpactassessmenttool.org/

23. SDG Impact Assessment Tool
• https://sdgimpactassessmenttool.org/: log in
• New assessment
• Create
• “Relevant”, “Not relevant” or “I don’t know”.
• Each goal:
• Direct positive
• Indirect positive
• No impact
• Direct negative
• Indirect negative
• More knowledge needed
Write why, save and next goal
• See results.
• Strategic choices, save

24. Inspiration Book on promoting sustainable
development through adult education in the Nordic
countries
• You are also welcome to
contribute to the book.
• Write an interesting contribution
and submit it here.
The shorter the better: we
recommend 1000 characters.
• Presentation of the Nordic work
on education for sustainable
development and the
inspirational book, by Henrika
Nordin, coordinator of the
Nordic Network for Sustainable
Development.
• https://nvl.org/inspirationshand
bog/en-us/

25. Thank you for your attention
Curriculum Development for Climate Change Education in Global South,
January 17th , 2022
Tove Holm
PhD in Change Management & Education for Sustainable Development
https://toveholm.net/