09 SES 08 C, Assessing Religious Education and the Implementation of Sustainable Development Education
Parallel Paper Session
Since the passage of the Agenda 21 within the context of the United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro in 1992, there exists an educational mandate for sustainable development (UNCED, 1992). The goal of this mandate is to enable adolescent to shape their lives and social processes in an active way by considering current needs of present generations without living at the expense of future generations (WCED, 1987). On that account it is deemed necessary to bring together social, economic and environmental factors (e.g. Summers, Corney & Childs, 2003). The concept of education for sustainable development (ESD) within the educational domain is taken as a holistic conception and should be taught at schools in an interdisciplinary way because of its complexity (Rost, 2002).
Even in Germany this educational mandate was taken up from the educational administration and directed as an innovation to schools. Among others they realized two model projects throughout Germany which focused the implementation and the transfer of ESD in the framework of schooling (cf. Rode & Michelsen, 2008). In addition a competence orientated educational concept was developed epistemologically (Bormann & de Haan, 2008). As the educational system in Germany is organized in a federalist way, the particular states have to support ESD as well to accomplish the mandate. To do so in North Rhine-Westphalia for example – the federal state with the highest school enrolment (almost 25 percent of all students in Germany live here) – teachers are required to implement ESD by including ESD in modern curricula of some subjects. Furthermore the educational administration foster the implementation of this innovation by integrating ESD-themes as one oft the top educational goals and marking out engaged schools as ‘schools of the future’.
After all this efforts the questions arise, how far is the educational mandate of sustainable development implemented in schools until now and in which way it is possible for teacher to implement ESD without special support. Previous research aim at implementation in the context of model projects and programmes mainly (cf. Seybold & Rieß, 2006). To answer these research questions, I focus exemplarily on secondary schools out of model projects in North Rhine-Westphalia. But as this educational mandate addresses all nations of the UN and there are many comparable measures in other federal states and countries the results will provide hints not only for this specific federal state.
Bos, W., Stubbe, T. C., Buddeberg, M., Dohe, C., Kasper, D., Müller, S. & Walzebug, A. (2012). Framework fort he Panel Study at the Research School ‚Education and Capabilities’ in North Rhine-Westphalia (PARS). Manuscript in Preparation. Bormann, I. & de Haan, G. (Ed.) (2008). Kompetenzen der Bildung für nachhaltige Entwicklung. Wiesbaden: VS Verlag für Sozialwissenschaften. Larzasfeld, P. & Henry, N. (1968). Latent structure analysis. Ney York: Houghton-Mifflin. Meuser, M. & Nagel, U. (2009). Experteninterview und der Wandel der Wissensproduktion. In A. Bogner, B. Littig & W. Menz (Ed.), Das Experteninterview. Theorien, Methoden, Anwendungsfelder (S. 35–61). Wiesbaden: VS Verlag für Sozialwissenschaften. Rieß, W. & Mischo, C. (2008). Evaluationsbericht „Bildung für nachhaltige Entwicklung (BNE) an weiterführenden Schulen in Baden-Württemberg“. Maßnahme Lfd. 15 im Aktionsplan Baden-Württemberg. Retrieved from http://www2.um.baden-wuerttemberg.de/servlet/is/43211/ Rode, H. & Michelsen, M. (2008). Levels of indicator for education for sustainable development. Environmental Education Research, 14 (1), 19–33. Rost, J. (2002). Umweltbildung – Bildung für nachhaltige Entwicklung: Was macht den Unterschied? Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 25 (1), 7–12. Summers, M., Corney, G. & Childs, A. (2003). Teaching sustainable development in primary schools: An empirical study of issues for teachers. Environmental Education Research, 9 (3), 327–346. UNCED (1992). Agenda 21: Programme of action for sustainable development. Rio Declaration on Environment an Development. New York: UNCED. World Commission on Environment and Development (WCED) (1987). Our common future. Oxford: Oxford University Press.
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