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UNESCO Report on Education for Sustainable Development (ESD)

Issues and trends in education for sustainable development
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Issues and Trends in Education for Sustainable Development (UNESCO 2018) is about ‘empowering learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity.’

By implementing ESD we will help the world reach the 2030 Sustainable Development Goals.

In the introduction the authors note:

Australian course to reduce homelessness

Homeless Adult Learning Australia

Like New Zealand and many other western countries, homelessness has become a big problem in Australia. So one community organisation is trialling an educational solution.

The course is written up in Adult Learning Australia’s publication Quest - Issue 2 2018

The organisation’s research suggested that homeless people are often seen as risky tenants.

But they found that there are two sides to the problem.

Local government and community wellbeing

The Local Governance for Community Wellbeing Cabinet paper suggests re-introducing social, environmental, economic and cultural wellbeing back into the Local Government Act 2002. The previous government removed these local body responsibilities – putting the emphasis on basic infrastructure.

Local government New Zealand is welcoming the discussion. They think that local government has a big role to play in intergenerational wellbeing.

Hagley College ACE: a huge community-wellbeing resource

Hagley Adult Literacy Centre

Hagley College in Christchurch was one of the first four schools in Aotearoa New Zealand to set up adult learning programmes – way back in the 1970s. Since then their programmes have grown and evolved to meet community needs across Christchurch. In 2015, in recognition of their role as a regional education hub which provides education for diversity, Hagley was designated a special character school.

Omaka Marae: Pa ora pa wānanga

Omaka Marae, Manaaki women
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For the last ten years the people of Omaka Marae, in Marlborough, have been working to realise their strategic vision – Pa ora pa wānanga, Developing a centre of cultural excellence.

The core driver has been to reconnect whānau to Māori worlds through education and the sharing and creating of indigenous knowledge: formal education, informal education, children’s education, (including a recently opened primary and intermediate school), education to support a social enterprise – and of course intergenerational education.

SWEET AS Academy: blending youth development, affordable housing and social enterprise in the Far North

SWEET AS Māori Trade Training Academy

He Korowai Trust’s SWEET AS Māori Trade Training Academy supports Māori youth into full time trade training and guaranteed employment – right at home in Kaitaia and fully supported by their whānau.

SWEET AS (Students Without Education Employment Training Achieving Succeeding) had its first intake of 18 pre-apprenticeship trainees in March this year.

The academy is part of He Korowai’s integrated model supporting whānau wellbeing.

Engaging Pasifika in learning

Riha Taonui

New Zealand born Samoan Rhia Taonui spent her early years being raised by her grandparents in a village in Samoa. Today, as the Pasifika Community Liaison person at the Palmerston North City Council, Rhia draws on her early experience to carry out her role which is ‘to support evidence-based best practice approach to enable communities to lead and take action.’

It’s not just education for adults that she focuses on – it is education to meet the Pasifika community’s learning needs. This way she engages whole families and whole communities.

Whakapapa quilts: finding connections, empowerment and hope

Maungarongo Te Kawa

Maungarongo Te Kawa (Ngāti Porou) is an artist, storyteller, quilter and fashion designer.

His whakapapa quilts workshops are based on the traditional concepts of te whare pora (the creative zone), waipunarangi (the source of creativity) and hine te iwaiwa, (the energy of nature).

“These traditional concepts,” says Maungarongo, “are also used by people like indigenous midwives, weavers, artists and healers. They are part of living a whole, healthy, vital life.

Whenua Warriors: feeding, teaching and empowering community via maara kai

Whenua Warriors

Kelly Francis (Ngāpuhi) started Whenua Warriors in Auckland last year. The mission – to feed, teach and empower community via maara kai. And the vision – to have a harvestable garden available to every New Zealander.

So far Whenua Warriors has established over 280 gardens in people’s backyards, papakāinga, schools, kohanga, marae, emergency houses, women’s refuges and community spaces.

Learning differences in the ACE world: a match made in heaven

Mike Styles

By Mike Styles, National Specialist Literacy and Numeracy, Primary ITO

For many people with learning differences like dyslexia, the best way forward is via the services provided by the adult and community education sector.

Two central tenets of ACE Aotearoa are lifelong learning and learners who have not had previous success in their education experience. Sadly, many adults with dyslexia do not engage in lifelong learning because their school experience was embarrassing and traumatic.

International: Popular Education for Young People in Bogotá Colombia

Popular Education for Young People in Bogotá Colombia

By Luis Enrique Buitrago Pinz.n, Director of The Popular Arts and Trades School and Nubia Estupi..n Soler Colombia National University.

The Jaime Garzón diploma course, developed in 2014/2015, is the work of many people and social organisations including the Popular Arts and Trades School, the German Opening Horizons programme, and the National University.

The goal was to develop a programme for young people who have been historically excluded from Bogotá city.

What is the Capability Framework and what does it mean for community educators?

Associate Professor Stephen Marshall

By Associate Professor Stephen Marshall, Victoria University of Wellington

One of the TEC’s roles is to anticipate change and future-proof the tertiary education system. This will help ensure that we are getting the best value for learners, society and the economy from tertiary education. The Capability Framework is an important new tool to help the TEC and education providers deliver on this. The Capability Framework also ensures the system can grow and evolve effectively and efficiently.