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Empfehlung | Recommendation: Education for Sustainable Development (ESD)

The International Alliance of Leading Education Institutes gibt 8 Empfehlungen zur Bildung für nachhaltige Entwicklung , die auf den Ergebnissen einer internationalen Untersuchung basieren, die 10 Länder in sechs Kontinenten und den Zeitraum der UN- Dekade (2004 -2015) zur Bildung nachhaltiger Entwicklung (BNE) betreffen.

Education is not a ‘magic bullet’ in approaching climate change and
sustainability, but without co-ordinated educational interventions, even
the best thought through technical policies will fail.

In order to promote such a reorientation the International Alliance of
Leading Education Institutes has agreed on eight recommendations,
informed by the jointly conducted research project and targeted the
world’s political decision makers.

8 Climate Change Education Recommandations and ESD:

1 //
Climate change makes sustainable development an urgent priority.
Sustainable development is impossible without learning. We are therefore
clear that policies which promote Education for Sustainable Development
should play a key part in the negotiation of global agreements on
climate change policy (COP15)

2 //

Societies need to change radically consumption, production and behaviour
patterns to meet the challenges we face. The urgency of climate change
policy and sustainable development risks narrowing the role of education
to communication of expert-defined advice to citizens. This will be
counter-productive in the long-term. We strongly recommend maintaining
and implementing the more ambitious aims of Education for Sustainable
Development providing people with the com

3 //
ESD will make demands on all of society but schools will play a critical
role, through what they teach and how they model sustainable practices.
Governments need to ensure that schools are able to play a leading role
in Education for Sustainable Development through the way education
systems are managed, schools are organized and pupils taught.

4 //
Whole-school approaches are promising: societies need to re-orient
schooling towards a stronger emphasis on education for sustainability.
In practical terms, this means greater interdisciplinary work,
participation in authentic sustainability challenges and interaction
with others outside school. We recommend these approaches as a way of
integrating Education for Sustainable Development into current
educational practices.

5 //
One of the key obstacles to Education for Sustainable Development is
teacher knowledge and understanding, because of the lack of pre- and
in-service teacher training in Education for Sustainable development. We
recommend allocating resources to remedy this: universities should offer
Education for Sustainable Development courses for pre- and in-service
teachers and governments should implement policies which help all
teachers to develop their capacity to implement Education for
Sustainable Development.

6 //
Teacher education in Education for Sustainable Development will not
change school practice unless resources and time for experimentation are
provided and the sustainability is integrated into the curriculum. Thus,
policy initiatives in teacher education should be coordinated with
support for Education for Sustainable Development at school level.

7 //
Interaction between researchers, teachers, NGOs, public officers and
others in the field of Education for Sustainable Development is
essential, in order to support knowledge sharing, enhance curriculum
development and promote more valid and reliable ways of evaluating ESD.
We recommend the establishment of mediating organizations and groups to
promote this. Regional Centres of Expertise on Education for Sustainable
Development, which already exist at some places, may serve as models for
this endeavour.

8 //
Education for Sustainable Development research needs to be augmented. It
should be focused on (1) documenting the state of practice and
identifying promising practices, (2) exploring educational outcomes and
their evaluation in respect of Education for Sustainable Development,
(3) identifying and explaining opportunities and problems of general
relevance. As people are influenced by a number of different agents and
media, informal and non-formal education is an important field that
needs to be studied more thoroughly.

Climate Change and Sustainable Development: The response from education, page 4/5

Weitere Links:
Education Alliance Quarterly, Education for Sustainable Development, vol. 04, Sept. 2009
Tomorrow Today – Reader der UNESCO, 2010

www.delicious.com/kmgne/ESD

About Redaktion | CCCLab

Das Redaktionsteam des CCCLab bilden Fellows und MitarbeiterInnen des Kolleg für Management und Gestaltung Nachhaltiger Entwicklung (KMGNE).

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Ein Projekt von:

KMGNE   Kolleg für Management und Gestaltung nachhaltiger Entwicklung
Offizielles Projekt der UNESCO Weltdekade 2013/2014
EuropeAid
Wissenschaftsjahr 2015 Zukunftsstadt

ArtCOP21 – Cultural Programme for Paris Climate 2015 #ArtCOP21

ArtCOP21 – Cultural Programme for Paris Climate 2015
EU Youth in Action | This project has been funded with support  from the European Commission.  This publication [communication] reflects  the views only of the author, and the  Commission cannot be held responsible  for any use which may be made of the  information contained therein.
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