14,044 research outputs found

    Kompetence za poucevanje za trajnostni razvoj na podrocju izobrazevanja uciteljev

    Get PDF
    Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples. (DIPF/Orig.

    Beginning Scottish geography teachers' perceptions of education for sustainable development

    Get PDF
    At the start of the 21st century the global pace of change and challenge continues unabated (Cullingford and Gunn, 2005). Increasingly individuals need to be equipped with the skills to manage and navigate uncertain futures (Irving, 1999). The Scottish Government's [SG] ambitions are high: Our aim is that by 2014 people in Scotland will have developed the knowledge, understanding, skills and values to live more sustainable lives (Scottish Executive [SE], 2006). Cobb, Darling-Hammond and Murangi (1995) cited in Cobb (1999) refer to the pivotal role that education plays in relation to national development. Renewed government support for Education for Sustainable Development [ESD] has been evident in recent curriculum reform - The Executive will ensure that the new Curriculum for Excellence [CfE] integrates education for sustainable development across subject areas (Sustainable Development Education Liaison Group, 22-23rd August 2006). Few would query the importance and relevance of ESD, however, school approaches remain piece-meal and unco-ordinated (Sustainable Development Education Liaison Group [SDLG], 2006)

    Learning for a Change: Exploring the Relationship Between Education and Sustainable Development

    Get PDF
    Whether we view sustainable development as our greatest challenge or a subversive litany, every phase of education is now being urged to declare its support for education for sustainable development (ESD). In this paper, we explore the ideas behind ESD and, building on work by Foster and by Scott and Gough, we argue that it is necessary now to think of two complementary approaches: ESD 1 and ESD 2. We see ESD 1 as the promotion of informed, skilled behaviours and ways of thinking, useful in the short-term where the need is clearly identified and agreed, and ESD 2 as building capacity to think critically about what experts say and to test ideas, exploring the dilemmas and contradictions inherent in sustainable living. We note the prevalence of ESD 1 approaches, especially from policy makers; this is a concern because people rarely change their behaviour in response to a rational call to do so, and more importantly, too much successful ESD 1 in isolation would reduce our capacity to manage change ourselves and therefore make us less sustainable. We argue that ESD 2 is a necessary complement to ESD 1, making it meaningful in a learning sense. In this way we avoid an either-or debate in favour of a yes-and approach that constantly challenges us to understand what we are communicating, how we are going about it and, crucially, why we are doing it in the first place

    Profit Limitation Controls Prior to the Present War

    Get PDF
    In March 2014, four organisations, the Global School (Den Globala Skolan), the Swedish International Centre of Education for Sustainable Development (SWEDESD) at Uppsala University, the Swedish National Commission for UNESCO (Svenska UnescorĂ„det) and WWF-Sweden commissioned Anders Jidesjö, senior lecturer and researcher at Linköping University, to undertake a study of the Swedish experience in the domain of Education for Sustainable Development (ESD) over the last 10 years by analysing relevant background documentation and reports as well as information gathered through interviews with key informants. This report presents the result of this study. An earlier version served as background document for the "ESD – Call for Action" event on 3 June 2014 (see also below). The current version has benefited from incorporating factual information and insights presented during that event. The report was commissioned in view of the UNESCO World Conference on Education for Sustainable Development, scheduled for 11-12 November in Aichi-Nagoya, Japan. This conference will mark the end of the UN Decade on Education for Sustainable Development, 2005-2014. The four organisations considered that the official Swedish position at the Nagoya Conference would be strengthened if informed by the experiences and insights of Swedish pre-schools, schools, universities, municipalities and public, private and non-governmental organizations that over the last ten years and longer have engaged in education and learning for sustainable development. The official Swedish position would also be bolstered by having politicians, policy makers and experts reflect on these experiences and formulate recommendations for reinforced policy and accelerated and effective practice and research in the ESD domain. To this effect, the four organizations organized the event "ESD – Call for Action", on 3 June at BlĂ„senhus, Uppsala University. It brought together 120 representatives of Swedish ESD-related practitioners, researchers and policy makers who together formulated an extensive set of recommendations that are meant to support the Swedish delegation attending the Nagoya Conference. The report and the 3 June recommendations will be made available to the participants of a second event "Making ESD Action Possible", scheduled for 27 August, 2014 at Rosenbad Conference Centre, Stockholm. This event is expected to assemble 140 Swedish ESD-related politicians, policy makers, researchers and practitioners. The combined recommendations formulated by the participants during the two events will be submitted to the official Swedish delegation to the Nagoya Conference. August 2014 Den Globala Skolan (the Global School), Svenska UnescorĂ„det (Swedish National Commission for UNESCO), Swedish International Centre of Education for Sustainable Development (SWEDESD) at Uppsala University, WWF-Swede

    PENGEMBANGAN BUKU EKSPERIMEN KIMIA INOVATIF BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) UNTUK KELAS XI SMA/MA

    Get PDF
    Penelitian pengembangan ini bertujuan untuk mengembangkan buku eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) untuk kelas XI SMA/MA, menentukan kualitas buku eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) untuk kelas XI SMA/MA menurut penilaian 6 guru kimia ditinjau dari komponen isi/materi, Education for Sustainable Development (ESD), bahasa, penyajian, dan kegrafikaan, serta untuk mengetahui tingkat antusiasme peserta didik terhadap kegiatan eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) pada SMA/MA. Model pengembangan yang digunakan pada penelitian ini yaitu model pengembangan 4D (define, design, develop, dan disseminate). Kualitas buku eksperimen kimia inovatif dinilai oleh guru kimia dengan mengisi instrumen penilaian yang berisi 5 komponen yaitu komponen isi/materi, komponen ESD, komponen bahasa, komponen penyajian dan komponen kegrafikaan. Penelitian ini telah menghasilkan buku eksperimen kimia inovatif berbasis Education for Sustainable Development (ESD) untuk kelas XI SMA/MA menggunakan model pengembangan 4D. Berdasarkan hasil penilaian guru kimia, diperoleh skor rata-rata 98,33 dan persentase keidealan 89,39% sehingga buku eksperimen kimia inovatif ini termasuk ketegori kualitas sangat baik (SB). Persentase tingkat antusiasme kegiatan eksperimen kimia inovatif pada 62 responden sebesar 98% sehingga termasuk kategori sangat tinggi

    Learning from participants' responses in educational drama in the teaching of education for sustainable development

    Get PDF
    The context for this paper is an on-going research project that sets out to examine the use of educational drama in the teaching of Education for Sustainable Development (ESD) in the upper stages of primary school. The drama lessons link with some of the key aims in ESD, with a particular locus in the Scottish education system. As 200515 has been designated by UNESCO as 'The Decade of Education for Sustainable Development', it is particularly important to examine and emphasise the key role of drama in the learning process. The main focus of the paper is the examination of what pupils' evaluations of the drama work reveal about how drama might be particularly appropriate for use in ESD-related work. The relationships between the participants in the drama, teacher and pupils, both in and out of role are explored. The conclusions suggest that active, participative learning and the unique way of working within the dramatic context might allow children to develop skills and attitudes necessary for active citizenship and might facilitate learning in ESD

    Education for sustainable development in Malta

    Get PDF
    This paper is a 2004 revised version of the case study prepared for the 2003 Expert Meeting on Capacity Development for Sustainable Development in SIDS: Building Partnerships for Sustainable development through Education, Public Awareness and Training.This paper is intended to make a case for mainstreaming Education for Sustainable Development (ESD) in school and University curricula in Malta. It identifies gaps in ESD and proposes a plan of action to put ESD on a strong footing in Malta.peer-reviewe

    Teaching geography for a sustainable world: a case study of a secondary school in Spain

    Get PDF
    Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach

    METHODOLOGICAL AND PSYCHOLOGICAL ASPECTS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN RUSSIA WITH REGARD TO INTERNATIONAL COOPERATION

    Get PDF
    In 2004 the European Economic Commission developed the Strategy of Education for Sustainable Development (ESD). The aim of the strategy is the promotion of education for sustainable development and its inclusion in the system of formal and informal education. The authors propose the measures for the acceleration of ESD distribution at the international level because international cooperation in education can be considered as a contribution of countries to the implementation of global transition to sustainable development. The authors’ concept of the phenomenon of ecological consciousness and the conditions of its formation are considered. The main problems of ESD efficiency are defined and criteria for its evaluation are offered. Integral features of the personality as an indispensable component of ESD are described

    Education for Sustainable Development: Research overview

    Get PDF
    This discussion paper outlines some of the main characteristics of Education for Sustainable Development (ESD), particularly in the context of ‘development’ and ‘globalization’. It addresses the various interpretations and meanings of ESD, shows how these relate to environmental education and emerging educations that overlap with SD-issues and introduces sustainability competence as a key outcome of ESD. The paper also outlines some regional trends that affect the way ESD manifests itself in the various countries and regions around the world. Some key developments affecting ESD are introduced, including globalization, the rise of the information and knowledge society, the utilization of diversity and the need for the inclusion of marginalized groups and perspectives
    • 

    corecore