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provide tools and materials to support teaching and learning around
sustainable development.
One such resource is Resources for Rethinking (R4R), created by the
NGO, Learning for a Sustainable Future, which is a free, online data-
base of peer-reviewed, curriculum-matched teaching resources that
support active, interdisciplinary learning about key environmental,
social and economic issues. R4R features over 660 print, electronic,
and audiovisual resources published by not-for-profit, government
and educational organizations. Teachers have reviewed the materi-
als before inclusion. The database can be searched by sustainability
theme, grade, subject, jurisdiction and language.
Research on issues of sustainable development can be found in
post-secondary institutions, NGOs and governments. Research insti-
tutes and specializations at colleges and universities address specific
aspects of sustainable development and are often involved in teach-
ing and collaborations with public and private partners. The work
of the Canadian UNESCO chairs demonstrates an international
approach to sustainable development research and dissemination.
In 2009, the Canadian Council on Learning issued the document
Making the Environmental Grade: The Benefits of Going Green in the
Classroom,
which assessed the research on how environmental educa-
tion improves overall learning. The conclusions stressed how the
multi-faceted nature of environmental education is a key component
of its effectiveness, as it allows for the integration of many techniques
connected to good education, such as critical thinking, inquiry,
hands-on learning and group work. The need for teacher professional
development and support from school and school division adminis-
trators was also underlined.
In autumn 2010, CMEC will undertake an in-depth exploration
across Canadian faculties of education to assess how the faculties are
incorporating ESD into their teacher and administrator training courses
and research and to identify what new teachers need (but are not yet
receiving) to implement ESD when they enter the school system.
The province of Manitoba is working with one of Canada’s leading
social indicator experts to assess sustainable development knowl-
edge, attitudes and choices among students, in order to gauge
whether investments in ESD are leading to sustainable lifestyles
among young people.
Priority 4: support and guide the implementation of ESD
system-wide
ESD is reinforced when entire educational jurisdictions are engaged
in a systemic, inclusive and participatory approach that reflects ESD
principles. The concept of involving whole schools in ESD and sustain-
ability practices is growing across Canada. In some cases, it reflects a
government policy adopted by departments or ministries, including
education, and then by school boards and individual schools. It may
also be a support and recognition programme at the ministerial level,
or the initiative may come from the school division or institution.
There are many examples in provinces and territories across Canada
of how schools are becoming sustainable and how provincial jurisdic-
tions are supporting the whole-school approach. The government of
British Columbia is working to become carbon neutral in 2010, and its
Ministry of Education supports this goal in its operations and educa-
tional activities across school districts. The Climate Action Charter
has been signed by all 60 school districts in the province. In return
for committing to actions such as reducing emissions from operations
and transportation and offering educational opportunities for students
(in partnership with their parents) that promote sustainability and
climate action at school and at home, the school districts
are reimbursed annually for all the carbon tax they paid
in the previous year.
There are now 1,000 Brundtland Green Schools in
Quebec, which act locally and think globally to help
create a green, peaceful, united and democratic world.
The schools carry out projects to reduce, reuse, recover
and recycle and link their actions to sharing, coopera-
tion, democracy, fairness, solidarity, peace, human
rights and respect.
Manitoba is an area which has benefited from a sustain-
ability policy introduced in April 2007. Manitoba’s Green
Building Policy requires all new provincially funded
buildings, including schools with an area greater than
600 sq. m. (6,458 sq. ft.), to meet a minimum Leadership
in Energy and Environmental Design (LEED) silver certi-
fication.
Ontario has almost 1,000 schools that are part of
EcoSchools, a five-step programme to help schools play
a part in keeping the natural environment healthy for
future generations. The steps include establishing an eco
team; assessing the needs of the school through a review
that determines where energy can be conserved; iden-
tifying priorities and developing an action plan for the
conservation of energy; implementing the action plan
with the involvement of the entire school community;
and monitoring and evaluating progress. Programme
guides have also been developed to reduce energy use,
minimize waste and redesign school grounds.
Celebrating progress
The material presented above is just a few of the ESD
initiatives taking place in Canada, many of which are
happening at the individual, provincial and territorial
level. There are clear signs of progress towards ESD
integration in Canada – illustrated by the increase in
provincial and territorial policies, curriculum frame-
works and other documents that have addressed the
concepts of sustainable development and made them
central to education. NGOs are increasingly involved
in programme delivery, teacher training, resource
development and research. Post-secondary institutions
have more programmes and research that address ESD.
Indigenous ways of knowing are more fully integrated
into many curricula, especially regarding environmental
sustainability and relations to the land.
CMEC has shown strong leadership in supporting,
advancing and strengthening a pan-Canadian approach
to the implementation of ESD. By introducing a pan-
Canadian ESD Framework, CMEC sets forth a number
of strategies for collaboration and action, which will
catalyse achievement of the shared goal of ESD in all
provinces and territories.
Despite the progress in ESD, challenges and obsta-
cles remain – especially in relation to the task of truly
integrating ESD into education at all levels. Change
in education is a slow and deliberate process, and the
progress made needs to be celebrated at the same time
as the obstacles and challenges are acknowledged.