Schooling for Sustainable Development in Europe : Concepts, Policies and Educational Experiences at the End of the UN Decade of Education for Sustainable Development

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. Front Matter....Pages i-xxi Front Matter....Pages 1-1 Introduction: From a Single Project to a Systemic Approach to Sustainability—An Overview of Developments in Europe....Pages 3-14 A Whole School Approach to Sustainable Development: Elements of Education for Sustainable Development and Students’ Competencies for Sustainable Development....Pages 15-30 Quality Criteria for ESD Schools: Engaging Whole Schools in Education for Sustainable Development....Pages 31-46 Education for Sustainable Development (ESD): A Critical Review of Concept, Potential and Risk....Pages 47-70 Perspectives on ESD from a European Member of UNESCO’s High-Level Panel, with Particular Reference to Sweden....Pages 71-86 Social Learning-Oriented Capacity-Building for Critical Transitions Towards Sustainability....Pages 87-107 Education for Sustainable Development in a Cultural Ecological Frame....Pages 109-120 Front Matter....Pages 121-121 Project Variety and Established Structures: Development and Actual Practice of ESD in Germany....Pages 123-134 Education for Sustainable Development Between Main-Streaming and Systemic Change: Switzerland as a Case Study....Pages 135-156 Education for Sustainable Development in Austria: Networking for Innovation....Pages 157-176 Moving Schools Towards ESD in Catalonia, Spain: The Tensions of a Change....Pages 177-199 The Challenge of Mainstreaming ESD in Hungary....Pages 201-219 Education for Sustainable Development in Finland....Pages 221-239 Learning from ESD Projects During the UN Decade in Norway....Pages 241-255 Searching for a Sea Change, One Drip at a Time: Education for Sustainable Development in Denmark....Pages 257-277 Education for Sustainable Development in Flanders: The UN Decade and Beyond....Pages 279-291 Education for Sustainable Development in France....Pages 293-309 Paving the Way to Education for Sustainable Development in Cyprus: Achievements, Findings and Challenges....Pages 311-333 Reflections on ESD in UK Schools....Pages 335-360 Education for Sustainable Development in the Netherlands....Pages 361-380 Chapter 5: Perspectives on ESD from a European Member of UNESCOs 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 UNESCOs High-Level Group on ESD; 5.5 Experiences as the European Member of UNESCOs High Level Panel on the Decade of ESD from Asian Countries 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 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 Surveys Focus and Main Scenarios 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 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 6.3.2 ESD as Social Learning at the Interface of Science and Society: GUPES and PERARES