RCE Crete - 2018

A rubric for assessing the integration of the Earth Charter into the CCSAFS program
Basic Information
Title of project : 
A rubric for assessing the integration of the Earth Charter into the CCSAFS program
Submitting RCE: 
RCE Crete
Contributing organization(s) : 
RCE Cairo
University of Crete
CCSAFS Consortium
Focal point(s) and affiliation(s)
Name: 
RCE Crete
Name: 
University of Crete
Name: 
Rethymnon, Crete Municipality
Name: 
UNESCO Chair ICT in ESD
Name: 
CCSAFS Consortium
Format of project: 
PowerPoint
Language of project: 
English
Date of submission:
Wednesday, August 15, 2018
National (Egypt and Jordan) and regional policies (MENA) for tackling climate change, promote sustainable agriculture and ensure food security
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Egypt
Greece
Jordan
Location(s): 
Rethymnon Crete, Greece; Ismailia Egypt; Jerash Jordan
Address of focal point institution for project: 
University of Crete, Rertymnon, 74100, Crete, Greece
Target Audience:
Socioeconomic and environmental characteristics of the area : 
Egypt, Jordan and the MENA region in general, are facing an expanding population that is also accelerated by the influx of refugees and other displaced people from the region causing serious effects on the affected areas. The socio-economic and environmental characteristics of the mentioned countries and region cannot afford the feeding of this population, taking into consideration the challenges posed by climate change. Increasing crop yields, without taking into consideration sustainable ways of production and consumption, becomes a critical problem to enable people to access sufficient, safe and nutritious food.
Description of sustainable development challenge(s) in the area the project addresses: 
Population growth is expected to double in the next two decades in Egypt with a follow-up in Jordan, although to a lesser extend. At the same time, the sustainability challenges, especially the inceasing population, the impact of climate change and the agricultural production needed to feed the expanded population, become real-life challenges. The challenge of shifting towards more sustainable ways of producing and consuming turn the ethical framework of the Earth Charter Initiative a driver for the transition to sustainable ways of living.
Contents
Status: 
Ongoing
Period: 
October, 2016 to October, 2019
Rationale: 
Climate change is fundamentally a moral, ethical, and justice issue because it is a problem overwhelmingly caused by people’s ways of living. There is thus a need to critically reflect on people’s value systems and be ready to change. Developing the MSc program in CCSAFS assumes that climate change has not only scientific, economic and political aspects, but more importantly it needs to be understood as an ethical and moral issue. That is why activities inspired by the Earth Charter are being integrated into the various courses of the CCSAFS MSc. program.
Objectives: 
A key objective is to identify ways of integrating the Earth Charter as an ethical framework, which in turn will provide teaching and learning outcomes for helping to address the challenge of climate change in the process of producing sustainable ways of agricultural production that will enable feeding the increased population in the area.
Activities and/or practices employed: 
A rubric has been developed that can be used to integrate the Earth Charter principles vertically and horizontally: Vertically (Introducing Earth Charter and its connection to climate change, sustainable agriculture and food security as a unit within a CCSAFS course). Horizontally (Integrating the Earth Charter concepts, values and methodologies within CCSAFS course curriculum modules).
Size of academic audience: 
The MSc in CCSAFS will have up to 50 students, The MOOCs on CCSAFS will reach more than 2000 students
Results: 
The Earth Charter ethical framework used as a tool and framework to the CCSAFS curriculum development. As a pedagogical tool, the Earth Charter can help teachers and students to clarify their habits of mind and challenge some of their views about learning to live together sustainably. The need to change our unsustainable value systems in order to make the essential transition to sustainable lifestyles addressed by the Earth Charter Ethical Framework, not only in theory, but also through various teaching and learning resources, is imperative. As such, the Earth Charter does not indoctrinate by requiring the homogenization or standardization of cultures or beliefs; on the contrary, it encourages learners to identify and refine their own beliefs, prompting them to act accordingly.
Lessons learned: 
Understanding and tackling climate change concerns more the ethical dimension and failure to explicitly recognize and deal with the underpinning ethical issues may be a major impediment to tackling the problem.
To act ethically means we go beyond self-interest and give high consideration to the consequences of our actions or non-actions to people and nature.
Co-responsibility is a skill highly needed to be promoted and cultivated in formal, non-formal and informal modes of learning.
Key messages: 
Consider the duties and responsibilities towards others and the natural environment.
Integrate horizontally issues of sustainability in curricula rather than horizontally
Learning to reflect on personal values and habits of mind
Exploit social learning in raising awareness on sustainability issues
Raise critical knowledge and consciousness
Get involved in actions that can enable transformations at personal and societal levels
Relationship to other RCE activities: 
This activity relates to various other activities related to most of the projects RCE Crete is involved.
Funding: 
Erasmus + Capacity Building in Higher Education Program

Pictures:

File Name Caption for picture Photo Credit
Image icon Earth Charter Hellas Poster Workshop.jpg (46.5 KB) Earth Charter Hellas Poster Workshop N. Kostoula
Image icon Earth Charter Hellas Teacher Workshop.jpg (68.23 KB) Earth Charter Hellas Teacher Workshop N. Kostoula
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Indirect
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Direct
Agriculture 
Direct
Arts 
Indirect
Curriculum Development 
Direct
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Direct
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Direct
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct