Reflection 3: Trends influencing Education

Activity 3: Trend influencing education in New Zealand or internationally
Climate change; changes in the environment that put pressure on the environment and humans. Therefore in time, our economic, social, political and security measures will all be affected in a negative manner (National Intelligence Council, 2017).

Climate change is an issue that some people believe we could potentially solve through education. Through education, we are able to teach children about the effects of climate change on the environment, people and global issues (Schep, 2016). As described in the article, schools, high schools, and universities are in the very best communication position to connect with outside communities (Schep, 2016).

Education environments are a few of the most influential environments that students are a part of because it provides a context for students to gain the necessary skills to be able to navigate their way through global issues and worldwide contexts (Schep, 2016). I believe that we need to start integrating more global issues, like climate change, into our classroom practice, so students can make worthwhile, evidence-based decisions. The students of today need to be prepared for a future where they demonstrate global awareness, respect, and responsibility to be able to make a difference in future.

By 2035, air pollution is projected to be at the top of environmentally-related death causes (National Intelligence Council, 2017). Sea levels will rise, half the world will receive large water shortages, the soil will degrade causing large effects upon crop produce and human and animal health will be affected (National Intelligence Council, 2017). Our education system and curriculum could completely change in order for these issues to be discussed in school contexts, to better prepare students for a future when some of these resources may not be easily accessible. However, I believe, that many of these issues that we potentially face should be brought to the forefront of our curriculum, so children are at least aware of what the future holds so they are more globally aware of the world around them.

Science is a curriculum area that our school has focused on this year. This curriculum area is often not a key strength in schools, due to many people not understanding or having much knowledge about it. This subject area is a starting point for us as educators to begin to teach our students how to view and understand the world around us. Maybe the issue in our society is not around the global issue of climate change itself, but the knowledge and understanding of how to effectively incorporate these global topics into our classroom. Maybe then, will our students begin to alter their viewpoints of the world. In my context, we aren’t focusing on the science around key topics, but instead, encouraging students to make specific observations and evidence-based decisions; we are encouraging our learners to be able to think for their own.

According to a recent article on Stuff, our New Zealand curriculum is ‘lacking’ curriculum integration of climate change. Climate change awareness, responsibility, and respect are integral to our student's development as are self-respect and diversity (Schep, 2016). Only when the Ministry of Education alters the curriculum will we be doing our future generations justice for what's to come.

References:

National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

Schep, M. (2016). Opinion: Climate change education missing in New Zealand curriculum. [online] Stuff. Available at: http://www.stuff.co.nz/environment/climate-news/86740965/Opinion-Climate-change-education-missing-in-New-Zealand-curriculum [Accessed 15 Jun. 2017].

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