Indoctrinating Children in Sustainable Development For The Global Village

Putting Children To Work and Calling It School 

• education that allows learners to acquire the skills, capacities, values and knowledge required to ensure sustainable development
• education dispensed at all levels and in all social contexts (family, school, workplace, community)
• education that fosters responsible citizens and promotes democracy by allowing individuals and communities to enjoy their rights and fulfill their responsibilities
• education based on the principle of life-long learning
• education that fosters the individual's balanced development
  

Maping U.S. resources & infrastructure

Using children for data collection and calling it education

Globe Data

Data Collection by Age Group

Protocols

 

My Community, Our Earth (MyCOE) Program

MyCOE Program   video on program

US MyCoe Programs

 

Oxfam's Cool Planet For Teachers

Global Citizenship - interdisciplinary program

Millennium Development Goals

UNESCO -  Education For Sustainable Development

Thus, education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, justification, and social support for pursuing and applying them. The international community now strongly believes that we need to foster — through education — the values, behaviour and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and equity of all communities. Building the capacity for such futures-oriented thinking is a key task of education.

- Reorienting Existing Education Programs at all levels to address sustainable development

Education for sustainable development will aim to demonstrate the following features:

- Interdisciplinary and holistic: learning for sustainable development embedded in the whole curriculum, not as a separate subject;
- Values-driven: it is critical that the assumed norms – the shared values and principles underpinning sustainable development – are made explicit so that that can be examined, debated, tested and applied;
- Critical thinking and problem solving: leading to confidence in addressing the dilemmas and challenges of sustainable development;
- Multi-method: word, art, drama, debate, experience, … different pedagogies which model the processes. Teaching that is geared simply to passing on knowledge should be recast into an approach in which teachers and learners work together to acquire knowledge and play a role in shaping the environment of their educational institutions;
- Participatory decision-making: learners participate in decisions on how they are to learn;
- Applicability: the learning experiences offered are integrated in day to day personal and professional life.

UNESCO - International Baccalaureate Org.

Redesigning Idaho High Schools

"Require that eight elective credits be “career focused.” Career focus electives would relate to a student's postsecondary readiness plan and could include subjects like art, music, debate, drama, computer science, etc.

Ensure every Idaho high school offers advanced opportunities for students like Advanced Placement, international baccalaureate, tech-prep, and dual credit.

Require a postsecondary readiness plan by the end of 6th grade. Students would create a plan with the assistance of a counselor and their parents to take classes that relate to their interests and educational goals after high school. The plan can be changed to accommodate new interests and career goals."