ISBN:
9783319095493
Language:
English
Pages:
Online-Ressource (xxi, 380 pages)
,
illustrations (some color)
Edition:
Online-Ausg.
Series Statement:
Schooling for Sustainable Development volume 6
Series Statement:
Schooling for Sustainable Development Ser. v.6
Parallel Title:
Print version Schooling for Sustainable Development in Europe : Concepts, Policies and Educational Experiences at the End of the UN Decade of Education for Sustainable Development
DDC:
338.90071
Keywords:
Sustainable development Study and teaching
;
Sustainable development -- Europe
;
Sustainable development ; Europe
;
Electronic books
Abstract:
This book examines the implementation of Education for Sustainable Development (ESD) programs in schools across Europe. It describes and analyzes how individual countries and the region as a whole have established teaching and learning methods to help students develop the competencies needed to be part of a sustainable society.Featuring chapters written by experts throughout Europe, the book first provides a general overview of ESD in various contexts, including the state-of-the-art of ESD theory and conceptual development; political and social analysis; the various concepts of ESD competencies; and teacher training. Next, the book details how ESD has been implemented in different European countries and regions, including: Sweden, Italy, Germany, Austria, Switzerland, Catalonia, Hungary, Finland, Norway, Denmark, Flanders, France, Cyprus, UK and the Netherlands.In recognition of education as a motor of change, the United Nations General Assembly declared a Decade of Education for Sustainable Development (2005-2014), calling for the integration of sustainable development into all aspects of education and learning. Inside this book, readers will find details on what has been done, as well as assessments of what more could be done, across Europe. It will help readers gain valuable insights into how to help students develop the knowledge, skills and values needed to shape a sustainable future. Rolf Juckeris currently teamleader at Kaospilots Switzerland and a coach and consultant in organisational learning processes towards sustainability. Until the end of 2013 he ran the department of conceptual ESD development at the Swiss Foundation for ESD, éducation21. From 2008-2012 he was director of the Swiss Foundation for Environmental Education, an independent body tasked with the mainstreaming of Environmental Education and ESD in the Swiss school system. Having gained an MSc in Education for Sustainability, he has worked extensively as an international ESD advisor and has widely published on the subject, amongst others Our Common Illiteracy. Education as if the Earth and People mattered (2002).Reiner Matharis currently heading the coordination of ESD in the state of Hessen (Germany), is German representative of the KMK (Standing Conference of Ministers of Education in Germany) at the Steering Committee of UNECE (United Nations Economic Commission for Europe) and Member of the National Round Table for the UN-Decade on ESD in Germany. Since 1997 he has been involved in all nation-wide programmes on ESD in Germany, in particular in the process of developing the concept of 'Gestaltungskompetenz', which is the leading concept of ESD in Germany. In the field of ESD with a focus on global development, he is one of the editors of the national curriculum framework. In 2010 he was co-opted as an expert on ESD onto the international ESD-EXPERT-net (India, Germany, Mexico and South-Africa).
Description / Table of Contents:
Preface by the Series Editors; Acknowledgements; Contents; Contributors; Abbreviations; Part I: General and Cross-National Issues; Chapter 1: Introduction: From a Single Project to a Systemic Approach to Sustainability-An Overview of Developments in Europe; 1.1 Introduction; 1.2 Part I; 1.3 Part II; 1.4 Conclusions; References; Chapter 2: A Whole School Approach to Sustainable Development: Elements of Education for Sustainable Development and Students´...; 2.1 The History of Environmental and Nature Education-A Success Story; 2.1.1 Tbilisi 1977-A Defining Milestone for EE and ESD
Description / Table of Contents:
2.1.2 Frame and Conditions of the SchoolLegal and Policy Framework; Buildings and Facilities; Human Resources; Background and Living Conditions of Students; Local and Social Integration of the School into the Community; Partnerships and Collaborations; 2.2 Other Aspects of School Development With the Main Focus on Sustainable Development; 2.3 Conclusion; References; Chapter 3: Quality Criteria for ESD Schools: Engaging Whole Schools in Education for Sustainable Development; 3.1 Introduction; 3.2 The Eco-schools Survey´s Focus and Main Scenarios
Description / Table of Contents:
3.3 The Challenge of Evaluation in ESD: The Quality Criteria Proposal3.4 The Use of the Quality Criteria Booklet; 3.5 The Empowerment Perspective of ESD; 3.6 The Future for Quality Criteria for ESD Development; References; Chapter 4: Education for Sustainable Development (ESD): A Critical Review of Concept, Potential and Risk; 4.1 In the Beginning Sustainable Development; 4.2 Sustainable Development, Learning, and ESD; 4.3 Change, Continuity and Critique; 4.4 Transformation, or Incremental Change?; 4.5 End Words; References
Description / Table of Contents:
Chapter 5: Perspectives on ESD from a European Member of UNESCO´s High-Level Panel, with Particular Reference to Sweden5.1 Experiences of ESD in Sweden: Before Johannesburg; 5.2 Experiences Relevant to ESD in Sweden: After Johannesburg 2002; 5.3 Experiences Relevant to ESD in Sweden: Promotion of ESD in Sweden During the UN Decade; 5.3.1 ESD Activities in Sweden Have to Be Significantly Strengthened; 5.4 ESD Experiences as the European Member of UNESCO´s High-Level Group on ESD; 5.5 Experiences as the European Member of UNESCO´s High Level Panel on the Decade of ESD from Asian Countries
Description / Table of Contents:
5.6 ESD-As I Encountered It in Some European Countries5.6.1 On an Overall European Level; 5.7 Concluding Remarks and Recommendations; References; Chapter 6: Social Learning-Oriented Capacity-Building for Critical Transitions Towards Sustainability; 6.1 Introduction: The Rise, Meaning and Challenges of Social Learning in the Context of the DESD; 6.2 ESD and Multi-stakeholder Social Learning; 6.3 Contexts for Social Learning-Oriented ESD; 6.3.1 ESD as Social Learning at the Interface of School and Community: CoDeS
Description / Table of Contents:
6.3.2 ESD as Social Learning at the Interface of Science and Society: GUPES and PERARES
Note:
Description based upon print version of record
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