30 SES 01, Conceptual Work on ESD from a School Improvement Perspective
The holistic approach of education has been significantly reinforced by United Nations with adoption of the 17 Sustainable Development Goals (SDGs) in September 2015 (UN, 2015), and among them Quality Education. The SDGs not just declared sustainability as the most important common and global goal for humanity, but considered education as a significant tool to reach every and each SDG goals. The 2017-2019 work plan for implementation of the UNECE Strategy for ESD invited all UNECE member states to encourage whole-institution approaches by establishing "ESD school plans" for every school by 2019 (UNECE, 2016). In Hungary approximately 25% of schools has established ESD plans (Varga, Saly , Benkő, & Könczey, 2017) based on the wholes school approach of ESD by applying for the Eco-School title. In order to examining the opportunity of the mainstreaming the whole school approach of ESD (Breiting, Mayer & Mogensen, 2005) to the 75% of Hungarian school, which are not Eco-School so far 40 focus group interviews were organized with leaders and educators of large variety of non-ecoschools in Hungary. The questions of the interviews were aimed at the ESD related teaching activities and extracurricular programs of the schools, how schools promote ESD among their teachers, how ESD aspects are present in the maintenance of the physical infrastructure of the school and in the co-operation of school with local partners. Obstacles and supporting factors for ESD development were also studied. The preliminary analysis of the data proved that the content elements of ESD are embedded in all studied schools into the pedagogical programme, and into the pedagogical practice of some subjects. The regulation related to environmental behaviours are usually rigid, top-down rules. In many cases the on-going infrastructural developments give the opportunity to take steps into the direction of whole school approach of ESD. Most schools have very low level of management autonomy. Main reported obstacles of implementing whole school approach of ESD were the lack of time and human resources for developing the vision, and strategy for whole school development processes, and system of evaluation of teachers focusing almost exclusively on the individual pedagogical work rewarding activities outside of the classroom just to minimal extent. The result proves that there is the opportunity for whole school development for ESD in each Hungarian school, but systematic professional support is needed in order to fulfil these opportunities. The paper will present the model developed for this support.
Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality Criteria for ESD Schools. Vienna, Austria: Austrian Federal Ministry of Education, Science and Culture,. http://www.ensi.org/global/downloads/Publications/208/QC-GB.pdf UN. (2015). Sutainable Development Goals. Forrás: http://www.un.org/sustainabledevelopment/sustainable-development-goals/ UNECE. (2016). Batumi Ministerial Statement on Education for Sustainable. Report of the Eighth Environment for Europe Ministerial. Batumi, Georgia. www.unece.org/fileadmin/DAM/env/documents/2016/ece/ece.batumi.conf.2016.2.add.2.e.pdf Varga, A., Saly , E., Benkő, F., & Könczey, R. (2017). Whole School Approach of ENSI Network for ESD in Hungary - Achievements and Challenges., European Educational Research Association (ECER) Conference. Copenhagen. http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/40950/
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