By Rolf Jucker, Reiner Mathar
This ebook examines the implementation of schooling for Sustainable improvement (ESD) courses in colleges throughout Europe. It describes and analyzes how person international locations and the zone as an entire have demonstrated educating and studying easy methods to support scholars improve the potential had to be a part of a sustainable society.
Featuring chapters written by way of specialists all through Europe, the publication first offers a basic assessment of ESD in numerous contexts, together with the state of the art of ESD idea and conceptual improvement; political and social research; many of the innovations of ESD capabilities; and instructor education. subsequent, the e-book info how ESD has been applied in numerous eu international locations and areas, together with: Sweden, Italy, Germany, Austria, Switzerland, Catalonia, Hungary, Finland, Norway, Denmark, Flanders, France, Cyprus, united kingdom and the Netherlands.
In popularity of schooling as a motor of swap, the United countries common meeting declared a Decade of schooling for Sustainable improvement (2005-2014), calling for the combination of sustainable improvement into all elements of schooling and studying. inside of this publication, readers will locate information on what has been performed, in addition to checks of what extra can be performed, throughout Europe. it's going to aid readers achieve invaluable insights into how you can aid scholars increase the data, talents and values had to form a sustainable future.
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Extra info for Schooling for Sustainable Development in Europe: Concepts, Policies and Educational Experiences at the End of the UN Decade of Education for Sustainable Development
Jucker and R. Mathar In Chap. 17, Ricard and Dussaux trace developments in France where, perhaps not surprisingly given France’s centralist history, there is a successful example of a top-down approach to ESD implementation. There have been numerous efforts, government decrees and programmes which have led to good progress also on the ground. Yet it seems that even here, there are similar problems as elsewhere. There seems to be no clear roadmap with regard to teacher education and training, and there seem to be many open questions with regard to the vertical, in-depth dimension of ESD implementation.
This gives a large degree of freedom to headteachers and teachers with regard to ESD. Yet at the same time the fact that national standards do not systematically integrate ESD, this freedom is clearly limited and shifts ESD again into the corner of ‘nice to have’, so that only enthusiastic teachers tend to engage in it. The authors also note, based on the expressed preferences of Dutch schools, that the willingness to engage in transformative approaches to learning is very limited. As in other countries, there is a strong tendency to stick with the traditional approaches, focusing on reproduction of knowledge and application of rules.
Paris: UNESCO. UNESCO. (2012). Shaping the education of tomorrow—Full length report on the UN Decade on Education for Sustainable Development (DESD Monitoring and Evaluation). Paris: UNESCO. pdf. Accessed 17 Apr 2014. 1 Introduction In 2005 a booklet with the title Quality Criteria for ESD Schools was published with the subtitle Guidelines to enhance the quality of Education for Sustainable Development (Breiting et al. 2005). org, accessed 8 May 2014). They seem to have fulfilled a need during the UN Decade of Education for Sustainable Development (ESD) 2005–2014 (DESD).