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“From Given towards ESD driven” spiral development approach, which was developed by the Institute for Education for Sustainable Development at the David Yellin Academic College of Education and part by different activities in Israel related to the subject. The plans for the program at present are flexible and thus will be open to any necessary changes that might arise during implementation.
"From Given towards ESD Driven" is a model of a spiral process that provides mutually reinforcing principles and tools for disseminating ESD as an integral part of learning institutions curricula and educational agenda.
One of the main principles is “Think Global, Act Local”. Awareness of the global crisis is important, but action should be taken at the local level.
Our model provides the tools for each public education institution and the community to authentic their actual needs and existing resources. Combining needs and resources can effectively, chart the path for the future, promote ESD and improve local and global economy. "From Given towards ESD Driven model” was developed and has been in practice for the last since 2007 in Education for Sustainable Development and Social Entrepreneurship Department at the David Yellin Academic College of Education in Jerusalem.
Through our collaboration David Yellin College, Shatil launched Israel’s first Integrated Training for Social Change in the Field of Disabilities seven years ago. In this program, psychosocially disabled people learn and work with people with other disabilities as well as normative students of special education. Issues addressed include social change tools, overcoming the stigmas associated with disabilities, methods for coping with public reactions, empowerment, initiating and implementing social change projects and more.
Over the past seven years almost 20 people with psychosocial disabilities participated in the David Yellin/Shatil course, initiating projects such as the 2014 “Muzeon Shigaon,” (Meshuganah Museum) which aims to bring to the general public the experience of people coping with psychosocial disabilities in a tangible way through different rooms devoted to aspects of the experience. This joins projects already being implemented by graduates such as Disability without Visibility; the sustainability project in the Nature Museum in Jerusalem mentioned above; a campaign to equalize psychosocially disabled individuals' terms of employment to those prevalent in other democracies; a program launched in collaboration with Lishma and the Lama Center to support families where one or both of the parents is psychosocially disabled; and peer-led initiatives aimed at providing emotional support to individuals during their rehabilitation process.
As of the fifth cycle, Yoav Kraeim, Chair of the National Council for Rehabilitation of the Psychosocially Disabled in the Community, began coordinating the course on behalf of Shatil. Among other developments, his personal experience led to an emphasis in the course on the importance of ending exclusion of people with psychosocial disabilities in the public sphere.
These trainings abide by the Theory of Recovery, which works for the empowerment of mental health patients to manage their own lives. Program staff is still in touch with many of the graduates, some of whom are still studying at the College, others of whom are working on their projects in the Entrepreneur’s Home, a social incubator established by the course at David Yellin College. Perhaps most important is the stigma-breaking encounters with College students not just in the course itself but all over campus.
One initiative that helped in this direction was an art exhibit of people with psychosocial disabilities in the College’s Social Art Gallery in which the people with psychosocial disabilities went public with their art works and their names. This path breaking course has now been duplicated in five Israeli colleges, no doubt with more to come!
The Institute for Education of Sustainable Development and Social Entrepreneurship
Sustainability deals with the wellbeing of people and their environment, now and in the future, its quintessence lying in the link between environmental and social issues. Sustainability literacy enhances environmentally responsible citizenship, care for society and the environment and the ways in which they interact.
The college’s Institute for Sustainability in Education was established in 2006 for the purpose of nurturing educators and community workers to think and implement sustainable behavior in their lives and educational pursuits. Their task will be to inculcate sustainability into various educational institutions as part of life’s tapestry for every child, teacher and citizen.
The educators at the Institute have elected to update and adapt their teaching methods in accordance with the principals of sustainable education. The college community is also committed to applying these principles on an academic, community, social, physical and administrative level. The Institute coordinates the academic, environmental, educational and social activity of the college community and maintains extensive relationships with educational, public and business organizations interested in sustainability.
The center’s programs focus on the following areas:
Teachers' professional development (M.Ed program and various training modules).
Collecting, translating, editing and transmitting up to date information on education for sustainability.
Promoting applied research.
Developing relevant curricula and other teaching resources.
Joint projects with schools and communities in and around Jerusalem.
Professional development of sustainability literacy for non-teaching school staff.
In 2007 the college was recognized as a "green" campus by the Ministry of Environment.