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EDUCATION FOR SUSTAINABLE

DEVELOPMENT IN FINLAND

MARJA-LEENA LOUKOLA

SIMO ISOAHO

KAISA LINDSTRÖM

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PREFACE

The UN "Earth Summit" meeting in Rio de Janeiro in 1992 adopted the Rio

Declaration on the principles of sustainable development and Agenda 21, a

global program for the implementation of these principles.

Within the Rio process, the foreign ministers of the Baltic Sea Region

adopted "Baltic 21", an Agenda 21 for the Baltic Sea Region in 1998. This

provides for action programmes in the sectors of agriculture, energy

management, fishery, manufacturing, tourism and transportation. The

programme also provides for cross-sectoral actions, one of which is designed

to promote awareness through education.

At their meeting in Stockholm on 23 and 24 March 2000, the education

ministers of the Baltic Sea countries discussed the role of education in the

Baltic 21 Programme. Considering that education had not been given

sufficient attention in the programme, they issued the Haga Declaration,

proposing that education should be included as a sector of its own. The

prime ministers of the Council of the Baltic Sea States endorsed this initiative

at their meeting in Kolding, Denmark on 12 and 13 April 2000.

The education ministers will meet in Stockholm on 24 and 25 January

2002 to adopt the education sector action programme called "An Agenda

21 for Education for Sustainable Development in the Baltic Sea Region -

Baltic 21E".

An organisation composed of representatives of each Baltic Sea Sta-

te was set up to prepare the programme under Sweden and Lithuania.

Most work was done in three working groups dealing with preschool to

upper secondary education, tertiary education, and non-formal education.

The Finnish representatives were Ms Marja-Leena Loukola, Counsellor of

Education at the National Board of Education, in WG 1; Mr Simo Isoaho,

Lecturer at the Tampere University of Technology, in WG 2; and Ms Kaisa

Lindström, Principal of Otava Folk High School, in WG 3. Simo Isoaho

chaired his Working Group.

The Working Groups based their work on reviews of education for

sustainable development in each of the Baltic Sea countries. The three

reports included in this publication give a good overall picture of the extent

and contents of education for sustainable development in Finland and of

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major development needs, which the projected Baltic 21E Programme is

designed to address. Since the working language in Baltic 21E is English,

the reports are published only in English.

The reports have been compiled by the Finnish representatives on the

three Working Groups, who are also responsible for the views presented in

them.

Helsinki, 19 December 2001

Arvo Jäppinen

Director General

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CONTENTS

Marja-Leena Loukola:

EDUCATION FOR SUSTAINABLE DEVELOPMENTIN SCHOOLS 7

Simo Isoaho:

EDUCATION FOR SUSTAINABLE DEVELOPMENT INUNIVERSITIES AND POLYTECHNICS 29

Kaisa Lindström:

EDUCATION FOR SUSTAINABLE DEVELOPMENT INNON-FORMAL ADULT EDUCATION 61

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EDUCATION FOR SUSTAINABLE

DEVELOPMENT IN SCHOOLS

MARJA-LEENA LOUKOLA

COUNSELLOR OF EDUCATION

NATIONAL BOARD OF EDUCATION

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CONTENTS

INTRODUCTION 9

1 NATIONAL LEVEL 11

1.1 National policy concerning sustainable development 11

1.2 National goals for EE/ESD in education 12 12

1.3 Plans on a national level to improve EE/ESD 14

1.4 Responsibility of the school 16

1.5 Co-operation between the ministries 17

2 LOCAL LEVEL 18

3 SCHOOL LEVEL 19

3.1 EE/ESD during regular school hours 19

3.2 EE/ESD after-school activities 21

3.3 Contents of EE/ESD 21

3.4 Methods and organisation in EE/ESD 22

3.5 Steps taken to make the school more environmentally friendly 23

3.6 Competence of staff 24

3.7 Support 25

3.8 Partnership 26

3.9 Obstacles 26

4 CONCLUSION 28

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INTRODUCTION

This report describes environmental education and the promotion of

sustainable development in Finnish schools. The description covers

preschools, comprehensive schools, upper secondary schools and vocational

institutes.

The source material consists of development schemes, projects,

framework curricula and reports of governing bodies in the field of education.

The implementation of sustainable development in Finnish schools is mainly

described on the basis of the evaluation carried out in 1999 and reported in

2001 by the National Board of Education. The evaluation of sustainable

development consisted of a sample of 500 educational establishments.

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1 NATIONAL LEVEL

1.1 NATIONAL POLICY CONCERNING SUSTAINABLEDEVELOPMENT

SUSTAINABLE DEVELOPMENT IN LEGISLATION

According to the Finnish constitution, every individual is responsible for

nature and its biodiversity, environment and cultural heritage. It is the task

of public authorities to seek to secure everybody the right to a healthy

environment, and an opportunity to participate in decision-making concerning

the environment in which one lives. Sector legislation defines the areas of

responsibility for different lines of business in respect to implementing

sustainable development.

THE PROGRAMME OF THE FINNISH GOVERNMENT FORSUSTAINABLE DEVELOPMENT

The Finnish Council of State made a Decision-in-Principle on promotion of

ecological sustainability in 1998. The Government Programme on

Sustainable Development is Finland’s third comprehensive document

outlining national measures to be taken to promote sustainable development.

In 1990, the Council of State presented a report entitled “Sustainable

Development and Finland“ to the Finnish Parliament. A second report was

prepared by the Finnish National Commission on Sustainable Development

in 1995, “Finnish Action for Sustainable Development“.

The Government’s programme for sustainable development is

designed to promote ecological sustainability and the economic, social and

cultural preconditions for achieving this end. The Council of State Decision-

in-Principle defines the strategic objectives and lines of action for key

sectors of sustainable development. These sectors were selected with an

emphasis on ecological sustainability.

In terms of ecological sustainability, the primary goals of the

programme are to reduce the use of nonrenewable resources, to preserve

nature’s generative capacity and ecological values and to generally improve

the condition of the environment. The programme also proposes lines of

action for solving far-reaching environmental problems through international

cooperation. Improving the condition of the natural environment and the

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environments in which people live also has beneficial consequences for

human health.

In striving to achieve social and cultural sustainability, the programme

is designed to equip society with the skills and knowledge required for

meeting the challenges of sustainable development, thereby also generally

improving social wellbeing.

In respect to the target of economic sustainability, the programme is

designed to improve Finland’s economic competitiveness and employment,

and to reduce the environmental burden of production and consumption.

The programme guides planning, decision-making and other activities

within the state government. In addition, the programme provides a basis

for dialogue with other involved parties, and a framework for planning

activities and actions with them.

SIGNS OF SUSTAINABILITY

The first national collection of indicators for sustainable development were

developed as a joint venture between different spheres of government and

scientific research in 2000. The indicators are directed at both decision-

makers and citizens. Their purpose is to give information on the state of

and trends in factors affecting sustainable development in Finland. The

indicators will be used in, for example, monitoring the Finnish Government’s

Programme for Sustainable Development. Development work on indicators

will continue; a further publication on the subject is due in two years’ time.

1.2 NATIONAL GOALS FOR EE/ESD IN EDUCATION

DEVELOPMENT SCHEME OF MINISTRY OF EDUCATION

Every four years, the Finnish Council of State approves the development

scheme of the Ministry of Education for educational provision, and for

university research. The most recent development scheme, “Education and

research 1999-2004“, begins by defining the principles of national educational

provision. One of the important principles is sustainable development: “The

principles of sustainable development will be taken into account in the

educational provision, and other activities of different school forms.“

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FRAMEWORK CURRICULA

In Finland, the Council of State decides on the common nationwide

objectives of education. The Council of State also decides on dividing the

available instruction time between individual subjects, subject groups and

study guidance in comprehensive and upper secondary schools, and on

obligatory subjects and their extent in vocational institutes. The National

Board of Education prepares the framework curricula for different types

of schools. These curricula contain the definition of the objectives and

core contents of educational work, and advice both on assessment and on

how schools can make their own curricula.

In the 1990s, the norms of framework curricula were made less

detailed. More emphasis was put on the objectives being of current interest,

and on developing learning to learn skills. There was a general wish to

shift decision-making power from a national level to the level of individual

educational establishments.

PRESCHOOL EDUCATION

Finland has revised preschool education, which will be provided in full

extent in August 2001. The new curriculum also includes skills relating to

sustainable development. The objectives of these skills are to encourage

children to take an interest in nature, to learn to observe natural phenomena,

and to become aware of the consequences of their own actions. The main

contents of these objectives are also outlined in the curriculum.

BASIC AND UPPER SECONDARY EDUCATION

The curricula for basic and upper secondary education will be gradually

revised by 2008. The current core curricula (adopted in 1994) raise the

question of sustainable development as a rationale for curricular reform,

and as one of the themes in discussion about values in schools. The largest

amount of material relating to sustainable development is included in natural

sciences, but it is also treated in connection with home economics, art and

crafts, humanities and languages.

In Finland, there are two upper secondary schools specializing in

environmental sciences, and seven upper secondary schools specializing

in natural sciences. Also, other upper secondary schools offer advanced

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level and applied courses in topics relating to sustainable development.

VOCATIONAL INSTITUTES

Vocational curricula are also being revised at the moment. The objective of

sustainable development is stressed in the new curricula, which also include

environmental know-how in vocational competence. In addition, there are

new vocational qualifications in the environmental field: in vocational

institutes, and as an option for adults, who can take a competence-based

examination in environmental care.

PROGRAMME FOR FURTHERING SUSTAINABLE DEVELOPMENTIN 1998-2000

In 1997, the National Board of Education drew up a programme (1998-

2000) for promoting sustainable development. The programme proposed

17 measures to be implemented by schools and other educational estab-

lishments over a four-year period.

According to the programme, the aims of environmental education

are an awareness of the necessity of sustainable development, positive

attitudes towards working for and sufficient knowledge and expertise to

act in keeping with sustainable development, and skills needed to pursue a

sustainable way of life.

EVALUATION OF THE TEACHING OF SUSTAINABLEDEVELOPMENT

In 1999, the National Board of Education conducted an evaluation of the

theme of sustainable development. First, the educational institutions were

given instructions for self-evaluation. Second, the National Board of Edu-

cation carried out an interview based on sampling. The aim was to produce

information both about teaching of sustainable development and about its

day-to-day practice in schools. The results have been used when describing

the situation in schools.

1.3 PLANS ON NATIONAL LEVEL TO IMPROVE EE/ESD

The ongoing revision of curricula presents a great challenge for including

sustainable development in instruction, everyday life and vocational

competence.

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Even more emphasis will be placed on teachers’ guides, various

learning materials and in-service training for teachers. Teachers are

encouraged to work in co-operation with various experts. Information about

nature schools, and other interesting places for visits, projects and

programmes will be disseminated more effectively than is done presently.

CREATING NETWORKS

At the beginning of the 1990s, the National Board of Education launched

the Aquarium project, in which schools commit themselves to developing

certain topic areas. The project was carried out as 16 networks, one of

which was the network for environmental education. The exchange of

experiences and the dissemination of ideas took place in training sessions,

meetings, through magazines and other publications, and through personal

contacts. During recent years, networks have taken new forms. There

are now many regional networks, through which schools develop their

common environmental programme or participation in cooperation according

to a local agenda. In an ever increasing amount, contacts are created and

maintained via e-mail and the Internet. The National Board of Education

will continue to support these networks in the future.

SETTING CRITERIA

In order to be able to be in the front line of sustainable development schools

need a commonly recognized environmental programme. The National

Board of Education, the Trade Union for teachers, and OKKA Foundation

are developing criteria, with the help of which schools can evaluate and

develop management of environmental matters. The aim of the criteria

and the environmental programme for schools is to ensure that the principles

of sustainable development are included in all school activities, such as

instruction, building maintenance, deliveries and transport, material usage,

functions of the school kitchen, and administration of safety matters. When

schools commit themselves to maintaining the principles of sustainable

development in their activities this will gradually start reflecting itself in all

sectors of society.

As an encouragement for schools to pay more and more attention to

sustainable development an environmental certificate is being prepared.

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This certificate will be granted to a school as a sign of serious and purposeful

environmental work. The preliminary criteria for the certificate consist of

three parts: managing environmental matters, instruction and participation,

and maintaining environmentally friendly activities. Educational establish-

ments of all levels can apply for the certificate.

THE INTERNET SERVICE ON SUSTAINABLE DEVELOPMENT

The virtual school is a part of the Ministry of Education’s information

strategy for education and research. In connection with that the National

Board of Education developed the internet service on sustainable deve-

lopment jointly with the Ministry of Environment. The internet service

disseminates material relating to sustainable lifestyle to schools, interest

groups and the general public. The aim is to stimulate investigative learning.

The virtual sustainable development school opened on the net site of the

National Board of Education in May 2001.

FINNISH OAK

Finnish Oak was launched by the National Board of Antiquities and the

National Board of Education in 1998. It is a project involving 150 schools

and gearing to develop education relating to cultural heritage. The main

theme in the project is to raise awareness among schoolchildren and young

people of historic environments and the conservation of cultural heritage.

One part of the project is disseminating information on UNESCO´s

World Heritage Sites. The International ASP (Associated Schools Project)

Network and World Heritage Centre have launched a special development

project on the methods of teaching in order to better promote understanding

of and respect for heritage.

In 2001, the Ministry for the Environment joined the Finnish Oak

project, which will continue until 2003.

1.4 RESPONSIBILITY OF THE SCHOOL

Municipalities are required to offer preschool instruction to preschool-aged

children living in their area, and basic education to children and young people

of mandatory school-attendance age. Preschool instruction lasts for a year,

and compulsory education for nine years. A municipality, federation of

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municipalities, government-registered organization or foundation can obtain

a permission for providing upper secondary or vocational education. The

provider of education approves of a curriculum for the instruction to be

given. The provider is also required to evaluate the given instruction and its

effectiveness.

An upper secondary education is provided for adults as well. The

upper secondary school syllabus can be completed, and matriculation

examination taken by participating in day or evening tuition, or by doing

distance learning. In upper secondary school, adults can also complete

parts of the basic education syllabus.

Education relating to vocational qualifications is provided for adults

as well. They can acquire basic vocational degrees, vocational qualifications,

and specialized vocational qualifications through competence-based

examinations regardless of the way they have acquired their professional

competence.

1.5 COOPERATION BETWEEN MINISTRIES

The systematic policy for preparing laws relating to the environment and

producing and circulating information about the environment belongs to

the Ministry for the Environment, the Finnish Environment Institute, and

the regional environment centres. Each sector has the responsibility of

supervising environmental issues in their own field and putting them into

practice.

In Finland, there are many boards and committees for cooperation

between various ministries. Joint projects are a natural way of working on

environmental issues. The Finnish National Commission is the main joint

organization at the national level. The chairman of the group is the Prime

Minister. Many ministers and civil servants of various sectors are members

in this organization.

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2 LOCAL LEVEL

CURRICULA

A municipality draws up for its school system a framework curriculum, in

which are defined among other things the business idea and key results of

the municipality and its school service, the need for regional training, the

organisation of education, the limitation of liability, an economic framework,

the language programme of primary, secondary and upper secondary

schools, the schedule for the revision of curricula, the cooperation between

different school forms, and the decision concerning an evaluation of the

effectiveness of the school service.

The National Board of Education produced a report “Curriculum work

in municipalities and comprehensive schools in 1994-1999“. The report is

based on a sampling-based questionnaire. The sample consisted of 238

municipalities, 294 primary schools and 104 secondary schools. The report

was completed in 2000. According to the report, municipalities give schools

quite a lot of power to decide but municipalities make centralized decisions

concerning language programmes, distribution of lessons, and organisation

of special education. In the majority of schools, curricula have been made in

cooperation with the teachers of a school and one or more cooperative partners.

In most cases, cooperation has also taken place with pupils’ parents. Another

common way is to cooperate with other schools and teachers in the municipality.

Municipality authorities need to approve of the individual school curricula.

LOCAL AGENDA 21

Local agendas cover approximately 83 % of the Finnish population. 15 %

of schools have their own action programme for sustainable development.

Only 6 % of schools have formulated their environmental programme as

part of formulating a local agenda for a municipality.

REGIONAL AND LOCAL NETWORKS

There are many educational networks for sustainable development in Fin-

land. Some of them work under municipalities developing curricula, action

programmes or quality systems, or organizing projects. Networks can cover

large geographical areas. More and more interaction is done via e-mail and

the Internet.

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3 SCHOOL LEVEL

The description of the situation in schools is based on the evaluation made

by the National Board of Education in 1999. The theme evaluation of the

state of sustainable development was carried out with a stratified random

sample in 500 educational institutions. The sample consisted of schools of

the general (74,2 %), vocational (14,4 %) and liberal adult education

(11,4 %). There were representative samples of educational institutions

from all of the provinces, EU support areas, and municipality groups. The

percentage of Finnish speaking schools was 91, and of Swedish speaking

schools 9. The data for the evaluation was gathered through pre-tested

questionnaire forms, which were given to headmasters, teaching staff,

student unions and non-teaching staff of educational institutions. Answers

were obtained from 85,8 % of the respondents.

Additionally, information for this report has been obtained from other

reports, network reports and projects of the National Board of Education.

3.1 EE/ESD DURING REGULAR SCHOOL HOURS

The process of drawing up curricula in a school has started by defining the

value basis and business idea of the school. The aim of promoting sustainable

development is often recorded in them. According to the evaluation report

of the National Board of Education, 72 % of the vocational institutions, and

66 % of the institutions of general education participating in the survey

answered that promoting sustainable development has been included in

their curricula.

In teaching, sustainable development is mostly integrated into other

instruction. This was the answer of 87 % of general educational institutions

and 90 % of vocational institutions. Environmental education is often part

of subject entities or special theme days. According to the report “Making

curricula in municipalities and schools in 1994-1999“ environmental

education is the most popular subject entity in primary and secondary school.

In primary schools, environmental and natural studies is the subject in

which to best put sustainable development into practice. In secondary school,

however, biology, geography and home economics are the subjects with

most material for dealing with the topic of sustainable development.

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Upper secondary schools mention biology, geography and chemistry

as subjects putting sustainable development well into practice. According

to headmasters, basic education in vocational institutions pays attention to

sustainable development well. In the opinion of teachers, the same is true

to a limited extent. When fields of education were compared with each

other the fields putting sustainable development into practice most were

considered to be the field of natural resources, tourism and travel industry,

food and catering industry, economics, social care, and health care.

Teachers of vocational institutions named vocational subjects, the

energy economy, environmental education and environmental knowledge,

social awareness and knowledge of working life, vocational work, and

technology as subjects putting sustainable development into practice most.

Periods of practical work are the subject entities which implement

sustainable development best.

38 % of the student unions in vocational institutions, and 33 % of

those in adult education centres claimed the instruction of their institutions

includes too few courses on environmental issues and sustainable

development. 30 % of upper secondary school student unions agreed on

that. None of the student unions thought there were too many courses on

sustainable development.

Student unions were asked to name important topics in relation to

sustainable development, which should be dealt with in teaching. The most

often mentioned topic was recycling. Other topics included foreign cultures,

population growth, toxic waste, influence of an individual, provisions control

and sorting, greenhouse effect, social matters and equality, the energy

economy, the ozone depletion, rain forests, acid rain, extinction and protection

of animal species, pollution, an increase in the amount of chemical waste,

consumerism, the state of the oceans, environmental legislation, and regional

planning.

To compare the carrying out of sustainable development issues

between school types, the principals‘ answers from each school were given

a score, and the mean of these was termed the parameter of sustainable

development. This parameter for the vocational schools is statistically almost

significantly better than of the general education schools. The parameter

for the urban institutions was statistically almost significantly higher than

that of rural institutions.

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3.2 EE/ESD AFTER SCHOOL ACTIVITIES

Various organisations cooperate with schools in the area of environmental

education. Organisations can participate in planning short courses, projects,

special theme days, competitions, work parties, and camps on sustainable

development. These can be conducted during a school day or after regular

school hours. For example, The Nature League is responsible for after-

school nature clubs in many schools, and The Finnish Association for

Recreational Sports and Outdoor Activities organises nature path series

for preschool-aged and primary and secondary school-aged children and

young people.

In Finland, there are various organisations concentrating on environ-

mental issues and nature activities. Many of these organisations have

departments for children and young people. Additionally, there are youth

councils in many municipalities. In a youth council, young people learn

about social participation and decision-making, since the initiatives of youth

councils go to municipality councils.

In an evaluation on sustainable development, the National Board of

Education acquired information about the nature of interests of primary

school sixth grade pupils by asking them: “Do you spend any of your freetime

in nature? Where and how?“ 21 % of the pupils answered that they go

fishing, 20 % said they pick berries or fungi, and 27 % said they walk in

nature. 4 % of the pupils participate in scouting trips, and 5 % in other trips

in nature.

3.3 CONTENTS OF EE/ESD

In most cases, teaching about the principles of sustainable development is

integrated into other instruction. The topic of ecological sustainability is

mainly associated with the syllabi of the natural sciences. Elements of

economic, cultural and social sustainability are to be found in almost all

subjects. These types of sustainable development are central, for example,

when dealing with the topics of population growth, urbanisation, inter-

nationalisation, and family education, graphic arts, and personal and social

education.

Short- and long-term study units relating to environmental education

are organised in all types of educational institutions. Themes for these

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study units include among other things sorting, recycling and refuse disposal,

immediate surroundings, traffic, and endangered species of animals.

Themes of special theme days vary. Organisation of theme days often

depends on responsible teachers and cooperative partners.

Local, regional, national, or international projects and programmes

are an increasingly popular way of carrying out projects relating to

environmental education and sustainable development. Many of these

projects focus on doing research on the state of environment, and on

comparing the results with the ones of cooperational partners. In some

projects, schools draw up their own environmental programme, and plan

ways of making the transition to an ecological lifestyle. In cooperation with

museums and schools research is done on the cultural heritage of an area.

The objective of many projects is to familiarise students with their

surroundings, and to take a stand on plans of its development. Some projects

include course planning, or revision of an entire curriculum.

The aim of leading a life according to the principles of sustainable

development manifests itself most clearly in practising sorting and rubbish

collection. Conservation of resources and recycling are also important forms

of putting sustainable development into practice. Ecological reforms in school

kitchens and meals, keeping a watch on the use of water and energy,

ecological and economic solutions in school purchases, environmentally

friendly detergents, maintaining safety and pleasantness of surroundings,

and traffic arrangements are also some of the commonly taken practical

measures for sustainable development.

In an evaluation, the National Board of Education did research on the

attitudes of primary school sixth graders towards the promotion of sustainable

development. The level of awareness concerning the importance of

protecting the environment was high. Pupils had understood the concept of

recycling well, and put the concept into practice. Recycling, and saving

energy and water were practiced more at home than in school.

3.4 METHODS AND ORGANISATION OF EE/ESD

According to the evaluation report of the National Board of Education on

sustainable development, 66 % of educational institutions have included

sustainable development in their values and business idea. Social and cultural

sustainability appear in curricula as often as ecological and economic

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sustainability. However, schools have not defined in clear terms how the

instruction on sustainable development is realised.

Study methods naturally depend on the topics which are being dealt

with. Study projects have increased the use of various kinds of research-

based working methods. Problem-solving processes, cooperative learning,

and participation in decision-making have become more common in

environmental projects. Maintaining a compost and recycling units, sorting,

or gardening have introduced practical activities and the sense of

responsibility for one’s everyday actions into schools.

13 % of schools of general education have their own action programme

for sustainable development. It is part of the local agenda 21 in only 6 % of

schools. 26 % of vocational institutes have their own action programme

and it is very often part of a quality standard.

A team takes responsibility for the organisation of sustainable

development in 20 % of schools and an appointed person in 18 %. In most

cases a team consists of two teachers, a student and a representative of

the non-teaching staff. Very often headmaster belongs to this team. Teams

or appointed persons take care of contacts outside school, events and many

practical matters. They have an important role in developing the curriculum,

courses and learning.

28 % of teachers and 34 % of students think that teachers participate

rather a lot in implementing sustainable development in schools. Head-

masters lead, plan, delegate and take care of contacts to other organisations.

Teachers plan, teach and guide. Students plan, study and participate in

many practical tasks alongside staff.

Cooperation between staff-members in school manifests itself in

discussing, planning and integrating subjects. Personnel cooperate in this

way mostly in schools of general education (30 %).

3.5 STEPS TAKEN TO MAKE SCHOOLS MOREENVIRONMENTALLY FRIENDLY

Dealing with an increasing number of environmental questions during lessons

of different subjects is the first step taken to make a school more

environmentally friendly. Schools plan new interdisciplinary courses and

extra optional courses concerning EE/ESD.

The second step is to participate in projects and to join environmental

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networks. Network cooperation gives schools courage and ideas.

Cooperation with local environmental experts, organisations and businesses

offers plenty of opportunities for both developing teaching, and for changing

everyday practices.

Organising recycling is normally the first step in changing day-to-day

practices. 96 % of schools keep paper, 58 % glass and 51 % metals and

30 % plastic for recycling according to the evaluation report of the National

Board of Education. 30 % of schools compost their kitchen waste and

38 % deliver food waste to farms.

Saving material, energy and water, and taking the environmental aspect

into account in planning purchases is the second step in changing everyday

practices of schools in more ecological direction. This stage is often reached

as a result of cooperation between schools and local authorities.

The third step is revising curricula so that sustainable development is

included in the contents of many or all subjects. Standardising teaching and

everyday practices is considered important. A school can draw up its own

environmental programme, and a method for evaluating it. An environmental

programme of a school can be included in the school’s quality standard or

be part of a local agenda.

In Finland, there are many preschools, and primary and secondary

schools which emphasize sustainable development in their teaching. Two

upper secondary schools have been granted a special permission to specialize

in environmental education. Many vocational institutions have developed

their own environmental programmes as part of their quality standard. In

1998, the first vocational institution received the ISO 14001 environmental

certificate.

3.6 COMPETENCE OF STAFF

In teacher training, the amount of EE/ESD varies greatly depending on the

subject, field, and points of emphasis of individual teacher training universities.

According to the evaluation report of the National Board of Education on

sustainable development, 30 % of school staff had participated in in-service

training. Only 3 % of the participants of in-service training had completed

15 credits of study, and 2 % the minimum of 35 credits of study. The

duration of the training had normally been 1-5 days.

In-service training of teachers has mostly consisted of general

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environmental education, and focused on pedagogical applications of EE.

Only 5 % of the respondents had received training in large environmental

questions.

71 % of the participants of in-service training were teachers, and 8 %

headmasters. Only rarely had cleaners, cooks, secretaries, building mana-

gers, janitors or nurses taken part in in-service training on sustainable

development.

According to headmasters, most of the training on sustainable

development has been organised by municipalities. Other organisers included

in-service training centres, environmental centres, and environmental

organisations.

3.7 SUPPORT

According to the evaluation report on sustainable development, changes in

schools depend on the attitudes of the staff. Positive attitudes, and the

awareness of the necessity of sustainable development are starting points

for changes. The official national-level support in the form of framework

curricula and various action programmes, on the other hand, are important

for a change in attitudes.

In-service training is needed, and offered in abundance. A small amount

of the free in-service training provided by educational authorities has been

reserved for training in sustainable development. Most of the other education

provided by educational authorities is subject to a charge. It depends on the

school providers how finances for personnel training are directed.

There is plenty of material available for environmental education. There

are text books, exercise books, additional teaching material, bulletins,

research reports, databases, study material on the Internet, and information

in the media. The National Board of Education has published support

material for teachers, and provides information of good practical examples

of implementing environmental education. There is noticeably less material

for familiarising one with profound questions of sustainable development.

The Internet service of the National Board of Education on sustainable

development, which is accessible to everybody, has been developed to meet

the present lack of information.

There is methodological material for EE in Finland but little

methodological material for ESD.

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Different networks are an increasingly important source of support in

implementing sustainable development. Networks can connect teachers

with their colleagues in neighbouring schools, or with local activists.

Networks can also be projects or programmes.

3.8 PARTNERSHIP

39 % of all schools and institutions cooperate with a partner from outside

their establishments. The most important cooperational partners are local

authorities and other schools and institutions. Very often environmental

experts in municipalities are the most important partner. They help in

purchases, recycling and waste management. Also experts of museums,

and forestry and agricultural sectors are important. In some municipalities,

students take part in monitoring environment with local environmental

experts.

There are many school networks in the field of environmental

education. Some concentrate on changing ideas and information, some plan

action programmes, special theme days, or voluntary work together. Some

vocational institutions and upper secondary schools have planned joint

courses. Many non-governmental organisations cooperate with schools and

have special school programmes. Many organisations also have courses

and learning materials for teachers and students, and they organise events

and camps with schools.

Other cooperation partners include businesses, especially businesses

of environmental field, cleaning and waste management. Many enter-

preneurs of the field of natural resources are also interested in cooperation

with schools. Cooperation with universities has produced joint courses and

objects of research.

3.9 OBSTACLES

In the evaluation of sustainable development by the National Board of

Education schools named the lack of finances and resources to be the

greatest obstacle for the implementation of sustainable development. This

was asserted by 28 % of teachers, 12 % of non-teaching staff and 5 % of

students unions. A lack of time was said to be the second most common

obstacle.

Many reasons relating to attitudes were also felt to be impediments

27

for implementing sustainable development. Indifference, a lack of infor-

mation and cooperational skills, traditions, bureaucracy, and various

groupings in work communities were also mentioned.

Fast-changing society and working life expect schools to be able to

react quickly to megatrends, and the new challenges they encompass.

Science produces new and even contradictory information in an ever

increasing speed. Sustainable development competes with other important

issues, and its contents do not easily blend into the contents of school syllabi.

Ecological sustainability has established its position especially in natural

sciences. Education concerning a change in values and lifestyle, or in society

and production does not have as established a place in school curricula or

contents. Support and exchange of experiences are needed. It is important

to transmit information of right kind of environmental enterprises, and

together develop them further.

28

4 CONCLUSIONS

Sustainable development is the greatest challenge facing humankind. When

schools in their work commit themselves to principles of sustainable

development practising it will gradually be transferred to all sectors of society

through young people.

It is extremely important that nationwide support is given to the

instruction of sustainable development. Sustainable development needs to

be clearly recorded in the national documents defining the objectives of

education in Finland. Framework curricula have to create a foundation for

including sustainable development in different school subjects and educational

fields. Instructions are also needed for creating environmental programmes.

Changes are required in teacher training, and in-service training for

teachers.

Since environmental issues are interdisciplinary, and relate to lifestyle,

dealing with them in a varied way requires cooperation in work communities

of schools, and with partners from outside school. This line of action requires

further development and structural solutions. Entire work communities

should be involved in training.

There is not enough teaching material for promoting sustainable

development. Collecting that material personally takes too much time and

effort.

Network cooperation has proved to be a good way of promoting

solutions which are in accordance with sustainable development.

Experiences are shared, and established lines of action further developed.

Cooperation with environmental experts and organisations of citizens has

also helped schools to find new solutions.

29

EDUCATION FOR SUSTAINABLE

DEVELOPMENT IN UNIVERSITIES

AND POLYTECHNICS

SIMO ISOAHO

SENIOR LECTURER

TAMPERE UNIVERSITY OF TECHNOLOGY

30

CONTENTS

INTRODUCTION 31

NATIONAL POLICIES AND STRATEGIES 34

HIGHER EDUCATION IN FINLAND 35

THE RESPONSE OF THE FINNISH UNIVERSITIES ANDPOLYTECHNICS TO THE FOUR QUESTIONNAIRES 37

TOWARDS SUSTAINABLE WORKING PRACTICES 39

TRAINING IN SD 40

TEACHER TRAINING 46

CONTINUING EDUCATION AND OPEN UNIVERSITY 46

RESOURCES FOR ESD 48

RESEARCH IN UNIVERSITIES 49

R&D IN POLYTECHNICS 52

BALTIC SEA REGIONAL COLLABORATION 52

CO-OPERATION WITHIN THE EUROPEAN UNION 53

UNESCO PROJECTS 54

CONCLUSIONS 55

APPENDIX 1: THE HAGA DECLARATION IN BRIEF 56

APPENDIX 2: SPECIALIZATION RELATION TO SD 57

31

INTRODUCTION

On 24 March 2000, the Ministers of Education of the Baltic Sea Countries

adopted the Haga Declaration, according to which the “Baltic 21” action

programme for sustainable development (SD) will also include education.

At the meeting in Haga, a sector network was set up, and Sweden and

Lithuania were appointed as the principal partners for the preparation of

the Baltic 21 document on education. In Appendix 1, the Haga Declaration

is summarized with key words and aspects the ministers approved as

guidelines for goals and actions for the Baltic 21 document on education.

It was decided that the preparation project would be started with a

review of the current educational situation in SD in each Baltic State. The

plan of Education for Sustainable Development (ESD) will include objectives

and actions designed to promote SD at every level of education and daily

life. The ministers of education will convene later in 2001 to adopt the

action plan.

Three working groups were established to cover all levels and

categories of education: pre-school to upper secondary education and formal

adult education (wg1), universities and university colleges and other

institutions of higher education (wg2), and non-formal education (wg3).

The Ministries of Education as well as NGOs and IGOs were asked to

nominate their representatives for the working groups.

This summary report reviews the present educational activities to

promote SD in the Finnish universities and polytechnics. The author was

requested to survey the situation and to report it. As requested by the

principal partners, the summary report has also to be approved by the

Finnish Ministry of Education.

METHOD AND REFERENCES

Three different approaches were considered to survey SD activities in the

universities and polytechnics: active organizational units, specialization in

SD topics, and effectiveness (in various aspects) of teaching, research,

and working practices. This survey is based on the first two approaches

and is quantitative. A qualitative survey would have required more time

and additional methods.

32

To gather information on SD, four separate questionnaires were sent

to all the universities and polytechnics in Finland with the target recipients

- administration, various teaching and research units (institutes or labora-

tories), teacher training and continuing education centers, and open univer-

sity - receiving a questionnaire specifically designed for each. The

questionnaires were otherwise similar for both university and polytechnic

recipients, except that the polytechnics were not asked about academic

research. All information was distributed and received via electronic mail

and www-facilities. Based on an earlier survey by the author, a list of

recommended teacher and researcher recipients were prepared separately

for each university.

The concept of SD, as defined in Our Common Future (WCED

report, 1986), is a call for a change in lifestyle rather than a concrete single

goal. Difficult to define for practical purposes, the concept of SD urges us

to define concrete goals with corresponding criteria and indicators for various

dimensions, such as ecological, economic, social and cultural. In addition,

goals and criteria strongly depend on the actual context in which they are

applied. There are even numerous naturally occurring context parameters,

which can be derived from climatic and geographic issues and the stock of

natural resources. Also, human societies and nature are not static systems.

They are in continuous process of change and therefore ‘fact environments’

for decision making are inevitably dependent on the era we live in. There

seems to be less room for generalizations as perhaps one would prefer in

targeting easier political regulation. So far, this view has received less

attention in practice. Instead, acute problems due e.g. to environmental

emissions, deforestation, overgrazing and waste management have become

the main focus of individuals and socially engaged bodies. Consequently,

the ecological dimension and sectoral approaches, such as environmental

economics, legislation, management and technology, and nature conservation

still constitute the common issues in public and academic debate, as well as

in education and training. In view of this, it did not seem reasonable to ask

the recipients to classify themselves as advocates of either environmental

protection or sustainable development. Despite of the conceptual and

described situation, the Haga Declaration called for a wider concept for

reviewing the present educational activities on the issue, and this request

raised a methodological dilemma of how to classify respondents according

33

to their specialization in environmental and/or sustainable development.

Therefore, it was necessary to develop a method for classifying university

respondents according to their organizational relatedness with issues of

environmental and/or sustainable development, since university departments

boast a unique organizational basis and background. Both university and

polytechnic respondents were asked to tell their specialization relatedness

with specific issues of environmental and/or sustainable development. For

both classifications, the methodological solution was to use the codes

primary, secondary and occasional (as defined and described later in

the text). The cover letter to the recipients included the address of the SD

website on the Ministry of the Environment homepage in case they wanted

a more comprehensive description of the SD dimensions.

Information on the SD dimensions was also available on various

government homepages and in the statistics and reports compiled by the

Ministry of Education. In January 2001, the author prepared a report on

environmental specialization in the Finnish universities and polytechnics for

the Finnish Ministry of Trade and Industry. Its results are also used in this

report.

The survey methods, references, and interpretation of results are

described in detail in a comprehensive report (in Finnish) prepared by the

author for the Ministry of Education.

34

NATIONAL POLICIES AND STRATEGIES

According to the Finnish constitution, each citizen is responsible for nature

and its biodiversity and cultural heritage, and public authorities seek to

guarantee everyone the right to a healthy environment and opportunities to

participate in decision-making about one’s environment. Governmental

sector legislation defines the areas of responsibility for different businesses

to promote SD.

In the 1990s, the Finnish government outlined national measures to

promote SD in three comprehensive documents. In 1990, the Government

presented Parliament with a report entitled “Sustainable Development and

Finland,“ and in 1995, the Finnish National Commission on Sustainable

Development prepared a second report, “Finnish Action for Sustainable

Development.” In the most recent one in 1998, entitled “ Government

Programme for Sustainable Development“, the Government defines the

strategic objectives and lines of action for all authorities concerned. The

achievements will be evaluated for the national RIO+10 report.

The Government Programme for SD is designed to promote ecological

sustainability and the economic, social, and cultural prerequisites to achieve

this end. The Programme defines the strategic objectives and lines of action

for key SD sectors, and its major goals are to reduce the use of non-

renewable resources, to preserve nature’s regenerative capacity and

ecological values, and in general to improve environmental conditions. Such

improvement of natural and human environments will also benefit human

health. In addition, the Programme proposes lines of action for solving far-

reaching environmental problems through international co-operation.

In striving to achieve social and cultural sustainability, the Programme

is designed to provide citizens with the skills and knowledge required to

meet the challenges of SD and thereby generally improve social wellbeing.

Concerning the target of economic sustainability, the Programme is

designed to enhance Finland’s economic competitiveness and employment

and to reduce the impact on the environment of production and consumption.

The programme guides planning, decision-making, and other activities

within the state government and, in addition, provides a basis for dialogue

with other involved parties and a framework for planning activities and

actions with them.

35

The first national indicators of SD, published in 2000, are directed at

both decision-makers and citizens with the purpose to inform them about

the factors and trends affecting SD in Finland. The indicators for education

are still quite general and do not measure ESD, but work on these indicators

will continue with a further publication on them due in two years’ time.

DEVELOPMENT PLAN FOR EDUCATION AND RESEARCH

Every four years, the Finnish Government approves a Development Plan

for Education and Research, which is prepared by the Ministry of Education.

According to the latest development plan, Education and Research 1999-

2004, “The principles of sustainable development will be taken into account

in the educational provision and other activities of different school forms.“

The aim of the Finnish Ministry of Education is to strengthen education

for SD and to integrate its elements comprehensively into education and

training.

In Finland, environmental education aims to raise awareness of the

necessity of SD, motivate people for a sustainable lifestyle, and provide

knowledge and expertise to promote sustainability.

HIGHER EDUCATION IN FINLAND

The Finnish higher educational system consists of two sectors, universities

and polytechnics. The polytechnics are the more practically oriented, training

professionals for expert and development posts. In 2000, 2.6 % of the

population (5.2 million) were studying at universities and 1.9 % at

polytechnics. As a whole, the higher educational system can admit 66 % of

the relevant age group (universities 29 %, polytechnics 37 %). More

information on the Finnish education system is available on the Finnish

Ministry of Education website (www.minedu.fi).

UNIVERSITIES

Finland has all in all 20 universities: ten multifaculty universities, three

universities of technology, three schools of economics and business

administration, and four art academies. The University of Helsinki being

the largest of them and the Academy of Fine Arts the smallest. Two

universities have a faculty of technology. Geographically, the universities

cover the whole country. University level education is also provided by the

36

National Defence College, which is subordinate to the Ministry of Defence.

The basic mission of the universities is to carry out research and

provide education based on it. The principle underlying university education

is the freedom of research and institutional autonomy, which afford the

universities considerable latitude for independent decision. All Finnish

universities are state-run with the government providing some 70 % of

their funding. Each university negotiates with the Ministry of Education a

three-year agreement on targets and operational principles. The most

important legislation governing the universities are the University Acts and

Decrees, the Decree on the Higher Education Degree System, and field-

specific Decrees, which articulate e.g. the educational responsibilities in a

given discipline, degree titles, and the structure, extent, objectives, and

content of the education.

Universities select their students on a keen competitive basis, and all

disciplines apply numerus clausus with entrance examinations a key

element. The biggest departments are in the disciplines of technology, the

humanities and the natural sciences and the smallest in the fine arts, theatre

and dance, and veterinary science.

The degree system was overhauled in the 1990s with a view to

international equivalence, wider freedom of choice, and comprehensive

degrees allowing flexible combinations of study modules from different

fields and institutions. The new degree system allows undergraduate and

graduate studies in 20 different disciplines with the bachelor’s degree (120

credits) to be taken in three years and the master’s (160 credits, in

engineering 180 credits) in five years. Graduates can then continue in a

postgraduate programme for licentiate and doctoral degrees. Sixteen

thousand degrees are annually conferred in Finland, among them 11,000

master’s degrees and 1,000 doctorates.

POLYTECHNICS

There are 29 polytechnics in Finland, most of them multidisciplinary, regional

institutions attaching particular weight to contacts with businesses and

industry. The polytechnics are being developed as a part of the national

and international higher education community with special emphasis on

their expertise in working life and its development. The polytechnics also

carry out R&D relevant to their teaching and the world of work.

37

The polytechnics were created gradually over the 1990s as the

standards of former higher vocational education were raised and incorporated

into multidisciplinary polytechnics. The Polytechnics Act was passed in 1995.

The Finnish polytechnics are co-financed by the government and the

local authorities. The Ministry of Education negotiates a three-year

agreement with each polytechnic on objectives, admissions, and project-

and performance-based funding.

The polytechnics award professionally oriented higher educational

degrees, which take 3.5 or 4 years to complete. The entry requirements are

either an upper secondary school certificate or a vocational diploma. Presently

about 70 % of all entrants are matriculated students and 30 % vocational

graduates. The Ministry of Education confirms the degree programmes.

The polytechnics employ two categories of teachers: principal lecturers,

required to have a postgraduate (licentiate or doctorate) degree, and

lecturers, who must have a master’s degree. Both lecturer posts call for a

minimum of three years’ work experience.

Polytechnic education is provided in the following fields: natural resources;

technology and transport; administration and business; hotel, catering and

home economics; health and social services; culture and humanities; and

education. Polytechnics also arrange programmes for adult education.

THE RESPONSE OF THE FINNISH UNIVERSITIES ANDPOLYTECHNICS TO THE FOUR QUESTIONNAIRES

The organizational response to the questionnaires is shown in Table 1.

Table 1. Response rate of Finnish universities and polytechnics to four ESD questionnaires.

HIGHER ADMINIST- TRAINING AND TEACHER CONTINUING TOTAL

EDUCATIONAL RATION RESEARCH TRAINING EDUCATION RESPONSE

INSTITUTION UNITS UNITS UNITS CENTERS *)

Quest. A Quest. B Quest. C Quest. D Quest. A – D

Universities (20 pcs) 15 (75%) 91 (60%) 8 (67%) 12 (52%) 126 (61%)

Polytechnics (29 pcs) 9 (31%) 19 (61%) **) 2 (40%) 10 (35%) 40 (43%)

Grand total (49 pcs) 24 (47%) 110 (60%) 10 (59%) 22 (42%) 166 (55%)

*) Total response shows the total number of the surveyed.**) Relevant figure is 68%, as explained later in the text.

38

University training and research units were asked to define their organi-

zational relation to SD issues. Table 2 shows the number of university units

in the primary, secondary, and occasional categories (defined below the

table), and an estimated number of potential university units that did not

respond. The response rate of the different categories is 49 to 73 percent.

Table 2. Organizational relation to SD of university respondents in training and research.

UNIVERSITY PRI- SECON- OCCA- TOTAL

MARY DARY SIONAL

Swedish School of Economics and Business

Helsinki School of Economics and Business 1 1

Helsinki University 5 (1) 5 9 19 (1)

Joensuu University 2 (2) 2 (2)

Jyväskylä University 2 (2) (3) 2 (5)

Kuopio University 1 (1) (2) (3) 1 (6)

Academy of Fine Arts 1 1

University of Lapland (1) (1)

Lappeenranta University of Technology 1 1 1 3

Oulu University 3 4 4 11

Sibelius Academy

University of Industrial Arts

Tampere University of Technology 2 3 (5) 1 (4) 6 (9)

Tampere University (1) 2 4 (2) 6 (3)

Theatre Academy 1 1

Helsinki University of Technology 4 (2) 17 6 27 (2)

Turku School of Economics and Business (1) (1) (2)

Turku University 2 (1) 4 (1) 5 (5) 11 (7)

Vaasa University (2) (1) (3)

Åbo Academy (2) (4) (15) (21)

Grand total 22 (8) 37 (20) 32 (34) 91 (62)

*) 73 % 65 % 49 % 60 %

*) The percentages are a breakdown of the rate of response to Questionnaire B (see Table 1).The estimated number of university units, known to deal with SD issues but not responding to thequestionnaire, is shown in brackets.Primary = The first organizational duty of respondents is to deal with environmental and/or SD issues.Secondary = The respondents consider environmental and/or SD issues a secondary organizational dutybesides or within their main duty.Occasional = The respondents participate occasionally in environmental and/or SD issues, for example, inthe form of projects or expertise derived from their main specialization.

39

Twenty one (of the 29) Finnish polytechnics offer altogether 31 training

programs in environmental and/or SD studies, whereas some programs

include only special orientation studies in environmental and SD issues.

With the special training programs and the orientation studies from other

training programs combined, the polytechnics offer altogether 37 graduation

options. The response to questionnaire B covers 25 of these graduation

options. Consequently, the correct response of the polytechnic training

programs is 68 percent (25 out of 37) and not 61 (19 of 31), as shown in

Table 1.

The response of the universities and the polytechnics was good and,

combined with information available from other sources, enables an

estimated quantitative ESD profile of the Finnish universities and

polytechnics, as done later in the report. On some single SD topics, the

response levels were even higher.

TOWARDS SUSTAINABLE WORKING PRACTICES

In 1996, The Finnish Ministry of Education called on all universities to

promote SD in their work practices. According to this survey and other

available information, by the end of the 1990s almost all universities had

prepared a Program for SD, focusing on energy and other forms of

consumption, waste management, and commuting. Some universities have

already adopted ISO 14001 in their environmental management procedures,

and most universities have implemented a special waste management plan.

SD programs are also considered an exemplary model for students and

staff, and documents about SD are available on the homepages of almost

all universities. A number of polytechnics have implemented similar

programs, and others are in the process of doing so. Thirteen universities

and one polytechnic have signed the University Charter for Sustainable

Development (CRE, Copernicus).

OTHER EXAMPLES OF WORK PRACTICES

The University of Tampere has prepared a Plan for Gender Equality and

considers it to be an important part in promoting SD (www.uta.fi/tasa-

arvo). Furthermore, since 1995 the university in conjunction with the student

associations has been running an Eco-campus Project (www.uta.fi/opis-

40

kelu/ecocampus). The University of Helsinki has a www-site for the reuse

of electronic equipment. Tampere University of Technology holds an annual

joint seminar with the student association entitled “Technology - Master or

Servant?” In addition, a number of universities provide environmental

education for their staff.

In Kymenlaakso and Tampere polytechnics, students participate in

an implementation of the environmental management system for the insti-

tute. In Mikkeli polytechnic, students organize thematic weeks in environ-

mental issues. Swedish Polytechnic jointly with its students organized a

project in waste sorting and management. Tampere polytechnic students

participated in planning waste management.

TRAINING IN SD

The following summary, a quantitative estimation, is based on the response

to the above questionnaires and information available in official governmental

statistics and in the documents and publications of the Ministry of Education.

The author has also used data from his previous survey. Teacher training

and continuing education are reported under their own titles because separate

questionnaires were used for these categories.

SD DIMENSIONS IN TRAINING AND RESEARCH

University teaching and research units and polytechnic degree programs

were asked to define their specializations as far as they involve the various

SD topics shown in Appendix 2. The reply options were primary, secondary,

occasional, or no relation. Primary here means that the respondent has

high direct expertise in a listed SD topic. Secondary describes frequent or

integrated application of the respondent’s other major specialization in a

listed SD topic. Occasional represents the respondent’s less frequent and

supportive use of expertise in one of the listed SD topic.

In the universities, specialization and organizational connections with

SD differ, because a university unit can be classified as a primary

organizational SD group (univ-primary) though it may have a secondary

specialization in one or more SD topics, or vice versa. This is why the

university units appear in three different answer groups.

To interpret the results in Appendix 2, it is important to observe that

universities and polytechnics recognize their specialization in SD topics in

41

different ways. University units see their specialization as being based on

their research activities, whereas polytechnic degree programmes assess

their specialization primarily in terms of the SD topics covered in their

teaching or the educational expertise of their teachers.

In Finnish universities and polytechnics, teaching and research activities

cover all aspects of SD (Appendix 2). Twenty-one percent (23 of 110) of

the respondents deal with environmentally related health effects, though

only two respondents reported the topic as their primary specialization.

Forty-three percent (47 of 110) of the respondents are concerned with

ecological environmental protection: 43 % primarily, 32 % secondarily, and

25 % occasionally. Environmental technology represents the largest

specialization with 62 % of the respondents (68 of 110): 29 % primary,

40 % secondary, and 31 % occasional involvements. The second largest

field is environmental management with 53 % (58 of 110) of the surveyed:

32 % primary, 33 % secondary, and 35% occasional involvements. Forty-

nine percent (54 of 110) of the surveyed are engaged in political

management and administration and/or social and cultural dimensions: 21 %

primarily, 37 % secondarily, and 42 % occasionally. Moreover, some of

the surveyed, although having no expertise in political and social

science or humanities considered it their primary specialization.

UNIVERSITY EDUCATION AND RESEARCH UNITS

Sixteen universities out of the twenty in Finland have about 90 education

and research units whose secondary duties at least involve specific topics

in SD.

In the universities, 5-10 % of 400 to 450 training and research units

are primarily, 10-15 % secondarily, and 15-20 % occasionally involved with

SD issues, and in all 35-45 % of the university units participate at least

occasionally in SD issues. Some 80 % of the activities involving SD

issues are carried out by university units with a background in science

or engineering, whereas fine arts, economics, humanities, social and

political sciences play a minor role in this regard.

During the academic year 1998-99, some 170 graduates majored in

environmental subjects, and the figure is expected to reach annually 250 -

300 graduates in the near future. In 2000, the Finnish universities conferred

11 500 master’s degrees, about 2 % of them in various SD specializations.

42

About 40-45 % of Finnish university students study environmental and SD

issues at least in some integrated form.

The universities offer instruction in SD (mainly EE) in the form of

degree programmes and specializations within the programmes, which,

offered by approximately thirty university units (Table 2: primary university

units) in eleven universities, cover a wide variety of SD topics (Appendix

2). Because a Finnish university graduate’s specialization is to a large extent

determined by his or her major subject, major subject offerings are relevant

indicators of SD training in the universities. Table 3 collates the information

on university specializations and integrated major subjects in SD with

corresponding student enrolment.

Table 3. Majors in SD with corresponding student enrolment in twelve Finnish universities.

Major fields of study Primary university units Secondary university units

Special. Stud. Integr. Stud. Special.Stud. Integr. Stud.

Ecology, chemistry, biology,botany, zoology, agriculture,

forestry 17 873 4 130 7 277 11 156

Environmental science 1 130 1 ?Environmental engineering and

biotechnology 9 311 5 73

Other technology field 2 710 14 403Law and administration 2 ? 3 870

Environmental management 2 32 1 ? 1 5

Environmental economy 1 70Landscape management &

construction 2 ? 1 ?

Architecture & construction 4 465 8 581Economics & business

administration 3 4 + ?

Political economy 1 3Communication and information 1 3

Geography, Regional planning 2 205

Psychology 1 232Ethnic music 1 ?

Theological ethics & religion

philosophy 1 50

Total 32 1346 10 1710

43

All universities, barring the arts academies, offer all students a minor in

SD issues (15 to 35 credits in purely or partly environmental issues), some

even several minor options. For example, Tampere University of Technology

offers minors in environmental protection, future research, and man-society-

technology. Furthermore, in most of universities, students can choose sing-

le study courses from a larger course package; for example, Åbo Academy

has such a course package worth 85 credits.

Asked to select a maximum of five most relevant introductory and

advanced course offerings, units from eight universities responded with a

total of 164 introductory and 133 advanced courses, of which 21 introductory

and 21 advanced courses can be classified as interdisciplinary SD studies.

Based on other sources, all Finnish universities offer at least one course in

SD and/or ecology for all students.

The survey also prompted some respondents to take a closer look at

their SD relatedness. For example, the fine arts are usually considered

less SD oriented; however, several art forms harbour important potential

for intercultural debate regionally and globally and even in issues otherwise

too sensitive and premature for direct debate. Furthermore, several forms

of art could help promote SD in both children and adults. The response

from Professor Pentti Paavolainen of the Finnish Theatre Academy

summarizes this context as follows:

- One can confidently say that the concept of SD is deeply embedded

in our teaching, for the inborn genuinely ethical and humane relationship

young people have with their world at large reflects that attitude on

the communal level. Views on human consumption, the future of the

natural environment and technology as well as ethical questions

pervade the entire teaching process.

- We can say that SD defined as social and cultural sustainability is

included in all our activities: teaching, exercises, productions, and

projects. In our Academy, we feel very positive about encouraging

cultural diversity as a key SD dimension on a par with the ecological

and economic dimensions.

- The art subjects of the Academy, namely dance and theatre, are

universal arts whose strengths lie in their locality. They flourish among

their audience and carry a continuous dialogue with it. Their specific

44

feature is unmediated contact with the public, and they generate

experiences that are both intimate and communal. They fuse and

interpret international trends into integral parts of their own cultural

milieu. Through these arts, an outsider can learn many things about

the mentality, values, and thought patterns of a particular country.

These arts live their lives on the borders of tradition and change; they

modify and channel cultural heritage into new contexts and eras.

- The societal importance of the arts, especially that of dance and

theatre, is now seen in a wider perspective than before. They are

seen as increasing the quality of life of their participants, and they

generate emotionally and intellectually stimulating experiences that

develop sensitivity, sense of nuances, and capabilities for simultaneous

social co-operation and individuality. Engaging in and attending art

activities constitute a key element in any civic society, while being

barred from them is a form of social marginalization. Art education

will therefore have an increasing share in education, and such art

forms as theatre and dance, requiring co-operation and joint

responsibility, will have much to offer.

POLYTECHNIC DEGREE PROGRAMS

SD and environmental studies are on offer in 21 polytechnics with 37

orientation options: environmental engineering (13), environmental conser-

vation (2), environmental planning (5), environmental and risk management

(5), environmental health (1), and environmental art (1). Ten orientation

options are offered in the training programmes in agriculture and forestry.

Three polytechnics have a degree programme in SD.

During the academic year 2000-2001, 2.3 % of all polytechnic students

majored in environmental and SD subjects. In 1998-99, some 150 polytechnic

students graduated from SD-related fields, and the number is expected to

double in the near future. In 2000, the Finnish polytechnics awarded about

10.000 bachelor’s degrees, about 1.5 % of them in various SD

specializations.

Asked to select a maximum of five most relevant introductory and

advanced course offerings, eighteen degree programs in twelve polytechnics

responded with a total of 63 introductory and 52 advanced courses. Table

4 collates the information on the number of introductory and advanced

45

courses in various course fields of study with corresponding number of

passed credits in 2000. Three polytechnic respondents reported a

compulsory course in SD for all their students.

Table 4. Most relevant introductory and advanced courses in SD and environmental issues with

corresponding number of credits awarded in eighteen degree programs in twelve Finnish polytechnics in

2000.

Study fields Introductory courses Advanced courses

Number Passed Number Passed

credits credits

total % total %

Env. biochemistry, ecotoxicology,

chemistry, physics and geotechnics 9 631 11 3 120 2Env. engineering and waste management 11 1195 22 13 1757 36

Env. friendly production and business 2 240 4 4 140 3

Env. management, risk assessmentand Total Quality Mgt 4 448 8 9 996 20

Env. law and administration 4 590 11 4 139 3Env. policy, economics, planning

and logistics 8 402 7 5 244 5

Env. protection, health, ecology 13 982 18 7 659 14Sustainable development 6 478 9 2 80 2

Integration in various professional studies 6 556 10 5 740 15

Grand total 63 5522 100 52 4875 100

POST GRADUATE STUDIES (LICENTIATE AND DOCTORATE)

The Ministry of Education, the Academy of Finland, and the universities

jointly finance graduate schools (presently numbering 97), which are often

network-based, virtual structures. Many of them deal with greatly SD

relevant subjects such as public health, environmental protection, applied

biosciences, ageing, welfare and technology, environmental technology, and

healthy and ecological construction.

In 2000, about 90 individual or network-based postgraduate programs

were available on environmental and SD issues in 52 Finnish university

units with their enrolment by the end of the year accounting for 7,5 % of

all postgraduate students (20 500) in Finland. The respondent university

46

units participate in 23 graduate schools (20 % of all environmental and SD

students) co-administered by the Academy of Finland and financed by the

Ministry of Education. These graduate schools are mainly science and

technology oriented, though multidisciplinary programs are on the increase.

TEACHER TRAINING

In Finland, teacher training is provided by twelve institutes in several

universities, where students can specialize to become kindergarten teachers,

class teachers, or subject teachers. Eight (67 %) teacher training institutes

with a total enrolment of 5400 students in 2000 (4 % of all university students

in Finland) responded to the questionnaire. Seven of them (88 %) reported

that environmental and SD issues are included in their training programs,

and a particular mention was made of their kindergarten teacher and teacher

training programs with specializations in biology, geography, and arts and

crafts.

The Finnish teacher training institutes offer a wide range of study

options from single courses to minor subject modules (10 to 35 credits), and

they employ professors and teachers who are very active and productive in

developing materials and methods for environmental education, both nationally

and internationally. The National Board of Education under the Ministry of

Education also has a financial strategy for long-term support of continuing

education in teacher training. The input therein has been successful and

resulted, e.g., in training materials for both trainers and teachers in the field.

Finland has also five institutes training vocational teachers in five

polytechnics. Two institutes responded to the questionnaire but did not report

any extensive activity in ESD as a part of their regular duties.

CONTINUING EDUCATION AND OPEN UNIVERSITY

Throughout the 1990s, the continuing education centers of the universities

actively arranged short- and long-term training programs mainly in

environmental issues. Special attention was paid (due to a severe economic

recession in our national economy) to conversion training of unemployed

professionals in environmental specializations for the public and business

sectors. Furthermore, relying on government financial support, the continuing

education centers orientated to environmental issues and training geared to

small and medium size enterprises and students from Russia and the Baltic

47

countries. A number of university units were eager to join the projects and

thereby to familiarize themselves with environmental issues. The continuing

education centers base their activities on the expertise of the teaching and

research units of their home universities.

In Finland, open university instruction is mainly arranged by the

continuing education centers. The open universities also offer studies in

environmental and SD issues (www.avoinyliopisto.fi).

EXAMPLES OF COURSE OFFERINGS IN 2000 - 2001

Helsinki University Jyväskylä University

Environmental science/introductory level Ecology and environmental management, minor subject

Environmental biology (25-30 credits) Ecology and environmental management, (25-30 credits)

Environmental management, course Environmental science/environmental chemistry, www-course

Food economy, course Environmental law and administration, course

Economy of consumption, course

Non-industrial agriculture, course

Kuopio University Turku University

Environmental science/minor subject Environmental protection/ introductory level, www-course

Environmental science/Pollutant ecology Environmental protection/environment and health, course

In Finnish polytechnics, continuing education is often organized separately

by each study field which may include several degree programs. Ten study

fields from eight polytechnics responded to the questions of short- and

long-term (over 5 credits) courses in SD and/or environmental issues. In

six polytechnics there are both short- and long-term courses in SD and

environmental issues for continuing education. Three polytechnic fields

reported that they are not involved in these topics.

STUDY COURSE EXAMPLES

Forum Mikkeli: Wealthy Environment – Safe Food – Healthy Man is annual

two-day forum with 150 to 200 participants from public administration,

private sector and training institutes. (Mikkeli Polytechnic)

Specialization studies in Milieu design (40 credits) are offered in 1998-

99, 1999-2000 and 2000-2001. Ten credits of studies are in particular focused

48

on SD and environmental issues. (Lahti Polytechnic)

Both the Finnish Broadcasting Company and the commercial MTV3

run a special TV-university, offering learning opportunities in many

environmental and SD issues.

RESOURCES FOR ESD

A quantitative estimation of ESD resources was only surveyed in number

of teachers and information about additional finance beside regular funds.

A target was to glance a prevailing situation, and to see if received figures

are in line with other inquired information.

Based on the response to the questionnaire for the university units, in

2000 c. 15 % of all teachers and researchers dealt primarily with environ-

mental and SD issues. According to the same response, 10 % of the uni-

versity units had received additional financing for ESD from their own

university and 19 % from external sources.

In 2000, 2.2 % of all teaching resources were used for environmental

and SD studies, a figure equal to the share of the students specializing in

SD studies. Based on the response to the questionnaire for the polytechnic

training programs, 42 % (8 of 19) of the training programs had received

additional financing for ESD from their own polytechnic and 26 % (5 of

19) from external sources.

OBSTACLES AND ASPECTS OF SD TRAINING

The answers from the universities and polytechnics reported 79 opinions

(Table 5) concerning obstacles and aspects in SD training, about 30 %

stressing lack of financial support. Lack of competent teachers was also

considered a limiting factor. In addition, university units requested better

coordination of planning and implementation of SD studies. The multi-

disciplinary basis of environmental and SD issues was mentioned as yet

another obstacle. Finally, the attitudes among staff and students will have

to be surveyed carefully, as “two parties” still exist on the issue in Finnish

universities and polytechnics.

49

Table 5. Opinions of respondents in higher education about present human and financial resources for ESD.

Answer group Number of Lack of Lack of Lack of Insufficient Atti- Difficulties Totalresponses finances Teachers teacher training tudes due to multi-

compe- coordi- disciplinary

tence nation basis

Univ-primary 12 (40%) 5 3 5 2 2 3 20 25%

Univ-secondary 18 (32%) 8 5 3 4 4 24 30%

Univ-occasional 13 (20%) 4 2 5 2 1 14 18%

Polytechnics 16 (64%) 6 2 4 8 1 21 27%

Total 59 (33%) 23 29% 10 13% 11 14% 10 13% 16 20% 9 11% 79 100%

Response shown in percentage in brackets.

RESEARCH IN UNIVERSITIES

The largest research fields in Finnish universities are technology and the

natural sciences, which receive almost half the funding for the universities.

In 1999, the universities spent over FIM 4100 million on research, providing

50 % of it from their own budgets. The most important sources of external

funding are the Academy of Finland and the National Technology Agency.

International contribution to research funding has also increased, primarily

because of EU research programmes. Over the last ten years, co-operation

between the universities and the business sector has intensified, and

research funding and various other mechanisms have enabled accelerated

transfer of research results into businesses.

CASE EXAMPLE: FINSKEN – DEVELOPING CONSISTENT GLOBALCHANGE SCENARIOS FOR FINLAND

The Academy of Finland and Ministry of Transport and Communications

are currently funding a three-year project, part of the Finnish Global Change

Research Programme (FIGARE), to develop projections of future changes

in different aspects of Finnish society, economy and the environment through

to the end of this century and beyond. This is the multi-partner project

including also universities.

THE ACADEMY OF FINLAND

The Academy of Finland is an expert research funding organization, which

promotes and publicizes high-level research. The Academy funds basic

50

research as the foundation for innovative applied research. Scientifically

topical research is given special emphasis.

The Academy funds Finnish research by an annual sum of about FIM

900 million, which accounts for about 12 % of the public R&D funding. Some

three thousand specialists work on research projects funded by the Academy.

A Research Council for the Environment was founded in the Academy

in 1983. In the 1970s and 80s, environmental research mainly focused on

the ecological impacts of various emissions and wastes, and the researchers’

backgrounds ranged from biology, chemistry, physics, and toxicology to

geography. Only in the 1990s did the humanities and social sciences show

more interested in environmental and SD issues.

The Academy has four research councils, which allocate on funding

on the basis of mutual competition between applications. The research

councils are those of Culture and Society, Natural Science and Engineering,

Health, and the Biosciences and the Environment.

Presently, the Academy of Finland is carrying out twelve SD-related

research programmes (Table 6), and during 2001 it will launch another two

programmes: sustainable use of natural resources and promotion of health.

Table 6. Academy of Finland SD-related research programmes.

Research Program Period Projects Researchers

Urban Studies 1998 -2001 15Biodiversity 2) 1997 -2002 105 300Finnish Global Change Research Programme 1999 -2002 36 100Finnish Forest Cluster Research Wood Wisdom 1) 1998 -2001 120 350Biological Functions Life 2000 2) 2000 -2003Interaction across the Gulf of Bothnia (Finland & Sweden) 2000 -2003 17 120 3)

Media Culture Research 1999 -2002 9 50Information Research 1997 -2001 26 80Marginalization, Inequality and Ethnic Relation in Finland 2000 -2003Future Mechanical Engineering 2000-2003 13 60Ageing 2000-2002 21 100Environment and Health 2) 1998-2001 46Finnish Environment Cluster Research Program 2) 1997-2000

1) 33 consortia, 120 projects, 350 researchers from 62 research units 2) Joint Program with NationalTechnology Agency 3)Researchers from both countries

To ensure broadly based research and to promote its impact, most Academy

programmes are undertaken in co-operation with the National Technology

51

Agency, other ministries, businesses and industry, and foundations.

The Academy funds the scientific work of researchers and research

teams in universities and research institutes by means of research appropria-

tions, research posts and grants with about 80 per cent of its research

funding going to research in universities.

RESEARCH CENTRES OF EXCELLENCE

In terms of creating favourable environments for research, the Academy’s

centres-of-excellence policy is an essential tool for enhancing and main-

taining quality, for when successful, the policy both ensures sufficient

resources for the best research teams and creates favourable conditions

for the emergence of new centres. The share of Academy funding here is

about 20 %.

There are 26 centres of excellence active in 2000 – 2005 with seven

of them primarily or secondarily working on environmental and SD issues.

Four centres focus on ecological issues. In Helsinki University, the Viikki

Bio Centre (eight research groups) studies the effects of environmental

stress on plants and their adaptation to changed environments, while the

Institute of Systematic Ecology focuses on local animal populations living

in fragmented surroundings due to human activities, with special approaches

in population ecology, genetics, and evolution. In Joensuu University, the

Institute of Forest Ecology and Forestry (four research groups) concentrates

on the ecology of boreal forests and the principles of sustainable forestry.

Special topics here consist of climate change and forest ecosystem

dynamics, the biodiversity of forest-based ecosystems, and the defensive

mechanisms of plants and animals against environmental change. In Jy-

väskylä University, the Institute of Environmental and Biosciences carries

out research on ecological signal evolution (etology), evolution in breeding

strategies, population ecology, and soil ecosystems.

Three centres of excellence focus on technology. In Åbo Academy,

the research group in industrial process chemistry (four subgroups)

characterizes, e.g., the components of environmental emissions from

industry. In Tampere University of Technology, the Institute of Hydraulic

Engineering and Automation explores the use of water (instead of oil) in

hydraulic devices and machines such as forest harvesters and tractors.

Modern water hydraulic engineering is a new branch within mechanical

52

engineering. In the State Technical Research Centre (VTT), the division

of food and biotechnology applies and develops biotechnology in industrial

processes, aiming particularly at a higher degree of refinement of renewable

natural resources.

R&D IN POLYTECHNICS

The polytechnics develop their R&D to enhance their capabilities to respond

to regional and SME sector needs and to promote regional innovation

systems. Close co-operation with working life and high quality are the most

crucial issues in developing polytechnic R&D, and the institutions are

expected to work out their strategies in this field and take into account

reasonable division of labour and co-operation with universities.

Few polytechnics have established their own R&D centres in

environmental expertise. The focus is largely on testing, measurement,

feasibility studies and similar development activities. Two polytechnics

reported that they have prepared environmental management systems for

SMEs and one polytechnic reported their efforts in life cycle analysis for

forest machineries.

In their R&D activities, polytechnics are at least partly in a

contradictory position because either teachers must put much of their effort

into these activities or specialists must separately be employed. Polytechnic

students cannot be expected to assume the role of a researcher.

BALTIC SEA REGIONAL COLLABORATION

The Finnish universities have adopted wide international collaboration and

have integrated it in their daily activities. Training and particularly research

connections, also in SD, are reaching all continents and developed as well

as developing countries, and the polytechnics, too, are rapidly extending

their international connections. The Finnish higher educational institutions

cultivate active connections with those of the Baltic Sea States.

PROJECT AND COLLABORATION EXAMPLES

- The continuing education center of the Åbo Academy is our national

coordinator for Baltic University (one of the first electronic based

university projects on environmental issues), initiated and hosted by

53

Upsala University, Sweden. Fourteen Finnish universities and Åland

College participate in the Baltic University Program.

- Between 1994 and 1999, with financial support from the Finnish

Ministries of Environment and Labor, Tampere University of Techno-

logy, jointly with Tallinn Technical University and later with Riga Uni-

versity, arranged five twelve-month training courses in water and

environmental management for Russian, Baltic, and domestic

professionals.

- Helsinki University of Technology is coordinating the training program

‘Baltech Master of Environmental Management and Cleaner

Production‘.

- Alexander Institute of Helsinki University organized a conference

‘Ecological Modernization in Russia‘ in the field of environmental

politics and policy.

- Helsinki University participates in a project ‘Ceesa-Sustainable

agriculture in central and eastern European countries‘.

- Tampere University (Department of Folk Tradition) has participated

in ethno musicological field studies in Estonia and Southern west part

of Russia.

- Jyväskylä Polytechnic jointly with Luua Forest Institute in Estonia

organized a biofuel seminar for Estonian participants: heat power plant

experts, private entrepreneurs, and representatives of municipalities.

CO-OPERATION WITHIN THE EUROPEAN UNION

RESEARCH

SD is one of the leading principles in the European Union Fifth Framework

Programme for Research and Technological Development (1998-2002),

and Finnish universities, research institutes, and industry are currently

participating in 75 projects in the Environmental Research Programme of

the Framework Programme. The Sixth Framework Programme (2002-

2006) is in preparation, and Finland stresses the SD principle in the

formulation of research themes for the Programme.

54

EDUCATION AND TRAINING

From 1995 to 2000, several Finnish partners, including universities and

polytechnics, participated through the EU Leonardo da Vinci Program in

nearly 50 European projects such as environmental education, environmental

protection, and waste recycling and management.

The target group for the ERASMUS part of the Socrates program is

higher educational institutions with student mobility an important ERASMUS

activity. During the last few years, Finnish institutions have coordinated

two projects to promote environmental know-how in higher educational

institutions. Between 1996 and 2000, Finnish educational institutions

participated in 140 European educational projects concentrating on

environmental and natural protection under the Comenius part of the

Socrates program, which also involves teacher training. The Socrates

program committee has taken SD as one of its key themes for higher

educational cooperation in 2002.

The fourth phase of the OECD/ENSI (Environment and School

Initiatives) project will continue in 2002 with its multilateral development

themes of eco-schools, learning environments, and teacher training. The

main instrument of the project is special computer software to support

education and training in the search, production, and management of societal

(economic, cultural, social, and political) information. A simultaneous aim is

to create and test new and more advanced models for theory and practice

in environmental education.

UNESCO PROJECTS

Finland participates in several UNESCO SD-related programmes, the

foremost of them being the Man and the Biosphere Programme (MAB),

which includes the World Network of Biosphere Reserves. The biosphere

reserves constitute a worldwide network for research and experiment with

SD. Two of the nearly 400 reserves are located in Finland: the North Karelian

and the Archipelago Sea Area Biosphere Reserves.

55

CONCLUSIONS

The survey revealed that the Finnish universities and polytechnics carry

out a considerable amount of teaching and research that promotes SD.

The main emphasis, however, is still clearly on environmental know-how,

whereas multidisciplinary aspects of SD are still searching for a stronger

role in teaching and research.

There are now enough expert units with specific thematic orientations,

degree programmes and majors. However, more than half of all the higher

education units have not yet adopted an all-out SD commitment. That is

why they will naturally be the primary targets of development and activation.

Attention should be attached in particular to programmes in the humanities,

social sciences, and economics. Higher educational institutions and their

units could markedly benefit from services designed to provide them with

easy, real-time access to SD-relevant documents produced in social

decision-making and management. Various ministries could e.g. actively

channel condensed information to higher educational units in their domains.

All participants in higher teaching and research should recognize the

need for an in-depth understanding of the concept and contents of SD and

focus in particular on multidisciplinary involvement: does the latter mean

co-operation among units of various disciplines or staking out new

interdisciplinary fields of application and curricula?

The survey indicates a wealth of courses and instruction available in

higher education on SD and particularly environmental know-how, but the

surveyed made a point about a need to improve the co-ordination of this

instruction. The answers also underlined a need to raise the qualifications in

teaching SD. Perhaps, it not so important to target exact identification of SD

criteria but to make teachers and students in higher education institutions aware

of SD concept in terms of various dimensions, dilemma and era we are living.

There are implications that SD concept is still purely understood and/or known.

Because the higher educational institutions are actively and widely

connected with their counterparts in the Baltic Sea states, educational

contents should receive more attention, particularly solutions to problems

of common regional SD development. Furthermore, increased exchange

of experiences and consolidation of existing structures such as Baltic

University feature as potential targets for development.

56

APPENDIX 1

THE HAGA DECLARATION IN BRIEF

GUIDELINES FOR WORKING GROUPS TO PREPARE GOALS ANDACTIONS APPROVED BY THE MINISTERS OF EDUCATION OFTHE BALTIC SEA STATES

PARA- KEY WORDS ASPECTSGRAPHCODE

1.1 Education, training and Critical aspects for promoting SDpublic awareness

1.6 EU dimension must be included1.7 Economic, environmental and ESD is broader concept than EE,

social dimensions Recognize importance of cultural issues1.8 Quality of life, present and Need to maintain and improve

future generations2.1 Agenda 21 for ESD In Baltic Sea Region2.2 Integrated approach, Requirements

broad participation2.3 Basic understanding, competence For universities

and skills2.4 Bringing added value to process Regional co-operation, own logical structurea Life long process, all ethnic Informal modes of teaching and

groups, ages and both genders learning through mediab Scientific knowledge, critical thinking, All curricula, integration into existing

social learning, democratic process disciplines, special competencec Democracy, gender equity, Integrated approach to economic,

human rights environmental and societal developmentd Teachers & educators, Research Training programmes for teachers and

educators, Increased SD researche Competent and fully trained staff, Aim at links with internationally or

Opportunities and methods for nationally recognized developmentstudents to learn about SD strategies

f IGOs, NGOs and media Key role in raising awareness of SDg Sustainable consumption and Need to change lifestyles

production patterns2.5 Good practices Benchmarking, exchange of experiences2.6 Transparent and democratic process Open to participation by all actors

Agenda 21 for ESD should cover the following elements:- Review and evaluation of present educational activities to promote

SD within the Baltic Sea region with identification of obstacles and gaps.- Definition of objectives and related actions including targets, monitoring

methods, time frame, actors, and financing.

57

APPENDIX 2

SPECIALIZATION RELATION TO SD

Number�of�answers Answerer

1�Environmental�health�effects 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 �group

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

Number�of�answers Answerer

2�Ecological�environmental�protection 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 �group

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

Specialization�relation�to�SD

primary���=

secondary���=occasional���=

1a�Monitoring�and�medical�intepretation�of�effects�due�to�env.�emissions,�wastes�and�anthropogenic�&�natural�changes�in�environment

1b�Other�environmental�health�aspects

2a�Monitoring�and�ecological�intepretation�of�effects�due�to�env.�emissions,�wastes�and�anthropogenic�&�natural�changes�in�environment

2b�Ecological�basic�research�on�flora,�fauna,�microbes�and�ecosystems

2c�Natural�productivity�and�availability�of�natural�resources

2d�Other�ecological�sectors

58

Number�of�answers Answerer

3�Environmental�technology 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 �group

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

Number�of�answers Answerer4�Environmental�management 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 �group

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

Specialization�relation�to�SD

primary���=

secondary���=occasional���=

3a�Environmental�technologies�for�minimization�of�env.�emmissions,�wastes�and�anthropogenic�&�natural�changes�in�environment

Technologies�&�engineering�for�waste�reclamation

3c�Enviornmental�remediation

3d�Natural�disasters�and�minimization�and�rehabilitation�of�consequences

3e�Cleaner�production�and�products

3f�Cleaner�energy�production�and�distribution

Other�env.technology�sectors

4a�Tools�and�instruments�for�environmental�management�in�enterprises�and�municipalities�to�control�env.�emissions,�wastes�and�anthropogenic�&�natural�changes�in�environment

4b�Sustainable�urban�planning

4c�Environmental�economics

4d�Other�env.�management�sectors

59

Number�of�answers Answerer

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 �group

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

univ-primary

univ-secondary

univ-occasional

polytechnics

univ-primary

univ-secondary

univ-occasional

univ-primary

univ-secondary

univ-occasional

univ-primary

univ-secondary

univ-occasional

univ-primary

univ-secondary

univ-occasional

polytechnics

Specialization�relation�to�SD

primary���=secondary���=occasional���=

5�Political�regulation�and�administration,�social�and�cultural�dimensions

5a�Social�justice�in�use�of�natural�resources

5b�Political�and�cultural�conflicts�versus�SD

5c�Environmental�psychology

5d�Environmental�sociology

5e�Cultural�rights�and�diversity

5f�Political�regulation�on�SD

5g�Public�and�business�economics�and�economic�actors�in�SD�context

5h�Information�management�for�SD

5i�Achievement�and�performance�evaluation�of�different�actors�of�SD

5j�Knowledge�management�for�SD

5o�Topics�in�other�sectors

5k�Environmental�Art,�Industrial�design

5l�Historical�research�of�SD�and�Env.�issues

5m�Future�research

5n�Philosophy�and�SD

60

61

EDUCATION FOR

SUSTAINABLE DEVELOPMENT

IN NON-FORMAL ADULT EDUCATION

KAISA LINDSTRÖM

PRINCIPAL

OTAVA FOLK HIGH SCHOOL

62

CONTENTS

1 AN OVERVIEW OF NON-FORMAL ADULT EDUCATIONIN FINLAND 63

2 NON-FORMAL ADULT EDUCATION IN EDUCATIONFOR SUSTAINABLE DEVELOPMENT 66

3 GOALS AND THE REALITY IN NFAE 74

4 RESULTS OF THE SURVEY 76

5 SOME REMARKS ABOUT THE RESULTS 98

6 INDICATORS FOR ESD 101

7 STATEMENTS AND RECOMMENDATIONS 106

8 CASES/EXAMPLES OF GOOD PRACTICE 108

REFERENCES 115

63

1 AN OVERVIEW OF NON-FORMAL ADULTEDUCATION IN FINLAND

In the Baltic Region there are thousands of providers of non-formal adult

education.

In non-formal adult education (NFAE), also called liberal adult education,

the contents are decided by the providers and the participants themselves.

There are no curricula or syllabuses in general, though often some

educational standards and conditions (for instance descriptions of types of

courses) are determined - especially if the provider receives economic

support from public authorities. In Finland non-formal adult education

institutions are also allowed to provide formal general and vocational

education courses.

Not only is the number of providers large, but the clientele of the non-

formal adult education services is huge. In Finland alone there are

approximately 35,000 annual adult students in this sector, and additionally

1.5 million people use services produced by non-formal adult education

institutions, according to the 2000 statistics of the Finnish Adult Education

Association, VSY.

In Finland, like in all Nordic countries, non-formal or liberal adult

education has its history in the emergence of democracy and folk movements

and its roots in the Nordic idea of liberal adult education and popular

enlightenment.

In Finland non-formal adult education is defined through its purpose

in the Liberal Adult Education Act (1998):

"The purpose of non-formal adult education (liberal adult

education) is to promote varied personal development and people's

capacity for operating in communities and to promote the

implementation of democracy and empowerment, equality and

pluralism in Finnish society."

Non-formal adult education (NFAE) complements the formal school system

and the provision of formal education. It offers alternative tracks for

learning, thereby challenging the methods of the formal school system.

The main features of non-formal education are freedom of choice, an

independently determined mission for the institutions, and a voluntary

64

orientation and a low threshold to education for the student.

Non-formal adult education institutions in the Nordic countries, which

receive public (economic) support, seem to have more latitude in defining,

planning, informing about and providing environmental education (EE) or

education for sustainable development (ESD) than in other Baltic 21

partners. This is probably due to the 'popular enlightenment tradition'.

In Finland the NFAE sector includes adult education centres, folk

high schools, study circle centres of non-governmental organisations and

associations, sport institutes and summer universities.

Besides, there are many organisations involved in environmental

education and education for sustainable development. According to the

Finnish Association for Environmental Education (SYKSE) there are about

55 associations and non-governmental organisations (NGOs) of this kind.

ADULT EDUCATION CENTRES

Adult education centres (260) are institutions which provide and develop

local and regional adult education services and offer opportunities for self-

directed learning and skill development for active citizenship. They are

mainly run by local authorities. The network is wide and their services are

available all over Finland. Even though mainly intended for adults, the centres

are an important component in the system of children's and young people's

art education. They also participate in various projects, which generate

new activities for the centres.

FOLK HIGH SCHOOLS

Folk high schools (92) are residential schools, whose purpose is to promote

the ability to pursue self-directed studies. The schools see themselves as

free and independent educational institutions outside the official education

system. Each folk high school can emphasise its own values, ideology and

pedagogical objectives. There are 34 Grundtvigian or non-aligned folk high

schools, 44 Christian schools backed by various revivalist movements and

11 political folk high schools maintained by political parties and the labour

union movement. Some of the folk high schools are backed by special-

needs associations. Residential folk high schools offer long and short courses

(from a couple of days up to one year) and they can also provide consultancy

65

and other services relating to their educational profile. Under legislation,

folk high schools can also be authorised to offer certificate-oriented

education and training, although their main emphasis is on non-formal

education.

STUDY CIRCLE CENTRES

Study circle centres (10) and counselling organisations (4) work as national

non-formal learning institutions for adults, offering education for adults based

on the study circle model, either alone or in cooperation with other civic

and cultural organisations. Their aim is an active citizen capable of managing

change in society in a creative way. The activities include global and local

matters.

SPORT INSTITUTES

Sport institutes (14) are national or regional residential institutions, which

offer sport instructor education, training and coaching facilities, and sport-

related education to all age groups.

SUMMER UNIVERSITIES

Summer universities (21) serve regionally, offering open university courses

and other education for adults, such as language courses.

SUPPORT MECHANISM FOR NFAE

The public financial support for NFAE institutions is based on an operational

licence issued by authorities. The government support amounts to 57% of

the running costs of folk high schools, adult education centres and summer

universities and 65% of the running costs of sport institutes.

NGOs get their income from grants and member fees. They can also

receive support from the Slot Machine Association or from the government.

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2 NON-FORMAL ADULT EDUCATION INEDUCATION FOR SUSTAINABLE DEVELOPMENT

2.1 GOVERNMENT DOCUMENTS AND INITIATIVES

Under legislation, non-formal adult education institutions have pedagogical

and ideological freedom and can determine their provision of education for

sustainable development (ESD) independently, but they have recourse to

certain national documents and initiatives such as:

a) Constitution 20§:

"Nature and its biodiversity, the environment and the national heritage are

the responsibility of everyone.

The public authorities shall endeavour to guarantee for everyone the

right to a healthy environment and for everyone the possibility to influence

the decisions that concern their own living environment."

b) Government Programme for Supporting Sustainable development,

1998:

In its Programme on Sustainable Development (1998), the Government

calls upon schools and educational institutions in Finland to work for

sustainable development (SD). The principles of SD should be taken into

consideration in every school form and in every sector of education, in

curriculum design and in school activities. This demands wide cooperation

between different educational sectors and with experts, especially

environmental experts.

c) Education and Research Policy for 1999-2004 (Accepted by

Government)

According to the Development Plan for Education and Research 1999-

2004, "The principles of SD will be taken into account in the educational

provision and other activities of different school forms."

d) Promoting Education for Sustainable Development 1998-2000,

Board of Education in Finland

The programme of the National Board of Education provides a definition

of SD and outlines its aims in education. It also provides ideas and issues

67

recommendations to different types of educational institutions concerning

for instance curriculum design and vocational programmes relating to the

environment and natural resources. The National Board provides support

and guidance on financing agencies, international and national cooperation

and evaluation.

e) Agenda 21 for sustainable development in the Baltic Sea Region

2001

The Ministers of Education of the Baltic Sea Region have agreed to develop

and implement an Agenda 21 for education in the Baltic Sea Region.

Sustainable development in education will require an integrated approach

and broad participation. The aim is to implement and achieve SD in the

region, which entails understanding, competence and skills. The programme

will be signed by the Baltic Sea Region Ministers of Education towards the

end of 2001.

2.2 GOALS FOR EDUCATION FOR SUSTAINABLEDEVELOPMENT IN NON-FORMAL ADULTEDUCATION

The Baltic 21 E work group for non-formal sector (WG3) suggested the

following overall goal:

Education for sustainable development aims at integration of

individuals and communities in the Baltic Region around the

principle of sustainability as a new paradigm of thinking and

doing.

The work group formulated the overall goal for promoting SD in non-formal

adult education:

Achieving the goal of SD through non-formal education in the Baltic Sea

region requires that people

- are empowered to influence their own life situation

- take part in social development

- are aware of SD

- learn for SD.

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ESD is a critical and democratic process of reflection and action in our

society. Sustainable development includes a natural element of democracy

and social engagement and active citizenship. NGOs have a key role in

non-formal learning and awareness raising.

The key elements of non-formal and informal ESD are:

- information

- motivation

- training

- learning

- cultural activities

- competence development

- projects

- availability.

Non-formal ESD is expected to give high priority to activities which aim at

bridging educational gaps and special attention to people who are educatio-

nally, socially and culturally disadvantaged.

2.3 SPECIFIC GOALS FOR THE NFAE SECTOR - KEY ELEMENTS

The following list of key elements is a more or less ideal characterisation

of the NFAE sector - that is, elements which should be aimed at. These

elements involve (implicitly or explicitly) specific goals.

Sustainable development is a fundamental part of vital democracy

and active citizenship. Participation is possible when elements of democracy

(equal access, dialogue and interaction, bottom-up, transparency) constitute

the basis of a learning environment. These elements are derived from the

tradition of non-formal education. For non-formal EE and ESD to constitute

a leaning process and development towards active citizenship, the following

key elements should be present:

1) Information informing people about learning opportunities, action

groups and projects or informing them about possible local problems

which they can work for (environmental problems, rural development,

planning etc.). This is the responsibility of organisations and NFAE

institutions. It entails learning information techniques and entering into

dialogue and networking with all other bodies involved in ESD. The

knowledge thus acquired should be made widely available and

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disseminated by different means. Transparency and wide sharing of

information are also a criterion of democracy.

2) Motivation is crucial for all kinds of learning. Non-formal education

and ESD have to take into consideration the non-static nature of

motivation. When a person starts his/her learning process, motivation

largely depends on the expectations of the learner and on the nature

of information he/she has beforehand. Later on, inner motivation grows

through experience, new interpretations and the usefulness of the

knowledge and skills gained. This is why participation and a practical

orientation are crucial to keeping the motivation high during the whole

learning process. ESD is an area where the threshold from knowing

things to working for things is high - especially for adults. Motivation

is a key to lowering this threshold.

3) Training - The challenge of ESD is how to show the complicated

nature of the societies we live in today, how to make ecological,

economic, political and technical processes transparent, how to facilitate

a holistic approach to environmental problems. This is the competence

needed in this field (EE/ESD). Non-formal education (NFAE), action-

oriented projects etc. enable people to act on the knowledge they

have acquired, i.e. they build the action competence of the participants.

Education is the vehicle for transforming information into knowledge

and even further - into understanding.

It is important for ESD to use teaching materials, new learning

environments, media and communication. Participatory and authentic

methods, a dynamic mode of teaching and learning, critical thinking

and dialogue and interaction are typical NFAE methods and suit ESD

extremely well. A trialect time perspective (past-present-future) is

needed. The present situation, present knowledge or the present

problem is always in dialogue with the past and the future.

Expertise in SD incorporates historical aspects as well as tools for

futures research. Staff training is important in the development of

ESD in general. The learning outcome in ESD depends on the

competence of the staff and their commitment. In building authentic

learning environments, we need to extend SD to everyday life in the

school or in the organisation.

70

4) Learning is the learner's active process towards ESD goals. The

Baltic 21 non-formal group wanted to focus on learning instead of

teaching. Learning is a constructive process: the learner constructs

knowledge and interprets it according to his/her own former knowledge

and according to his/her worldview. Knowledge can be fully understood

only when it is used. Personal experiences have a strong effect on

the whole learning process.

The aim of the learning process is to:

- motivate and create positive values and attitudes towards SD

- facilitate a holistic approach to SD

- bring about real actions and changes in everyday behaviour

- involve learners in the learning process, encourage people

to work independently and interdependently, enhance their

commitment, build up their initiative as well their sense of

responsibility

- create authentic learning environments, which include net-

working and interacting in a democratic way with different

kinds of bodies in the surrounding society.

5) Culture activities have always played an important role in non-formal

education and therefore constitute a key to putting ESD into practise.

Cultural activities can be linked to aesthetic ESD; they enhance

appreciation of one's cultural heritage and teach practical and traditional

skills. At the same time, cultural activities build a platform for learning

to understand other cultures. Non-formal education can provide an

environment conducive to identity building and thereby help to

appreciate things that are different and remote and to understand that

remote issues have local expressions, which one can influence.

6) Competence development is crucial for putting theories into practice

in ESD. The challenge for the education provider is to create learning

environments and build networks conducive to competence

development. The challenge for learners is to commit themselves to

competence development and to the learning process. A learner needs

competence (theory, skills) in order to proceed with the learning

process, gaining more competence in the process. Social networks,

encouragement and cooperation are important elements in non-formal

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education and support competence development. When people have

positive experiences of their ability to influence society, it encourages

them to develop their action competence.

7) Projects are practical working environments in ESD. Projects make

for comprehensive learning because they include networking, an

authentic situation and competence development. Projects can be

large, involving many partners, or small-scale ventures geared to

influence concrete conditions or to address a local problem. As flexible

and non-bureaucratic bodies, NFAE organisations are well-suited to

run projects as part of their normal activities or education. This gives

an added value in ESD (competence at project work). In projects

which are not primarily ESD projects, ESD criteria can/must be taken

into consideration. Further, joint projects with bodies in the Baltic Sea

Region expand the ESD learning environment towards international

cooperation and cultural understanding.

8) Availability is an essential element in non-formal education. The

rationale for non-formal education is that there are "grey areas" where

the formal school system does not extend to. ESD covering all aspects

of SD requires new learning opportunities. Alternative models and

accessibility are important for helping people become active subjects

in these issues. Local networks and local action groups are a good

example of the opportunities open to ESD: such groups give a context

for the personal learning process, a platform for working together

and an opportunity to be part of a social network. Partnerships for

SD at the organisational or institutional level (e.g. between companies,

educational institutions and NGOs) should be promoted. The Internet

and virtual, open and distance learning environments offer a wide

range of new opportunities for acting in a global network.

2.4 SOME REMARKS ON THE KEY ELEMENTS

INFORMATION VERSUS DIALOGUE

At its meetings, the work group discussed the difference between infor-

mation and interaction/dialogue. The concepts of social marketing (changing

consumer behaviour), environmental communication and broadcasting are

typically information, chiefly one-way information.

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The concepts of networking and partnering are types of interaction/

dialogue; they are reciprocal relations, in which all those involved are active

(collaborative learning).

As discussed above, the goals and key concepts of ESD concern the

latter. The core relation in non-formal education is a face-to-face, equal

relation.

However, information techniques and the use of media (radio, TV,

Internet) can support the learning processes in NFAE. As stated in point 8

above, the Internet in particular promotes networking.

MIND VERSUS ACTION

It was emphasised in the group discussions that a great deal of non-formal

education focuses on action as compared to formal education, which is

more focused on the mind. This action-orientation is accentuated in the

goals defined for NFAE, the two first of which require that people are

empowered to influence their own life situation and take part in social

development. It is also reflected in the WG3 proposal for overall goal for

education: "…thinking and doing".

KEY ELEMENTS AND EDUCATIONAL ORIENTATION

There are many similarities between the educational orientation outlined

by Arjen Wals, a Dutch researcher and ESD teacher, and the key elements

of non-formal education defined by WG3. According to Wals, the integrating

aspects of sustainability cannot be realised without critical rethinking about

didactical arrangements.

He highlights the following points:

- from consumptive learning to discovery learning

- from teacher-centred to learner-centred arrangements

- from individual learning to collaborative learning

- from theory dominated learning to praxis-oriented learning

- from sheer knowledge accumulation to problematic issue orientation

- from content-oriented learning to self-regulative learning

- from institutional staff-based learning to learning with and from

outsiders

- from low level cognitive learning to high level cognitive learning

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- from emphasising only cognitive objectives to also emphasising

affective and skill-related objectives.

2.5 IMPORTANCE OF THE GOALS IN THE NFAE-SECTOR

The conditions and frameworks for NFAE in the Baltic Sea countries differ,

and therefore the significance of the goals may also vary. Generally speaking,

common goals could provide useful guidelines for setting specific aims.

In the case of non-formal education, the point is that nobody can tell

the institutions or schools what they should do or what values they should

embrace in their work. In a sense, this freedom is two-edged. The schools

so inclined can make all the SD ideas come true but those not inclined are

free to do as they like. There are no means of making them take SD into

consideration.

This became very clear in the interviews and the survey conducted.

There are schools whose core strategy is based on SD and those which

are quite indifferent to SD or environmental issues - and many schools

between these extremes. Schools may be interested but lack the resources,

or may be just starting to implement SD.

It was also interesting that the formal education sector had evidently

influenced those folk high schools which offer comprehensive school and/

or general or vocational upper secondary syllabi. Because of the stronger

ESD initiatives in the formal sector (core curricula etc.), these folk high

schools seem to be more aware of these initiatives than NFAE institutions

in general. This shows the vital role of information and support. The

National Board of Education has actively supported ESD in the formal

sector.

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3 GOALS AND THE REALITY IN NFAE

3.1 INTRODUCTION

Besides defining goals and action plans for each sector, the Baltic 21 E

working groups sought to establish the present situation in EE and ESD,

e.g. how the goals are reflected in everyday school work. WG3 defined its

task by identifying some common elements generally found in non-formal

education in the Baltic countries.

- There is often no curriculum/syllabus for the course, project, seminar,

lecture etc. - though it may have recourse to certain advisory

documents.

- The contents and methods are decided - sometimes also initiated and

implemented - by the participants themselves.

- The education is directly connected and conducive to practice and

action on many levels - personal, political, technical, community, societal,

family, household, spiritual…

- Educational activities are used to help the participants to give a personal

meaning and value to the contents on many levels.

The national EE/ESD reports will provide an overview of NFAE in the

Baltic Sea Region. They are written by the members of the working group,

who consult authorities and collect information from different sources. The

NGO representatives on the working groups compile NGO reports. The

information obtained from national, regional and individual institutions,

organisations and networks is based on a questionnaire adapted to national

conditions and translated into the national languages, which was then sent

out, compiled, analysed and reported.

The purpose was to collect information about the state of affairs,

developments in ESD/EE and obstacles to SD and ways to overcome these

obstacles; proposals and ideas for promoting ESD/EE; and descriptions of

good examples and best practices, with the names of local institutions/

associations etc. which might be able to contribute with information.

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3.2. FINNISH NON-FORMAL ADULT EDUCATIONPROMOTING SD

The data was collected in March and April 2001. Questionnaires were

sent to the folk high schools, adult education centres and summer universities.

The evaluation of SD and EE/ESD in schools by Kaija Salmio and Antti

Rajakorpi (National Board of Education 2001) was used in this survey,

because it included a sample of non-formal education institutions. Together

these two surveys give a good picture of ESD in non-formal adult education

and of school activities in ESD. Music and sport institutes were not included

in this survey, partly because they were in the Board of Education study

and partly because their role in ESD is fairly general.

The questionnaire was sent via e-mail to all folk high schools through

the office of the Finnish Folk High School Association and to a random

sample of 60 adult education centres and summer universities. The questions

were also available on the net site of the Finnish Adult Education Associa-

tion, the umbrella organisation, which also provides information about the

Baltic 21 Education process. An article was published in the Finnish Folk

High School Magazine Kansanopisto. In addition, data was collected by

phone and e-mail from experts and some key persons.

Information was also collected from educational associations and

environmental/educational NGOs. Representatives of the organisations and

experts were interviewed. The brochures and pamphlets provided further

information about projects and other activities.

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4 RESULTS OF THE SURVEY

4.1 PUBLIC (NON-GOVERNMENTAL) INSTITUTIONS,PARTLY FUNDED FROM THE NATIONAL OR LOCALBUDGETS

The following organisations or associations were included in the survey:

The national “umbrella organisation”, the Finnish Adult Education Associa-

tion (Kansalais- ja työväenopistojen liitto, FAEA) and its associated

member organisations: the Association of Adult Education Centres (Va-

paan Sivistystyön Yhteisjärjestö, AAEC), the Finnish Folk High School

Association (Kansanopistoyhdistys, FFSHA), Svenska studiecentralen

(Swedish-language study centre) and some national bodies, such as the

study centres of the Union for Rural Education (Maaseudun sivistysliitto,

URE), the Educational Federation for Unions for Professional Employees

(Toimihenkilöjärjestöjen sivistysliitto, TJS), the Green Cultural and

Educational Centre (Vihreä sivistys- ja opintokeskus ViSiO), the Trade

Union of Education (Opettajien ammattiliitto, OAJ) and the OKKA

Foundation (Opetus-, kasvatus- ja koulutusalojen säätiö).

In addition, certain environmental education organisations, such as

the Recycling Centre Association (RCS, Kierrätyskeskusten yhdistys)

and the Society for Environmental Education in Finland (Suomen ympäristö-

kasvatuksen seura, SYKSE), were included in the study.

I DEFINITION OF NFAE

The first question concerned the definition of non-formal adult education,

how the respondents themselves defined it. The educational organisations

find their own mission through NFAE. The situation was different with

environmental NGOs: their mission relates to the environment, and education

was seen more as a tool for protecting the environment and promoting SD.

The Green Cultural and Educational Centre ViSiO had both education and

environment in their definition.

According to the Finnish Adult Education Association FAEA, the basic

definition of NFAE is found in their VISIO 2005 document; the key elements

are the individual's personality and his/her world view, the civil society,

democracy and democratic values.

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The Liberal Adult Education Act also contains a good definition of

the objectives of NFAE: "... ability to work in communities, to promote

democracy and equality in pluralistic society."

Non-formal education is a part of lifelong education between degree-

oriented and vocational education and informal education. NFAE is given

in institutions and schools but also by other means which are free of goal-

setting and based on the needs of society and individuals.

According to the definition given by the Finnish Folk High School

Association, NFAE includes all kind of activities which come under the

Liberal Adult Education Act, various educational services and other services

connected with education, such as consultancy, product development and

projects. The folk high schools differ from other educational institutions in

Finland in that they are privately run, residential and have great latitude

ideologically and pedagogically and in goal-setting. The Liberal Adult

Education Act sets no age limits, but the folk high schools work mainly

with adults and young adults.

The Green Cultural and Educational Centre ViSiO provides non-formal

education for adults with the aim of promoting green values and changes

in everyday behaviour.

The Recycling Centre Association (RCS) responded:

"Even if the Recycling Centre Association and recycling centres have

arranged various courses, info-days and events to inform, teach and guide

adults, youngsters and families to recycle, it does not identify itself as an

actor for NFAE and therefore has no definition for NFAE. In view of its

mission, it clearly works in the field of non-formal adult education. The

main challenge is to disseminate information and practical advice about

recycling but it is up to the individual himself/herself to decide how to use

this information. There are 20 local centres which belong to the

organisation."

The Society for Environmental Education in Finland (SYKSE) had no special

definition for NFAE but as an EE/ESD organisation works in the field of

non-formal adult education.

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II POLICIES/AIMS, PLANS OR PROGRAMMES FOR EE OR ESD

Next the NGOs were asked if they have any policies, aims, plans or

programmes for EE or ESD. The aim was to make people think about the

difference between environmental education and ESD.

The Finnish Adult Education Association (FAEA) has no policies, aims,

plans or programmes yet but answered that ESD could be taken to form

part of the FAEA action. "FAEA is a tool for promoting ESD; it provides

services, for instance designs action plans or ESD models for organisations

and disseminates them to the field. It also arranges EE/ESD seminars in

cooperation with other organisations. Thirdly, it designs projects in which SD is

part of the action, such as new NGO partnership between Latvia, Finland

and Sweden. Similarly, the themes of the last "Meeting in Finland" included ESD.

The Finnish Folk High School Association (FFHSA) informed that

they have no policy paper or written aims for SD yet but they do have

various plans, e.g. for including ESD in in-service training designed by the

Association. Some programmes and projects already include ESD. In the

residential folk high schools ESD becomes practice. This has been the

basis of their ArkeA project and its continuation ITUA project, which involve

both environmental and social sustainability, and for the schools it is a matter

of economic sustainability as well. Awareness of SD in consumption,

practical solutions, recycling etc. is a question of economics for the folk

high schools. Their self-evaluation already includes ESD.

The situation was same for the Union for Rural Education, which

works for rural development. It has no policy paper directly concerning

ESD. Its role is to encourage study circle centres themselves to work for

the SD. URE has an active role in the joint project "Learn about Your Lake".

ViSiO is a study circle organisation which focuses on green issues in

their broadest sense: not only environmental issues, but also democracy,

equal opportunity and social issues in general. All their education involves

ESD in one way or another. Together with other organisations ViSiO

promotes SD by means of non-formal education.

The Trade Union of Education and the OKKA Foundation promote

SD by means of a certificate programme for teachers and staff of schools.

All the activities of the Recycling Centre Association (RCS) and

SYKSE come under the heading of SD. All their strategies and programmes

involve EE/ESD aspects.

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III INSPIRATION

Then the respondents were asked if their policies, aims, plans or programmes

were due to/inspired by national education policies (including legislation,

national programmes), national or international educational bodies (e.g.

federations, networks), recommendations (e.g. RIO 92) or others.

According to FAEA, their programmes derive from regulations which

determine FAEA's role as a cooperative body for associated member

organisations. "The role of FAEA is to promote liberal adult education,

manage international cooperation and promote pedagogical development".

All of these tasks include ESD.

In the Visio 2005 Programme for the non-formal education sector,

the idea of SD is included both implicitly and explicitly. In the opinion of

FAEA, a special policy paper would be needed to anchor ESD better in

the field.

The Finnish Folk High School Association mentioned documents like

the Government Programme for SD, Visio 2005 as well as the National

Programme on Ageing Workers and Wellbeing at Work as sources of

inspiration, but all SD documents have influenced their awareness of these

issues.

According to the Government SD Programme, the principles of the

SD have to be taken into account in curriculum design, teaching and learning

and everyday school practices at all levels of education. The National

Board of Education is charged with relevant evaluation. It has issued

evaluation guidelines to help schools in designing their own models for

evaluating SD.

In the Visio 2005 process, which started in 2000, working for a better

environment and promoting SD and ESD are considered an important task

for the non-formal education sector. The National Programme on Ageing

Workers implicitly includes SD, especially social sustainability.

Other organisations, while underlining the importance of legislation,

directives, action plans and SD plans, pointed out that there are no special

regulations concerning ESD in non-formal education.The Union for Rural

Education mentioned EU directives, because they are an important

influence on rural and regional work.

For ViSiO, one important influence in addition to legislation and

directives is all information in this field. Another source of inspiration for

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them was Rio 92, the Green Flag and ISO 14001.

The Recycling Centre Association responded that regulations which

govern local authorities in waste management and recycling also govern

the work of recycling centres.The values and initiatives of international

and regional environmental organisations also guide their work indirectly.

Similarly reports of independent research institutes influence the work in

the field, the contents of courses etc. and at the same time serve as a

source of inspiration."

IV STAFF DEVELOPMENT

The respondents were asked if they run any sustainability or environment-

related development programmes for staff or for volunteers. The answers

were encouraging.

The Finnish Folk High School Association had organised and organises

staff development programmes, and URE had arranged programmes for

volunteers. The Green Cultural and Educational Centre ViSiO had both EE

and ESD development programmes for staff and volunteers, as had RCS

and SYKSE.

V SPECIAL COURSES/ACTIVITIES WITH DEVELOPMENTPERSPECTIVES FOR EE/ESD

The responses to the question about any special courses or activities with

SD or environmental perspectives showed that ESD perspectives were

well known. A special mention was made of ESD integrated to courses,

e.g. “life management”, EU training, drama, self-expression and cultural

courses (TJS). ViSiO had both types of courses and activities, as did URE

and FFHSA. RCS mentioned short courses and information events,

exhibitions and meetings, such as a sustainable lifestyle course for families

with children: how to use ecological diapers, how to cope with bio waste

etc. Courses and meetings were the prevalent form of ESD.

VI EXAMPLES AND GOOD PRACTICES

To get a picture of the practical work and activities in this field, each

organisation was asked to give examples or describe good practices. The

rationale was that, in order to illustrate the whole variety of activities provided

in the NFAE sector, it is very important to describe some of them in the

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Baltic 21 E report.

FAEA's example was a new NGO partnership between Latvia, Finland

and Sweden, which includes ESD. In addition, the last "Meeting in Finland"

conference, which convened adult educators from all over the world, also

dealt with ESD issues.

FFHSA mentioned a project for Estonian and Finnish environmental

educators. Its aim was to establish closer interaction between EE/ESD

educators and to learn from each other: to share materials and methods as

well as experiences. The project also provided for teacher exchanges.

Courses were arranged both in Estonia and in Finland. The main result

was personal contacts, which have played an important role in the planning

of cooperation projects at schools. Learning to know each other's reality

and teachers' problems, adopting new methods, reflecting on the work

done, sharing experiences etc. also added to teachers' ESD competence.

"Learn about Your Lake" is a joint project between many educational

and environmental organisations. The condition of lake ecosystems and

the quality of lake water, as well as the aesthetic and cultural value of

lakes, are important for all citizens and for the future of rural areas in

Finland. The goal is to develop knowledge and skills needed to work for

lakes, to learn in groups, to do research by "everyman methods", to learn to

be active as citizens and decision-makers in the immediate community and

in society at large. For instance ViSiO's and URE's mission for rural

development is very closely connected with the goals of this project. In

addition, ViSiO, together with other partners such as the Swedish-language

study centre Svenska studiecentralen, has organised joint projects involving

Russia and the Baltic states, in which the focus is on ESD and the dimensions

of democracy and civil society intrinsic to SD.**

One of the current focuses for the Trade Union of Education is SD.

Together with the OKKA Foundation and with the National Board of

Education, it has devised criteria for an SD certificate. The certificate is

intended for schools which have been active in promoting SD in their work

and wish to get public recognition for their work. The criteria of the certificate

are higher than those of the Green Flag but less demanding than ISO

14001. The project will start with a competition for a logo, a slogan and

posters for school SD.

SYKSE's example was the regional "Green Flag" Environmental

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Education Programme and the "Keep the Archipelago Tidy" campaign.

The Green Flag project involves 100 schools and day care centres in Fin-

land. The Green Flag forms part of the International Eco-Schools

programme. It has many links with the Local Agenda 21. The Green Flag

has generated concrete SD programmes designed by schools or day care

centres themselves and provides guidance and evaluation services and the

Green Flag criteria. It also has many kinds of participatory elements which

extend the activity to the whole family.

The National Board of Education has produced an Internet service

for ESD together with SYKSE and other organisations. It is a virtual school

designed to promote ESD at all levels of education. It is an open learning

environment and non-formal by nature: the users, whether schools, school

classes or individuals, can use the services in a way best suited for their

purpose. The address is http://www.edu.fi/teemat/keke.

VII OBSTACLES, BARRIERS

The seventh question was: "What are the biggest obstacles/barriers to

successful EE and ESD provision/courses or activities?"

The need for a policy paper was mentioned by some respondents. It

was interesting to note that even freedom can be a barrier.

The freedom of non-formal education institutions is a two-edged sword.

There are schools which are very active and truly committed to promoting

ESD and then there are schools which focus on other values and issues. It

seems that a policy paper of some kind is needed to promote SD and ESD.

Finances were mentioned as an obstacle, for instance: "The present

financial situation in adult education does not encourage folk high schools

to venture into new areas and seek new target groups." Some referred to

local conditions: "The difficult conditions prevailing in rural areas and in

agriculture influence the climate: ESD is not uppermost in people's mind

when they have to struggle for their livelihood. Although it is well known

that ESD is a crucial issue in rural areas, people need all their time and

energy just to survive. That is why hands-on projects and concrete work

are important."

Lack of resources was one shortcoming: "There is need for different

types of ESD but not enough resources for arranging courses or activities."

Attitudes and lack of interest were major concerns: "Overall, wrong

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attitudes and lack of interest among adults may be the biggest single obstacle

to getting results in ESD."

Some questioned the major role given to adult education in ESD: "If

EE/ESD has been neglected in former studies, it is too late to start the

whole thing from scratch in non-formal adult education!"

VIII CO-OPERATION IN EE/ESD

Educational NGOs and associations listed many kinds of environmental

organisations as their partners, and vice versa. FFHSA for instance has

worked with many NGOs but mentioned that these partnerships have been

task-specific (planning special courses or programmes etc.) rather than

permanent. For instance SYKSE had been a valuable partner in the planning

and running of the environmental education project for Finnish and Estonian

adult educators.

The "Learn about Your Lake" project was mentioned by several

respondents because it is a joint project involving many study circle centres

and environmental organisations.

Since the role of ViSiO is to support other organisations in ESD, it has

numerous regional and national environmental organisations as partners,

and networking is a natural form of work in projects.

For RCS, local authorities (and schools and day care centres etc.)

are important partners. SYKSE also has organisations as members, for

instance the Nature League, the Finnish Forest Society, the Association of

Finnish Art Educators, etc. SYKSE also works in cooperation with other

non-formal education organisations.

IX FUTURE PLANS

As an umbrella organisation, FAEA saw its main task to be to highlight the

role of liberal adult education and non-formal education in the Finnish society.

As regards ESD, it can be used as a tool in informing the member

organisations and policy-makers about the possibilities of NFAE in promoting

SD. The organisation does not itself arrange a great deal of training but

promotes ESD through its services, e.g. designing action plans or ESD

models for organisations and disseminating them to the field. It also arranges

seminars in cooperation with other organisations on themes relating to SD.

The third form is to devise projects with SD elements. One example of this

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is the new NGO partnership in Latvia, Finland and Sweden.

The Finnish Folk High School Association mentioned that it is planning

to give ESD a more prominent place in its strategies. ESD will be a

component in projects like ITUA and in self-evaluation models. The goal is

to encourage folk high schools to be innovative in ESD and to build networks

(also international) for promoting ESD.

URE was planning to offer more hands-on learning opportunities like

"Learn about Your Lake" which improve team work skills. The Union for

Rural Education felt that non-formal adult education has an important role

in improving skills for active citizenship and promoting awareness of SD.

ViSiO intends to go on with its SD work on all levels and by all means of

action.

The Trade Union of Education and the OKKA Foundation focus on

putting their plans into practice: The project for the SD certificate for schools

is just about to be launched. There have already been some articles on SD

in the Opettaja (Teacher) magazine. The idea is to publicise the SD

certificate among schools and teachers and through it disseminate

information about ESD and promote positive attitudes towards SD. The

Recycling Centre Association and other environmental NGOs wanted to

carry on their work for SD by spreading information about recycling and

sustainable lifestyles. The recycling idea is easy to understand and for

many people the first step towards a sustainable lifestyle.

4.2 SUMMER UNIVERSITIES

TAMPERE SUMMER UNIVERSITY AS AN EXAMPLE

Summer universities (21) serve large areas. They are typical adult education

institutions, with a broad selection of courses, mainly open university courses,

but they usually have no special ESD or EE orientation.

The Tampere Summer University is a good representative of Finnish

summer universities. It provides a wide range of open university courses

but also other courses such as language courses for adults, etc. Courses

which include SD or environmental perspectives make up about 5% of its

educational provision and other activities.

It has no special ESD programmes but does offer courses like:

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- Environmental policy (15 study weeks, open university course)

- In-service training for EE teachers

- Living cultural landscape-

Approximately 2% of their staff teach ESD or otherwise work with SD.

The Tampere Summer University cooperates in ESD with the Tam-

pere Museum, the Regional Council of Pirkanmaa, Pirkanmaa league.

According to the Tampere Summer University, recycling is one

practical form of work for SD in all its partner municipalities. "Living

Cultural Landscape" is a joint programme of polytechnics and open

universities; it is geared to make people aware of their cultural heritage

and to strengthen local identity.

The Tampere Summer University would appreciate simple, concrete

and precise guidelines for promoting ESD in a local educational institution.

4.3 FOLK HIGH SCHOOLS

There are 92 folk high schools in Finland, 38 of which were included in this

study. The situation in EE and ESD varies, some of the schools are very

active and have the promotion of SD as a principle, but there are also

schools which are just beginning to include ESD in their activities.

Folk high schools differ in size and location. The network of folk high

schools covers the whole country from south to north and from west to

east, both rural areas and cities, both Swedish and Finnish speaking

population.

ROLE IN ESD

When asked about ESD aims, plans or programmes, five folk high schools

answered that they have special ESD programmes with defined aims.

Two schools had ESD plans in the curriculum, two had plans which formed

part of the municipal SD plan. Approximately 23% of the schools had

plans for ESD.

Two folk high schools had a special programme for environmental

development.

In two folk high schools, ESD was included in their self-evaluation or

quality programmes; two schools had programmes on eco-living or eco-

lifestyles, which the school itself also promoted in its day-to-day activities;

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six schools had some kind of written SD aims, plans or programmes.

About 50% of the folk high schools responded that they have some

kind of aims, plans or programmes for EE or ESD.

INSPIRATION

These aims, plans or programmes were said to be inspired by national

educational policies, statutes and documents (e.g. legislation, national

programmes) or national or international educational bodies (e.g. federations,

networks, etc.).

RIO 92 is well known among schools which have some kind of ESD

or EE programmes. One school mentioned the VISIO programme, one the

National Board of Education's ESD Programme. ArKeA and ITUA projects

(joint projects carried out by folk high schools with the support of FFHSA)

were mentioned as a source of inspiration. Many of the international projects

in which folk high schools have taken part include SD aspects, and guidelines

for project design have also provided inspiration for EE or ESD. The Baltic

Sea project (BSP) in the UNESCO ASP net has activated the folk high

schools participating in it.

PROVISION OF ESD

Either sustainability-related or environment-related programmes had been

offered by 19 folk high schools for their staff, which makes 50% of the

schools surveyed.

Twelve folk high schools had had special courses with SD perspectives

and about 10 folk high schools had run special courses with EE perspectives.

The estimates given in response to the question how many (%) of the

organisation's annual courses include SD or environmental perspectives

were as follows: 3-5% (11 schools), 5-10% (2 two schools), 20-30% (1

school), 50-70% (4 schools), others gave no estimate. Open University

courses (Environmental Protection, 15 study weeks) were mentioned in

some of the answers.

Regarding the question how many (%) of the organisation's other

educationally oriented activities include SD or an environmental perspective,

the estimates were 1-5% (5 schools), 25-35% (2 schools), 70-80% (3

schools). Four folk high schools had the ESD/EE dimension integrated into

all education and day-to-day activities. One folk high school (Perheniemi

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FHS) responded that their aim is to incorporate ESD into every course

they run. Hoikka FHS had participated in the Green Flag activities organised

by the Keep Archipelago Tidy Association.

Being residential, folk high schools are a natural context for promoting

recycling, energy saving, an ecological lifestyle, etc. Practice needs

educational elements to be successful. One school bought eco-electricity

in order to give an example of a sustainable practice to its students.

The schools were asked for the percentage of students/participants/

members involved in the EE/ESD programmes (courses, study circles,

activities): the estimates varied between 2-5% (2), and 30-70% (5). In

four schools all students and participants take part in ESD activities.

To the question "How many (%) of your professional staff/volunteers

teach/work with SD-related courses or activities?", 15 folk high schools

responded that they have staff teaching or involved in ESD courses or

activities; the breakdown was the following: 2% (2), 5% (2)10% (2), 20%

(1), 30% (3), 50% (1), 60% (2), 70% (1), 80% (1). Others gave no figures.

GOOD EXAMPLES

The most important activities (or examples of good practise) in folk high

schools:

Viittakiven opisto (Viittakivi International Centre)

- Ecoliving Workshop (8 weeks, one week in Denmark)

The workshop is an NFAE course focusing on SD and has a theoretical

framework combined with practical action, active participation, international

cooperation/understanding and problem-oriented methods. One aim is to

find vehicles (drama, environmental theatre) for teaching about and raising

awareness of environmental problems. The school backs up the course

with its vegetarian menu, biodynamic garden, quiet environment and

international atmosphere. The students come from many countries.

Lapin opisto (FHS of Lapland)

The Ekonord Forum is a joint ESD project between folk high schools in the

Arctic region: Ekonord Centre in Russia; Svanvik Folk High School in

Norway; Kiruna Folk High School in Sweden; and FHS of Lapland in

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Finland. The main form of action is an annual environmental summer camp

arranged in one of the schools involved (in 1997, 1999 and 2000). The

work will continue if the necessary funds can be found. Information material

has been produced jointly (e.g. an Ekonord Magazine in all the languages

of the area, slide series, radio programmes). Northern nature, culture and

living conditions form an important shared context for the work.

Perheniemen evankelinen opisto (Perheniemi FHS)

Perheniemi FHS is one of the folk high schools which have embraced SD

as their mission. The school aims to promote respect for nature in all its

educational and other activities. ESD is widely included in its programmes.

Even though there is no special staff training programme, most of the

educational staff is involved in activities related to ESD. More than 60%

of their courses include EE/ESD aims.

The contents of the courses (which are 60 in 2001) vary from

ecological health care to sustainable and vegetarian cooking and ecological

gardening. Also different types of therapy (aroma therapy, flower therapy,

zone therapy) courses are included.

Practical skills and arts and crafts occupy an important place. All

their activities are linked to ecological values, and especially a winter course

called "Eco arts and crafts". Music and retreats, visual arts and design are

considered important elements for ESD. In addition there are long courses

in music, phytotherapy, health food and ecology, health food and herbal

medicine, and vegetarian cooking.

Perheniemi is set to get an official status as a "folk high school for

SD", which would mainly focus on SD in both education and day-to-day

practices.

Otavan Opisto (Otava FHS)

At Otava, sustainable development is part of self-evaluation, which started

in 1990 when the model for self-evaluation in ESD was created. When the

school was developing Internet tools for itself and other folk high schools in

Finland (a project supported by the National Board of Education), ESD

was implicit in the criteria. Subsequently ESD has gained more importance

in the school and in cooperation with the National Board. The school

organisation is based on teams, each of which has designed its goals and

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criteria for SD, with a strong focus on social development.

Since Otava, too, is residential and works in the field of modern media,

developing open learning environments, the opportunities for promoting

ESD are numerous. The model itself is evaluated annually, and the

evaluation report is finalised only after open discussion about the work.

The model is disseminated through the ITUA project and through the Virtual

Folk High School Internet pages.

Obstacles and barriers

The folk high schools listed the following as the foremost obstacles/barriers

to successful EE/ESD provision/courses or activities:

- Attitudes and former practices (both staff and students) are difficult

to change.

"For instance in the virtual learning environment, which today is

an important part of folk high school education, it would be

possible to save raw materials if users did not print out materials

in the same extent as earlier. Printing everything out wastes paper.

Overall, we are still far from electronic offices, even if people are

aware of the aim."

- Lack of economic and human resources

- Lack of time

- No encouragement from the local school board

- The times are difficult for folk high schools; just getting by takes most

of the energy.

- People with negative attitudes, who need ESD most, never opt for

EE/ESD courses.

- The slogan “sustainable development” has been worn out during the

past 10 years and is in itself a barrier to successful work for nature

and the environment.

PARTNERS

The folk high schools mentioned the following partners in ESD/EE: local

authorities; the Society for Environmental Education in Finland (SYKSE);

the National Board of Education; the Finnish Folk High School Association

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(FFSHA); other NFAE institutions; youth organisations; WWF; Keep

Archipelago Tidy; the Fair Trade sailing vessel "Estelle"; the Biodynamic

Association; local environmental centres; universities; societies for local

history; the Rantasalmi Institute for Environmental Education; and the Finnish

Association for Nature Conservation.

FUTURE PLANS

Concerning future plans for ESD or EE, many folk high schools pointed out

that more effort and resources are needed to improve practices for SD in

their folk high schools. One school was formulating a new strategy for

sustainable energy, another was planning a project for traditional/vernacular

building techniques, which also includes cooperation with immigrant

education and training. Three folk high schools were planning a special

ESD programme for the next academic year; one school was planning a

one-year programme on environmental biology.

Two of the folk high schools mentioned that they will put more energy

into changing attitudes towards SD. One school intended to ensure that SD

will be included in all educational and other activities in one way or another,

and another wanted to include ESD in the new school curriculum.

Two folk high schools said they would continue in the direction they

had already started. For them, SD is the main strategy for their future as

non-formal education institutions. One had started negotiations with the

local and national authorities to be recognised as an ESD/SD school. Some

of the schools mentioned projects and the need and their determination to

continue offering opportunities for competence development and cooperation

for students and for adult groups. These plans often depend on external

funding, and it is a challenge for both the schools and authorities to translate

the plans into action.

PROPOSALS, COMMENTS

Lastly, the folk high schools were asked for comments and proposals for

the future development of EE and ESD.

Examples of the answers:

“Networking is extremely important, as is encouragement from

national and local authorities. It would be important for ESD

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programmes to include sport and physical activity components with

the aim of promoting physical and mental health. Half an hour of

physical exercise during the work day would be a good start.”

It is crucial that the whole staff are committed to carrying on ESD. It was

proposed that the staff be “recycled”, i.e. rotated, within the organisation

or with member organisations and partner schools, which was thought to

stimulate and inspire, to give a fresh touch and sustainability to the work

place and work community.

“Sustainable” health was also mentioned. Folk high schools need to

pay more attention to preventing burn-out, stress and rush. This is an aspect

which should be added to the ESD programmes.

4.4 ADULT EDUCATION CENTRES

There are 260 adult education centres all over Finland. Most of them are

municipal. The questionnaire was sent to 60 centres, of which 18 responded

(30%).

ROLE IN ESD

Two adult education centres (AEC) mentioned having a special SD

programme including Agenda 21 work. Valko AEC and the Swedish-

speaking AEC in Loviisa had a joint Agenda 21 programme.

Six adult education centres have no programme of their own but take

part in the local SD programme. Local authorities have been active in

Agenda 21 work, which has influenced AECs. One of the respondent

mentioned that the goals the City of Tampere has for ESD are widely

taken in account in the schools and institutions of the city, including AECs.

Four of the adult education centres (Lempäälä AEC, Kaarina-Piikkiö

AEC, Hiiden Opisto/Lohja AEC, Karjaa AEC) answered that they have a

special ESD programme.

Four AECs informed that they have other aims, plans or programmes

to support SD through education. One mentioned its ongoing pilot project

for a holistic SD approach to developing services. However, many AECs

had no ESD or EE aims or programmes yet.

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INSPIRATION

When asked whether these aims, plans or programmes are due to or inspired

by national educational policy (e.g. legislation, national programmes), national

or international educational bodies (e.g. federations, networks), AECs

mentioned recommendations (e.g. RIO 92), Government education policy.

Rio 92 and the initiatives of the Finnish National Commission on Sustainable

Development had inspired Agenda 21 work. ESD models of other adult

education institutions had also been a source of inspiration.

EDUCATIONAL ACTIVITIES IN SD

One AEC mentioned an SD-related staff development programme. Two

centres had run EE programmes for volunteers.

Fourteen AECs had special SD-related courses or activities.

Some examples:

- Studia generalia – lectures on SD

- Ögologishe Turismus in Europa (ESD integrated with language

learning)

- My home village – a series of lectures

- ESD courses and lectures: ESD and philosophy; Nature view and

values for ESD; Recycling; A step towards sustainable lifestyle; Tex-

tile work and SD; Recycling and textile work; How to build and use a

compost.

Exhibitions and events: “Eco Explosion” (how to build sustainable houses);

Exhibition of solar energy and sustainable boating; Eco Trip (sustainable

tourism and eco vehicles; Windmill exhibition, etc.

All adult education centres except two had had special courses or

activities with environmental perspectives. Examples of courses or activities:

“Nature school” for labour union members; Gene-manipulated food

– food as an environmental hazard; an environmental course for

farmers; EE courses for teachers; Use of mushrooms in the kitchen.

“Man and nature”, a series of courses; Environmental techniques;

Local environment course, Environmental housing; Natural material

in textile work; Green families – an action group (worked for five

years); Global environmental problems course; Environmental law

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and administration course.

When asked about the percentage of EE/ESD in the annual course or

study circle provision, the estimates varied from 0-1% (5) to 2-5% (7).

One AEC used the term “a light touch” in its response to this question.

Examples:

- One of the AECs has c. 5,000 participants annually and 400-800 of

them pursue studies relating to SD, which makes 10%. The number

of classroom hours is 11,000-12,000, of which 200-230 are dedicated

to ESD, which makes 2% of the total provision.

- Another estimated the figure to be around 20%: it celebrates the

school year 2000/01 as “Year of Culture”, with ESD widely integrated

into all education.

- One AEC gave a very high percentage (70%), which means that it

mainly focuses on ESD.

The responses to the question about other educationally oriented activities

with an SD dimension revealed that AECs implement ESD especially

through art education and through practical skills courses. AECs are an

important element in young people’s art education. Art courses include

many activities which could be considered to promote SD.

The question how many (%) students/participants/members are

involved in the centre’s EE/ESD programmes (courses, study circles,

activities) resulted in a wide variation:

Some of the exhibitions (e.g. Eco Explosion) and events attract

thousands of people in a day. The practices in AECs also touch upon vast

numbers of people. Joint activities and events arranged in cooperation with

local partners have large audiences. It is estimated that Local Agenda 21

work alone involves 30,000 people. ESD in AECs also touches different

groups through quality models and self-evaluation models. Environmental

courses are not very popular, many AECs said that they had had to cancel

a course because of the lack of participants.

In the question how many (%) of your professional staff/volunteers

are teaching/involved in SD-related courses or activities, the estimates

varied from 0 to 100%. The most common answer was 5%. According to

one AEC: “It is more an exception than the rule that the professional staff

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is involved in ESD activities. The estimate 100% (permanent staff) came

from an AEC whose main focus is ESD and EE.

GOOD EXAMPLES

Examples of good practise in ESD or EE.

Valko AEC and the Swedish-language Loviisa AEC (Lovisa Med-

borgarinstitut) have a joint Agenda 21 programme. This is an excellent

example of SD in practice. The programme includes planning, commitment

to SD goals and education for both youth and adult groups, participation by

all age groups, different types of schools, both Swedish and Finnish speakers.

There are concrete instructions how to proceed towards sustainable lifestyle

in schools. It also includes an element of active citizenship (local inhabitants

and authorities working together). The Agenda 21 network provides the

context for local efforts. Access to ESD opportunities and the key elements

of non-formal learning help realise SD.

Local Agenda 21 work in the City of Tampere involves the following

elements: open and fair administration and transparent decision-making;

channels of influence; a good environment; economic sustainability and

responsibilities; the potential inherent in education; social sustainability;

quality of life through housing; togetherness; progress towards sustainability.

According to the Tampere AEC brochure, promoting SD is an essential

part of liberal and adult education. ESD can be nicely and comprehensively

integrated into arts and crafts (critical consumption, sustainable materials,

arts and crafts as part of cultural identity, knowledge and skills for aesthetic

milieus).

In Local Agenda work, the AECs seem to provide an extension to

people’s living rooms: easy access because of a low threshold and a relaxed

atmosphere.

OBSTACLES, BARRIERS

The foremost obstacles/barriers to successful provision of EE/ESD courses

or activities in AECs were:

- Negative attitudes still the main barrier

- How to get the staff committed to ESD

- Other important things competing for time and resources

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- AEC teacher mainly work part-time, extra activities are time and

energy consuming.

Most AECs are municipal. If the local authority has an ESD programme

or strategy, it is a big help and encouragement, but if not, it is difficult to

struggle alone.

PARTNERS

Partners in ESD or EE listed by the AECs included local NFAE institutions

and schools; different local and regional environmental organisations; local

decision-makers; teachers and environmental experts; local environmental

centres; universities; different specialist networks; the Allergy and Asthma

Federation; health care centres; nature conservation organisations; libraries;

local Forest Management Associations, the Martta societies (home

economics), Human Powered Vehicles Association, etc.

FUTURE PLANS

The future plans included:

“In keeping with the aims of the city – to take steps towards a sustain-

able future. This means cooperation with many of the bodies involved

and, little by little, the process will advance in the right direction.”

“More public lectures about important issues; there are plans to

renovate the school yard and surroundings.”

“... influencing attitudes and general awareness; addressing global

issues; seeking concrete solutions and putting them into practice;

developing sustainable lifestyle.”

“ESD is the future of our AEC – it is included in all future plans.”

“ESD has an important international element – ESD cooperation with

Russia and Karelia will become even more important in the future.”

“Offering more opportunities to learn about SD in the future.”

“The plan is to design a special SD programme of three components:

education, school practices and general actions.”

“To promote active participation among local people in the planning

of their urban environment.”

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PROPOSALS, COMMENTS

“It would be in common interest to develop vehicles which use muscle

energy or electricity. In Finland, innovations and R&D work of this

kind are considered weird, and money for the project is difficult to

get.”

“Besides promoting the traditional EE approach, we think it essential

that ESD includes a participatory element and competence develop-

ment. This means that we need to promote local identity, reach out to

people to encourage them to participate in local SD activities. If people

love the place where they live, they are motivated to work for it.”

“Since we also want to fight social exclusion, the societal aspect of

ESD and community/participatory methods are essential in our work

for a sustainable future.”

“We want to influence society to value nature for its own sake, not

only when some natural environment or land area is threatened.”

“Our adult education centre is very willing to participate in joint ESD

projects and ESD networks.”

“Information is needed about joint projects and the possibilities to

participate in them – especially with Russia and Karelia.”

“I am personally very keen on the ideology of SD as a process of

competence development and personal growth. I have also studied

these aspects in university. Now that I am directing an adult education

centre which can influence five municipalities, I have an opportunity

– and see it as my responsibility – to develop the strategies of the

school and ESD.”

“Concrete work needs more effort (recycling, waste management, etc.).

Environmental and occupational safety need to be more closely linked.”

“SD should be a natural element of teaching materials and equipment;

the use of computers should be thought more carefully from the SD

perspective, and the idea of the electronic office (paperless office)

should be put into practice.”

“It is quite difficult to answer this questionnaire because in our big

organisation many person are involved in SD but data about it has

never been collected very systematically”.

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4.5. LOCAL ASSOCIATIONS IN ESD FOR NON-FORMAL ADULT EDUCATION

Local associations are here represented by the Helsinki Metropolitan Area

Recycling Centre, which is a member of Recycling Centre Association.

Its educational mission is to inform people about recycling and about

sustainable lifestyle. There are 20 local recycling centres in Finland.

Metropolitan Area Recycling Centre Ltd

In the Metropolitan Area Recycling Centre has 15 permanent employees

and some 30-40 volunteers. It is annually used by some 100,000 people.

All the Centre’s courses and other educationally oriented activities

naturally have an SD dimension.

When asked about examples of good practice, the Recycling Centre

said that they show adults how to find information about recycling and

sustainable lifestyle. Families with small kids, students and young adults

are very important target groups for the Centre. Young people want to

learn and see concrete examples of how small changes can help them be

ecological and save money.

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5 SOME REMARKS ABOUT THE RESULTS

The answers showed the wide range of EE and ESD in non-formal adult

education institutions. It is a great challenge to implement ESD in the broad,

action-oriented, reflective, democratic and inclusive sense of the Haga

Declaration.

The survey showed that NFAE activities reflect the breadth and

qualities prescribed. EE/ESD in non-formal adult education is characterised

by hands-on action, projects and case studies, networking, open-ended

processes, practical and concrete orientation, and a social dimension. There

were also examples of traditional “school-like” activities, but these were

often linked to other learning methods.

Adult education institutions have expertise in alternative methods, they

are aware that people study and learn differently and take this into

consideration in teaching; they organise many types of projects and have a

wide range of partners. Often the problem is how to integrate SD principles

and values in their work; how to get support, both material and intellectual,

from their owner/background organisations and other bodies, and how to

commit themselves to ESD.

The adult education centres, folk high schools and summer universities

which have embraced SD as their mission or included it in their action

plans show how all the key elements of ESD can be taken into account in

a school’s work as a whole.

According to Arjen Wals, both the knowledge base and value base of

sustainability are variable, unstable and questionable. This is why we need

to offer arenas where people can deal with these questions and where the

discourse can go on. It is a myth to think that there is a single right vision or

best way to sustain the earth or what kind of earth should be sustained.

Nobody has the one single vision of what sustainable lifestyle entails.

Sustainability potentially brings together different groups in society in search

for a common language in environmental questions. Where people with

different world views meet, dissonance is created and learning on the edge

can happen. Participation is an excellent opportunity to learn about a highly

relevant, controversial, emotionally charged and debatable topic at the

crossroads of science, technology and society.

Dialogue and a holistic approach are time-honoured, commonly used

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methods in non-formal adult education. NFAE institutions could go still

further in ESD. Motivation grows when people see that they have

competence to act and influence and that there is a connection between

the condition of the earth and the actions of individuals and groups.

There were good examples of how to use culture and arts in ESD.

Arts and crafts projects and art education give strong emotional and

aesthetic experiences to the participants, making them more aware of and

open to environmental issues.

Multicultural education and work against racism were mentioned as

an important part of ESD, and both areas come naturally to non-formal

adult education.

The challenge for the NFAE sector seems to be how to keep all the

pillars of sustainability in mind and how to carry on the discourse on SD in

innovative and fresh ways with an open mind.

The adult education institutes called for more support and guidance.

This needs to be taken seriously if they are expected to carry on and

intensify their activities and efforts in ESD. This may require rethinking

the role of umbrella organisations. The response of FAEA was very

encouraging in this respect: “As regards ESD, it can be used as a tool in

informing the member organisations and policy-makers about the possibilities

of NFAE in promoting SD. The organisation does not itself arrange a great

deal of training but can promote ESD through its services, e.g. designing

action plans or ESD models for organisations and disseminating them to

the field. It can also arrange seminars in cooperation with other organisations

on themes relating to SD. The third form is to devise projects in which SD

forms part.”

Especially adult education institutions which are just beginning to think

about their role in promoting SD need encouragement and support from

other NFAE bodies.

Municipal networks seemed to be very effective in involving local

non-formal education institutions in ESD work, for instance through Local

Agenda 21 activities. If the municipality has an action plan for SD, this

naturally stimulates and influences the schools, libraries etc. even if they

have no action plans of their own.

Information is still needed about the bodies involved in ESD, about

NGOs working in the field, about ESD projects and about materials available

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for ESD. For instance the Society for Environmental Education in Finland

(SYKSE) and the Rantasalmi Institute for Environmental Education are

not yet widely known among non-formal education institutions.

The Internet is another forum for information and action. The National

Board of Education, in cooperation with SYKSE and other organisations,

has produced a virtual service designed to promote ESD at all levels of

education. This open learning environment is non-formal by nature and

used by each school, school class and individual learner in a way best

suited to their purpose.

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6 INDICATORS FOR ESD

When developing concepts for evaluating and motoring of ESD in NFAE,

one has to consider the independent or self-organising tradition of non-

formal education institutions and NGOs. This means that the indicators

should measure development on a local and organisational level. However

the development on regulatory/political levels are relevant. WG3 pointed

out that it is important at all levels to choose indicators and design monitoring

concepts in order to be able to feed information back into the local or

organisational systems. Concepts of self-evaluation relating to democratic

and management processes in organisations seem to be suitable.

The processes have two sides for actors and organisations of NFAE:

- sustainability itself and turning to sustainability as a social or

organisational unit

- meaning of education in this context: better performance of educational

activities relating to sustainable development and concepts of

sustainability.

6.1 ANNUAL EVALUATION (GENERAL QUESTIONS,ANY NFE ORGANISATION)

- What was our goals/ vision last year?

- What has happened?

- What have we done/experienced/achieved?

- What can we learn from it?

- How can we better distinguish between our sphere of interest and

sphere of influence?

- How can we act more proactive?

- What actions should we take through the coming year?

- Should we adjust our vision?

- What are our goals for the coming year?

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6.2 ANNUAL EVALUATION (GENERAL QUESTIONS,SOME NFE INSTITUTIONS)

(according to M. Åhlberg, University of Joensuu, Finland)

1) What has happened in the school environment?

2) What has happened in school buildings?

3) What has happened in the school organisation?

4) What kind of curriculum does the school have?

5) What kind of teaching and learning is there in the school?

6) What kind of thinking is there in the school?

7) What are the feelings, values and attitudes like?

8) What kind of action and interaction is there among teachers and

students?

9) How is it possible to find information about these issues, what kind of

indicators can be used to answer these questions?

10) What can we do to improve the things in 1-9?

6.3 DETAILED LIST FOR (SELF) EVALUATION

The list of possible indicators below is based on the key elements of ESD

in the non-formal sector. It is a check list, which can be used by institutions

and organisations, especially for self-evaluation purposes. The themes and

questions are to be seen as a draft for further development. Some issues

may be quantified, others can be answered with yes or no, but most of

them should be regarded as topics for discussion in the institution/

organisation.

1) INFORMATION

a) Does the organisation have a written document (action plan, school

policy etc.) which

- gives a framework for implementing ESD,

- is written in a language and in a style which everyone in the school

community/organisation can understand,

- is openly discussed and democratically adopted.

b) Number of articles, brochures, course information – quantity becomes

quality!

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- How is ESD or ESD goals formulated?

c) Methods and channels (different information channels, new media etc.)

- What channels and methods are used in different ESD activities?

- Are the opportunities offered by the school/organisation well known

locally, regionally and nationally?

2) MOTIVATION

- At first motivation comes from the information and knowledge that

the learner has or through perception of problems, needs or events.

- Later the usefulness of new knowledge and skills keep up motivation.

The criteria here are the quality of information and linkage between

theory and practice.

- Changes in attitudes – criteria become visible in action. Awareness

of and responsibility for promoting SD are closely linked to competence

and opportunities to influence conditions.

2.1 Evaluation model of the process of change in attitudes:

This model can be used on three levels: personal, team or organisation level. Discussion

about the phase where individuals, teams or organisations are placed in this process will

work as a tool for evaluation. The commitment for ESD can only grow through the reflective

and interactive process of individuals and communities.

1. step - is to think that he/she, team or organisation knows the main things

about ESD

2. step - is to know that he/she, team or organisation doesn't know enough

about ESD

3. step - is to know about ESD

4. step - is to understand …

5. step - is to put the knowledge into practice

6. step - is to develop new models, innovations to promote ESD

3) TRAINING

The variety/diversity of training with the goals of ESD for non-formal

education

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- Key elements – how do they become visible in training

- Equal access

- Methods used (participation, projects, experimental methods, stories

etc.)

- Staff development training, commitment to promoting ESD

4) LEARNING

- Open learning environments

- Learning process as a whole (individual, groups, communities)

- The proportion of interaction and actions, community education

- Creative learning

5) CULTURAL ACTIVITIES

- Culture and ethics promoting SD (themes in the curriculum)

- Arts and crafts and design in promoting SD

- Aesthetic view in ESD

- Multicultural aspect in ESD

- Tools for strengthening identity

- Cooperation and networking skills.

6) COMPETENCE DEVELOPMENT

- The number of authentic situations and opportunities for showing the

competence gained,

- Communicative and social competence as elements of competence

development,

- The number of innovations in day-to-day operations and in education,

pedagogical methods, learning materials, cooperation,

- Problem-solving skills.

Competence development is not a value itself, but becomes valuable in

actions and interactions, in authentic situations where a person is able to

use action competence achieved.

7) PROJECTS

- Project design skills (how to take ESD goals into consideration),

- Project evaluation (with regard to ESD goals),

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- Individual and collective learning process in project work (e.g. the 6-

step method)

8) ESD OPPORTUNITIES

- The quality and quantity of ESD opportunities

- The variety of ESD opportunities not offered by the formal school

system.

Indicators should reflect all aspects of sustainability (ecological, economic,

cultural and societal).

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7 STATEMENTS AND RECOMMENDATIONS

Non-formal adult education has an important role in ESD and cannot be

substituted by other types of schools and formal adult education. Different

types of education complement each other and deepen knowledge, skills

and competence for acting and doing.

The work group for the non-formal sector in Baltic 21 Education puts

forward the following opinions and recommendations:

1) Education is a key factor in encouraging and furthering sustainability.

EE/ESD should be promoted throughout people’s lives.

2) All citizens should have access to lifelong learning. Education for

sustainable development is itself a lifelong learning process, and

sustainability and a safe environment can only become true by means

of good educational opportunities for everyone during the whole life

span.

3) Non-formal ESD should give high priority to activities that aim at

bridging educational gaps and special attention to people who are

educationally, socially and culturally disadvantaged. In view of the

need to bridge educational gaps and serve groups with special needs,

opportunities for non-formal education should be increased.

4) The existence of an active non-formal education sector and widespread

NGO activities are a necessary supplement to the formal education

system.

5) It is important to support local activities financially and encourage

them through grants and national funding.

6) The freedom of the non-formal education sector is a crucial principle

for many reasons. But it also causes a dilemma with respect to EE/

ESD, which was well expressed in the following quotation: “The point

is that nobody can tell the institutions or schools what they should do

or what values they should embrace in their work. In a sense, this

freedom is two-edged. The schools so inclined can make all the SD

ideas come true but those not inclined are free to do as they like.

There are no means of making them take SD into consideration.

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7) Providers of NFAE should be supported in disseminating information

more effectively by means of good practices, experiences and concrete

tools. It is extremely important that NFAE institutions encourage

each other, network and share ESD models. The Internet offers a

channel for this kind of interaction.

8) Networking and cooperation among providers and partnership

between all bodies of society should be improved and encouraged.

9) NFAE professionals need more opportunities for upgrading their

competence. They should also engage in a dialogue to support their

own learning process in ESD.

10) Guidelines for ESD should be developed, for instance how to evaluate

activities, how to monitor processes, how to work out strategies, how

to develop motivation and how to become a self-learning organisation.

The concept of sustainability is related to the social, economic, cultural and

intellectual aspects of our existence. Integrating sustainability or SD into

education requires that the institutions re-think their mission. This discussion

should involve all the parties concerned in schools and adult education

institutions. Open dialogue is a very Grundtvigian method for starting a

learning process – non-formal education is an important element in promoting

this kind of dialogue on ESD at the local, national and international levels.

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8 CASES/EXAMPLES OF GOOD PRACTICE

8.1 THE WORK IN ECO-SCHOOLS

The aim of the Eco-Schools Programme is to raise students’ awareness of

environmental and SD issues through classroom study. It provides an

integrated system for environmental management in schools based on an

ISO14001/EMAS approach, with water, waste and energy as priority areas

at the initial stage. With a view to facilitating SD at the local level, pupils

are encouraged to take an active role and take practical steps to reduce

the environmental impact of the school. The programme incorporates seven

elements which any school can adopt as a methodology. These elements

have been designed to be the core of the Eco-Schools process, yet the

structure is flexible enough to be adopted in any country and at any level of

previous environmental achievement in a school. Pupil involvement is an

integral and essential factor throughout the process.

1. Establishment of an Eco-School Committee

2. Environmental review

3. Action plan

4. Monitoring and evaluation

5. Curriculum work

6. Information and activation

7. Eco-code

After a period of participation, the school evaluates the success of these

initiatives and the methodology, and the whole Eco-Schools programme is

assessed in each school. Successful schools are awarded the Eco-Schools

Green Flag. The opportunity for teachers and students to apply EE concepts

and ideas to their everyday life at school, home and the community has

several important benefits:

- It results in visible improvements in the school environment – e.g.

reduction in litter and waste- and smaller fuel and water bills.

- It strengthens the sense of community and pride in the school.

- It boosts environmental awareness through curricular and extra-

curricular education and activities.

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- It enhances school democracy in matters that directly affect the pupils.

- It provides pupils with knowledge and tools for making decisions on

environmental issues for themselves.

- It fosters relationships and improves language skills through European

communication.

- It involves the local community and brings business support and local

publicity.

Various support instruments are available to schools and organisations taking

part in Eco-Schools. The newsletter Eco-news, with issues and case studies

in different languages, is distributed throughout the year to schools across

Europe. The programme has an Internet site with information and support

for participating schools: www.eco-schools.org . There is an Eco-Schools

database which provides a framework for formal exchange of information

and communications across the European network.

Eco-Schools in the Baltic Area: The number of Eco-Schools in the

Baltic Area is growing. The programme started in Denmark in 1991; Swe-

den joined in 1996 and Finland in 1998; Estonia launched a pilot project in

2000 and started the programme in 2001 (Norway started in 1999).

The FEEE organisations in Sweden, Finland and Denmark support

the development of Eco-Schools and Environmental Education in the Baltic

Area with seminars and teacher training courses, materials, experience

exchange etc.

The number of Eco-Schools now taking part in the programme is

over 1,100, which makes approximately 100,000 children and 5,000-7,500

teachers.

References: www.eco-schools.org

8.2 LEARN ABOUT YOUR LAKE

Organisations: the People’s Cultural and Educational Association KSL

(Kansan Sivistystyön Liitto, KSL), the Union for Rural Education (Maa-

seudun Sivistysliitto, MSL), the OK Study Centre of the Association for

Educational Activities (Opintotoiminnan keskusliitto, OK) and the Green

Cultural and Educational Centre “ViSiO” (Vihreä Sivistys- ja Opintokeskus

ViSiO) and an NGO called the Finnish Study Circle for Lakes (Suomalainen

järvikerho).

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“Learn about Your Lake” is a joint project between many

educational and environmental organisations. The condition of

lake ecosystems and the quality of lake water, as well as the

aesthetic and cultural value of lakes, are important for all citizens

and for the future of rural areas in Finland. The goal is to develop

knowledge and skills needed to work for lakes, to learn in groups,

to do research by “everyman methods”, to learn to be active

citizens and decision-makers in the community and in society at

large. The project trains people to make observations and use

indicators to monitor the quality of lake water and its surroundings:

including forests and cultivated areas near lakes.

The target group is adults interested in lakes in one way or another. The

programme contains three elements: education for making observations

and using monitoring techniques designed for this purpose; a study guide

“Learn about Your Lake”; and data collecting service and data archive

“Key to lake knowledge” on the Internet.

The number of participants in the various project activities is several

thousands. Some participants use the Internet, others take part in study

circles. Because there are some 180,000 lakes in Finland, the number of

participants is growing constantly.

The main results are an increasing awareness of the condition of the

lakes in Finland; skills and tools for monitoring lakes and working for lakes

and their future. The Internet services, e.g. “Lake Doctor’s Advice”, are

open to all those interested. The database contains a great deal of valuable

measurement data revealing the condition of lakes in Finland and will serve

researchers in the future.

References can be seen on the following websites: http://www.jarvikerho.net,

http://www.ksl.fi, http://www.msl.fi, http://okry.fi ,http://kaapeli.fi/~visio/

More information:

Tuovi Kurttio, KSL, education designer (tuovi.kurttio@ksl.fi)

Ulla-Maija Hyytiäinen , Suomalainen Järvikerho

PL 119, 00210 Helsinki

www.jarvikerho.net

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8.3. LOCAL AGENDA 21 AS A JOINT ADULTEDUCATION CENTRE PROGRAMME

The Valko Adult Education Centre and the Lovisa Swedish-language Adult

Education Centre (Lovisa Medborgarinstitut) have a joint Agenda 21

programme (enclosed in Finnish and in Swedish). The Tampere Adult

Education Centre and other adult education centres have also been active

in Local Agenda 21 work in Finland.

The Valko-Loviisa project is an excellent example of SD in practice

at the local level. The programme includes planning, commitment to SD

goals and education to both youth and adult groups, participation by all age

groups, different types of schools, both Swedish and Finnish speakers. There

are concrete instructions on how to proceed towards sustainable lifestyle

in schools. It also includes an element of active citizenship (local inhabitants

and authorities working together). The Agenda 21 network provides the

context for local efforts. Access to ESD opportunities and the key elements

of non-formal learning help realise SD.

Place: Loviisa and its surroundings. In Lovisa both the Finnish and

Swedish speaking AECs work together in this project, also serving the

surrounding municipalities.

The target group is the local population; many schools in the formal

education sector are also taking part.

The programme can be seen to fall into three parts: sustainable practices

in the AECs; ESD in their educational provision; and the evaluation of their

ESD provision by the AECs. Besides, Lovisa Medborgarinstitut has plans

to improve its parking lot and surroundings as an ESD activity. Involving

both Finnish- and Swedish-speakers, the project has been an important

forum for networking and cooperation.

Both AECs play an important part in local life, and the participation

rate in this Agenda 21 programme has been around 20-30% of the local

population, that is, some 9,000 people have taken part in it.

The results of the programme are seen in school practices: more

attention is paid to recycling, energy use and consumption in general. It has

also increased educational provision and stepped up cooperation with

different bodies in the area. The model for institutional self-evaluation of

ESD is a concrete result. The evaluation will be carried out annually. Both

AECs have nominated one of their staff to oversee the programme.

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Further development will be to find new courses/methods to encourage

more people to do Agenda 21 work. The school yard will be redesigned in

keeping with SD principles. The programme and ESD will be modified

according to evaluation findings.

Local Agenda 21 has similarly inspired the City of Tampere to make

improvements: open and fair administration and transparent decision-making;

channels of influence; a good environment; economic sustainability and

responsibilities; the potential inherent in education; social sustainability;

quality of life through housing; togetherness; progress towards sustainability.

According to the Tampere AEC brochure, promoting SD is an essential

part of liberal and adult education. ESD can be nicely and comprehensively

integrated into arts and crafts: critical consumption, sustainable materials,

arts and crafts as part of cultural identity, knowledge and skills for aesthetic

milieus.

References:

Lovisa Svenska Medborgarinstitut, Brandensteingatan 21, 07900 Lovisa

http://edu.loviisa.fi/mi

Principal Anneli Sjöholm

Valkon kansalaisopisto, Ratakatu 1, 07900 Loviisa

www.loviisa.fi/vako

Principal Helinä Hujala

Tampereen Työväenopisto, PL 63, 33541 Tampere

www.tampere.fi/top

Assistant Principal Taina Törmä

8.4 DIGITAL EDUCATION RADIO “MIKAELI” INEDUCATION FOR SUSTAINABLE DEVELOPMENT

Nettiradio Mikaeli is a local non-profit radio in Eastern Finland, coordinated

by Otava Folk High School, supported by the European Social Fund, the

Town of Mikkeli and the Finnish Broadcasting Company (YLE).

One of the main goals of this educational radio is to serve the rural

population in eastern Finland. This part of the country has suffered from

the ongoing structural changes: young people’s migration, unemployment

etc. Nettiradio Mikaeli educates and offers work to many freelance

journalists; it focuses on rural issues and environmental values and local

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and regional identity. It has given a voice to this particular part of Finland

and made it heard in the whole country by means of modern technology.

Nettiradio Mikaeli has many international contacts and participates in

networking. Small and medium size enterprises and the third sector (NGOs)

are important partners the work of Nettiradio Mikaeli.

The target group is all those who have access to the Internet. The

participants include freelance journalists, educators and active listeners

who contribute to Nettiradio Mikaeli.

Some examples of the work done by Mikaeli:

Digi-forest programme provided in cooperation with the Mikkeli

Polytechnic School of Forestry is an example of ESD activities. Nettiradio

Mikaeli offers a channel for information about forests as a natural resource,

as a livelihood and as a natural environment Digi-forest has strong

educational elements, including SD ideology. Mikaeli also offers a forum

for discussion about SD. This is important for networking.

The rock paintings at Astuvansalmi (on the Lake Saimaa) is one of

the educational activities. The paintings are seen on the net site and the

information offered has a strong cultural as and environmental (lake ecology)

perspective.

The weekly updated website contains several articles about rural and

environmental issues and the material is available for educational purposes.

The interactive forums encourage the site visitors to engage in active

participation.

One result is that the use of voice in the service, a very sustainable

medium, encourages others to use the same formula for instance in

developing materials for open and distant learning environments, working

with illiterate people and immigrants, and reaching out to groups that are

disadvantaged in terms of education and training. This is obviously an

important factor for social sustainability. Future challenges are many, but

very stimulating in view of all the opportunities for promoting sustainability

through information.

References:

Chief manager Päivi Kapiainen-Heiskanen

Nettiradio Mikaeli

http://www.yle.fi/mikaeli

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8.5 EKONORD-PROJECT

Target group: Young people and teachers from the participating countries.

Content: Svanvik folk high school has for more than ten years been

prominent in the EKONORD project, a form of cooperation between schools

and institutions in Sweden, Finland, Russia and Norway on environmental

issues and democracy. Lapland Folk High School in Sodankylä is the Fin-

nish partner in the project. The project is supported by the Ministry of

Foreign Affairs in Norway. Svanvik has winter-courses (33 weeks) and

short-term courses.

The main purpose in the EKONORD project is to exchange information

on environmental issues. One medium for this is the EKONORD

MAGAZINE published once or twice a year in Scandinavian languages

and in Russian since 1991 in a circulation of 4000. The magazine is distributed

to schools, environmental organisations and private persons in northern

Scandinavia and Northwestern Russia. Another is a textbook in Russian

on environmental issues.

Secondly EKONORD arranges annually free environmental camps

for young people and teachers from the four countries.

In 1995 EKONORD also established an information and study centre

in Apatitt in Northwestern Russia. In addition, there is a wide range of

conferences, courses, projects, exchanges, study visits, etc. relating to

environmental and democratic issues.

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REFERENCES

Hyytiäinen Jukka et al.: Kestävä kehitys oppilaitoksissa - ekoauditoinnin

opas, Opetushallitus 1999

Niemelä Seppo (toim.): Vapaan Sivistystyön Visio 2005, VSY 2000

Rajakorpi Antti, Salmio Kaija (toim.): Toteutuuko kestävä kehitys kou-

luissa ja oppilaitoksissa, OPH Arviointi/3 2001

Rosenström Ulla, Palosaari Marika (toim.): Kestävyyden mitta: Suomen

kestävän kehityksen indikaattorit 2000

Reports, meetings, discussions etc. produced by Work Group 3 in Baltic 21

E- work during 2000-2001

Reports, meetings, discussions etc. produced by Finnish representatives in

Baltic 21 E-work 2000-2001

Ström Jacob, Sellin Siv, Lanz Persson Kerstin (edited): Environmental

Education "from Words to Action" for Sustainable Development, National

Agency in Sweden in coop. with UNESCO 1998

Toiviainen Timo (toim.): Responding to the Challenges of A Changing

World; an overview of Liberal Adult Education in Finland, FAEA 1998

Wals Arjen, Richard Bawden: Integrating sustainability into agricultural

education, AFANet 2000

Wals Arjen: Education for sustainable development: critique, promise and

guide posts, report from contribution to the EDU2 meeting Karlskrona

June 18-19, 2001