Education for Sustainable Development Projects and Curriculum Reform in China: The EEI and the EPD

2009 ◽  
pp. 115-135
Author(s):  
John Chi-Kin Lee ◽  
Yu Huang
Keyword(s):  
Sustainable Development ◽  
Curriculum Reform ◽  
Education For Sustainable Development ◽  
Development Projects

scholarly journals Adult education policies and sustainable development in Poland and Portugal: a comparative analysis of policies and practices

2020 ◽  
pp. 115-129
Author(s):  
Paula Guimaraes ◽  
Marta Gontarska
Keyword(s):  
Sustainable Development ◽  
Adult Education ◽  
Education For Sustainable Development ◽  
Development Projects ◽  
The European Union ◽  
Education Policies ◽  
Civil Society Organisations ◽  
Raising Awareness ◽  
Relevant Topic ◽  
Policies And Practices

Education for sustainable development is presently a relevant topic in the policies of interna-tional organisations (such as UN/UNESCO and the European Union) and in national contexts such as Poland and Portugal. Within the policies implemented, civil society organisations and social movements undertake (adult) education for sustainable development projects and activ-ities that have an important impact by raising awareness and promoting changes in the behav-iour and attitudes of both countries’ populations. However, several challenges can be pointed out regarding the implementation of these initiatives. These challenges will be highlighted in this article, which focuses on the comparison of policies and practices implemented in Poland and Portugal.

scholarly journals Hva hemmer og fremmer arbeidet med Utdanning for Bærekraftig Utvikling i videregående skole?

2019 ◽  
Vol 13 (2) ◽  
pp. 4
Author(s):  
Birgitte Bjønness ◽  
Astrid Tonette Sinnes
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Curriculum Reform ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Whole School ◽  
Student Council ◽  
Upper Secondary ◽  
New Curriculum ◽  
Er Positive

Læreplanene for grunnopplæringen i Norge er for tiden under revisjon og fornyelse. Fagfornyelsen innebærer blant annet at bærekraftig utvikling blir et tverrfaglig og gjennomgående tema i skolen. Satsingen på Utdanning for Bærekraftig Utvikling (UBU) i skolen er per i dag hovedsakelig preget av enkeltstående prosjekter drevet fram av enkeltlærere. Vi har i denne studien intervjuet skoleledelse, lærere, elevråd, driftsleder og skoleeier ved fire videregående skoler for å få fram praksisfeltets stemmer knyttet til hva som hemmer og hva som fremmer arbeidet med UBU i norsk videregående skole. Funn fra studien viser at alle informantene er positive til en satsing på bærekraftig utvikling. Vi finner videre at det utkrystalliserer seg ni sentrale faktorer som påvirker i retning av å hemme eller fremme en helhetlig satsing på UBU. Informantene peker på hverandre når det gjelder å ta initiativ til å utvikle UBU lokalt; dette kan medføre en pulverisering av ansvar så lenge alle «sitter på gjerdet» og venter på at andre skal ta initiativ. En forpliktende satsing på UBU stiller krav til alle aktører og nivåer i skolen. Vi stiller spørsmål om satsingen på bærekraftig utvikling i fagfornyelsen er tilstrekkelig for å utvikle den tverrfaglige forståelsen og handlingskompetansen som er nødvendig for å forberede elevene på å leve bærekraftige liv i framtiden. En forpliktende satsing på UBU krever også at skolen og lærerne får tid og rom til å utvikle organisasjonen og læringsmåter lokalt.Nøkkelord: utdanning for bærekraftig utvikling, fagfornyelsen, videregående skole, hel-skoletilnærming, fokusgruppeintervjuer, aktører i skolenExploring drivers and challenges for the implementation of Education for Sustainable Development in upper secondary schoolAbstractThe national curricula in Norway are currently under review and revision. As part of the revision, sustainable development becomes an interdisciplinary and comprehensive subject in school. There are presently few or no examples of schools that work comprehensively with Education for Sustainable Development (ESD) in Norway. In this study, we have interviewed school management, teachers, student council, operation manager and school owner at four upper secondary schools in order to map what supports and what constrains a holistic effort to ESD in Norwegian upper secondary school. Findings from the study show that all the interviewees are positive to a commitment to sustainable development as part of the new curriculum. Further, we identify nine key factors influencing action as well as resulting from it, in the direction of support or constraint of a holistic effort to ESD. The interviewees point to each other when it comes to taking the initiative to develop ESD locally; this can result in a pulverization of responsibility as long as everyone "sits on the fence" waiting for others to take the initiative. A binding commitment to ESD places demands on all actors and levels at the school. We ask whether the inclusion of sustainable development in the new curriculum is sufficient for developing an interdisciplinary understanding and the action competence that is necessary to prepare the students for living sustainable lives in the future. A commitment to ESD also requires the school and the teachers to have the time and space to develop the organization and learning methods locally.Keywords: Education for Sustainable Development, curriculum reform, upper secondary school, whole-school approach, focus-group interviews, stakeholders in school

Education for sustainable development in East Timor

2014 ◽  
Vol 3 (2) ◽  
pp. 98-117 ◽  
Author(s):  
Ana Capelo ◽  
Conceição Santos ◽  
Maria Arminda Pedrosa
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Curriculum Reform ◽  
Formal Education ◽  
National Development ◽  
Education For Sustainable Development ◽  
East Timor ◽  
Learning Goals ◽  
Content Type ◽  
Content Learning

Purpose – The purpose of this paper is to explore the relevance of Education for Sustainable Development (ESD) in East Timor and proposes a set of ESD indicators to be implemented in the formal education sector. Design/methodology/approach – A detailed analysis of relevant literature concerning national development plans (Republica Democrática de Timor-Leste, 2011), literature centred in East Timor and international perspectives about ESD principles, policies and values (UN reports) was carried, in order to examine the relevance of ESD in East Timor and to assist the selection of a set of ESD indicators. These indicators are proposed in order to assess and monitor if the current national policies, educational programmes, secondary school content, learning goals and activities in formal education express concerns related with ESD promotion in terms of specific curricular themes, learning characteristics, learning resources, skills, values and attitudes. Findings – This paper argues that the East Timor government has intentions in ESD promotion and implementation. Thus, ESD indicators could be helpful in assessment of new curricular practices. However, even though ESDI may indicate that secondary school programmes, content, learning goals or activities are aligned with ESD principles, it is also important to assess if they then contribute effectively to sustainable development. Originality/value – The case study of East Timor adds to the literature about the current interests of young countries such as this in progressing towards a sustainable future, starting from the selection and implementation of ESD indicators in the current curriculum reform. If it is successful, ESD will contribute to transforming not only education but also the quality of life of the East Timorese.

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