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ECONOMIC COMMISSION FOR EUROPE COMMITTEE ON ENVIRONMENTAL POLICY UNECE Steering Committee on Education for Sustainable Development Fourth meeting Geneva, 19 – 20 February 2009 Items 2 and 5 of the provisional agenda Information Paper No. 1 16 February 2009 ANSWERS TO THE QUESTIONNAIRE ON PROGRESS MADE IN IMPLEMENTATION OF THE UNECE STRATEGY FOR ESD & ON ADDRESSING SUSTAINABLE CONSUMPTION THROUGH ESD1 Introduction During the phase II (2008-2010) of the UNECE Strategy for ESD, the implementation of the Strategy’s provisions should be well under way. Countries should strengthen the initial measures for ESD, as well as start integrating Sustainable Development (SD) into learning programmes and curricula, review progress made in the implementation of the national strategies and revise these strategies if necessary. Sustainable consumption and production (SCP) patterns are among the SD themes, explicitly mentioned in the Strategy. The issue of addressing sustainable consumption through ESD will be considered by the next meeting of the Steering Committee on ESD (Item 5 of the provisional agenda) with a view to identify existing gaps and share good practices in the region that address sustainable consumption through ESD. This questionnaire aims to facilitate the exchange of experience among Governments and stakeholders by providing an overview of progress by country achieved since the Steering Committee’s last meeting (Geneva, 31 March – 1 April 2008). It also aims to facilitate the collection of information from countries on how sustainable consumption is addressed through education systems at the national level, as well as through non-formal and informal education. National Focal Points for ESD were invited to fill in the questionnaire and submit it to the Secretariat. The answers were compiled in the present paper and are made available for the meeting to facilitate the discussions under items 2 and 5 of the provisional agenda. I. QUESTIONNAIRE 1. Does your country have any consultative mechanisms for ESD activities, i.e. a coordination body for the implementation of the Strategy? Yes/No (if yes, then please specify. If relevant, please also specify whether you have specific mechanism(s) with respect to SCP. Please also specify the inter-institutional and multistakeholder aspects of this(these) mechanism(s).) 2. Does your country have any national policy documents on ESD i.e. a national strategy for ESD and/or a national action plan for ESD? Yes/No (if yes, then please specify and provide a web link or an electronic copy of these documents; if no, then please indicate when you plan to develop such policy documents. Please also specify in case your country have integrated ESD in existing strategies and policy frameworks, such as in the national sustainable development strategy.) 1 The document has not been formally edited. Information Paper No. 1 Page 2 3. What approach(es) does your country use in addressing SCP through ESD at the national policy level, i.e. (a) through inclusion of ESD in policy documents on SCP; and/or (b) through inclusion of SCP in policy documents on ESD? (Please specify and provide web links and/or electronic copies of such policy documents) 4. Does your country address the issue of integrative conceptualization of ESD, i.e. by enhancing the integration of socio-economic dimensions2 in education? Yes/No (if yes, then please specify how. Please also specify whether and how SCP is integrated: (a) through formal education systems?; (b) through non-formal education?; and (c) through informal education?) 5. Does your country address the issue of competences in ESD, in particular in the education sector? Is there specific work done on competences required to promoting SCP3? Yes/No (if yes, then please specify how) 6. What approach(es) are you using in implementing ESD, i.e. (a) through the integration of ESD themes across all relevant subjects, programmes and courses; and/or (b) through the provision of specific ESD programmes and courses? (Please specify the approach(es) and lessons learned. Please also specify approaches used with respect to SCP4) 7. Does your country address the issue of developing adequate teaching tools and materials for ESD? Yes/No (if yes, then please specify how as well as whether any quality assessment tools are being used. Please also specify with respect to SCP.) 8. Does your country address the issue of ensuring/assessing the quality of ESD? Yes/No (if yes, then please specify how. Please also specify with respect to SCP.) 9. Does your country promote research and development with regard to ESD? Yes/No (if yes, then please specify how. Please also specify with respect to SCP.) 10. Does your country undertake capacity-building and awareness-raising activities to promote ESD, including through informal and non-formal education? Yes/No (if yes, then please specify. Please also specify with respect to SCP.) 11. Please provide any other information on the implementation of ESD, including with respect to SCP, in your country that you consider important for sharing. 2 It is considered that, of the three dimensions of SD, the environmental one has been best integrated in education than the economic and social ones. 3 If relevant, please also specify the work done on building specific competences for the sustainable consumption component of SCP. 4 If relevant, please also specify the approaches used with respect to addressing sustainable consumption in general and when targeting consumers in particular. Information Paper No. 1 Page 3 III. ANSWERS TO THE QUESTIONNAIRE AUSTRIA 1. Does your country have any consultative mechanisms for ESD activities, i.e. a coordination body for the implementation of the Strategy? Yes, we started a multi-stakeholder process when developing the national ESD-strategy in 2005 and continued with annual stakeholder meetings organized by FORUM Umweltbildung and Zentrum POLIS. These stakeholders form the basis for an Austrian actors network (Allianz). To develop this network further is one of the main objectives of the ESD-strategy and one of the central tasks of the “Dekadenbüro”. The “Dekadenbüro” is an institution on behalf of the Ministry of Education and the Ministry of Environment. It was established in order to support the respective implementation activities of the UNECE Strategy. In principle it should provide an information platform to all interested persons and organizations and ensure the integration / cross linking of all Austrian initiatives. 2. Does your country have any national policy documents on ESD i.e. a national strategy for ESD and/or a national action plan for ESD? Yes. Austria has a national Strategy on Education for Sustainable Development adopted by the Council of Ministers in November 2008. 3. What approach(es) does your country use in addressing SCP through ESD at the national policy level, i.e. (a) through inclusion of ESD in policy documents on SCP; and/or (b) through inclusion of SCP in policy documents on ESD? In Austria we have the cross curricular teaching principle " Economic education and consumer education = Wirtschaftserziehung und Verbraucher/innenbildung” which is therefore integral part of all curricula. Based on this the topic of consumer education is integrated in a number of subjects of different lower and upper secondary schools. 4. Does your country address the issue of integrative conceptualization of ESD, i.e. by enhancing the integration of socio-economic dimensions in education? Yes, certainly, see above cross curricular teaching principle. 5. Does your country address the issue of competences in ESD, in particular in the education sector? Is there specific work done on competences required to promoting SCP? Austria focuses on ESD competencies primary in the area of educators training. Herein the following lectures and courses are examples where ESD key-competencies are discussed and thought: ƒ “Summer academy” within the Programmes „Ecologisation of schools – Education for Sustainable Development”, ƒ Teacher in-service training course “Ecologisation of schools (at the Pädagogische Hochschule Wien = Post-secondary colleges for teacher training in Vienna), ƒ In-service training course for teacher trainers on ESD which involves all Austrian Post-secondary colleges for teacher training. ƒ Course on sustainability organized by the regional (mainly NGO) network on ESD in Salzburg in called SABINE. Information Paper No. 1 Page 4 The promotion of SCP is in progress; especially it is referred to in the programme of work of the new Austrian government (November 2008). 6. What approach(es) are you using in implementing ESD, i.e. (a) through the integration of ESD themes across all relevant subjects, programmes and courses; and/or (b) through the provision of specific ESD programmes and courses? In general, a cross-subject – cross-curricula approach to ESD is used in Austria’s formal education sector. This includes also SCP (see above). Hereby, ESD faces top down projects as well as bottom up discussions, concentrating on new ways of education in the sense of sustainable development. Unfortunately these two processes so far are linked just punctually, e.g. by consultation meetings between stakeholders and representatives of the administration. Education for sustainable development is still far from being a general guideline. On the other hand numerous topics of the decade can be referred to a long tradition and a good formal anchorage within the educational system: Environmental education, Gender equality, Health education or Political education are well established cross-subject and cross curricular instruction principles; numerous projects being organized in many schools prove that these topics are integrated in educational practise. They these curricular instruction principles have been established a long time before the decade started the task is to integrate them into ESD. 7. Does your country address the issue of developing adequate teaching tools and materials for ESD? Yes. In Austria, Germany and Switzerland educational materials for ESD have been produced by public programmes and/or initiatives e.g. in Austria the FORUM Umweltbildung and the Zentrum POLIS. These materials are broadly used in all German speaking regions including Luxemburg and Belgium/Eupen. This includes also SCP (see above). 8. Does your country address the issue of ensuring/assessing the quality of ESD? Yes. There exists a range of quality control mechanisms and instruments within the formal school education provided by the Ministry of Education which reflect key principles of ESD like: a. Commission on Text Books b. Commission on Media c. Programme “Quality in Schools” (www.qis.at) d. Programme “Qualität in der Berufsbildung QIBB”(www.qibb.at) The publication “Quality Criteria for ESD Schools” (Breiting, Mayer, Mogensen, 2005 http://seed.schule.at/products/publications) has been widely distributed in Austrian schools and has been topic of teacher in-service training work shops. However, there is still a need to develop an overlapping set of quality criteria. 9. Does your country promote research and development with regard to ESD? Yes, we have started. The following examples can be listed: a. Project Seed/ENSI (www.ensi.org/) b. Project Research & Development for ESD – FORUM Umweltbildung (www.umweltbildung.at) For SCP the Ministry of Labour, Social affairs and Consumer Protection takes initiatives. 10. Does your country undertake capacity-building and awareness-raising activities to promote ESD, including through informal and non-formal education? Information Paper No. 1 Page 5 Within the national strategy for sustainability, information and education play an important role. A wide range of activities of public authorities and private organisations is carried out in order to raise public awareness. E.g. climate change, rural development, ecological footprint are topics of high priority in Austrian’s media. Additionally, companies are informed about programs for corporate social responsibility (CSR) by public corporations (Chamber of Industry and Chamber of Commerce). On regional level in Vorarlberg (one of the nine federal states) a “public office for “future affairs” (Büro für Zukunftsfragen) provides information about SD-topics and supports and promotes SD-development projects. On a national level, the Committee for Sustainable Austria and the National Expert Group for Sustainability (Forum Nachhaltiges Österreich) provide information especially for experts and stakeholders. Non-formal learning is covered by a large variety of organisations in Austria: market-driven companies as well as non profit organisations offer training, teaching and information activities. Some of them are supported by churches, others by labour or employer organisations or communities. Therefore there exists also a large variety of approaches to ESD-topics: some focus on social, others on economical or ecological topics of ESD. For SCP the Zentrum POLIS (http://www.politik-lernen.at/) promotes and provides teaching materials on behalf of the Austrian Federal Ministry for Education, Arts and Culture. BULGARIA 1. Does your country have any consultative mechanisms for ESD activities, i.e. a coordination body for the implementation of the Strategy? An Interinstitutional Consultative ESD Committee has been established to plan measures and activities including ESD ones. Among the committee members are ministers and deputy-ministers of various ministries. With it and Organizational Secretariat has been established to prepare and coordinate positions, directions and other documents on SD issues, including ESD ones. The Headquarters of the Committee and the Organizational Secretariat is in the Ministry of economics and energy resources. In developing mechanisms for ESD scope broadening the positions of NGOs are taken into consideration too, for example together with the ‘Nature on Loan’ Association an ESD Supporting Programme has been developed: http://www2.moew.government.bg/home.php?action=fullnews&id=357 2. Does your country have any national policy documents on ESD i.e. a national strategy for ESD and/or a national action plan for ESD? National SD Strategy draft has been worked out with ESD integrated in it (http://www2.moew.government.bg/strateg_plans/index.html) as well as National SD Plan draft. National Environment Strategy and Action Plan 2000-2006 were developed. In 2004 the Ministry of Education and Science and the Ministry of Environment and Waters signed a memorandum for common activities as to ecological education and ESD. The envisaged mutual assistance and cooperation take the form mainly of: training of teachers and experts to work with supplementary study materials and manuals by experienced experts from both institutions; dissemination of environmental and SD education in order to raise public awareness; broadening the scope of opportunities for environmental and SD integrated education within the educational system. As of 2005 a Program to support ESD is in effect. It serves as a basis for developing the national and regional ESD strategies. The Program takes into consideration all national and international documents and agreements concerning environment and ESD. It is meant to facilitate the application of the basic guidelines of the ESD Strategy of the European Economic Committee of the UN. The Program views ESD in terms of Environmental education (EE) and Nature conservation education (NCE). It allows every interested party to Information Paper No. 1 Page 6 perform activities for ESD development on a local, regional and national scale. Its main purpose is to support and encourage ESD in formal, informal, and non-formal education, as a means of creating life-long learning skills, too. Apart from that a number of documents, analyses and projects have been developed aimed at particular aspects of ESD, for example: a. National Plan for the Integration of Children with Special Educational Needs and/or Chronic Diseases in the Educational System b. Education Integration Strategy for children and Students from Ethnic Minorities c. Continuing Vocational Training National Strategy 2005 – 2010 d. Improving Bulgarian Youth Sexual and Reproductive Health – a joint project among the Ministry of Healthcare, the Ministry of Education and Science and UN population Fund. 3. What approach(es) does your country use in addressing SCP through ESD at the national policy level, i.e. (a) through inclusion of ESD in policy documents on SCP; and/or (b) through inclusion of SCP in policy documents on ESD? (Please see above) 4. Does your country address the issue of integrative conceptualization of ESD, i.e. by enhancing the integration of socio-economic dimensions in education? 5. Does your country address the issue of competences in ESD, in particular in the education sector? Is there specific work done on competences required to promoting SCP? 6. What approach(es) are you using in implementing ESD, i.e. (a) through the integration of ESD themes across all relevant subjects, programmes and courses; and/or (b) through the provision of specific ESD programmes and courses? 4.-6. SD issues are part and parcel of Bulgarian State Educational Requirements (SER) for textbook contents and school syllabus. Environmental Education emphasizes the ecological laws that rule the ecological balance and guarantee man’s healthy way of life, as well as human and social responsibilities for abiding by these laws. ESD emphasizes the importance of the relationship between nature and culture. Nature Protection Education focuses on conserving the natural environment. Though not introduced as a separate subject in Bulgarian curricula, SD issues are practically studied through integrated themes in different relevant subjects on all school levels, which is registered even in the very names of the compulsory subjects: grades 1st to 4the - through Bulgarian Studies, Man and Society, Man and Nature, World Studies; in secondary education ESD issues are differentiated in Biology and Health Education, Chemistry and Environment Protection, Geography and Economics, Physics and Astronomy, Philosophy and Democratic Citizenship. Thus within their compulsory studies students not only acquire knowledge and awareness as to key topics of SD through various approaches but also develop their skills and competences in this sphere through presentations and field-work projects which are part of the teaching methodology of these subjects. Depending on student’s choice and school priorities students have a broad range of optional subjects, among which those treating environmental and social issues take a leading position. Within vocational education and training there are SERs for acquiring professional qualification. In developing the corresponding curricula and study contents, bearing in mind the labour peculiarities of the corresponding professions and specialties, compulsory education in environment protection is involved, as well as means to reduce the harmful effect of technological stages and processes on air, water and soil, and man’s life and health. The National Exam Curricula for professional qualification level acquisition state exams include among other issues, assessment criteria for professional competences acquisition in regard to Information Paper No. 1 Page 7 environment while practicing the corresponding professions. The educational system offers also vocational education and training in ecology through the specialty ‘Ecology and Environmental Protection’. A broad spectrum of opportunities has been ensured as extracurricular and out-of-school activities. Thus, for example, the traditional in Bulgaria Green Schools - an out-of-school week, usually in the country when students, along with their classes get involved in more practical environmental field projects. A flexible framework is provided for each separate school to adapt EDS issues to its own priorities, specific needs and circumstances. Core curricula optional curricula for subjects per grade give teachers the opportunity to emphasize even more or even make ESD the main focus. Within free optional subjects, out-of-class and out-of-school activities the opportunities for ESD education are practically infinite as far as ministerial policy is concerned. Free optional subjects, out-of-class and outof-school activities are very suitable for ESD for they offer opportunities for publically realized needs for such education to be satisfied by the participation of students, parents, teachers, principals, as well as of municipalities. Examples of ESD related out-of-class and out-of-school activities: National Olympiad in Civic Education, National Competition in Natural Sciences Key Competences as well as all national campaigns on environmental issues, which are included in the National Calendar of out-of-class and out-ofschool activities of the Ministry of Education and Science. Some of the activities within the grade counselor classes are also devoted to ESD. ESD is integrated in a number of subjects and study courses nut a separate subject on its own. ESD relies on interactive approaches and modern computer and communication technologies. 7. Does your country address the issue of developing adequate teaching tools and materials for ESD? Though many projects primarily with NGOs are devoted to developing educational tools and study materials on particular ESD themes, in Bulgaria ESD materials are still by far not enough, particularly in Bulgarian. Neither are there standardized mechanisms for their quality assessment. 8. Does your country address the issue of ensuring/assessing the quality of ESD? ESD quality is not subject to separate assessment but part of the educational system assessment, which derives from the integrated approach applied to ESD. 9. Does your country promote research and development with regard to ESD? Yes, through seminars, conferences, workshops Apart from all that ESD is a key issue of discussions at various conferences like the Natural Sciences and Ecology Teachers Conference; of various research for teachers. Just one example: ‘Natural Sciences and the Challenges of the 21st Century’, Yambol, October 2006, with the participation of MES and Regional Inspectorates of Education experts, school and university teachers, observatory and planetarium centers. 10. Does your country undertake capacity-building and awareness-raising activities to promote ESD, including through informal and non-formal education? (Please, see above) Information Paper No. 1 Page 8 CANADA5 1. Does your country have any consultative mechanisms for ESD activities, i.e. a coordination body for the implementation of the Strategy? In Canada, there is no federal minister or department of education and no integrated national system of education. Within the federal system of shared powers, Canada’s Constitution Act of 1867 provides that “[I]n and for each province, the legislature may exclusively make Laws in relation to Education.” In the 13 jurisdictions — 10 provinces and 3 territories, departments or ministries of education are responsible for the organization, delivery, and assessment of education at the elementary and secondary levels within their boundaries. In some jurisdictions, separate departments or ministries are responsible for elementarysecondary education and for postsecondary education and skills training. The institutions in the postsecondary system have varying degrees of autonomy from direct provincial government control. Canada has continued to work in a consultative manner and coordinate and advance ESD activity. Since April 2008, the Council of Ministers of Education, Canada (CMEC) has established an Education for Sustainable Development Working Group to develop an ESD Framework for Collaboration and Action. This Working Group is comprised of representatives from provincial/territorial ministries of education in Canada. Through a continued partnership between Environment Canada (a federal department), Manitoba Education, Citizenship and Youth and Manitoba Advanced Education and Training, and Learning for a Sustainable Future6, nine Provincial/Territorial Education for Sustainable Development Working Groups have been established in Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland and Labrador, Saskatchewan, Nunavut, Ontario and Nova Scotia. Their purpose is to foster a culture of ESD in Canada by engaging leaders from provincial and territorial ministries, the federal government, the formal, non-formal, and informal education sectors, business, and community organizations in discussions and actions to advance ESD. To date, the ESD Working Groups have been active in sponsoring public forums, providing input to provincial curriculum reviews, developing learning resources, developing workshops and conferences, and creating web sites. As the Working Groups evolve, consideration will be given to their expansion to the other provinces and territories. The Working Groups focus on: ƒ Integration of sustainability education into formal, non-formal, and informal education. ƒ Coordination of sustainability education activities (i.e. curriculum, policies, research, teacher training and in-servicing, and facilities management). ƒ Establishment of strategic collaborations between governments, education sector leaders, businesses, and non-government organizations to increase their cohesion and leverage in creating a culture of ESD. ƒ Coordination of stakeholders from formal, non-formal, and informal education sectors for policy input, debate, exchange, and planning to improve delivery of ESD activities. A number of Working groups are collaborating on joint activities that meet particular needs within their respective regions. For example, Manitoba, Saskatchewan and Quebec are beginning discussions that focus on working directly with the French educational and cultural communities in both each province to develop education for sustainable development action projects from early childhood to post-secondary level students. ESD Working Groups across Canada have made considerable progress to promote, develop and advance ESD regionally and nationally. For an overview of activities of all ESD Working Groups across Canada and joint Working Group activities, visit LSF’s website: http://www.lsf-lst.ca/en/pwg/index.php. 5 Canada reserves reserve the right to modify its references, if necessary, following further consultation with ESD partners and colleagues in Canada. 6 Learning for a Sustainable Future (LSF) is a non-profit organization created to integrate education for sustainable development into the curriculum at all grade levels in Canada. LSF was founded by a group of youth, educators, business leaders, and government and community members. Information Paper No. 1 Page 9 The National Education for Sustainable Development Expert Council (NESDEC) has recently changed its name to ESD Canada (also created through a partnership between Environment Canada, Manitoba Education, Citizenship and Youth and Advanced Education and Training , and Learning for a Sustainable Future) continues to be an active coordination body. Members are comprised from Provincial/Territorial ESD Working Groups, as well as experts from the formal education, government, business, and community sectors. ESD Canada encourages the integration of ESD into formal, non-formal, and informal education and the development of activities such as sustainable literacy, research, communication, and sharing of effective practices. ESD Canada also provides advice to the Provincial/Territorial ESD Working Groups on program direction and constitutes a networking forum for stakeholders. Information about ESD Canada’s vision, mission, goals, membership and structure sub-committee activity is available at the following website: http://www.lsf-lst.ca/en/nec/index.php The Canadian Regional Centres of Expertise (RCE) Designation from the United Nations University Institute of Advanced Studies continue to be active in Canada. An RCE is a network of existing formal, non-formal, and informal education organizations aiming to deliver education for sustainable development to a region or local community. RCE’s aspire to achieve the goals of the UN Decade of Education for Sustainable Development by translating its global objectives into the context of the local or regional communities. The Saskatchewan RCE (SK RCE) involves postsecondary institutions, other educational organizations, businesses, governments, non-profit and community organizations, and individuals. Six education for sustainable development issues have been identified by the region: climate change; health; farming and local food production, consumption, and waste management; reconnecting to natural prairie ecosystems; supporting and bridging cultures for sustainable living and community building; and sustainable infrastructure including water and energy. The SK RCE focuses on two crosscutting themes – sustaining rural communities and educational approaches for regional ESD. 2. Does your country have any national policy documents on ESD i.e. a national strategy for ESD and/or a national action plan for ESD? Sustainable development and education for sustainable development are widely represented in policy documents, action plans, and frameworks established by governments and other bodies across Canada. These range from broad statements of government intent concerning sustainable development that encompass all departments and activities, to documents from the educational ministries and departments detailing beliefs and strategies that encompass the principles of ESD, to very specific plans for education for sustainable development. The Council of Ministers of Education, Canada is currently working towards developing a National ESD Framework for Collaboration and Action. The objectives are to: 1. Coordinate action that will support and strengthen the implementation of ESD in all provinces and territories. 2. Develop a pan-Canadian ESD Framework for Collaboration and Action that builds on what jurisdictions are already doing and allows for information sharing and collaboration across Canada. 3. Establish a pan-Canadian ESD working group to support and monitor the implementation and evolution of an ESD Framework for Collaboration and Action 4. Act as a consultative body to provide advice to CMEC representatives attending international meetings on ESD and for drafting country reports. The primary focus of ESD activity is on the K - 12 school systems, from entry to grade 12, and within those systems, the following areas will be focused upon: i. The integration of sustainable development concepts into curricula. ii. The identification/development/sharing of ESD-related teaching resources and material. Information Paper No. 1 Page 10 iii. The provision of ESD-related pre-service and in-service teacher education and support. iv. The identification and sharing of information on exemplary sustainable development practices and initiatives at the school and school district/board/division level. ESD Canada (formerly National ESD Expert Council) has ESD Strategies available at the following website: http://www.lsf-lst.ca/en/nec/index.php In Canada, some provinces and territories are working to identify what ESD/SD policies exist in the many organizations, i.e. school boards, in their respective jurisdiction. For example, the Manitoba Department of Education is working with the International Institute for Sustainable Development to review the SD policy development at the school board level in Manitoba. The International Institute for Sustainable Development’s website has a policy bank that contains the policies of Manitoba school divisions and policies within post-secondary institutions around the world. The policy bank can be found at the following site: http://www.iisd.org/leaders/policybank/ 3. What approach(es) does your country use in addressing SCP through ESD at the national policy level, i.e. (a) through inclusion of ESD in policy documents on SCP; and/or (b) through inclusion of SCP in policy documents on ESD? Addressing “sustainable consumption and production” would be included in curriculum and policy documents on ESD in the provincial and territorial ministries of education. Some jurisdictions are putting an emphasis on SPC – for example, Manitoba is developing SPC units for inclusion in existing curriculum, particularly at grade seven and ten. 4. Does your country address the issue of integrative conceptualization of ESD, i.e. by enhancing the integration of socio-economic dimensions in education? Provinces and territories in Canada have made progress regarding the issue of integrative conceptualization of ESD. For example, Manitoba is currently updating its 2005 Provincial Sustainability Report and is identifying the linkage between academic achievement and socio-economic factors. Provincial and territorial departments of education in Canada are working on integrating the dimensions of ESD (environment, economic and social) into the formal, non-formal and informal education sectors in a fully integrated manner. 5. Does your country address the issue of competences in ESD, in particular in the education sector? Is there specific work done on competences required to promoting SCP? In Canada, provinces and territories have begun engaging the post-secondary teacher education programs regarding the incorporation of ESD into pre-service teacher education and are providing practicing teachers, administrators and divisional leaders with a wide range of professional learning opportunities as well as resources to support the effective integration of ESD into teaching and learning. For example, York University in Ontario has developed a Sustainability and Education Academy that provides senior education officials with the tools and strategies to incorporate sustainable development into their schools and school divisions. Another example is that the Manitoba Department of Education is providing teachers with the tools to address responsible and sustainable consumption through the development of integrated units targeting grades seven and ten. 6. What approach(es) are you using in implementing ESD, i.e. (a) through the integration of ESD themes across all relevant subjects, programmes and courses; and/or (b) through the provision of specific ESD programmes and courses? In Canada, implementing ESD has been done both through the approach of integration of ESD themes across subjects, programs and courses and through the provision of ESD courses, particularly at the high school (Grades 9-12) level. Although it is critical that ESD themes/concepts be integrated into all subjects at all grade levels, at the same time in-depth study for and about sustainable development concepts/themes is also Information Paper No. 1 Page 11 required. In Canada, many provinces and territories are using both approaches, however, more emphasis is being placed on the implementation of ESD through the integration of ESD themes across all relevant subjects, programmes and courses. For example, the Manitoba Department of Education is currently working with the Faculty of Education at the University of Manitoba to explore ways in which how to teach ESD can be incorporated into the existing teacher training programme. 7. Does your country address the issue of developing adequate teaching tools and materials for ESD? In Canada, provinces and territories provide curriculum resources on sustainable development for their teachers, often through curriculum documents and web links to sites that are specialized in the topics being covered in a particular part of the curriculum. Many of the resources are developed and made accessible through the ministry or department of education (in some cases linking with business and industry), other government departments, universities, NGOs, museums, and other public organizations. Canada has made progress to identify, share and develop teaching tools and materials (for teachers and students) for ESD. One ongoing example is The Resources for Rethinking online database, developed by Learning for a Sustainable Future (a non government organization) that contains relevant, peer-reviewed resources curriculum resources relating to education for sustainable development. It is a database of high quality resources (print, multi-media) developed for use in the formal education system (K-12) and must come with instructions and materials. The database is an online library where teachers can search for peer evaluated, curriculum-matched ESD resources. This database is being continuously updated. Teachers can search by: • Subject, grade, and province/territory • ESD issue or keyword • Language (English/French) The following website contains the database: http://www.lsf-lst.ca/en/resource_database/index.php The Canadian Teachers Federation (CTF) hosts Green Street, a national program offering ESD/EE opportunities for students and teachers. Since April 2008, Green Street has launched a new Global Citizenship workshop for K-12 teachers using the teacher’s guide resource entitled, “Engaging in our Communities as Global Citizens: A citizenship education initiative centred on the values of the environment, democracy, peace and solidarity. Information regarding workshops and resources are available in English at: www.green-street.ca or in French at www.marueverte.ca. Provinces and Territories have also made progress in identifying teaching materials that align with ESD. For example, Manitoba Department of Education recently published a list of learning resources for education for sustainable development (K-12) entitled Learning Resources for Education for Sustainable Development, Kindergarten to Grade 12: A Reference for Selecting Learning Resources (November 2008). The list of titles can be downloaded at the Provincial government website: http://www.edu.gov.mb.ca/k12/esd/ 8. Does your country address the issue of ensuring/assessing the quality of ESD? In Canada, each jurisdiction is responsible for assessing the quality of education including with respect to ESD. Some jurisdictions have made progress in this regard. For example, in Manitoba the Department of Education is working with the International Institute for Sustainable Development to assess sustainable development related knowledge, values and behaviours of citizens and of students in grades 6, 8, 9-12) in order to establish a benchmark from which to assess progress. The 2009 document that highlights this work is entitled, Measuring Knowledge, Attitudes and Behaviours towards Sustainable Development: Two Exploratory Studies and is available on the IISD website: http://www.iisd.org/publications/ Information Paper No. 1 Page 12 Some provinces and territories have also developed programs that recognize schools who attain specific standards related to the incorporation of ESD into teaching and learning, the degree to which students are able to apply ESD values/attitudes, and the establishment of whole school ESD cultures. For example, Manitoba’s ECO-Globe schools and Quebec’s Brundtland schools. 9. Does your country promote research and development with regard to ESD? Canada does promote research and development with regard to ESD, particularly through ESD Canada wherein a ESD Research subcommittee is working to identify and disseminate ESD around the world and ensure that the research that is undertaken is relevant and user-friendly to educators. Education Canada has a website that is currently being developed into a searchable database. 10. Does your country undertake capacity-building and awareness-raising activities to promote ESD, including through informal and non-formal education? Yes, a number of provinces and territories in Canada have worked to build capacity and raise awareness of ESD. For example, a multi-sectoral Working Group (Manitoba ESD Working Group) recently hosted the Choose the Future ESD Conference that attracted almost 500 people mostly from across Canada to promote and advance ESD in Canada targeting the formal, non-formal and in-formal sectors. Other Working Groups in nine other jurisdictions in Canada are conducting similar activities including building websites focused on ESD, holding symposia, developing material and resources, bringing stakeholders that normally would not meet together to work on advancing ESD. 11. Please provide any other information on the implementation of ESD, including with respect to SCP, in your country that you consider important for sharing. Forging partnerships with business and industry, NGOs and other organizations to advance ESD in Canada has resulted in excellent partnerships and collaborations. For example, B.C. Hydro and the British Columbia Department of Education have established a partnership to develop and share resources for educators. Similarly, Manitoba Hydro and the Manitoba Department of Education have worked together to develop and have expanded their ESD Grants program that support the efforts of educators to develop and implement interdisciplinary SD-focused units in their classrooms. Another good example is The National Education for Sustainable Development Expert Council, recently renamed ESD Canada, referenced to earlier. CROATIA 1. Does your country have any consultative mechanisms for ESD activities, i.e. a coordination body for the implementation of the Strategy? National Committee for the implementation of the UN Decade for ESD with inter-institutional composition was established within the Croatian Ministry of Science, Education and Sports. Members are representatives of the Teacher Training Agency, Croatian UNESCO Office, representative of the local government, scientific institutes, university, primary and secondary schools, representative of National Pupil's council. 2. Does your country have any national policy documents on ESD i.e. a national strategy for ESD and/or a national action plan for ESD? The draft National Strategy for Sustainable Development (NSSD) has been prepared and currently is in the adoption process. Education for sustainable development and promotion of sustainable consumption and production are listed among general principles for directing Croatia towards sustainable development. Sustainable consumption and production is recognized as one of the key challenges in achieving the sustainable development in Croatia. Some of envisaged measures/activities for achieving the sustainable consumption and production are informing and education of consumers and business sector on products and services quality, encouraging them to make choices in favour of sustainable products and services and developing the responsibility towards environment. Information Paper No. 1 Page 13 In the NSSD chapter “Knowledge based society/Education for sustainable development”, education and changes in the education system are recognized as prerequisites for achieving sustainable development. Accordingly, change and adaptation of education programmes is foreseen in order to include principles and values of sustainable development. Environmental education and education for sustainable development are among main elements of environmental protection policy in Environmental Protection Act (adopted in 2007). Further, education for sustainable development is mentioned in other policy documents, i.e. National Environmental Strategy (2002) and National Environmental Action Plan (2002), Waste Management Strategy (2005) and Waste Management Plan 2007 – 2013 (2005), National Environment Protection Strategy, Croatian National Educational Standard, Law on Gender Equality (2003) etc. The draft National Curriculum for Preschool Education, General Compulsory and Secondary School Education has been prepared and it is undergoing public discussion and consultations. It contains the elements of education for sustainable development. 3. What approach(es) does your country use in addressing SCP through ESD at the national policy level, i.e. (a) through inclusion of ESD in policy documents on SCP; and/or (b) through inclusion of SCP in policy documents on ESD? 4. Does your country address the issue of integrative conceptualization of ESD, i.e. by enhancing the integration of socio-economic dimensions in education? Secondary school mandatory subject called “Politics and economy” partly includes integration of socioeconomic dimension in education. One of the goals within National program for the protection and promotion of human rights 2008 – 2011 is incorporating the education for human rights at all levels and forms of education. Some of priority areas in this program are right to a healthy environment, gender equality, HIV, safety and human rights etc. 5. Does your country address the issue of competences in ESD, in particular in the education sector? Is there specific work done on competences required to promoting SCP? Yes, partly, in some school programmes, but not in the documents. In the draft proposal of National Curriculum 8 key competences (according to EU) and competences for each separate education area are defined. Some of them are in line with the ESD competences. 6. What approach(es) are you using in implementing ESD, i.e. (a) through the integration of ESD themes across all relevant subjects, programmes and courses; and/or (b) through the provision of specific ESD programmes and courses? In 2006, the existing environmental education in schools was extended and included in the Plan and programme for schools in the form of integrated educational theme “Education for environment and sustainable development”. 7. Does your country address the issue of developing adequate teaching tools and materials for ESD? Additional educational materials that are used in schools must go through the approval procedure. After experts from Teacher training agency give their opinion on materials they are being approved by Ministry of Science, Education and Sports. System of monitoring the implementation does not exist yet. Information Paper No. 1 Page 14 As part of awareness raising campaigns, the Ministry of Environmental Protection, Physical Planning and Construction issued a number of brochures. Currently under preparation is UNEP Resource Kit on Sustainable Consumption and Production and it was proposed to be used as additional tool for teacher in schools. Various NGOs offer textbooks and handbooks and informal education on ESD. Institutions of higher education issue their own textbooks for ESD within various courses offered to students. 8. Does your country address the issue of ensuring/assessing the quality of ESD? Assessment of quality of ESD exists within the Eco-schools programme, but only schools involved in this programme are included. Since 2008, Croatia has been involved in ENSI network (Environment and School Initiatives). ENSI brochure “Quality criteria for ESD schools” is currently under preparation and it is introduced to educators at the teachers’ seminars. 9. Does your country promote research and development with regard to ESD? Yes, through national research programmes funded by the Ministry of Science, Education and Sports, private companies, scientific institutes, and Croatian business council for sustainable development. 10. Does your country undertake capacity-building and awareness-raising activities to promote ESD, including through informal and non-formal education? Awareness-raising activities are conducted through seminars and workshops, discussions and projects organized by various organizations. Teacher Training Agency organizes courses for teachers in primary and secondary schools (i.e. course “Education for environment and sustainable development”), various school projects (primary and secondary schools), Ekopark Pernat-Centre for Sustainable Development (NPO) courses on SD themes, "Sunce" (NGO) - awareness raising courses etc. Croatian schools are involved in European Schools Project Association (ESP) and will participate in 2009 ESP conference - Connecting Schools for Sustainable Society. Croatian schools also participate in ENO-Environment Online - global virtual school and ESD network. CYPRUS 1. Does your country have any consultative mechanisms for ESD activities, i.e. a coordination body for the implementation of the Strategy? Yes. In the field of education, the Republic of Cyprus has established a coordination body for implementing the National Action Plan for Education for Environment and Sustainable Development which has already received the approval of the Council of Ministers on October, 2007. The aforementioned coordination body for ESD national plan is the Cyprus Pedagogical Institute. A Unit for Education for Environment and Sustainable Development has been created in order to implement and coordinate actions and activities for all levels of education (pre-primary, primary, secondary and technicalvocational education) across the border. The decisions about various central actions for ESD are taken by an intersectional committee, chaired by the Director of the Cyprus Pedagogical Institutes, in which all the Directorates of Education participate with individual representatives. Moreover, representatives from other Ministers and Governmental Services usually participate during the discussion of issues that are of special interest or specific concern to them. Information Paper No. 1 Page 15 With respect to Sustainable Consumption and Production (SCP) no specific mechanism has been developed since it is an issue that is addressed in a holistic approach by several goals and objectives of the national curriculum. 2. Does your country have any national policy documents on ESD i.e. a national strategy for ESD and/or a national action plan for ESD? Yes. Cyprus has three national policy documents that are available online: ¾ The “National Action Plan for Environmental Education focused on Sustainable Development” which can be downloaded from the official website of the Cyprus Ministry of Education and Culture at the following address: (http://www.paideia.org.cy/upload/Arthrografia/29_1_2008_sinoptiko_keimeno_stratigikou_sxedias mos_perivallontiki_ekpaidevsi.pdf). ¾ The “National Strategy for Sustainable Development” , based on the 2007 EU’s strategy review for sustainable development, and ¾ The “National Development Strategy for Cyprus”, which coincides with the main objectives of the Mediterranean sustainable development strategy of UNEP. Both abovementioned official document can be downloaded by the official web-site of the Ministry of Agriculture, Environment and Natural Resources at the following address:(http://www.cyprus.gov.cy/moa/Agriculture.nsf/All/04D327E3AEAEA22DC22573B100627 691?OpenDocument). 3. What approach(es) does your country use in addressing SCP through ESD at the national policy level, i.e. (a) through inclusion of ESD in policy documents on SCP; and/or (b) through inclusion of SCP in policy documents on ESD? The National Action Plan of ESD, includes issues of SCP, as priority concerns that should be investigated through the Cyprus educational system (please refer to the web-site of Cyprus Ministry Education and Culture for further information). Additionally, the revised National Strategy of Sustainable Development incorporates aspects of SCP. According to these axes and taking into consideration the directives of the EU, with the participation of all the stakeholders and authorities involved, i.e. Ministries and Nongovernmental Organizations, the Cyprus Government, has modified and adapted the National Action Plan for “Green Public Convention”. Information about the Green Products can be found in a publication of the Ministry of Ministry of Agriculture, Environment and Natural Resources, which has been distributed to students, teachers and their parents as an information as well as training guide. All related official documents can be downloaded from the following address: (http://www.cyprus.gov.cy/moa/agriculture.nsf/0/27730fd755a3893ac22573b100635e65?OpenDocument). 4. Does your country address the issue of integrative conceptualization of ESD, i.e. by enhancing the integration of socio-economic dimensions in education? Through the curriculum, as well as the various projects implemented in school units at all levels of education the socio-economic dimensions of ESD, which constitute a crucial part to all the environmental and sustainable issues, are investigated. With regards to formal education, the following example developed by the Directorate of Vocational and Technical Education and Training illustrates how the socio-economic dimensions of ESD are applied to formal education system.In Secondary Technical and Vocational Education, the idea of entrepreneurship has been promoted through a number of subjects offered as electives to the students such as: • Legal aspects concerning the operation of enterprises Information Paper No. 1 Page 16 • Studies and researches about the labour market • The costing and pricing of products • The establishment of enterprises • The contraction of loans • The Cyprus legislation concerning the operation of enterprises • Organization and administration of personnel, etc. The subject of Technology in the abovementioned Branch of Woodcraft and Furniture Making, aims at introducing pupils to issues related to entrepreneurship by preparing them to assume administrative duties at intermediate level. Through this subject, pupils receive information and acquire the skills to make the right decisions relating to the establishment of small enterprises in the field of furniture making and woodcraft. Pupils are also acquainted with the relevant legislation, which governs the establishment and operation of such enterprises. The most important objective of this subject is to help pupils develop a creative way of thinking as far as the design of products is concerned, and also as far as the most suitable methods of producing and promoting products are concerned. In addition, pupils are made aware of their role as entrepreneurs in the development and safety of human resources. One of the most significant aspects of entrepreneurship is fostering the respect of moral values and promoting environmental awareness. Technical and Vocational Education and Training aims at developing entrepreneurs with moral values, and not individuals whose only objective is to make profit. Through the programs of industrial placement, the pupils of the Practical Direction are given the opportunity to familiarize themselves both with the workplace and also with the scope of activities and the objectives of an enterprise. The idea of entrepreneurship is also promoted through extra-curricular activities such as participating in various competitions etc. Non-formal Education The Socio-Economic dimensions of ESD, through non-formal education, are promoted by the Environmental Education Programs that are applied by the net-work of the Environmental Education Centers, which implements the national curriculum and is closely connected to the school units. At the centers, students with their fellow students and students with their teachers have the opportunity to examine various issues of sustainable development, by interacting with the natural place and the local population in order to investigate various issues in a holistic way by revealing the social and economical impact of a specific issue in community life. For instance, the Sustainable Production and Consumption Patterns are investigated through specific programs in which students have the opportunity to visit local trades, see the procedure of production and learn why it is important to support local products. They discuss with the local people and learn why local products and local cultivations are important for the social cohesion, as well as for the economic growth of the community. Taking into consideration that non-formal education and formal education are closely connected, the programs implemented in the Communities through the Environmental Education Centers, are expanded in the school community so that students will be able to investigate issues of SCP in a wider context. Students make generalization from local to global level. They examine through the whole subjects of the curriculum the social and economical impacts of a product imported (fair trade, human rights, costs etc).Through outdoor activities and experiential learning students learn how to be responsible consumers. Informal Education Information Paper No. 1 Page 17 Seminars and in-service training courses on the philosophy, the principals, the methodology and the pedagogy of ESD are organized for teachers at all levels of education, as well as for key stakeholders and parents by the Cyprus Pedagogical Institute. The seminars usually take place in the actual school units. Through in-service training courses teachers are familiarized with various ESD and SCP issues. They are acquainted with pedagogical and methodological ESD approaches and participate in experiential workshops as well as outdoor activities, in order to learn how to use the outdoor environment and places for involving students more effectively in outdoor contexts. For that purpose interventional programs for sustainable development and environment issues, that include training and practical applications in the field, are applied. 5. Does your country address the issue of competences in ESD, in particular in the education sector? Is there specific work done on competences required to promoting SCP? Yes. Competences in ESD are promoted at all levels of education, within the Cyprus Educational System, through the curriculum as well as the various environmental and sustainable development projects implemented in the school units. Competences such as investigating environmental issues holistically, critical thinking, experimental and experiential investigation, mutual communication and interaction amongst all the participants in the learning procedure, in order to inquire alternative solutions for the specific issues, are investigated. Certain competences such as interdisciplinary thinking and teaching, as well as skills such as communication and project management, are included in various teaching as well as training courses. An indicative example from Secondary Technical and Vocational Education and Training follows: The new curriculum offered by Secondary Technical and Vocational Education and Training, as has been amended during the recent revision, is an example of good practice as far as the student – focused, competence – based approach to learning is concerned. The main philosophy behind the new curriculum is the acquisition of key competences, through the combination of theoretical teaching with practical training, and the vocational orientation of students. Through practical training and industrial placement, students are given the opportunity to develop mathematical competences, as well as basic competences in science and technology, since each technical subject encourages them to implement fundamental mathematical principles and procedures in everyday working conditions. Furthermore, through technological subjects, students are acquainted with technology and technological products and procedures, and are in a position to understand and evaluate the impact science and technology have on our world in general, and on the respective branch of study students follow in particular. In other words, the development of environmental awareness is promoted through the delivery of technological subjects, since pupils are systematically informed about the technological dimensions of modern civilization and their impact on the environment. Through the pluralism that can be observed in the Secondary Technical and Vocational Education curricula (theoretical subjects, technological/laboratory subjects and elective subjects) students are given the opportunity to develop their native language, foreign languages and ICT skills. The application of theoretical knowledge and the development and enhancement of existing knowledge through technological subjects contribute to the effort of acquiring meta-cognitive competences. Moreover, through the school culture and the relatively good relationship between teachers and students, the social skills of students are developed, as well as their initiative, cultural knowledge and expression. Finally, through technological subjects and the selection of the respective branch of study, a sense of entrepreneurship is developed in each student. 6. What approach(es) are you using in implementing ESD, i.e. (a) through the integration of ESD themes across all relevant subjects, programmes and courses; and/or (b) through the provision of specific ESD programmes and courses? ESD issues are infused in all subjects of the curriculum at all levels of education within the Cyprus Educational System. Multidisciplinary as well as interdisciplinary instructional methods are used. Social sciences, environmental sciences, humanities and arts are used in combination, so that sustainable issues are investigated holistically. Sustainable development and environmental issues are also examined through Information Paper No. 1 Page 18 specific environmental and sustainable development programs that are applied in all educational levels. These programs are both developed and implemented at a pan-European level (“Eco-schools programme”, “Young Reporters of the Environment programme” “Learning about Forest” etc), or are a result of bilateral cooperation (‘Programme Green-Leaf” a cooperation amongst Cyprus and Greece). Important initiatives for designing and applying environmental and sustainable issues have been undertaken at a National Level, taking into consideration the needs and the specific concerns of Cyprus. Issues like consumerism, alternative means of transportation, sustainable cities, sustainable management of wastes etc are some of the issues that have been developed by schools with parental and community involvement. Holistic and co- operative approaches are used throughout all phases of both teaching and acting. Children action is considered as a basic component of the learning procedure. Outdoor learning, experiential learning, place-based education, team-working through intergenerational communication are also implemented. 7. Does your country address the issue of developing adequate teaching tools and materials for ESD? Yes. Special emphasis is given in developing adequate educational tools and materials that will promote ESD according to the needs and priorities of the Cyprus Education System with special focus on the problems that the Republic confronts. An educational publication under the title “Issues of Sustainable Development: Activities of Interdisciplinary Investigation” has just been completed. The book is divided into five thematic areas of sustainable development issues: “Poverty”, “Sustainable Consumption and Production Patterns”, “Sustainable Tourism”, “Climate Changes-Desertification”, and “Alternative Means of Transportation”. For each thematic area educational activities based on cooperative learning, simulation games, problem-solving approach, moral dilemmas, issues of contradiction and role games are developed in order to help students investigate these issues through various aspects. All the issues contain various subjects of the curriculum. This educational material has been developed for the upper classes of elementary education and the lower classes of secondary education. Furthermore, the Department of Primary Education is in the process of uploading on the internet, examples of good teaching practices and additional instructional material developed by school units (teachers and pupils involved in ESD programs) which can be used as pilot models by educators. 8. Does your country address the issue of ensuring/assessing the quality of ESD? A unified official assessment of ESD hasn’t been established yet, however informal inside evaluation is implemented for all initiatives undertaken within the Cyprus Educational System. A set of officially approved qualitative indicators for ESD that will asses the whole education system according to ESD implementation will be developed in the near future. 9. Does your country promote research and development with regard to ESD? Yes. Research with regards to ESD in Cyprus is in an evolutionary stage, but remarkable initiatives have been undertaken in this domain by the Environmental Education and Sustainable Development Unit of Cyprus Pedagogical Institute, in cooperation with the Universities in Cyprus. The first research conducted on a nationwide level examined the School Principals’ conceptions and beliefs about Sustainable Development and Sustainable Schools. The aim of the research was to investigate the Principals’ opinions about the term sustainable development, the pedagogy of ESD and how Sustainable Schools shoul