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SCHOOL DEVELOPMENTTHROUGH ENVIRONMENTALEDUCATION
Guidelines to
enhance the quality
of Education for
Sustainable
Development
QualityCriteria for
ESD-Schools
QualityCriteria for
ESD-Schools
1
A document by the SEED and the ENSI networks
for international debate
Written by Søren Breiting, Michela Mayer and Finn Mogensen
Guidelines to
enhance the quality
of Education for
Sustainable
Development
QualityCriteria for
ESD-Schools
23
Impr
int:
“Qua
lity
Crite
ria fo
r ESD
-Sch
ools
”G
uide
lines
to e
nhan
ce th
e qu
ality
of
Educ
atio
n fo
r Sus
tain
able
Dev
elop
men
t
May
200
5 IS
BN 3
-850
31-0
48-5
Auth
ors:
Brei
ting,
Søre
n;M
ayer
,Mic
hela
;Mog
ense
n,Fi
nn;
Edito
r:Au
stria
n Fe
dera
l Min
istr
y of
Edu
catio
n,Sc
ienc
e an
d Cu
lture
,De
pt.V
/11c
,Env
ironm
enta
l Edu
catio
n Af
fairs
Min
orite
npla
tz 5
,A-1
014
Vien
na /
Aust
riae-
mai
l:gu
enth
er.p
faffe
nwim
mer
@bm
bwk.
gv.a
t;jo
hann
es.ts
chap
ka@
bmbw
k.gv
.at
Fund
ed b
y th
e Eu
rope
an C
omm
issi
on in
the
fram
e of
the
EU-C
OM
ENIU
S 3
netw
ork
“Sch
ool D
evel
opm
ent t
hrou
gh E
nviro
nmen
tal E
duca
tion”
(SEE
D)Pr
ojec
tnum
ber:
1005
30-C
P1-2
002-
1-AT
-CO
MEN
IUS-
C3
In c
olla
bora
tion
with
the
inte
rnat
iona
l net
wor
k “E
nviro
nmen
t and
Sch
ool I
nitia
tives
”(E
NSI
)w
ww
.ens
i.org
Phot
o:Jo
hann
es T
scha
pka
/ Aus
tria
Desi
gn:r
eite
rerg
rafik
/ Au
stria
Prin
t:ra
ding
er.p
rint /
Aus
tria
200
5
No
copy
right
rest
rictio
ns a
s lo
ng a
s an
app
ropr
iate
refe
renc
e to
this
orig
inal
mat
eria
l is
incl
uded
.
Tabl
e of
Con
tent
s
Pref
ace
4
The
deve
lopm
ent
of q
ualit
y cr
iter
ia a
s pa
rt o
f EN
SI’s
wor
k6
The
SEED
net
wor
k7
Intr
oduc
tion
9
Qua
lity
crit
eria
reg
ardi
ng t
he q
ualit
y of
tea
chin
g an
d le
arni
ng p
roce
sses
14
Qua
lity
crit
eria
reg
ardi
ng s
choo
l pol
icy
and
orga
nisa
tion
34
Qua
lity
crit
eria
reg
ardi
ng t
he s
choo
l’s e
xter
nal r
elat
ions
42
Ack
now
ledg
emen
t46
Sugg
esti
ons
for
furt
her
read
ing
47
Qua
lity
Crit
eria
set
can
be
dow
nloa
ded
from
:w
ww
.see
d-eu
.net
This
pro
posa
l of q
ualit
y cr
iteria
is o
ne o
f the
out
com
es o
f the
CO
MEN
IUS
IIIEu
rope
an n
etw
ork
‘Sch
ool D
evel
opm
ent t
hrou
gh E
nviro
nmen
tal E
duca
tion’
(SEE
D).T
he w
ork
of S
EED
is a
con
cret
e ex
ampl
e of
the
activ
ities
of E
NSI
,a
dece
ntra
lized
net
wor
k of
nat
iona
l aut
horit
ies
and
rese
arch
inst
itutio
ns.E
NSI
is a
UN
ESCO
par
tner
with
in th
e U
N D
ecad
e fo
r Sus
tain
able
Dev
elop
men
t (DE
SD),
2005
-201
4,ai
med
at i
nvol
ving
all
coun
trie
s in
con
cret
e ES
D st
rate
gies
,de
velo
pmen
t and
revi
ew.
This
wor
k ta
kes
into
acc
ount
inte
rnat
iona
l ref
eren
ce d
ocum
ents
focu
sing
on
ESD
and
uses
exp
erie
nce
from
sch
ool d
evel
opm
ent a
nd o
ther
theo
retic
al a
nd p
ract
ical
expe
rienc
e bu
ilt w
ithin
the
ENSI
and
SEE
D ne
twor
ks.I
t is
insp
ired
by th
e an
alys
isof
rese
arch
repo
rts
on ‘E
co-s
choo
l dev
elop
men
t’ pr
oduc
ed b
y re
sear
cher
s an
d/or
natio
nal r
epre
sent
ativ
es fr
om 1
3 co
untr
ies
(see
list
ann
exed
).Th
e an
alys
is o
fco
untr
y re
port
s is
pub
lishe
d se
para
tely.
The
thre
e au
thor
s w
ould
like
toac
know
ledg
e th
e m
ater
ial p
rovi
ded
in th
e co
untr
y re
port
s.
An e
arlie
r dra
ft of
this
pub
licat
ion
was
sen
t for
con
sulta
tion
to a
num
ber o
fpr
omin
ent e
duca
tors
in th
e fie
ld o
f eco
-sch
ool d
evel
opm
ent,
ESD
and
gene
ral
educ
atio
n,(s
ee li
st u
nder
ack
now
ledg
emen
ts,a
nnex
ed).
Thei
r com
men
ts a
ndpr
opos
als
for i
mpr
ovem
ent f
orm
ed th
e ba
sis
for d
rafti
ng th
is p
ublis
hed
vers
ion.
We
expr
ess
our s
ince
re g
ratit
ude
for o
ur c
olle
ague
s’ c
ontr
ibut
ions
that
hav
eim
prov
ed th
is w
ork
cons
ider
ably
eve
n if
we
have
not
bee
n ab
le to
follo
w a
ll
sugg
estio
ns.A
t the
sam
e tim
e w
e ta
ke th
e fu
ll re
spon
sibi
lity
for t
he fi
nal t
ext.
To g
ive
mor
e eq
ual a
cces
s to
the
mat
eria
ls p
rese
nted
her
e,th
e or
igin
al E
nglis
hm
anus
crip
t has
bee
n tr
ansl
ated
into
a n
umbe
r of l
angu
ages
and
the
tran
slat
ors
are
ackn
owle
dged
for e
ach
lang
uage
ver
sion
.We
appr
ecia
te in
the
addi
tion
toth
is tr
ansl
atio
n w
ork
the
chec
king
wor
k do
ne b
y N
icol
a Be
dlin
gton
at t
he E
NSI
secr
etar
iat.
Tran
slat
ions
into
furt
her l
angu
ages
are
hig
hly
enco
urag
ed a
nd n
o co
pyrig
htre
stric
ts th
e pu
blic
atio
n of
suc
h ve
rsio
ns,a
s lo
ng a
s th
ey in
clud
e an
app
ropr
iate
refe
renc
e to
this
orig
inal
mat
eria
l.
Søre
n B
reit
ing,
Mic
hela
May
er a
nd F
inn
Mog
ense
n
Pref
ace
This
pub
licat
ion
targ
ets
scho
ols
and
educ
atio
nal a
utho
ritie
s en
gage
d in
Educ
atio
n fo
r Sus
tain
able
Dev
elop
men
t (ES
D).I
t pre
sent
s a
prop
osal
for a
non
-ex
haus
tive
list o
f ‘qu
ality
crit
eria
’ to
be u
sed
as a
sta
rtin
g po
int f
or re
flect
ions
,de
bate
s an
d fu
rthe
r dev
elop
men
t reg
ardi
ng fu
ture
wor
k on
ESD
am
ong
educ
atio
nal o
ffici
als,
teac
hers
,hea
dmas
ters
,par
ents
,and
stu
dent
s.
We
have
pro
pose
d th
e te
rm ‘E
SD-s
choo
ls’ a
s a
new
term
whi
ch is
diff
eren
t fro
mth
e co
mm
only
use
d te
rms
‘eco
-sch
ools
’ or ‘
gree
n sc
hool
s’.B
y us
ing
a ne
w te
rmw
e w
ant t
o st
ress
that
ther
e ar
e ne
w c
halle
nges
for s
choo
ls th
at w
ish
to e
ngag
e
in E
SD-o
rient
ed d
evel
opm
ent.
ESD
is n
ot o
nly
deal
ing
with
asp
ects
of p
eopl
e’s
depe
nden
ce o
n th
e qu
ality
of t
he e
nviro
nmen
t and
acc
ess
to n
atur
al re
sour
ces
now
and
in th
e fu
ture
,but
als
o as
pect
s of
par
ticip
atio
n,se
lf ef
ficac
y,eq
ualit
y an
dso
cial
just
ice
are
esse
ntia
l per
spec
tives
in p
repa
ring
pupi
ls fo
r the
ir en
gage
men
tin
sus
tain
able
dev
elop
men
t.Ho
wev
er,e
xper
ienc
e an
d ac
hiev
emen
ts d
eriv
ed fr
om ‘e
co-s
choo
ls’,
‘gre
en
scho
ols’
and
from
env
ironm
enta
l edu
catio
n in
gen
eral
and
from
a n
umbe
r of
othe
r ove
rarc
hing
ped
agog
ical
fiel
ds li
ke p
eace
edu
catio
n,he
alth
edu
catio
n,ci
tizen
ship
edu
catio
n an
d gl
obal
edu
catio
n ar
e hi
ghly
rele
vant
in th
is e
ndea
vour
.Th
ere
are
mor
eove
r man
y ex
ampl
es th
at d
emon
stra
te th
at s
choo
ls a
re a
ddre
ssin
gES
D w
ithou
t ide
ntify
ing
it as
suc
h.
In th
e pr
esen
t con
text
,ESD
-sch
ools
are
sch
ools
that
hav
e ch
osen
Edu
catio
n fo
r
Sust
aina
ble
Deve
lopm
ent a
s a
cent
ral p
art o
f the
ir m
issi
on a
nd th
eir e
duca
tiona
lpl
an.T
hey
cons
ider
sus
tain
able
dev
elop
men
t as
a m
ain
prin
cipl
e to
kee
p in
min
dw
hen
plan
ning
the
scho
ol’s
daily
life
and
long
-ter
m c
hang
es a
nd d
evel
opm
ent.
Such
sch
ools
are
incr
easi
ng in
num
ber a
nd im
prov
ing
in q
ualit
y in
tern
atio
nally
unde
r diff
eren
t nam
es.T
hey
are
enga
ged
in p
rofo
und
chan
ges
rega
rdin
g th
e ai
ms
and
role
s of
edu
catio
nal i
nstit
utio
ns.T
hey
aim
to o
ffer s
tude
nts
a co
ntex
t for
deve
lopi
ng a
ctiv
e ci
tizen
ship
and
par
ticip
atio
n em
brac
ing
the
com
plex
ity o
f the
com
bine
d so
cial
,eco
nom
ic,p
oliti
cal a
nd e
nviro
nmen
tal d
imen
sion
s of
sust
aina
ble
deve
lopm
ent.
45
The
SEE
D n
etw
ork
By
Joha
nnes
Tsc
hapk
a,SE
ED c
o-or
dina
tor
The
Euro
pean
CO
MEN
IUS
III n
etw
ork,
“Sch
ool D
evel
opm
ent t
hrou
ghEn
viro
nmen
tal E
duca
tion”
(SEE
D) is
a g
roup
of e
duca
tiona
l aut
horit
ies
and
inst
itute
s th
at p
rom
ote
envi
ronm
enta
l edu
catio
n as
a d
rivin
g fo
rce
for s
choo
l
deve
lopm
ent.
With
in th
e 14
Eur
opea
n SE
ED p
artn
er c
ount
ries
and
6 SE
EDm
embe
r cou
ntrie
s,En
viro
nmen
tal E
duca
tion
fost
ers
an in
nova
tive
cultu
re o
fte
achi
ng a
nd le
arni
ng th
at p
rom
otes
Edu
catio
n fo
r Sus
tain
abili
ty.S
EED
invi
tes
scho
ols,
teac
her e
duca
tion
inst
itute
s an
d ed
ucat
iona
l aut
horit
ies
to w
ork
toge
ther
,to
lear
n fro
m e
ach
othe
r’s e
xper
ienc
es a
nd to
acc
umul
ate
thei
rkn
owle
dge
in w
orki
ng to
war
ds s
usta
inab
le d
evel
opm
ent.
Targ
ets
Beca
use
of th
e cr
eatio
n of
the
COM
ENIU
S III
net
wor
ks,S
EED
is a
ble
toen
cour
age
co-o
pera
tion
amon
g its
sta
keho
lder
s by
wor
king
on
exis
ting,
com
plet
ed a
nd p
rosp
ectiv
e CO
MEN
IUS
proj
ects
.Sta
keho
lder
s as
soci
ated
with
the
netw
ork
bene
fit fr
om th
ese
envi
ronm
enta
l edu
catio
n de
velo
pmen
ts.S
EED
also
faci
litat
es a
clo
se d
ialo
gue
and
bett
er u
nder
stan
ding
am
ong
polic
y m
aker
s an
dpr
actit
ione
rs in
the
vario
us e
duca
tion
syst
ems.
The
ultim
ate
targ
et g
roup
is th
epu
pils
who
ben
efit
from
inno
vativ
e te
achi
ng p
ract
ices
and
mod
ern
teac
hing
and
lear
ning
ped
agog
ies.
Qua
lity
crit
eria
SEED
offe
rs a
sys
tem
atic
set
of c
riter
ia th
at a
re u
sefu
l for
the
Eco-
scho
ols
mov
emen
t in
its p
artn
er a
nd m
embe
r cou
ntrie
s an
d in
fact
for a
ny s
choo
l'sen
gage
men
t in
ESD,
not a
s th
e fin
al a
nsw
er b
ut a
s a
stim
ulus
for t
he s
choo
l's
own
visi
on a
nd p
lann
ing.
SEED
follo
ws
an u
nder
stan
ding
of E
nviro
nmen
tal E
duca
tion
and
Educ
atio
n fo
rSu
stai
nabi
lity
as a
teac
hing
and
lear
ning
pro
cess
whi
ch a
im to
fost
er d
emoc
ratic
part
icip
atio
n of
stu
dent
s as
act
ive
citiz
ens
for s
ocia
l and
env
ironm
enta
l cha
nge.
Und
erpi
nnin
g th
e go
als
of th
e re
sear
ch is
a c
ritic
al e
xam
inat
ion
of th
ese
proc
esse
s of
cha
nge
with
in th
e de
velo
pmen
t of a
n ES
D-sc
hool
.
The
dev
elop
men
t of
qu
alit
y cr
iter
ia a
spa
rt o
f EN
SI’s
wor
kBy
Gün
ther
Pfa
ffen
wim
mer
, Pre
side
nt o
f EN
SI
ENSI
has
bee
n ac
tive
in th
e di
scus
sion
aro
und
and
deve
lopm
ent o
f ECO
-Sch
ools
and
of Q
ualit
y Cr
iteria
sin
ce Ju
ne 1
995,
in li
ne w
ith E
NSI
’s w
ork
prog
ram
me
and
polic
y di
rect
ion.
In b
oth
field
s,EN
SI a
nd it
s na
tiona
l act
ors
wer
e in
volv
ed in
rich
and
ext
ensi
vede
velo
pmen
ts in
all
mem
ber a
nd p
artn
er c
ount
ries.
In 2
002
whe
n dr
awin
g up
the
prop
osal
for t
he E
U C
OM
ENIU
S III
Net
wor
k pr
ojec
t“S
choo
l Dev
elop
men
t thr
ough
Env
ironm
enta
l Edu
catio
n“ S
EED,
ENSI
dec
ided
toco
ntrib
ute
to th
is in
itiat
ive
and
in c
olla
bora
tion
with
the
SEED
net
wor
k la
unch
ed
a re
sear
ch p
roje
ct w
hich
incl
uded
two
stag
es.
The
first
sta
ge o
f the
rese
arch
aim
ed to
iden
tify
the
impl
icit
and
expl
icit
crite
riain
spire
d by
val
ues
of E
nviro
nmen
tal E
duca
tion,
as u
sed
to g
uide
,sup
port
or
awar
d Ec
o-Sc
hool
s in
volv
ed in
inco
rpor
atin
g pr
inci
ples
and
act
ions
for
sust
aina
bilit
y in
who
le s
choo
l pla
ns.T
his
stag
e al
so in
volv
ed id
entif
ying
and
docu
men
ting
inno
vativ
e ca
se s
tudi
es in
this
are
a.Th
e in
form
atio
n co
llect
ed a
ndre
flect
ed o
n fro
m th
is p
hase
of t
he p
roje
ct h
as re
sulte
d in
the
SEED
/EN
SIpu
blic
atio
n:“A
Com
para
tive
Stud
y on
Eco
-sch
ool D
evel
opm
ent P
roce
ss”
(Mog
ense
n &
May
er,2
005)
.
Stim
ulat
ed b
y th
e co
mpa
rativ
e st
udy,
the
seco
nd s
tage
of t
he re
sear
ch is
the
prop
osal
of t
he p
rese
nt li
st o
f Qua
lity
Crite
ria fo
r ESD
-sch
ools.
We
are
conf
iden
t
that
the
resu
lts o
f thi
s st
udy
will
sup
port
the
inte
rnat
iona
l dev
elop
men
t of
crite
ria fo
r Edu
catio
n fo
r Sus
tain
able
Dev
elop
men
t.
67
Intr
odu
ctio
nTh
e ai
m o
f th
e pu
blic
atio
nTh
e fo
llow
ing
non-
exha
ustiv
e lis
t of q
ualit
y cr
iteria
is a
n at
tem
pt to
pro
vide
ast
artin
g po
int f
or s
choo
ls th
at w
ish
to m
ake
use
of th
e fo
cus
on E
SD a
s a
vehi
cle
for t
he s
choo
l’s o
wn
deve
lopm
ent.
A fir
st s
tep
for a
n ES
D in
spire
d sc
hool
deve
lopm
ent i
s to
agr
ee o
n w
hat t
he s
choo
l wan
ts to
ach
ieve
and
the
tool
spr
opos
ed fo
r an
impl
icit
or e
xplic
it ev
alua
tion
of th
ese
achi
evem
ents
that
are
orie
nted
tow
ards
the
deve
lopm
ent i
tsel
f.
In o
ur v
iew
,a s
et o
f qua
lity
crite
ria is
an
inst
rum
ent w
hich
sum
mar
ises
an
ESD
philo
soph
y,th
at m
ust b
e co
nstr
ucte
d an
d ac
cept
ed jo
intly
by
all s
choo
lst
akeh
olde
rs,a
nd th
at c
anno
t be
cons
ider
ed a
s a
tool
for ‘
qual
ity c
ontr
ol’,
but a
s
an o
ppor
tuni
ty fo
r ‘qu
ality
enh
ance
men
t’,op
en to
on
goin
g de
bate
in a
part
icip
ator
y w
ay.W
ith th
is v
iew
,qua
lity
crite
ria s
houl
d gi
ve o
rient
atio
n an
din
spira
tion
but s
houl
d no
t be
conf
used
with
‘per
form
ance
indi
cato
rs’ o
r the
like
.In
fact
,a s
et o
f crit
eria
may
be
cons
ider
ed a
s a
‘tran
slat
ion’
of a
set
of s
hare
dva
lues
form
ulat
ed in
term
s th
at a
re m
ore
expl
icit
and
clos
er to
the
prac
tice
but
not a
s pr
escr
iptiv
e an
d lim
ited
as p
erfo
rman
ce in
dica
tors
.
As s
uch,
the
prop
osed
list
of c
riter
ia is
aim
ed a
t fac
ilita
ting
disc
ussi
ons
with
in th
esc
hool
and
with
all
stak
ehol
ders
to c
larif
y th
e m
ain
aim
s an
d ch
ange
s to
orie
ntsc
hool
dev
elop
men
t to
ESD
and
to d
evel
op th
e sc
hool
’s ow
n lis
t of q
ualit
ycr
iteria
,ada
pted
to th
e sc
hool
’s ow
n si
tuat
ion
and
the
scho
ol’s
plan
s fo
r cha
nge.
The
shar
ed c
once
ptio
n at
the
basi
s of
thes
e cr
iteria
is in
spire
d by
a c
omm
on
inte
rnat
iona
l vis
ion
of E
SD in
whi
ch th
e re
ally
impo
rtan
t ach
ieve
men
ts a
rere
late
d to
the
teac
hing
and
lear
ning
pro
cess
es a
nd th
e sc
hool
clim
ate
and
orga
nisa
tion,
rath
er th
an to
the
prac
tical
act
ions
or o
utco
mes
in th
e sc
hool
or i
nth
e co
mm
unity
.
Desp
ite th
e in
tere
st fr
om m
any
side
s to
focu
s on
ESD
as
a sh
ort-
term
cha
nge-
agen
t tow
ard
mor
e su
stai
nabl
e liv
ing
we
advo
cate
that
the
cent
ral a
gend
a of
ESD
has
to b
e th
e co
nstr
uctio
n of
new
way
s of
env
isio
ning
our
com
mon
futu
re,
expe
rienc
ing
our p
lane
t and
par
ticip
atin
g in
the
reso
lutio
n of
soc
ieta
l pro
blem
san
d is
sues
.Acc
ordi
ngly
this
is a
mat
eria
l to
stim
ulat
e fo
cuse
d de
velo
pmen
t in
scho
ol w
ith th
e pa
rtic
ipat
ion
of re
leva
nt p
artn
ers
to a
chie
ve c
hang
e th
at8
9
This
Qua
lity
Crit
eria
for
ESD
-Sch
ools
in h
and
is a
lso
avai
labl
e in
the
follo
win
g la
ngua
ges:
Cata
lan:
Crite
ris d
e qu
alita
t per
a E
scol
es S
oste
nibl
es -
Orie
ntac
ions
per
a la
mill
ora
de la
qua
litat
en
l'Edu
cació
per
al D
esen
volu
pam
ent S
oste
nibl
e
Dan
ish:
Kval
itets
krite
rier f
or E
SD-s
kole
r - E
n gu
ide
til a
t fre
mm
e kv
alite
ten
af u
ddan
nelse
for
bære
dygt
ig u
dvik
ling
Fren
ch:
Critè
res d
e qu
alité
pou
r les
éta
bliss
emen
ts sc
olai
res é
co-re
spon
sabl
es (E
SD) -
Guid
e po
ur l’
amél
iora
tion
de la
qua
lité
de l’
éduc
atio
n à
l'env
ironn
emen
t pou
r un
déve
lopp
emen
t dur
able
Ger
man
:
Bild
ung
für N
achh
altig
e En
twick
lung
in S
chul
en -
Leitf
aden
zur E
ntw
icklu
ng
von
Qual
itäts
krite
rien
Hung
aria
n:
A Fe
nnta
rthat
ó Fe
jlődé
s isk
olái
nak
min
őség
i krit
ériu
mai
- Út
mut
ató
a Fe
nnta
rthat
ó Fe
jlődé
st
szol
gáló
Ped
agóg
ia m
inős
égén
ek ja
vítás
ára.
Ital
ian:
Crite
ri di
qua
lità
per '
Scuo
le p
er lo
Svil
uppo
Sos
teni
bile
' - L
inee
gui
da p
er il
mig
liora
men
to
cont
inuo
del
la q
ualit
à ne
ll'Ed
ucaz
ione
allo
Svil
uppo
Sos
teni
bile
Span
ish:
Crite
rios d
e Ca
lidad
en
la E
duca
ción
para
el d
esar
rollo
sost
enib
le e
scol
ar –
Orie
ntac
ione
s par
a
favo
rece
r la
calid
ad d
e la
Edu
cació
n pa
ra e
l des
arro
llo so
sten
ible
outc
omes
are
con
side
red
as ‘l
earn
ing
tool
s’ fo
r dee
per e
duca
tiona
l and
cultu
ral c
hang
e an
d no
t as
goal
s in
them
selv
es.
In a
sch
ool t
hat f
unct
ions
wel
l the
com
pete
nce
of th
e sc
hool
is m
uch
mor
eth
an ju
st th
e su
m o
f com
pete
nces
of t
he in
divi
dual
s.It
depe
nds
on h
ow w
ell
the
scho
ol is
abl
e to
han
dle
expe
rienc
e,re
flect
ions
,inn
ovat
ions
and
co-
oper
atio
n.As
indi
vidu
als
our e
xper
ienc
e is
sto
red
for l
ater
use
in o
ur m
emor
y.Bu
t whe
re is
the
expe
rienc
e of
a s
choo
l as
an o
rgan
izat
ion
stor
ed?
It m
akes
sens
e to
und
erst
and
the
scho
ol’s
cultu
re a
s an
exp
ress
ion
of th
e sc
hool
’s
colle
ctiv
e ‘m
emor
y’,i
.e.t
hat n
ew e
xper
ienc
e,re
flect
ions
,inn
ovat
ions
etc
.hav
eto
be
inco
rpor
ated
in th
e sc
hool
cul
ture
and
cha
nge
the
way
peo
ple
inte
ract
,di
scus
s an
d do
thin
gs.I
t is
the
man
date
of t
he s
choo
l prin
cipa
l to
faci
litat
esu
ch p
roce
sses
,but
aim
,pro
cess
and
org
aniz
atio
n sh
ould
be
base
d on
ash
ared
und
erst
andi
ng.T
he th
eory
and
pra
ctic
e of
‘sch
ools
as
lear
ning
orga
niza
tions
’ will
be
help
ful f
or th
e sc
hool
’s ge
nera
l dev
elop
men
t,no
t onl
yin
the
field
of E
SD.
The
pres
ent a
ppro
ach
enco
urag
es th
e in
tegr
atio
n of
ESD
in th
e no
rmal
life
of
the
scho
ol a
nd c
onsi
ders
eng
agem
ent i
n ES
D no
t as
an e
xtra
bur
den
for
teac
hers
and
hea
dmas
ter,
but a
s an
opp
ortu
nity
for i
mpr
ovin
g th
e ex
istin
gte
achi
ng a
nd le
arni
ng a
nd to
pro
vide
inno
vatio
ns u
sefu
l for
the
who
le s
choo
l.
How
the
qual
ity c
riter
ia a
re o
rgan
ised
and
how
to u
se th
emIn
the
follo
win
g ch
apte
rs,t
he c
riter
ia a
re p
rese
nted
in 3
mai
n gr
oups
:
1.Q
ualit
y cr
iter
ia r
egar
ding
the
qua
lity
of t
each
ing
and
lear
ning
pro
cess
es
2.Q
ualit
y cr
iter
ia r
egar
ding
the
sch
ool p
olic
y an
d or
gani
sati
on
3.Q
ualit
y cr
iter
ia r
egar
ding
the
sch
ool’s
ex
tern
al r
elat
ions
Each
gro
up o
f crit
eria
is d
ivid
ed in
sm
alle
r are
as.F
or e
ach
of th
ese
you
will
find
a sh
ort d
escr
iptio
n of
the
area
(a ra
tiona
le) a
nd a
pre
sent
atio
n of
anu
mbe
r of c
riter
ia.B
oth
crite
ria a
nd a
reas
are
par
tially
ove
rlapp
ing,
This
kin
d
impr
oves
the
scho
ol’s
capa
city
to p
rovi
de a
dequ
ate
lear
ning
for t
he s
tude
nts
inac
cord
ance
with
futu
re c
halle
nges
in a
cha
ngin
g w
orld
.
This
wor
k dr
aws
on a
n an
alys
is o
f ext
ensi
ve n
atio
nal r
epor
ts o
f eco
-sch
ool
deve
lopm
ent i
n th
e fo
llow
ing
coun
trie
s:Au
stra
lia,A
ustr
ia,B
elgi
um -
Flem
ish
Com
mun
ity,D
enm
ark,
Finl
and,
Ger
man
y,G
reec
e,Hu
ngar
y,Ita
ly,Ko
rea,
Nor
way
,
Spai
n - C
atal
onia
,and
Sw
eden
(Mog
ense
n an
d M
ayer
,200
5).T
he p
rese
nt a
utho
rsha
ve c
ombi
ned
the
info
rmat
ion
from
thes
e co
untr
y re
port
s w
ith th
eir o
wn
expe
rienc
e in
a n
umbe
r of c
ount
ries
and
with
exp
erie
nce
and
idea
s pr
esen
ted
inin
tern
atio
nal l
itera
ture
.
The
natio
nal r
epor
ts w
ere
writ
ten
with
diff
eren
t int
erpr
etat
ions
of t
he te
rm ‘e
co-
scho
ol’ t
ypic
ally
link
ed to
diff
eren
t ide
as o
f env
ironm
enta
l edu
catio
n an
d of
the
poss
ible
con
trib
utio
n of
env
ironm
enta
l edu
catio
n an
d ed
ucat
ion
for s
usta
inab
lede
velo
pmen
t to
scho
ol d
evel
opm
ent a
s a
who
le.T
he m
ain
aim
of t
he s
tudy
was
to c
olle
ct in
form
atio
n ab
out e
xplic
it an
d im
plic
it ‘c
riter
ia’ u
sed
in e
ach
coun
try
tode
fine
and
asse
ss a
n ec
o-sc
hool
and
eco
-sch
ool d
evel
opm
ent,
and
‘sce
nario
s’ fo
rEE
and
ESD
impl
icitl
y us
ed,a
ll fro
m th
e pe
rspe
ctiv
e of
the
natio
nal ‘
repo
rter
’.
The
auth
ors
have
aim
ed a
t dev
elop
ing
the
term
‘ESD
-sch
ools
’ fur
ther
for s
choo
lsth
at w
ish
to ta
ke th
e ch
alle
nge
of E
SD in
all
its c
ompl
exity
and
to m
ake
use
ofth
at e
ffort
for t
he s
choo
l’s g
ener
al d
evel
opm
ent.
We
rega
rd o
ngoi
ng re
flect
ion
and
exch
ange
of i
nfor
mat
ion,
expe
rienc
e an
d id
eas
amon
g st
uden
ts a
nd te
ache
rsas
the
lifeb
lood
of a
dyn
amic
sch
ool.
A sc
hool
eng
aged
in E
SD is
eng
aged
in le
arni
ng fo
r the
futu
re,b
y in
vitin
g
stud
ents
and
teac
hers
to e
nter
a ‘c
ultu
re o
f com
plex
ity’,
by u
sing
crit
ical
thin
king
to e
xplo
re a
nd c
halle
nge,
in c
larif
ying
val
ues,
refle
ctin
g on
the
lear
ning
val
ue o
fta
king
act
ion
and
of p
artic
ipat
ion,
revi
sing
all
subj
ects
and
the
peda
gogy
in th
elig
ht o
f ESD
.The
se c
an a
ll be
cen
tral
ele
men
ts in
dev
elop
ing
the
stud
ents
’ act
ion
com
pete
nce.
Such
a s
choo
l is
not d
omin
ated
by
trad
ition
al h
iera
rchi
cal s
truc
ture
sbu
t by
dyna
mic
net
wor
ks a
nd th
e de
man
ds o
f loc
al a
nd g
loba
l co-
oper
atio
n.In
this
con
text
,the
idea
of a
sch
ool a
s a
‘com
plex
sys
tem
’ and
as
a ‘le
arni
ngor
gani
zatio
n’ s
timul
ates
new
way
s of
thin
king
by
look
ing
at th
e sc
hool
clim
ate
and
at in
tern
al re
latio
nshi
ps.O
f cou
rse,
such
sch
ools
are
aw
are
of th
e im
port
ance
of ‘f
ield
wor
k’ a
nd o
f the
ped
agog
ical
val
ue o
f rea
chin
g vi
sibl
e,ph
ysic
al,c
hang
esan
d ou
tcom
es a
t sch
ool a
nd in
the
loca
l com
mun
ity,b
ut th
ese
chan
ges
and
1011
of o
verla
p an
d in
tera
ctio
n sh
ould
not
be
seen
as
a lim
itatio
n of
the
form
ulat
ion
but a
s an
indi
catio
n of
the
man
y m
echa
nism
s at
pla
y in
a c
ompl
ex in
stitu
tion
like
a sc
hool
.Eac
h ar
ea is
intr
oduc
ed b
y an
exa
mpl
e of
sch
ool p
ract
ice
that
giv
es a
n
idea
of w
hat t
he c
riter
ia c
ould
mea
n in
real
ity.T
he e
xam
ples
are
sho
rt c
ase
stor
ies
insp
ired
by re
al s
choo
ls’ p
ract
ices
col
lect
ed in
the
inte
rnat
iona
l con
text
.Be
caus
e th
ey a
re in
tend
ed to
offe
r a s
hort
exa
mpl
e,on
ly s
ome
aspe
cts
are
pres
ente
d,bu
t in
the
real
cas
e st
udie
s yo
u w
ill a
lso
find
obst
acle
s an
d pr
oble
ms.
In w
ritin
g th
e ra
tiona
le a
nd e
xam
ple
for e
ach
area
the
auth
ors
have
trie
d to
bala
nce
diffe
rent
nat
iona
l and
tran
s-na
tiona
l per
spec
tives
.In
this
pro
cess
they
have
bee
n in
spire
d by
inte
rnat
iona
l doc
umen
ts o
n EE
and
on
ESD.
The
figur
e on
nex
t pag
e pr
ovid
es a
n ov
ervi
ew o
f the
gro
ups
and
area
s of
qua
lity
crite
ria a
nd m
ight
als
o be
hel
pful
for t
he s
choo
l whe
n th
e sc
hool
form
ulat
es it
sow
n qu
ality
crit
eria
.Th
e qu
ality
crit
eria
in th
ese
area
s sh
ould
nev
er b
e ac
cept
ed w
ithou
t a s
erio
usdi
scus
sion
and
dec
isio
n am
ong
the
impo
rtan
t sta
keho
lder
s of
the
scho
ol.W
e
expe
ct a
gre
at n
umbe
r of d
elet
ions
,rev
isio
ns a
nd n
ew fo
rmul
atio
ns to
be
the
resu
lt of
suc
h a
disc
ussi
on.F
or th
at re
ason
we
end
each
gro
up o
f crit
eria
with
‘ope
n do
ts’ –
sym
boliz
ing
the
addi
tion
of n
ew o
r rev
ised
one
s.
This
pro
cess
sho
uld
be in
tera
ctiv
e:ES
D m
eans
invo
lvin
g th
e w
hole
sch
ool i
n an
actio
n re
sear
ch–l
ike
proc
ess,
acce
ptin
g th
at s
choo
l dev
elop
men
t is
not o
nly
a
com
plex
pro
cess
but
als
o pa
rtly
unf
ores
eeab
le.I
t nee
ds s
truc
ture
with
regu
lar
asse
ssm
ent a
nd re
visi
on o
f the
qua
lity
crite
ria p
ropo
sed
and
the
conc
rete
act
ion
plan
s.
The
read
er w
ill re
mar
k th
at m
ost o
f the
pro
pose
d qu
ality
crit
eria
are
not
onl
yre
leva
nt to
ESD
effo
rts
but c
ould
be
rele
vant
for m
any
othe
r fie
lds
that
stim
ulat
eth
e de
velo
pmen
t of t
he s
choo
l and
the
mod
erni
zatio
n of
teac
hing
and
lear
ning
poss
ibili
ties
at th
e sc
hool
.Our
vie
w is
that
it is
the
com
bina
tion
of th
e lis
ted
qual
ity c
riter
ia in
a lo
cally
ada
pted
ver
sion
that
cou
ld d
rive
the
ESD
deve
lopm
ent
in a
sch
ool t
o m
ake
the
scho
ol a
real
‘ESD
-sch
ool’.
Scho
ol d
evel
opm
ent o
f thi
s ki
nd n
eeds
act
ive
part
icip
atio
n an
d m
ay b
ecom
e an
aren
a w
here
stu
dent
s an
d te
ache
rs a
re a
ble
to e
xerc
ise
thei
r kno
wle
dge
and
com
pete
ncie
s fo
r bui
ldin
g su
stai
nabl
e de
velo
pmen
t int
o th
e so
ciet
y.Th
ere
are
no p
re-d
eter
min
ed w
ays
to s
usta
inab
le d
evel
opm
ent:
The
jour
ney
is t
he g
oal w
e ar
e ai
min
g at
.12
13
Qua
lity
crit
eria
re
gard
ing
scho
ol p
olic
y an
dor
gani
sati
on
10.
Area
of s
choo
l po
licy
and
plan
ning
11.
Area
of s
choo
lcl
imat
e
12.
Area
of s
choo
l m
anag
emen
t
13.
Area
of r
efle
ctio
n an
d ev
alua
tion
of E
SD in
itiat
ives
at
sch
ool l
evel
Qua
lity
crit
eria
re
gard
ing
the
scho
ol’s
ex
tern
al
rela
tion
s
14.
Area
of
com
mun
ityco
oper
atio
n
15.
Area
of
netw
orki
ng a
nd
part
ners
hips
Qua
lity
crit
eria
re
gard
ing
the
qual
ity
of
teac
hing
and
lear
ning
pr
oces
ses
1.Ar
ea o
f tea
chin
g-le
arni
ng a
ppro
ach
2.Ar
ea o
f vis
ible
ou
tcom
esa
scho
ol a
nd in
loca
l co
mm
unity
3.Ar
ea o
f per
spec
tives
fo
r the
futu
re
4.Ar
ea o
f a ‘c
ultu
re o
f co
mpl
exity
’
5.Ar
ea o
f crit
ical
thin
king
an
d th
e la
ngua
ge o
f po
ssib
ility
6.Ar
ea o
f val
ue
clar
ifica
tion
and
deve
lopm
ent
7.Ar
ea o
f act
ion-
base
d pe
rspe
ctiv
e
8.Ar
ea o
f par
ticip
atio
n
9.Ar
ea o
f sub
ject
mat
ter
sam
e pr
ice.
At th
e m
arke
t the
y m
ade
a su
rvey
of c
onsu
mer
s’ re
actio
ns a
ndop
inio
ns.T
he p
roje
ct e
nded
with
an
exhi
bitio
n an
d he
arin
g w
here
the
clas
sde
scrib
ed th
eir f
indi
ngs
and
wor
ries
and
aske
d th
e co
mm
unity
in w
hat d
irect
ion
they
wou
ld li
ke th
is is
sue
to d
evel
op.
Rati
onal
eSu
stai
nabl
e de
velo
pmen
t is
not a
fixe
d th
ing
but a
que
st fo
r dev
elop
ing
our d
aily
life
and
com
mun
ities
in d
irect
ions
that
ben
efit
mos
t peo
ple
now
and
in th
efu
ture
and
at t
he s
ame
time
min
imiz
e ou
r neg
ativ
e en
viro
nmen
tal i
mpa
ct.T
his
requ
ires
activ
e,cr
eativ
e an
d cr
itica
l citi
zens
that
are
goo
d at
ove
rcom
ing
prob
lem
s an
d co
nflic
ts in
co-
oper
atio
n,an
d ab
le to
com
bine
theo
retic
alkn
owle
dge
with
pra
ctic
al in
nova
tions
and
idea
s.As
a c
onse
quen
ce th
e te
achi
ngan
d le
arni
ng a
ppro
ach
mus
t hav
e th
e le
arne
r at t
he c
entr
e an
d pr
ovid
e co
ntex
tsto
dev
elop
stu
dent
s’ o
wn
idea
s,va
lues
and
per
spec
tives
.Tea
cher
s m
ust c
onsi
der
stud
ents
as
activ
e ag
ents
in th
e co
nstr
uctio
n of
thei
r kno
wle
dge.
As th
e is
sues
rela
ted
to s
usta
inab
le d
evel
opm
ent a
re o
ften
cont
rove
rsia
l and
com
plic
ated
it is
impo
rtan
t to
be a
ble
to h
andl
e di
sagr
eem
ent a
nd c
ompl
exity
(see
late
r).Th
efo
cus
on E
SD c
an b
e us
ed in
the
scho
ol a
s le
arni
ng o
ppor
tuni
ties
to te
ach
the
core
sub
ject
are
as,o
ften
with
pra
ctic
al im
plic
atio
ns fo
r stu
dent
s’ d
aily
life
and
the
loca
l com
mun
ity.A
t the
sam
e tim
e th
is a
ppro
ach
can
enha
nce
the
stud
ents
’se
lf-es
teem
.
Qua
lity
crit
eria
in t
he a
rea
of t
he t
each
ing-
lear
ning
app
roac
h
•Th
e te
ache
rs li
sten
to a
nd v
alue
the
conc
erns
,exp
erie
nces
,ide
as
and
expe
ctat
ions
of t
he s
tude
nts,
and
thei
r pla
ns a
re ‘f
lexi
ble’
an
d op
en fo
r cha
nges
.•
The
teac
hers
enc
oura
ge c
oope
rativ
e le
arni
ng a
nd e
xper
ient
ial l
earn
ing.
•Th
e te
achi
ng ta
kes
into
acc
ount
the
valu
e of
pra
ctic
al a
ctiv
ities
by
link
ing
them
to s
tude
nts’
con
cept
dev
elop
men
t and
theo
ry
cons
truc
tion.
•Th
e te
ache
rs fa
cilit
ate
stud
ents
’ par
ticip
atio
n an
d pr
ovid
e co
ntex
ts
for t
he d
evel
opm
ent o
f stu
dent
s’ o
wn
lear
ning
,ide
as a
nd p
ersp
ectiv
es.
•Th
e te
ache
rs s
earc
h fo
r way
s to
eva
luat
e an
d as
sess
stu
dent
s’ac
hiev
emen
t con
sist
ent w
ith th
e ab
ove
men
tione
d cr
iteria
.•
......
......
......
...
1.Q
ualit
y cr
iter
ia in
the
are
a of
tea
chin
g-le
arni
ngap
proa
ches
/pro
cess
es
Exam
ple
A gr
ade
8 cl
ass
was
inve
stig
atin
g th
e vi
llage
rs’ u
se o
f pes
ticid
es in
thei
r loc
alco
mm
unity
.As
part
of t
hat w
ork
they
vis
ited
a sm
all f
arm
er g
row
ing
sprin
gon
ions
on
hire
d la
nd.H
e ha
d ar
rived
a y
ear a
go w
ith h
is fa
mily
from
a p
art o
f
the
coun
try
whe
re th
e ra
infa
ll ha
d di
min
ishe
d,be
caus
e of
def
ores
tatio
n,an
dm
any
fam
ilies
suf
fere
d a
lot.
The
stud
ents
got
resp
onse
s to
thei
r pre
pare
d qu
estio
ns a
bout
his
use
of
pest
icid
es a
nd h
ow h
e w
as a
ffect
ed.I
t was
cle
ar th
at h
e ha
d m
any
heal
thpr
oble
ms
by u
sing
them
,but
on
the
othe
r han
d it
mea
nt fr
eque
nt c
rops
of s
prin
gon
ions
.He
used
a n
umbe
r of s
aw b
eds
so h
e al
way
s ha
d sp
ring
onio
ns a
tdi
ffere
nt s
tage
s of
dev
elop
men
t.O
nce
a m
onth
he
harv
este
d a
crop
and
bro
ught
it to
a re
gion
al m
arke
t to
get t
he b
est p
rice.
From
this
inco
me
he c
ould
feed
his
fam
ily li
ving
in th
eir c
omm
on s
hack
,and
pay
the
rent
for t
he la
nd,a
nd m
ost o
fth
e m
oney
wen
t to
the
rem
aini
ng p
art o
f the
fam
ily s
till l
ivin
g in
thei
r old
are
a.W
hen
leav
ing
the
field
the
clas
s pa
ssed
a s
aw b
ed w
ith s
prin
g on
ions
that
didn
’t lo
ok a
s fre
sh a
nd h
ealth
y as
the
othe
r spr
ing
onio
ns -
man
y ha
d br
own
part
s on
the
leav
es d
ue to
an
atta
ck o
f lar
vae
of m
oths
.To
thei
r sur
pris
e,th
e
farm
er to
ld th
e cl
ass
that
thes
e sp
ring
onio
ns w
ere
for t
heir
own
cons
umpt
ion
inth
e fa
mily
and
acc
ordi
ngly
he
did
not l
ike
to tr
eat t
hem
with
pes
ticid
es.T
heea
ger s
tude
nts
cont
inue
d w
ith q
uest
ions
abo
ut w
hy h
e di
d no
t sel
l suc
hun
trea
ted
sprin
g on
ions
on
the
mar
ket a
nd h
e to
ld th
e cl
ass
that
he
coul
dn’t
get
a go
od p
rice
for t
hem
at t
he m
arke
t bec
ause
they
did
n’t l
ook
as g
ood
as th
esp
raye
d on
es.
Back
in c
lass
the
stud
ents
wer
e ke
en to
say
ver
y ne
gativ
e th
ings
abo
ut th
e
farm
er b
ecau
se th
ey fo
und
he h
ad d
oubl
e m
oral
sta
ndar
ds ju
st to
get
mon
ey.T
hete
ache
r hel
ped
them
to s
ee th
e fa
rmer
’s di
lem
ma
as a
per
sona
l con
flict
and
mov
ed th
e at
tent
ion
of th
e st
uden
ts to
the
conc
ept o
f the
‘mar
ket m
echa
nism
’.Be
caus
e th
ey w
ere
very
ups
et a
bout
wha
t the
y ha
d se
en th
e cl
ass
wan
ted
toin
vest
igat
e th
is in
mor
e de
pth.
Afte
r a b
rain
stor
m th
ey d
ecid
ed to
inve
stig
ate
thei
r par
ents
’ att
itude
s ab
out t
his
ques
tion
and
also
to m
ake
a pr
actic
alex
perim
ent a
t the
ir sm
all l
ocal
mar
ket.
They
man
aged
to b
uy a
por
tion
of n
ice
look
ing
sprin
g on
ions
and
a p
ortio
n of
the
sprin
g on
ions
with
out p
estic
ides
and
bro
ught
them
to th
e m
arke
t.Th
ey h
adpr
epar
ed b
ig s
igns
to e
xpla
in th
e di
ffere
nce
and
wan
ted
to s
ell t
hem
for t
he14
15
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
diffe
rent
poi
nts
of v
iew
,and
the
exer
cise
of d
emoc
racy
for s
harin
g an
d ta
king
deci
sion
s.It
is a
lso
impo
rtan
t tha
t tea
cher
s cl
arify
to s
tude
nts
the
pow
erre
latio
nshi
ps –
soc
ial,
inst
itutio
nal,
econ
omic
al -
with
out g
ivin
g th
em th
e fa
lse
impr
essi
on th
at th
ey a
lone
will
be
allo
wed
to m
ake
the
final
dec
isio
n.Th
e m
ain
aim
is to
und
erst
and
how
thin
gs w
ork
in re
ality
in o
rder
to b
epr
epar
ed to
cha
nge
them
in th
e fu
ture
,if r
equi
red.
The
outc
ome
can
be m
ore
orle
ss s
ucce
ssfu
l with
out l
eavi
ng th
e st
uden
ts w
ith a
feel
ing
of fr
ustr
atio
n.Bu
tw
hen
an o
utco
me
is re
ache
d,an
d a
little
dre
am o
f cha
nge
beco
mes
real
itybe
caus
e of
the
join
t effo
rts
of th
e cl
ass
or th
e sc
hool
,it i
s ex
trao
rdin
arily
impo
rtan
t to
valu
e th
is c
hang
e,al
so fo
r the
stu
dent
s w
ho h
ave
not p
artic
ipat
ed,
and
to n
urtu
re a
nd m
aint
ain
the
resu
lts o
btai
ned.
In m
any
case
s,fo
llow
up
of th
ech
ange
s ob
tain
ed is
mor
e di
fficu
lt th
an th
e ch
ange
for i
tsel
f.Th
is c
an b
e a
poin
tfo
r ref
lect
ion
of th
e st
uden
ts a
nd th
e w
hole
sch
ool.
Qua
lity
crit
eria
in t
he a
rea
of v
isib
le o
utco
mes
at
scho
ol a
nd in
the
loca
l com
mun
ity
•Ph
ysic
al /
tech
nica
l cha
nges
in th
e sc
hool
and
in th
e lo
cal c
omm
unity
,re
leva
nt fo
r ESD
,are
see
n as
an
oppo
rtun
ity fo
r tea
chin
g an
d le
arni
ng
and
are
used
for p
artic
ipat
ion
and
dem
ocra
tic d
ecis
ion
mak
ing.
•Th
e ch
ange
s ob
tain
ed a
nd th
e ou
tcom
es re
ache
d at
sc
hool
and
in th
e lo
cal c
omm
unity
are
nur
ture
d an
d m
aint
aine
d.•
......
......
......
.
2.Q
ualit
y cr
iter
ia in
the
are
a of
vis
ible
out
com
es
at s
choo
l and
in t
he lo
cal c
omm
unit
y
Exam
ple
The
teac
hers
at a
vill
age
scho
ol w
ere
wor
ried
abou
t a fo
rest
just
out
side
the
scho
ol g
roun
ds.I
t was
a fo
rest
,aba
ndon
ed fo
r yea
rs,w
here
few
peo
ple
in th
evi
llage
dar
ed to
go
for a
wal
k.Th
e ch
ildre
n w
ere
fasc
inat
ed b
y th
e fo
rest
and
they
wan
ted
to e
xplo
re it
and
to u
se it
for t
heir
activ
ities
.Ch
ildre
n pr
opos
ed to
ask
the
com
mun
ity a
nd th
eir p
aren
ts fo
r hel
p to
mak
eth
e fo
rest
cle
aner
,with
out a
band
oned
was
te,a
nd m
ore
acce
ssib
le,a
nd w
ith th
eir
teac
hers
they
mad
e sp
ecifi
c pl
ans
of w
hat t
o do
and
whe
n to
do
it.Du
ring
thre
eda
ys w
ork
with
the
help
of t
he c
omm
unity
the
aban
done
d fo
rest
was
mad
e m
ore
appe
alin
g to
peo
ple.
Oth
er w
ild p
lant
s of
the
area
wer
e pl
ante
d in
ord
er to
form
mor
e pl
ant c
omm
uniti
es a
nd a
rtis
tic-lo
okin
g st
ones
wer
e di
spla
yed
alon
g an
expl
orat
ion
lane
.The
who
le c
omm
unity
con
tinue
d to
hel
p in
gro
und
prep
arat
ion
in o
rder
to p
lant
oth
er tr
ees
of d
iffer
ent s
peci
es.
The
fore
st is
now
use
d as
an
educ
atio
nal s
ite.I
t is
an e
xten
sion
of t
he s
choo
lgr
ound
but
als
o a
kind
of ‘
bota
nica
l gar
den’
to o
bser
ve a
ll ye
ar lo
ng.S
peci
alsc
hool
pro
gram
mes
dea
l with
diff
eren
t asp
ects
of t
he fo
rest
dur
ing
the
year
,and
teac
hers
and
chi
ldre
n ta
ke c
are
of it
regu
larly
.The
vill
ager
s co
me
now
to th
e
scho
ol fo
r jog
ging
and
exe
rcis
ing
and
ther
e is
a la
rge
use
of th
e fo
rest
par
k in
holid
ay ti
me.
Rati
onal
eES
D ca
lls fo
r pra
ctic
al a
ctio
ns a
nd d
ecis
ion-
mak
ing
- sch
ools
can
not o
nly
spea
kab
out t
he fu
ture
but
mus
t act
for t
he fu
ture
.Nev
erth
eles
s th
e m
ain
aim
of s
choo
lac
tions
is n
ot th
e ph
ysic
al/te
chni
cal v
isib
le o
utco
mes
but
the
stud
ents
’ lea
rnin
g
and
invo
lvem
ent.
Educ
atio
nal g
oals
and
sus
tain
able
dev
elop
men
t goa
ls d
o no
t alw
ays
have
the
sam
e pr
iorit
ies.
Impo
rtan
ce in
edu
catio
n is
not
so
muc
h w
hat i
ssue
is ta
ken
into
acco
unt a
nd/o
r wha
t vis
ible
out
com
e is
exp
ecte
d fro
m th
e ac
tion,
but w
heth
erth
e fo
cus
on th
e is
sue
com
es fr
om s
tude
nt’s
idea
s an
d op
inio
ns,a
nd w
heth
er th
ete
ache
rs ta
ke c
are
of th
e de
velo
pmen
t of c
ompl
ex,c
ritic
al th
inki
ng,a
nd o
f the
clar
ifica
tion
of v
alue
s,w
hen
stud
ents
inve
stig
ate
and
try
to s
olve
the
prob
lem
.W
ater
or e
nerg
y,w
aste
or t
he re
-mod
ellin
g of
the
scho
ol y
ard
are
all w
ell
used
‘exa
mpl
es’ o
f iss
ues
whe
re p
artic
ipat
ion
is fu
ndam
enta
l,w
here
sim
ple
solu
tions
are
not
giv
en,a
nd w
here
ther
e is
spa
ce fo
r unc
erta
inty
.Thi
s in
clud
es16
17
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
Whe
n lo
okin
g fo
rwar
d w
e sh
ould
not
rega
rd ‘d
evel
opm
ent’
as ju
st o
ne p
re-
dete
rmin
ed d
irect
ion,
but e
mph
asiz
e th
e m
any
optio
ns fo
r dec
isio
ns a
ndal
tern
ativ
e so
lutio
ns a
nd w
ays
of d
evel
opm
ent.
With
out a
n un
ders
tand
ing
of
diffe
rent
pos
sibl
e fu
ture
s,th
ere
is n
o sp
ace
left
for d
emoc
racy
.Dem
ocra
cy b
uild
son
the
idea
that
we
toge
ther
sha
pe th
e fu
ture
we
wan
t.Al
l dec
isio
ns a
ndch
ange
s ha
ve im
plic
atio
ns fo
r the
futu
re in
the
shor
t ter
m a
nd th
e lo
ng te
rm.T
otr
y to
fore
see
thes
e an
d to
mak
e up
our
min
d ab
out w
hat a
re th
e m
ost d
esira
ble
impl
icat
ions
hel
p st
uden
ts to
be
activ
ely
invo
lved
in s
hapi
ng th
e fu
ture
of s
ocie
tyan
d th
e co
nditi
ons
for t
heir
daily
life
.The
acc
epta
nce
of th
e im
poss
ibili
ty o
f
elim
inat
ing
risk
and
unce
rtai
nty
is p
art o
f thi
s un
ders
tand
ing,
toge
ther
with
the
abili
ty o
f lea
rnin
g fro
m th
e pa
st,a
nd fr
om th
e m
ista
kes
mad
e.
Qua
lity
crit
eria
in t
he a
rea
of p
ersp
ecti
ves
for
the
futu
re
•St
uden
ts w
ork
with
vis
ions
and
sce
nario
s,se
ekin
g al
tern
ativ
e w
ays
of
deve
lopm
ent a
nd c
hang
es fo
r the
futu
re a
nd e
stab
lishi
ng c
riter
ia fo
r ch
oice
.•
Stud
ents
get
invo
lved
in c
ompa
ring
shor
t ter
m a
nd lo
ng te
rm e
ffect
s of
de
cisi
ons
and
alte
rnat
ives
.•
Stud
ents
see
k re
latio
ns b
etw
een
the
past
,the
pre
sent
and
the
futu
re,i
n or
der t
o ge
t a h
isto
rical
und
erst
andi
ng o
f the
issu
e co
ncer
ned.
•St
uden
ts w
ork
with
pla
nnin
g as
a w
ay to
redu
ce fu
ture
risk
s an
d to
ac
cept
unc
erta
inty
.•
......
......
......
......
...
3.Q
ualit
y cr
iter
ia in
the
are
a of
per
spec
tive
s fo
r th
e fu
ture
Exam
ple
In a
prim
ary
grad
e 5
clas
s th
e te
ache
r wan
ted
to h
ave
a co
ncre
te w
ay o
fad
dres
sing
inte
r-gen
erat
iona
l asp
ects
of d
evel
opm
ent i
ssue
s.Sh
e fir
st le
t her
clas
s gu
ess
how
man
y gr
andc
hild
ren
they
mig
ht h
ave
each
.The
n sh
e as
ked
them
each
to c
hoos
e on
e of
thei
r gra
ndch
ildre
n an
d to
mak
e a
smal
l mod
el o
f him
or
her –
she
circ
ulat
ed a
pre
-cut
pie
ce o
f car
dboa
rd a
nd s
ome
diffe
rent
kin
ds o
fco
lour
ed p
aper
to b
e cu
t for
dre
ssin
g.Sh
e th
en a
sked
them
to w
rite
dow
n a
poss
ible
nam
e fo
r the
ir gr
andc
hild
,wha
t the
y w
ould
gue
ss c
ould
be
thei
rfa
vour
ite d
ishe
s an
d w
hat t
hey
mig
ht e
njoy
bes
t.Al
l of t
his
is a
mea
ns to
eng
age
the
stud
ents
in th
e lif
e of
thei
r pot
entia
l gra
ndch
ildre
n.O
n th
e w
all i
n th
e cl
assr
oom
she
mad
e a
long
tim
elin
e,in
dica
ting
the
year
now
,and
som
e de
cade
s in
the
past
.She
als
o m
arke
d a
num
ber o
f dec
ades
toco
me.
Afte
r dis
cuss
ing
a lit
tle w
ith th
e st
uden
ts w
hat s
uch
a tim
elin
e co
uld
stan
dfo
r,th
e cl
ass
disc
usse
d ho
w m
any
year
s w
ould
pas
s fro
m n
ow,u
ntil
thei
rgr
andc
hild
ren
had
the
age
they
had
ant
icip
ated
.And
fina
lly a
ll th
eir m
odel
-gr
andc
hild
ren
wer
e fix
ed a
bove
the
timel
ine
in th
e pr
oper
tim
e-sp
an fr
om n
ow.
From
that
mom
ent t
he te
ache
r had
an
easy
task
to s
timul
ate
her s
tude
nts
to
thin
k of
the
futu
re re
latin
g to
con
cret
e pr
oble
ms.
By p
oint
ing
to ‘t
heir
gran
dchi
ldre
n’ th
ey c
ould
com
e up
with
asp
ects
of o
ppor
tuni
ties
or th
reat
sge
nera
ted
by th
e si
tuat
ion
toda
y an
d po
ssib
le o
ptio
ns.O
ften
wis
hes
of p
rese
ntge
nera
tions
cou
ld b
e fo
rese
en a
s be
ing
agai
nst t
he in
tere
st o
f the
ir gr
andc
hild
ren
unle
ss th
ese
conf
licts
wer
e ta
ken
into
acc
ount
.
Rati
onal
eDe
velo
pmen
t of s
ocie
ty is
not
in th
e m
ind
of y
oung
er s
tude
nts
unle
ss th
ey g
ethe
lp to
focu
s on
it a
nd to
und
erst
and
the
proc
esse
s of
soc
ieta
l dev
elop
men
t.In
som
e cu
lture
s,st
uden
ts a
re u
sed
to fo
cus
on th
eir o
wn
and
peer
s’ d
evel
opm
ent
and
they
see
the
surr
ound
ing
soci
ety
and
envi
ronm
ent a
s ra
ther
sta
tic.I
n ot
hers
cultu
res
the
unce
rtai
nty
and
lack
of s
tabi
lity
is s
uch
that
the
stud
ents
thin
k th
at it
does
not
mak
e se
nse
to c
are
for t
he fu
ture
.‘T
he fu
ture
sta
rts
ever
y se
cond
’ and
‘our
futu
re is
influ
ence
d by
wha
t we
and
othe
rs d
o’,a
re s
tart
ing
poin
ts fo
r loo
king
on
issu
es o
f dev
elop
men
t.An
othe
r is
tolo
ok b
ack
in ti
me
and
to fi
nd o
ut w
hat s
hape
d th
e ch
ange
s w
e al
read
y kn
ow a
ndth
e co
nditi
ons
in w
hich
we
live
up to
now
.18
19
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
4.Q
ualit
y Cr
iter
ia in
the
are
a of
a
‘cul
ture
of
com
plex
ity’
Exam
ple
The
chal
leng
e of
com
plex
ity w
as c
entr
al to
the
who
le li
fe o
f a s
mal
l prim
ary
scho
ol.N
ot o
nly
the
scho
ol p
lan
but a
lso
the
scho
ol o
rgan
isat
ion
trie
d to
add
ress
the
com
plex
ity o
f rea
lity.
Beca
use
it is
a p
rimar
y sc
hool
the
first
que
stio
n te
ache
rs
aske
d w
as,‘
Wha
t doe
s co
mpl
exity
mea
n fo
r us?
’ and
‘Wha
t doe
s co
mpl
exity
mea
n fo
r our
sm
all c
hild
ren?
’ Th
e te
ache
rs d
ecid
ed to
hav
e as
a c
omm
on s
trat
egy
for a
ll su
bjec
ts a
nd a
llgr
ades
to e
xplo
re li
nks
and
rela
tions
.As
a co
nseq
uenc
e,as
tron
omy
and
the
obse
rvat
ion
of th
e sk
y be
cam
e a
spec
ial i
nter
est p
oint
of t
he s
choo
l:Lo
okin
g at
the
mov
emen
t of t
he s
un a
nd th
e st
ars
the
pupi
ls le
arne
d ab
out t
ime
and
spac
e,an
d th
ey a
sked
them
selv
es a
bout
thei
r pla
ce o
n th
e pl
anet
.The
y le
arne
d to
wai
t,
and
to li
nk th
eir w
aitin
g w
ith th
e em
otio
n of
dis
cove
ry.T
each
ers
belie
ved
that
child
ren
cann
ot b
e as
ked
to c
are
for a
tree
or f
or th
e qu
ality
of t
he w
ater
if th
eyha
ve n
ot h
ad ti
me
to p
lay,
to to
uch
and
to e
njoy
phy
sica
l con
tact
with
nat
ure.
Child
ren
wen
t int
o th
e fie
ld d
urin
g al
l kin
ds o
f wea
ther
and
they
pre
pare
dth
emse
lves
for e
ach
excu
rsio
n,tr
ying
to b
e pr
epar
ed n
ot o
nly
for t
heir
task
s bu
tal
so fo
r the
‘une
xpec
ted’
,ask
ing
them
selv
es ‘w
hat d
o I d
o if…
’.Af
ter t
he
excu
rsio
ns th
ey re
flect
ed a
nd re
port
ed o
n th
e em
otio
ns,t
he p
erce
ptio
ns,w
here
they
met
the
unex
pect
ed a
nd h
ow th
ey d
ealt
with
it.
The
empa
thy
with
nat
ure
was
exp
lore
d fu
rthe
r thr
ough
anc
ient
myt
hs a
ndst
orie
s,w
here
the
child
ren
wer
e in
vite
d to
inve
nt th
eir o
wn
‘myt
h’.T
he s
tude
nts
wer
e al
so a
sked
to m
aint
ain
and
care
for t
he s
choo
l gar
den,
rein
forc
ing
the
‘nat
ural
link
s’ th
ey h
ad d
isco
vere
d,to
sta
rt to
car
e fo
r ‘th
e sm
all s
cale
thin
gs a
ndlo
cal d
imen
sion
s in
ord
er to
lear
n to
take
car
e of
the
larg
e an
d di
stan
t’.
Rati
onal
eCo
mpl
exity
is b
ecom
ing
one
of th
e ke
ywor
ds o
f ESD
but
its
mea
ning
and
the
chal
leng
es th
at it
pos
es to
edu
catio
n ar
e st
ill to
be
expl
ored
.The
em
ergi
ng id
eais
that
we
do n
ot o
nly
have
a c
ompl
ex w
orld
and
that
env
ironm
enta
l situ
atio
ns
are
com
plex
to m
anag
e,bu
t tha
t we
need
‘co
mpl
ex th
inki
ng’ t
hat c
ount
erac
tsth
e re
duct
ioni
sm o
f man
y ‘n
arro
w te
chni
cal r
atio
nalit
ies’
.O
ur e
nviro
nmen
tal c
risis
has
bee
n re
cogn
ized
as
the
outc
ome
of th
eap
plic
atio
n to
our
com
plex
soc
ial a
nd n
atur
al w
orld
of a
way
of t
hink
ing
orie
nted
2021A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
Qua
lity
crit
eria
in t
he a
rea
of a
‘cul
ture
of
com
plex
ity’
•St
uden
ts w
ork
on c
onst
ruct
ing
thei
r und
erst
andi
ng o
f the
pro
blem
,lo
okin
g fo
r diff
eren
t int
eres
ts a
nd d
iffer
ent p
oint
s of
vie
w,b
efor
e tr
ying
to
find
a s
olut
ion.
•Te
achi
ng in
all
subj
ects
is b
ased
on
seek
ing
out r
elat
ions
hips
,m
ultip
le in
fluen
ces
and
inte
ract
ions
.•
Stud
ents
hav
e th
e op
port
unity
to a
ppre
ciat
e an
d co
nfro
nt d
iver
sity
–bi
olog
ical
,soc
ial,
cultu
ral –
and
to lo
ok a
t thi
s as
‘opp
ortu
nitie
s’fo
r bro
aden
ing
optio
ns fo
r cha
nge.
•St
uden
ts a
re e
ncou
rage
d to
list
en to
thei
r em
otio
ns a
nd to
use
them
as
a w
ay to
reac
h de
eper
und
erst
andi
ng o
f pro
blem
s an
d si
tuat
ions
.•
Stud
ents
and
teac
hers
acc
ept u
ncer
tain
ty a
s pa
rt o
f the
da
ily li
fe a
nd p
repa
re th
emse
lves
“to
exp
ect t
he u
nexp
ecte
d an
d to
de
al w
ith it
”,be
ing
awar
e of
the
impo
rtan
ce o
f the
pre
caut
iona
ry
prin
cipl
e.•
......
......
......
......
...
to ‘s
impl
e pr
oble
m-s
olvi
ng’ a
nd to
‘und
erst
andi
ng th
ings
by
taki
ng th
em a
part
’.Ed
ucat
ion
has
a m
ain
role
in b
uild
ing
a cu
lture
of c
ompl
exity
.The
re a
re th
ree
mai
n di
rect
ions
exp
lore
d by
sch
ools
and
by
educ
atio
nal r
esea
rche
rs th
at c
an b
e
appl
ied
to a
ll di
scip
lines
and
sch
ool a
ctiv
ities
in o
rder
to b
uild
com
plex
ityor
ient
ed e
duca
tion:
a) T
he a
tten
tion
to re
latio
ns,i
n sp
ace
and
in ti
me,
conn
ectin
g al
l liv
ing
bein
gs
to e
ach
othe
r,th
e na
tura
l eve
nts
and
to th
e so
cial
and
eco
nom
ic o
nes,
the
indi
vidu
al to
the
glob
al b
ehav
iour
,in
orde
r to
build
a ‘s
yste
mic
vie
w’ o
f re
ality
and
to e
ncou
rage
the
abili
ty to
gra
sp th
e lin
ks b
etw
een
glob
al
effe
cts
and
loca
l act
ions
.b)
The
impo
rtan
ce o
f bot
h di
vers
ity a
nd c
onst
rain
ts a
s op
port
uniti
es fo
r the
fu
ture
.Con
stra
ints
are
diff
eren
t fro
m s
cien
tific
or t
echn
ical
law
s,an
d al
low
fo
r ‘no
n pr
edic
tabl
e’ e
volu
tion
and
for c
reat
ivity
.Lea
rnin
g in
itse
lf is
an
exam
ple
of th
ese
sem
i-cha
otic
,non
- pre
dict
able
pro
cess
es,w
here
in
divi
dual
div
ersi
ty a
nd c
onte
xt c
onst
rain
ts a
llow
for t
he c
onst
ruct
ion
of
pers
onal
mea
ning
s an
d so
lutio
ns.
c) T
he a
war
enes
s of
lim
its -
to re
sour
ces,
to th
e tim
e ne
cess
ary
for b
iolo
gica
l cy
cles
,to
the
pote
ntia
l of t
he h
uman
min
d ...
- tog
ethe
r with
the
awar
enes
s of
the
unpr
edic
tabi
lity
of c
ompl
ex n
atur
al o
r soc
ial s
yste
ms
and
the
risk
asso
ciat
ed w
ith e
very
act
ion
or in
actio
n.Co
gniti
on,i
n th
ese
orie
ntat
ions
,is
not o
nly
ratio
nal b
ut e
mot
iona
l and
va
lues
-bas
ed,a
nd in
clud
e em
path
y,re
spec
t for
div
ersi
ty (b
iolo
gica
l,so
cial
,
cultu
ral .
..),a
nd th
e aw
aren
ess
of th
e lim
its o
f kno
wle
dge
itsel
f.W
isdo
m a
nd
prec
autio
n in
pla
nnin
g ac
tion
are
cons
eque
nces
of t
his
‘com
plex
’ poi
nt o
f vi
ew:P
reca
utio
n m
eans
bei
ng c
onsc
ious
of t
he li
mits
of o
ur k
now
ledg
e an
d if
in d
oubt
of t
he s
erio
us c
onse
quen
ces
of a
dec
isio
n ex
pect
the
wor
st a
nd ta
ke
that
into
acc
ount
whe
n pr
os a
nd c
ontr
as fo
r alte
rnat
ive
solu
tions
are
ev
alua
ted.
2223
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
On
the
othe
r han
d,by
com
bini
ng c
ritic
al th
inki
ng w
ith th
e la
ngua
ge o
fpo
ssib
ility
it is
em
phas
ised
that
to b
e a
criti
cal h
uman
bei
ng d
oes
not m
ean
to b
ene
gativ
e an
d sc
eptic
al o
f all
and
ever
ythi
ng in
a d
eter
min
istic
way
.A c
ritic
al
thin
ker i
s no
t a "
no m
an"
but a
hum
an b
eing
who
str
ives
to c
oupl
e th
e cr
itica
lpr
oces
s of
refle
ctio
n an
d in
quiry
with
an
empa
thet
ic a
nd o
ptim
istic
vis
ion
ofpo
tent
ial,
sear
chin
g fo
r sol
utio
ns a
nd p
ositi
ve d
irect
ion.
The
lang
uage
of
poss
ibili
ty u
nder
lines
that
the
criti
cal t
hink
er d
oes
not l
ook
for l
imits
and
rest
rictio
ns b
ut in
a c
reat
ive
and
open
-min
ded
way
sea
rche
s fo
r and
is in
spire
dby
way
s th
at h
ave
been
suc
cess
ful a
nd fr
uitfu
l for
oth
ers
– in
oth
er c
ultu
res,
in
othe
r per
iods
of t
ime,
and
othe
r situ
atio
ns.T
hus,
by fo
cusi
ng o
n no
t onl
y w
hat
may
be
‘wro
ng’ b
ut a
lso
wha
t mig
ht b
e ‘ri
ght’,
criti
cal t
hink
ing
coup
led
with
ala
ngua
ge o
f pos
sibi
lity
give
s hu
man
bei
ngs
pers
onal
and
col
lect
ive
capa
citie
sth
at c
an b
e tr
ansf
orm
ativ
e an
d po
int t
o ne
w v
isio
n of
the
futu
re,m
uch
need
edw
hen
aim
ing
at s
usta
inab
le d
evel
opm
ent.
Qua
lity
crit
eria
in t
he a
rea
of c
riti
cal t
hink
ing
and
the
lang
uage
of
poss
ibili
ty
•St
uden
ts w
ork
with
pow
er re
latio
ns a
nd c
onfli
ctin
g in
tere
sts
e.g.
in
the
loca
l situ
atio
n,be
twee
n co
untr
ies,
betw
een
pres
ent a
nd
futu
re g
ener
atio
ns.
•St
uden
ts a
re e
ncou
rage
d to
look
at t
hing
s fro
m d
iffer
ent
pers
pect
ives
and
to d
evel
op e
mpa
thy
by id
entif
ying
them
selv
es
with
oth
ers
•St
uden
ts a
re e
ncou
rage
d to
giv
e ar
gum
ents
for d
iffer
ent p
ositi
ons
•St
uden
ts a
re e
ncou
rage
d to
look
for e
xam
ples
of w
hat i
s (o
r was
) us
eful
and
frui
tful i
n ot
her s
ituat
ions
,in
orde
r to
imag
ine
new
po
ssib
ilitie
s an
d al
tern
ativ
e ac
tions
.•
......
......
......
......
..
5.Q
ualit
y cr
iter
ia in
the
are
a of
cri
tica
l thi
nkin
g an
d th
e la
ngua
ge o
f po
ssib
ility
Exam
ple
Stud
ents
in s
even
th g
rade
wer
e w
orki
ng o
n a
proj
ect d
ealin
g w
ith p
robl
ems
and
ques
tions
rela
ted
to th
e us
e of
pes
ticid
es.I
n or
der f
or th
e st
uden
ts to
get
an
insi
ght i
nto
this
com
plex
que
stio
n it
was
the
teac
hers
’ ide
a th
at th
ey b
ecam
e
awar
e of
the
conf
lictin
g in
tere
sts
conn
ecte
d to
the
issu
e.Th
eref
ore
half
of th
ecl
ass
was
ask
ed to
take
one
pos
ition
and
iden
tify
and
anal
yse
argu
men
ts fo
r the
use
of p
estic
ides
whi
le th
e ot
her p
art o
f the
cla
ss to
ok th
e op
posi
te p
ositi
on,
seek
ing
argu
men
ts a
nd s
tanc
es a
gain
st th
e us
e of
pes
ticid
es.
They
wer
e fu
rthe
rmor
e as
ked
to s
earc
h fo
r rel
evan
t inf
orm
atio
n w
hich
cou
ldsu
ppor
t the
ir sp
ecifi
c po
sitio
n:fro
m re
adin
g m
ater
ial (
book
s,ne
wsp
aper
s,in
tern
et e
tc.)
and
from
‘inf
orm
ers’
in th
e lo
cal c
omm
unity
who
m th
ey c
ould
inte
rvie
w.F
inal
ly it
was
a ta
sk fo
r the
stu
dent
s to
pre
sent
the
posi
tion
they
wer
ead
voca
ting
in a
pan
el d
ebat
e in
the
clas
sroo
m.
To s
tren
gthe
n th
e au
then
ticity
of t
he s
choo
lwor
k,th
e ‘in
form
ers’
from
the
loca
l com
mun
ity (a
trad
ition
al fa
rmer
,an
orga
nic
farm
er,a
man
ager
from
a lo
cal
supe
rmar
ket,
a re
pres
enta
tive
of a
con
sum
er o
rgan
isat
ion
and
the
chai
rper
son
from
the
loca
l bra
nch
of th
e ra
mbl
ers’
org
anis
atio
n) w
ere
invi
ted
to b
e pr
esen
t at
the
pane
l deb
ate.
Follo
win
g th
is te
achi
ng s
eque
nce,
the
stud
ents
wer
e as
ked
todi
scus
s in
gro
ups
and
take
a s
tand
on
the
issu
es.
In th
is p
roce
ss,t
hey
wer
e no
t onl
y as
ked
for t
heir
stan
ce o
n th
e us
e of
pest
icid
es a
nd a
rgum
ents
for i
t,bu
t als
o w
hat a
ltern
ativ
es a
nd p
ossi
ble
actio
nsth
e st
uden
ts c
ould
iden
tify
– us
ing
argu
men
ts fr
om th
e pr
evio
us le
arni
ngpr
oces
ses.
Rati
onal
eSt
uden
ts a
re e
xpos
ed to
an
over
whe
lmin
g am
ount
of i
nfor
mat
ion
ever
y da
y –
info
rmat
ion
whi
ch is
com
plex
,ful
l of u
ncer
tain
ty a
nd o
ften
cont
radi
ctor
y,an
dse
ldom
neu
tral
con
cern
ing
valu
es o
r pol
itics
.Thi
s en
tails
that
kno
wle
dge
is n
ot
an o
bjec
tive
phen
omen
on th
at is
the
sam
e fro
m a
ll pe
rspe
ctiv
es a
nd a
t all
times
.In
ord
er to
bec
ome
activ
e an
d re
spon
sibl
e ci
tizen
s,th
e st
uden
ts th
eref
ore
need
to b
e ab
le to
thin
k fo
r the
mse
lves
,not
to ta
ke a
ll ki
nds
of in
form
atio
n an
dar
gum
enta
tion
for g
rant
ed,b
ut in
stea
d to
refle
ct o
n an
d go
beh
ind
assu
mpt
ions
unde
rlyin
g kn
owle
dge
clai
ms,
opin
ions
and
way
s of
look
ing
at th
ings
.
2425
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
Valu
es c
an n
eith
er b
e si
mpl
y tr
ansm
itted
nor
eas
ily c
hang
ed.R
esea
rch
show
sth
at s
hort
term
cha
nge
of b
ehav
iour
doe
s no
t cor
resp
ond
with
the
grow
th o
flo
ng te
rm o
rient
ed v
alue
s.In
ord
er to
sta
rt to
neg
otia
te v
alue
s an
d co
nstr
uct n
ew
ones
,the
firs
t cha
lleng
e is
to b
ecom
e aw
are
of w
hich
val
ues
peop
le a
re b
uild
ing
on in
thei
r eve
ryda
y lif
e.In
our
soc
ietie
s th
e ‘d
ecla
red’
val
ues
are
ofte
n di
ffere
nt fr
om th
e va
lues
embe
dded
in a
ctio
ns b
ecau
se th
ey a
re m
ixed
with
inte
rest
s of
the
pers
onco
ncer
ned.
In m
any
case
s va
lue
base
d op
inio
ns o
r dec
isio
ns a
re p
rese
nted
as
fact
s or
nec
essa
ry c
oncl
usio
ns.
The
teac
her’s
role
in th
e pr
oces
s of
val
ue c
larif
icat
ion
and
deve
lopm
ent i
s a
diffi
cult
one:
On
the
one
hand
s/h
e m
ust c
larif
y an
d re
nder
exp
licit
pers
onal
valu
es a
nd o
n th
e ot
her s
/he
mus
t res
pect
thos
e of
the
stud
ents
.
Qua
lity
crit
eria
in t
he a
rea
of v
alue
cla
rifi
cati
on a
nd d
evel
opm
ent
•St
uden
ts w
ork
with
the
dist
inct
ion
betw
een
fact
ual k
now
ledg
e an
d va
lue-
base
d op
inio
ns,a
nd in
vest
igat
e th
e va
lues
and
inte
rest
s be
hind
them
.•
Teac
hers
focu
s on
stu
dent
s’ c
larif
icat
ion
and
disc
ussi
on o
f the
ir ow
n va
lues
,the
reby
str
engt
heni
ng re
flect
ion,
mut
ual r
espe
ct a
nd
unde
rsta
ndin
g of
oth
er v
alue
s.•
Teac
hers
acc
ept t
he c
halle
nge
of n
ot im
posi
ng th
eir o
wn
valu
es a
nd
opin
ions
allo
win
g st
uden
ts to
hol
d th
eir o
wn
posi
tions
.•
......
......
......
......
...
6.Q
ualit
y cr
iter
ia in
the
are
a of
val
ue c
lari
fica
tion
an
d de
velo
pmen
t
Exam
ple
Wor
king
with
stu
dent
val
ues
is m
ore
diffi
cult
for t
each
ers
who
are
str
ongl
yco
mm
itted
env
ironm
enta
lists
! Be
ing
awar
e of
that
,a g
roup
of t
each
ers
had
acl
arifi
catio
n an
d co
nstr
uctio
n of
val
ues
as th
e fo
cus
of th
eir c
olla
bora
tive
actio
n
rese
arch
.The
cha
lleng
e,th
ey s
aid,
was
to ‘b
elie
ve in
wha
t you
do
whi
le a
t the
sam
e tim
e gi
ving
the
spac
e fo
r oth
ers’
bel
iefs
”.Th
e is
sue
was
the
pres
ence
of a
larg
e nu
mbe
r of h
unte
rs a
mon
g st
uden
ts’ p
aren
ts,a
nd th
e qu
estio
n ra
ised
by
one
stud
ent a
bout
the
cons
iste
ncy
betw
een
the
hunt
ers
decl
ared
val
ue o
f ‘lo
vefo
r nat
ure’
and
thei
r act
ions
.Th
e te
ache
rs a
void
ed p
rese
ntin
g th
eir p
ositi
on a
t the
initi
al s
tage
but
orga
nize
d m
ultip
le c
onta
cts
with
the
hunt
ers’
ass
ocia
tion,
with
the
fore
st
prot
ectio
n au
thor
ity a
nd w
ith a
loca
l ant
i-hun
ting
asso
ciat
ion.
An o
ld h
unte
r was
aske
d to
tell
stor
ies
abou
t wha
t fas
cina
ted
him
abo
ut h
untin
g,an
d th
e st
ory
ofth
e re
gion
was
exp
lore
d to
geth
er w
ith it
s hu
ntin
g tr
aditi
on.
In th
is p
roce
ss,a
mon
g th
e gl
obal
issu
es ra
ised
was
that
of b
iodi
vers
ity a
nd it
sim
port
ance
for f
utur
e ev
olut
ion.
Dist
inct
ions
wer
e m
ade
abou
t hun
ting
enda
nger
ed s
peci
es a
nd h
untin
g sp
ecie
s th
at a
re n
ow to
o ab
unda
nt fo
r the
habi
tat m
an h
ad le
ft fo
r the
m.
Regi
onal
,nat
iona
l and
inte
rnat
iona
l law
s w
ere
take
n in
to a
ccou
nt a
nddi
scus
sed.
Teac
hers
pre
sent
ed th
emse
lves
as
faci
litat
ors
of th
e di
scus
sion
s,he
lpin
g st
uden
ts in
cla
rifyi
ng th
eir p
ositi
ons
and
in a
skin
g qu
estio
ns.T
hey
too
gave
thei
r opi
nion
s,bu
t no
unan
imou
s po
sitio
n on
the
hunt
ing
issu
e.Th
e re
sults
and
que
stio
ns p
rese
nted
by
the
stud
ents
at t
he e
nd o
f the
yea
rsh
owed
a d
eep
unde
rsta
ndin
g no
t onl
y of
the
‘hun
ting’
dile
mm
a bu
t of t
he
chan
ging
rela
tions
hips
bet
wee
n m
an a
nd li
ving
bei
ngs
in d
iffer
ent t
imes
and
indi
ffere
nt a
reas
of t
he w
orld
.
Rati
onal
eVa
lues
are
an
impo
rtan
t par
t of t
he c
ultu
re o
f com
plex
ity a
nd o
f the
con
stru
ctio
nof
crit
ical
thin
king
.ESD
is e
xplic
itly
foun
ded
on v
alue
s an
d ra
tiona
lity.
Itsim
port
ant m
essa
ge is
that
if w
e sh
are
the
valu
e of
hav
ing
resp
ect f
or th
edi
vers
ity o
f hum
an b
eing
s,w
e m
ust p
ract
ise
this
val
ue a
ccep
ting
the
exis
tenc
e of
othe
r val
ues.
2627
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
for r
elev
ant i
nfor
mat
ion,
ques
tioni
ng th
e va
lidity
of s
ourc
es o
f inf
orm
atio
n,an
alys
ing
assu
mpt
ions
,det
ectin
g bi
ases
,exp
lorin
g al
tern
ativ
es a
nd p
rese
ntin
gow
n vi
ewpo
ints
and
pos
sibi
litie
s fo
r act
ion,
stud
ents
bec
ome
wis
er a
s to
wha
t
mec
hani
sms,
phen
omen
a an
d ba
rrie
rs a
re c
onne
cted
with
the
solv
ing
of a
nen
viro
nmen
tal p
robl
em.
How
ever
,bes
ides
this
mor
e “r
atio
nal”
kind
of k
now
ledg
e th
ere
is a
lso
met
a-kn
owle
dge
that
the
stud
ents
acq
uire
by
havi
ng b
een
pers
onal
ly in
volv
ed in
solv
ing
a re
al-w
orld
pro
blem
.Dur
ing
this
pro
cess
they
ofte
n m
eet o
blig
ing
adul
tpe
rson
s w
ho ta
ke ti
me
to li
sten
to th
em a
nd ta
ke th
em s
erio
usly.
Thro
ugh
such
an a
ppro
ach
stud
ents
can
dev
elop
con
fiden
ce in
per
sona
l and
com
mun
al a
ctio
nas
wel
l as
the
unde
rsta
ndin
g th
at it
hel
ps to
get
invo
lved
.
Qua
lity
crit
eria
in t
he a
rea
of t
he a
ctio
n pe
rspe
ctiv
e
•Th
e st
uden
ts’ w
ork
on i
ssue
s an
d ac
tions
are
rega
rded
by
the
teac
her
for t
heir
educ
atio
nal v
alue
and
not
onl
y as
a w
ay to
sol
ve re
al p
robl
ems.
•Th
e st
uden
ts p
artic
ipat
e in
dec
isio
ns o
n ac
tion
to in
fluen
ce th
e pr
oble
m,
and
they
are
lear
ning
from
refle
ctin
g on
thei
r exp
erie
nces
.•
The
teac
hing
focu
s lie
s on
aut
hent
ic a
ctio
n st
rate
gies
,on
actio
n po
ssib
ilitie
s an
d on
exp
erie
nce
from
real
act
ions
.•
The
stud
ents
’ inv
olve
men
t in
actio
n is
acc
ompa
nied
by
refle
ctio
ns o
n lo
cal a
nd g
loba
l effe
cts,
com
parin
g ris
ks a
nd p
ossi
bilit
ies
of a
ltern
ativ
e de
cisi
ons.
•...
......
......
......
......
.....
7.Q
ualit
y cr
iter
ia in
the
are
a of
the
act
ion-
base
d pe
rspe
ctiv
e
Exam
ple
A cl
ass
of 1
0-ye
ar-o
lds
was
wor
king
on
the
prob
lem
”Do
we
have
a s
ensi
ble
choi
ce/u
se o
f pac
kagi
ng?”
The
back
grou
nd fo
r the
cla
ss p
roje
ct w
as th
at s
ome
ofth
e st
uden
ts fo
und
that
recy
clin
g of
pac
kagi
ng in
thei
r dai
ly li
fe w
as n
ot
com
mon
.For
inst
ance
,a g
roup
of t
he y
oung
ster
s w
ere
very
con
cern
ed th
at th
epl
astic
con
tain
ers
with
the
liqui
d us
ed fo
r win
dscr
een
was
hing
,sol
d at
ser
vice
stat
ions
,wer
e no
t rec
ycle
d.Be
fore
dea
ling
with
this
spe
cific
pro
blem
,the
teac
her w
ante
d to
wor
k w
ithth
e pa
ckag
ing
prob
lem
in g
ener
al in
ord
er to
impr
ove
thei
r und
erst
andi
ng o
f the
issu
e.Th
e st
uden
ts in
vest
igat
ed th
e am
ount
and
type
of p
acka
ging
in v
ario
uslo
cal s
hops
,the
y an
alys
ed th
e pl
astic
pac
kagi
ng fr
om a
”cr
adle
to g
rave
”po
int
of v
iew
,the
y vi
site
d re
cycl
ing
firm
s in
the
plas
tic in
dust
ry,t
hey
mad
e a
role
pla
yto
exp
ose
the
conf
lict o
f int
eres
ts in
the
use
of p
acka
ging
,and
they
con
stru
cted
aqu
estio
nnai
re to
reve
al a
ttitu
des
tow
ards
pac
kagi
ng.
On
the
basi
s of
the
know
ledg
e th
ey a
cqui
red
and
the
ques
tions
that
aro
sefro
m th
e in
vest
igat
ions
they
wro
te to
the
Pack
agin
g Bo
ard
to e
nqui
re a
bout
the
labe
lling
of p
acka
ging
,to
the
tow
n ha
ll ad
min
istr
atio
n ab
out w
aste
sor
ting,
and
to v
ario
us p
rodu
cers
abo
ut th
e am
ount
of p
acka
ging
of s
elec
ted
good
s.Ha
ving
iden
tifie
d di
ffere
nt a
rgum
ents
,pos
ition
s an
d fa
ctua
l mat
ters
rela
ted
topa
ckag
ing
they
turn
ed to
the
spec
ific
prob
lem
and
dec
ided
toge
ther
with
thei
rte
ache
r to
writ
e to
the
petr
ol c
ompa
ny c
once
rned
.The
y ex
plai
ned
thei
r ana
lysi
san
d su
gges
ted
recy
clin
g th
e pl
astic
con
tain
ers.
They
rece
ived
an
answ
er s
ayin
gth
at th
e co
mpa
ny th
ough
t it w
as a
goo
d id
ea a
nd th
at th
ey w
ould
ser
ious
lyco
nsid
er m
akin
g m
oves
tow
ards
est
ablis
hing
a s
yste
m o
n th
e ba
sis
of th
eir
enqu
iry.
Rati
onal
eTh
e ac
tion
pers
pect
ive
mea
ns th
at th
e st
uden
ts d
ecid
e to
geth
er w
ith th
eir
teac
her t
o ta
ke a
ctio
n to
sol
ve o
r to
coun
tera
ct th
e su
stai
nabl
e de
velo
pmen
tpr
oble
m th
ey a
re w
orki
ng w
ith,a
nd s
ubse
quen
tly re
flect
on
the
actio
n pr
oces
s.An
act
ion
is th
us ta
rget
ed a
t cha
nge:
a ch
ange
in th
e st
uden
ts’ p
erso
nal l
ifest
yle
and/
or in
the
stud
ents
’ loc
al a
nd g
loba
l liv
ing
cond
ition
s Th
e ra
tiona
le fo
r tak
ing
actio
n is
that
val
uabl
e le
arni
ng d
eriv
es fr
om in
volv
ing
ones
elf i
n au
then
tic p
robl
em-s
olvi
ng a
ctiv
ities
.By
cons
ider
ing
evid
ence
,sea
rchi
ng28
29
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
and
lear
ning
pro
cess
dea
ls w
ith a
nd a
ffect
s th
eir l
ives
and
thei
r fut
ures
.How
ever
,pa
rtic
ipat
ion
does
not
mea
n th
at th
e st
uden
ts s
houl
d de
cide
eve
ryth
ing
abou
tth
e pr
ojec
t.Th
e im
port
ant p
oint
is to
mak
e ro
om fo
r the
stu
dent
s’ o
ppor
tuni
ty to
choo
se to
par
ticip
ate
at th
e hi
ghes
t lev
el o
f his
or h
er a
bilit
y bu
t with
the
teac
her
as th
e pe
rson
resp
onsi
ble
for t
he o
vera
ll qu
ality
of l
earn
ing
that
take
s pl
ace
inth
e al
loca
ted
time.
Qua
lity
crit
eria
in t
he a
rea
of p
arti
cipa
tion
•Te
ache
rs’ f
ocus
on
stud
ents
’ cap
aciti
es n
eede
d fo
r mea
ning
ful
part
icip
atio
n an
d co
-ope
ratio
n,e.
g.lis
teni
ng,e
xpre
ssin
g po
ints
of v
iew
,ta
king
resp
onsi
bilit
y an
d sh
owin
g so
lidar
ity.
•Te
ache
rs g
ive
spac
e fo
r stu
dent
s to
take
par
t in
the
deci
sion
mak
ing
proc
ess
appr
opria
te to
the
stud
ents
’ age
and
cap
aciti
es.
•St
uden
ts b
ecom
e ex
perie
nced
in d
emoc
ratic
par
ticip
ator
y pr
oces
ses.
•...
......
......
......
......
.
8.Q
ualit
y cr
iter
ia in
the
are
a of
par
tici
pati
on
Exam
ple
A te
ache
r in
eigh
th g
rade
had
wor
ked
with
stu
dent
par
ticip
atio
n fo
r man
y ye
ars
beca
use
it w
as h
er o
pini
on th
at th
e no
tion
of p
artic
ipat
ion
is a
cen
tral
par
t of
and
prer
equi
site
for s
usta
inab
le d
evel
opm
ent.
Sinc
e th
e ea
rly g
rade
s th
e st
uden
ts
had
grad
ually
incr
ease
d th
eir c
ompe
tenc
ies
and
skill
s in
taki
ng p
art a
nd s
harin
gre
spon
sibi
lity.
In th
e be
ginn
ing
the
teac
her h
ad d
elib
erat
ely
trie
d to
cre
ate
an a
tmos
pher
e in
the
clas
s in
whi
ch th
e st
uden
ts to
ok p
art i
n,sa
y,de
cisi
ons
rega
rdin
g ch
oice
of
wor
king
met
hods
whi
le d
ecis
ions
con
nect
ed to
cho
ice
of is
sues
/them
es fo
r the
teac
hing
was
the
teac
her’s
resp
onsi
bilit
y.La
ter o
n th
e te
ache
r gav
e m
ore
resp
onsi
bilit
ies
and
choi
ces
to th
e st
uden
ts,
endi
ng u
p w
ith s
tude
nts
taki
ng p
art i
n m
ost o
f the
dec
isio
ns c
onne
cted
tote
achi
ng a
nd le
arni
ng,i
nclu
ding
them
es fo
r pro
ject
s,w
orki
ng m
etho
ds,c
hoic
es o
fac
tions
and
eva
luat
ion.
An im
port
ant a
spec
t in
the
teac
her’s
initi
ativ
es to
enh
ance
stu
dent
part
icip
atio
n w
as th
e w
ay ru
les
wer
e es
tabl
ishe
d.Ru
les
wer
e es
tabl
ishe
d th
roug
hdi
alog
ue a
nd n
egot
iatio
n.Th
e po
wer
rela
tions
wer
e re
lativ
ely
tran
spar
ent a
nd
clea
r so
that
stu
dent
s kn
ew w
hen
they
had
influ
ence
and
whe
n no
t.
Rati
onal
eTh
e no
tion
of p
artic
ipat
ion
is c
lose
ly li
nked
to th
e id
eal o
f dem
ocra
cy.
Part
icip
atio
n is
to ta
ke p
art,
to s
hare
resp
onsi
bilit
y an
d to
be
invo
lved
in jo
int
actio
ns –
all
mat
ters
whi
ch h
elp
to p
repa
re th
e st
uden
ts in
the
basi
c fa
bric
of
soci
al li
fe.H
owev
er,p
artic
ipat
ion
is n
ot a
str
aigh
tforw
ard
and
‘inna
te’ m
atte
r – it
depe
nds
on s
tude
nts’
ski
lls a
nd c
ompe
tenc
ies
in th
e fie
ld,a
long
side
con
ditio
nslik
e:Sc
hool
cul
ture
,tea
chin
g cl
imat
e,th
e sp
ecifi
c te
achi
ng is
sue,
and
teac
hers
’co
mpe
tenc
ies.
Follo
win
g th
is,it
is a
cen
tral
cha
lleng
e fo
r the
teac
her t
o gi
vesp
ace
for a
nd im
prov
e th
e st
uden
ts’ a
bilit
y to
par
ticip
ate
genu
inel
y.To
list
en a
ndex
pres
s po
ints
of v
iew
s,to
take
resp
onsi
bilit
y an
d to
exe
rt in
fluen
ce a
re m
atte
rsth
at h
ave
to b
e le
arne
d..
Seen
from
a le
arni
ng p
oint
of v
iew
par
ticip
atio
n pl
ays
a co
nsid
erab
le ro
lebe
caus
e it
puts
the
stud
ents
at t
he c
entr
e of
the
lear
ning
pro
cess
and
giv
es th
emow
ners
hip
over
it,p
rom
otes
mot
ivat
ion
to d
iscu
ss,f
ind
solu
tions
,and
to a
ct in
aso
cial
con
text
.Mor
eove
r,st
uden
t par
ticip
atio
n is
cen
tral
bec
ause
the
teac
hing
3031
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
with
oth
er s
ubje
cts
- to
resp
ondi
ng to
que
stio
ns re
late
d to
the
prob
lem
.Nat
ural
or s
ocia
l sci
ence
s ar
e,fo
r ins
tanc
e,no
t bro
ught
into
pla
y fo
r the
ir ow
n sa
ke b
utm
odel
s an
d co
ncep
ts fr
om th
em a
re u
sed
as a
mea
ns to
qua
lify
the
stud
ents
’
unde
rsta
ndin
g of
the
com
plex
ity o
f the
pro
blem
at s
take
.Th
e pr
oble
m is
like
a te
rrito
ry w
here
sub
ject
s ca
n be
com
pare
d w
ith d
iffer
ent
kind
s of
map
s (p
oliti
cal,
clim
atic
,geo
logi
cal e
tc.),
usef
ul fo
r und
erst
andi
ng a
ndfo
r pla
nnin
g ac
tions
.The
map
s w
e ne
ed d
epen
d on
wha
t we
wan
t to
chan
ge.T
heim
port
ant p
oint
is n
ot to
use
all
poss
ible
map
s bu
t to
be a
ble
to u
se th
em a
nd to
unde
rsta
nd th
e pr
oces
s of
sim
plify
ing
com
plex
ity w
ithou
t con
fusi
ng th
e m
ap w
ith
the
terr
itory
itse
lf.W
orki
ng w
ith p
robl
ems
and
issu
es re
late
d to
sus
tain
able
dev
elop
men
t inv
olve
san
app
roac
h ac
ross
the
bord
ers
of th
e in
divi
dual
sub
ject
are
a.Th
e em
phas
is is
on
stre
ngth
enin
g th
e co
nnec
tions
bet
wee
n di
ffere
nt s
ubje
ct p
ersp
ectiv
es in
a n
on-
fragm
ente
d w
ay.
ESD
shou
ld a
lso
supp
ort l
earn
ing
with
in th
e tr
aditi
onal
sub
ject
s by
pro
vidi
ngex
ampl
es a
nd p
ersp
ectiv
es fo
r rea
ctiv
atin
g an
d in
nova
ting
teac
hing
and
lear
ning
in tr
aditi
onal
sub
ject
s.Se
en fr
om th
is p
ersp
ectiv
e it
is a
cha
lleng
e fo
r sch
ools
toex
plor
e to
wha
t ext
ent i
t is
poss
ible
to u
se E
SD a
s a
vehi
cle
to e
nhan
ce th
e ef
fect
on le
arni
ng o
f ‘tr
aditi
onal
’ cor
e su
bjec
t mat
ters
and
to s
tren
gthe
n th
em
eani
ngfu
lnes
s in
the
lear
ning
situ
atio
n.Th
e pr
oble
m-o
rient
ed,a
uthe
ntic
and
inte
rdis
cipl
inar
y ap
proa
ch w
hen
wor
king
with
SD
rela
ted
prob
lem
s ca
n w
iden
the
ofte
n is
olat
ed a
cade
mic
and
theo
ry-o
rient
ed s
ubje
cts
of th
e cu
rric
ulum
.
Qua
lity
crit
eria
in t
he a
rea
of s
ubje
ct m
atte
r
•Te
ache
rs in
ESD
focu
s on
pro
blem
s an
d is
sues
- th
e su
bjec
t mat
ter s
houl
d be
func
tiona
l and
rele
vant
for t
he s
tude
nts’
und
erst
andi
ng o
f the
co
mpl
exity
of t
he is
sues
.•
The
theo
ries
and
conc
epts
from
the
acad
emic
dis
cipl
ines
are
util
ised
to
ratio
nalis
e of
ten
naïv
e an
d un
criti
cal e
xper
ient
ial k
now
ledg
e.•
Teac
hers
look
for i
deas
and
per
spec
tives
in E
SD to
reac
tivat
e an
d in
nova
te
teac
hing
and
lear
ning
in tr
aditi
onal
sub
ject
mat
ters
.•
......
......
......
...
9.Q
ualit
y cr
iter
ia in
the
are
a of
sub
ject
mat
ter
Exam
ple
14-y
ears
-old
stu
dent
s w
ere
wor
king
in a
pro
ject
on
conf
lict o
f int
eres
ts re
latin
gto
the
utili
zatio
n of
a s
trea
m c
lose
to th
eir s
choo
l.By
exa
min
ing
how
the
fish
farm
er a
nd th
e an
gler
s m
ade
use
of th
e st
ream
,the
stu
dent
s po
sed
a nu
mbe
r of
ques
tions
,for
exa
mpl
e:Ho
w d
oes
a fis
h fa
rm w
ork?
In w
hat w
ays
does
itin
fluen
ce th
e w
ater
qua
lity?
Wha
t are
val
uabl
e fis
h sp
ecie
s? H
as th
e an
gler
the
lega
l rig
ht to
fish
whe
re h
e w
ants
? As
an
intr
oduc
tion,
the
stud
ents
took
wat
ersa
mpl
es in
clud
ing
faun
a an
d flo
ra a
nd b
uilt
two
iden
tical
aqu
aria
.The
y ad
ded
asu
rplu
s of
nut
rient
s to
one
aqu
ariu
m a
nd in
tim
e th
e w
ater
bec
ame
uncl
ear a
ndth
e nu
mbe
r of w
ater
cre
atur
es d
ecre
ased
,giv
ing
the
stud
ents
an
impr
essi
on o
fth
e ef
fect
s of
the
fish
farm
on
wat
er q
ualit
y in
the
stre
am.
To g
et a
n in
sigh
t int
o ho
w a
fish
farm
func
tions
,the
stu
dent
s m
ade
scal
em
odel
s of
the
fish
farm
from
pap
ier-m
âché
usi
ng m
athe
mat
ical
cal
cula
tions
.The
yal
so d
iscu
ssed
tech
nica
l iss
ues
rela
ted
to th
e fe
edin
g of
fish
and
to e
nric
h th
ew
ater
with
oxy
gen.
For i
nves
tigat
ing
the
issu
e fro
m a
soc
ieta
l per
spec
tive,
the
stud
ents
inve
stig
ated
and
ana
lyse
d th
e bo
dy o
f law
s on
‘run
ning
’ a fi
sh fa
rm a
nd to
angl
ing.
The
stud
ents
afte
rwar
ds in
terv
iew
ed th
e fis
h fa
rmer
and
an
angl
er u
sing
the
know
ledg
e ac
quire
d fro
m p
revi
ous
clas
s w
ork
in o
rder
to id
entif
y an
d an
alys
e th
ear
gum
ents
and
opi
nion
s of
the
cent
ral s
take
hold
ers
in th
e pr
ojec
t.Th
e in
terv
iew
sw
ere
tran
scrib
ed o
n co
mpu
ters
,the
form
ulat
ions
and
spe
lling
s w
ere
chec
ked
bype
ers
and
deve
lope
d in
to a
repo
rt.
The
teac
her’s
idea
was
to m
ake
use
of b
iolo
gica
l,ch
emic
al,g
eogr
aphi
cal,
mat
hem
atic
al a
nd s
ocia
l sci
ence
con
cept
s su
ch a
s nu
trie
nts,
met
abol
ism
,de
com
posi
tion,
scal
e,ox
idat
ion,
perm
issi
on,i
nter
ests
,con
flict
s,lim
its,v
alue
s et
c.Th
e st
uden
ts fo
und
that
this
con
trib
uted
to a
bet
ter u
nder
stan
ding
and
enr
iche
dth
e va
rious
arg
umen
ts a
nd c
once
ptio
ns re
gard
ing
the
prob
lem
and
con
flict
ing
inte
rest
s.
Rati
onal
eTh
e cu
rric
ulum
sub
ject
s ha
ve m
uch
to o
ffer E
SD.H
owev
er,S
D-re
late
d pr
oble
ms
can
seld
om b
e ad
dres
sed
pure
ly th
roug
h a
sing
le s
ubje
ct o
f the
cur
ricul
um.T
hecr
iterio
n fo
r inc
ludi
ng a
giv
en s
ubje
ct a
rea
is th
at it
can
con
trib
ute
– to
geth
er32
33
A.TEACHING AND LEARNING
A.TEACHING AND LEARNING
the
futu
re.I
n su
ch a
way
it c
an h
elp
dist
ract
from
the
daily
rout
ines
and
triv
ial
task
s an
d em
pow
er a
nd e
ngag
e al
l sta
keho
lder
s at
the
scho
ol,i
f the
sch
ool
man
agem
ent u
nder
stan
ds th
is p
oten
tial.
At a
ll sc
hool
s th
e pr
inci
pal w
ill h
ave
a
key
role
to h
elp
rele
ase
the
man
y re
sour
ces
and
ener
gies
of p
eopl
e at
the
scho
ol.
In th
e pr
oces
s of
pla
nnin
g a
join
t agr
eem
ent o
n w
here
to g
o is
man
dato
ry,a
ndsm
all s
teps
in a
goo
d di
rect
ion
are
muc
h m
ore
sust
aina
ble
than
man
y ch
ange
s in
too
shor
t a ti
me.
In a
wel
l fun
ctio
ning
sch
ool t
he c
ompe
tenc
e of
the
scho
ol is
muc
h m
ore
than
just
the
sum
of t
he in
divi
dual
com
pete
nces
.As
men
tione
d in
the
intr
oduc
tion
it
mak
es s
ense
to u
nder
stan
d th
e sc
hool
’s cu
lture
as
an e
xpre
ssio
n of
the
scho
ol’s
colle
ctiv
e ‘m
emor
y’,i
.e.t
hat n
ew e
xper
ienc
e,re
flect
ions
,inn
ovat
ions
etc
.are
inco
rpor
ated
in th
e sc
hool
cul
ture
and
cha
nge
the
way
peo
ple
inte
ract
,dis
cuss
and
do th
ings
.It i
s th
e m
anda
te o
f the
sch
ool p
rinci
pal t
o fa
cilit
ate
such
proc
esse
s,bu
t aim
,pro
cess
and
org
aniz
atio
n sh
ould
be
elab
orat
ed a
s a
shar
edvi
sion
invo
lvin
g al
l sta
keho
lder
s of
the
scho
ol.
Qua
lity
crit
eria
in t
he a
rea
of t
he s
choo
l pol
icy
and
plan
ning
•Th
e sc
hool
incl
udes
a fo
cus
on E
SD in
its
mis
sion
and
ann
ual a
ctio
n pl
an.
•Th
e sc
hool
lead
ersh
ip e
ncou
rage
s te
ache
rs to
use
futu
re
pers
pect
ives
to p
lan
thei
r lon
g-te
rm E
SD w
ork.
•Th
e sc
hool
allo
cate
s ap
prop
riate
sch
ool t
ime
for t
he s
tude
nts’
wor
k w
ith S
D,as
wel
l as
for t
he te
ache
rs’ r
efle
ctio
ns a
nd c
larif
icat
ions
on
ESD
issu
es a
t the
sch
ool.
•Th
e sc
hool
est
ablis
hes
a pr
oced
ure
to re
spon
d to
teac
hers
’ nee
ds
for f
urth
er e
duca
tion
rele
vant
for E
SD.
•...
......
......
....
10.Q
ualit
y cr
iter
ia in
the
are
a of
the
sch
ool p
olic
y an
d pl
anni
ng
Exam
ple
The
scho
ol p
rinci
pal c
alls
for a
mee
ting
for a
ll st
aff a
t the
sch
ool i
nspi
red
by th
ene
w d
ecad
e fo
r edu
catio
n fo
r sus
tain
able
dev
elop
men
t (DE
SD).
He a
lso
invi
tes
repr
esen
tativ
es fr
om p
aren
ts a
nd a
few
key
per
sons
from
the
loca
l com
mun
ity.
He in
form
s pa
rtic
ipan
ts b
efor
e th
e m
eetin
g ab
out w
hat h
e ha
s re
ceiv
ed in
writ
ten
form
and
has
col
lect
ed a
bout
DES
D fro
m th
e In
tern
et.I
n hi
s in
vita
tion
the
scho
ol p
rinci
pal s
igna
ls th
at th
is a
ppea
rs in
tere
stin
g,bu
t he
is n
ot s
ure
if it
is a
good
idea
for t
he s
choo
l to
enga
ge s
peci
fical
ly in
ESD
.At
the
mee
ting
all g
roup
s ar
e in
vite
d to
con
trib
ute
with
pro
s an
d co
ns fo
r aco
ncen
trat
ed e
ffort
in th
e fie
ld o
f ESD
.No
final
dec
isio
ns a
re ta
ken,
but a
num
ber
of w
orki
ng g
roup
s ar
e es
tabl
ishe
d to
inve
stig
ate
diffe
rent
asp
ects
mor
e in
det
ail
for a
mee
ting
whe
re th
e fin
al d
ecis
ions
can
be
take
n.So
me
mai
n po
ints
toin
vest
igat
e in
clud
e a
revi
ew to
see
how
muc
h of
the
scho
ol’s
prev
ious
exp
erie
nce
from
diff
eren
t pro
ject
s an
d in
itiat
ives
cou
ld b
e m
ade
usef
ul in
this
new
con
text
.O
ther
poi
nts
rela
te to
how
a s
peci
al e
ffort
in E
SD w
ould
influ
ence
the
stud
ents
’le
arni
ng in
the
core
sub
ject
are
as a
nd fi
nally
affe
ct th
eir p
erfo
rman
ce in
impo
rtan
t fin
al e
xam
inat
ions
.The
par
ents
and
the
diffe
rent
sta
keho
lder
s in
the
com
mun
ity a
re e
ncou
rage
d to
exp
ress
thei
r vie
ws
and
inte
rest
s.At
the
seco
nd m
eetin
g al
l wor
king
gro
ups
repo
rt b
ack
and
thei
r fin
ding
s ar
edi
scus
sed.
Fina
lly a
gen
eral
agr
eem
ent i
s ac
hiev
ed o
n in
itiat
ing
wor
k w
ith E
SDbu
t all
grou
ps a
lso
expr
ess
thei
r unc
erta
inty
abo
ut th
e w
ay fo
rwar
d.It
isem
phas
ized
by
man
y th
at th
e ne
xt s
teps
sho
uld
be re
gard
ed a
s ex
plor
atio
n an
dle
arni
ng a
nd n
ot a
s ea
sy p
rogr
ess
and
succ
ess.
It is
agr
eed
to id
entif
y a
list o
fqu
ality
crit
eria
for t
he s
choo
l´s w
ork
with
ESD
and
to u
se th
e pr
esen
t lis
t as
the
poin
t of d
epar
ture
.A n
umbe
r of a
dditi
onal
sm
alle
r ste
ps a
re id
entif
ied
at th
em
eetin
g to
invo
lve
all e
mpl
oyee
s.
Rati
onal
eSc
hool
pol
icy
has
an e
xter
nal a
s w
ell a
s in
tern
al a
nd b
oth
func
tions
can
be
supp
orte
d by
a fo
cus
on E
SD.E
xter
nally
the
focu
s on
ESD
can
hel
p th
e sc
hool
topr
ofit
from
a c
lear
futu
re-o
rient
ed p
rofil
e.In
tern
ally
a jo
int f
ocus
on
how
to m
ake
ESD
a le
adin
g m
otiv
e fo
r ref
lect
ion
and
inno
vatio
n ca
n he
lp to
dev
elop
the
scho
ol in
to a
dyn
amic
‘lea
rnin
g or
gani
zatio
n’.T
he v
ery
natu
re o
f ESD
impl
ies
anat
mos
pher
e of
exc
hang
e of
idea
s an
d re
flect
ions
bas
ed o
n w
ishe
s an
d vi
sion
s of
3435
B.SCHOOL POLICY AND ORGANISATION
B.SCHOOL POLICY AND ORGANISATION
With
in e
ach
of th
ese
grou
ps th
e cl
imat
e ca
n be
exp
erie
nced
ver
y di
ffere
ntly
too.
A st
rong
sen
se o
f ide
ntity
,the
prid
e of
bel
ongi
ng,a
nd a
t the
sam
e tim
e th
efe
elin
g th
at d
oubt
s an
d cr
itici
sms
are
not o
nly
perm
itted
but
wel
com
ed,c
ould
be
mai
n co
mpo
nent
s of
a p
ositi
ve s
choo
l clim
ate
for m
any
at th
e sc
hool
.ES
D ca
n ha
ve a
pos
itive
influ
ence
on
the
scho
ol c
limat
e,an
d pa
rtic
ipat
ion,
criti
cal t
hink
ing,
valu
e cl
arifi
catio
n,au
then
tic a
ctio
n an
d ac
cept
ing
com
plex
ityca
n be
st b
e le
arnt
in a
sch
ool w
here
thes
e ar
e de
velo
ped
as c
omm
onch
arac
teris
tics
of th
e sc
hool
wor
k.Fo
r ESD
it is
als
o im
port
ant t
hat a
ll th
e m
embe
rs o
f the
sch
ool c
omm
unity
are
awar
e of
thei
r mis
sion
and
thei
r con
trib
utio
n:Th
e st
aff a
nd th
e ca
fete
riape
rson
nel a
re a
s im
port
ant a
s th
e te
ache
rs o
r the
par
ents
to b
uild
eve
ryda
ypr
actic
es o
f res
pect
,car
e fo
r the
sch
ool r
esou
rces
,tru
st in
the
dem
ocra
cy ru
les
and
enjo
ymen
t of t
he s
ocia
l and
lear
ning
env
ironm
ent.
Qua
lity
crit
eria
in t
he a
rea
of t
he s
choo
l clim
ate
•Th
e sc
hool
atm
osph
ere
is s
uch
that
eve
ry o
ne fe
els
that
she
/he
can
cont
ribut
e w
ith in
nova
tive
idea
s an
d pr
opos
als
with
out f
ear.
The
scho
ol le
ader
ship
has
a p
artic
ular
role
in fa
cilit
atin
g th
is.•
The
scho
ol is
see
n as
an
aren
a w
here
all
the
stak
ehol
ders
exe
rcis
e de
moc
racy
and
par
ticip
atio
n,an
d ar
e in
volv
ed,a
t diff
eren
t lev
els,
in th
e de
cisi
on-m
akin
g pr
oces
ses.
•Th
e w
hole
sch
ool c
omm
unity
,esp
ecia
lly p
aren
ts,a
re in
form
ed o
f the
re
leva
nce
of E
SD fo
r stu
dent
s’ g
ener
al le
arni
ng a
nd a
re in
volv
ed in
th
e sc
hool
dev
elop
men
t.•
......
......
......
..
11.Q
ualit
y cr
iter
ia in
the
are
a of
the
sc
hool
clim
ate
Exam
ple
A lit
tle to
wn
scho
ol is
cha
ract
eriz
ed b
y th
e di
ffere
nt le
arni
ng p
lans
offe
red
to th
est
uden
ts:p
roje
ct w
ork
on is
sues
for a
sus
tain
able
futu
re is
at t
he c
entr
e of
eve
rygr
ade
and
the
lear
ning
of e
very
cla
ss.T
he te
ache
rs b
elie
ve th
at ‘e
njoy
ing
the
scho
ol ti
me’
and
‘to
be p
repa
red
for t
he fu
ture
’ can
go
toge
ther
,and
that
aco
nstr
uctiv
e,no
n-co
mpe
titiv
e an
d ch
alle
ngin
g at
mos
pher
e is
the
bett
er o
ne fo
rst
uden
ts.
The
scho
ol le
ader
ship
trie
s to
hav
e a
fair
divi
sion
of r
oles
and
resp
onsi
bilit
ies:
Som
e te
ache
rs h
ave
the
resp
onsi
bilit
y to
coo
rdin
ate
the
clas
s pr
ojec
t wor
k,ot
hers
take
car
e of
inte
rcla
ss s
choo
l pro
ject
s su
ch a
s ex
chan
ges
with
oth
ersc
hool
s,th
e in
tegr
atio
n in
cla
ss w
ork
of d
isab
led
stud
ents
,or t
he re
latio
nshi
ps
with
the
mun
icip
ality
,or t
he e
duca
tiona
l aut
horit
ies.
The
pare
nts
and
the
com
mun
ity a
re in
form
ed o
n an
ong
oing
bas
is a
nd a
reve
ry p
roud
of t
he s
choo
l act
iviti
es:A
par
ents
and
citi
zen
asso
ciat
ion
has
been
form
ed to
sup
port
the
scho
ol,a
nd th
e as
soci
atio
n ac
tiviti
es a
re p
lann
ed to
geth
erw
ith th
e sc
hool
act
iviti
es in
ord
er to
dis
cuss
with
the
pare
nts
and
inte
rest
edci
tizen
s th
e sa
me
issu
es th
at th
e st
uden
ts w
ill b
e as
ked
to e
xplo
re d
urin
g th
e
year
. Ever
y ye
ar is
a n
ew c
halle
nge,
and
the
first
mon
th o
f sch
ool i
s de
vote
d to
the
plan
ning
of t
he n
ew y
ear’s
pro
ject
wor
k an
d to
the
cons
truc
tion
of tr
ustin
gre
latio
nshi
ps in
the
scho
ol c
omm
unity
.Sp
ecia
l car
e is
giv
en to
the
wel
com
ing
of th
e ne
wco
mer
s - t
each
ers,
stud
ents
,pa
rent
s,or
sta
ff –
usin
g m
ixed
age
gro
up a
ctiv
ities
,tut
orin
g be
twee
n st
uden
ts,
and
spec
ial a
ctiv
ities
for i
nter
este
d pa
rent
s.
Ever
y st
akeh
olde
r is
repr
esen
ted
in th
e sc
hool
cou
ncil,
but t
he in
tent
ion
of th
esc
hool
is to
hav
e a
wid
er d
ebat
e ar
ound
the
mai
n pr
oble
ms
and
arou
nd th
e m
ain
deci
sion
s to
take
,bef
ore
arriv
ing
at th
e co
unci
l dec
isio
n.
Rati
onal
eA
scho
ol c
limat
e is
a c
once
pt d
iffic
ult t
o de
fine
but e
xper
ienc
ed b
y ev
ery
teac
her
and
stud
ent.
The
scho
ol c
limat
e is
cre
ated
by
– an
d ha
s a
stro
ng in
fluen
ce o
n –
the
bulk
of r
elat
ions
hips
exi
stin
g be
twee
n st
uden
ts,t
each
ers,
scho
ol s
taff
and
lead
ersh
ips,
pare
nts
and
exte
rnal
com
mun
ity.A
s su
ch,t
he c
limat
e of
the
scho
ol is
expe
rienc
ed d
iffer
ently
by
diffe
rent
gro
ups
(teac
hers
,stu
dent
s et
c.) i
n th
e sc
hool
.36
37
B.SCHOOL POLICY AND ORGANISATION
B.SCHOOL POLICY AND ORGANISATION
rela
tions
hip
with
the
bulk
of a
reas
whi
ch d
eal w
ith te
achi
ng a
nd le
arni
ngpr
oces
ses.
At th
e ty
pica
l sch
ool t
each
ing/
lear
ning
is s
epar
ate
from
the
scho
ol
man
agem
ent.
The
deci
sion
s re
latin
g to
the
man
agem
ent o
f the
sch
ool a
re ta
ken
outs
ide
the
reac
h of
the
stud
ents
.Thi
s is
des
pite
the
fact
that
the
man
agem
ent o
fth
e sc
hool
ofte
n ha
s hu
ge im
pact
on
the
stud
ents
’ life
in th
e sc
hool
.Te
ache
rs m
ight
be
stru
gglin
g to
hel
p st
uden
ts to
be
enga
ged
as re
spon
sibl
epa
rtic
ipan
ts d
urin
g th
eir l
esso
ns a
nd th
e m
anag
emen
t of t
he s
choo
l in
the
field
of s
usta
inab
ility
issu
es.B
ut if
the
scho
ol is
alw
ays
man
aged
in a
top-
dow
n st
yle,
then
the
man
agem
ent w
ill a
ct a
s a
‘hid
den
curr
icul
um’ t
hat a
cts
agai
nst w
hat
the
teac
hers
are
tryi
ng to
ach
ieve
.Ins
tead
of r
egar
ding
the
stud
ents
as
thos
e to
be m
anag
ed a
s pa
rt o
f the
sch
ool m
anag
emen
t,it
mig
ht b
e m
ore
help
ful –
aga
in–
to lo
ok a
t way
s to
impr
ove
the
genu
ine
owne
rshi
p an
d pa
rtic
ipat
ion
of th
em
anag
emen
t of t
he s
choo
l in
orde
r for
man
agem
ent a
ctiv
ities
to b
e le
arni
ngac
tiviti
es.
The
area
s in
whi
ch e
ffort
can
be
mad
e ar
e m
ainl
y re
late
d to
sus
tain
able
deve
lopm
ent:
From
the
man
agem
ent o
f nat
ural
reso
urce
(wat
er,e
nerg
y,m
ater
ials,
biod
iver
sity
) to
min
imis
ing
the
use
of c
hem
ical
s an
d ha
zard
ous
subs
tanc
es,f
rom
the
care
for w
aste
dis
posa
l to
the
atte
ntio
n to
ens
ure
stud
ents
’sa
fe tr
ansp
orta
tion,
from
the
care
for e
atin
g ha
bits
to th
e ca
re o
f the
nat
ural
envi
ronm
ent a
roun
d th
e sc
hool
and
in th
e sc
hool
yar
d.Th
e po
int o
f exe
mpl
ary
livin
g is
to li
nk th
e lif
esty
le ro
utin
es w
ith re
spec
ting
each
oth
er’s
wis
hes
and
need
s an
d he
lpin
g ev
eryo
ne to
be
a re
al p
artic
ipan
t in
the
chan
ge.T
hese
effo
rts
will
hav
e an
indi
rect
pos
itive
impa
ct o
n th
e st
uden
ts w
ho li
ve a
par
t of t
heir
life
in a
con
text
exp
licitl
y en
gage
d in
sus
tain
abili
ty is
sues
.
Qua
lity
crit
eria
in t
he a
rea
of s
choo
l man
agem
ent
•Th
e sc
hool
mak
es a
regu
lar a
udit
conc
erni
ng th
e sc
hool
’s ne
eds
in
the
dire
ctio
n of
sus
tain
abili
ty,i
nvol
ving
stu
dent
s,te
ache
rs a
nd s
taff.
•Th
e sc
hool
dec
ides
eve
ry y
ear w
hat a
re th
e ne
w c
halle
nges
and
w
hat a
ctio
ns to
take
for a
con
tinuo
us im
prov
emen
t of t
he
scho
ol m
anag
emen
t•
The
scho
ol s
triv
es to
be
an e
xam
ple
of c
aref
ul m
anag
emen
t of r
esou
rces
an
d ev
iden
ce o
f the
resu
lt ob
tain
ed a
re s
how
n to
the
inte
rnal
an
d ex
tern
al c
omm
unity
.•
......
......
12.Q
ualit
y cr
iter
ia in
the
are
a of
sc
hool
man
agem
ent
Exam
ple
We
visi
t a ra
ther
big
sch
ool i
n th
e pr
ovin
ce.W
e ar
e w
ell r
ecei
ved
by th
e sc
hool
prin
cipa
l who
pro
udly
sho
ws
us a
roun
d at
the
scho
ol g
roun
d.Th
is is
real
ly a
nic
esc
hool
gro
und.
Ther
e ar
e lo
ts o
f tre
es,f
low
erin
g bu
shes
and
flow
ers
arou
nd th
e
smal
l law
ns.M
any
plac
es h
ave
smal
l fac
ilitie
s fo
r stu
dent
s to
sit
outd
oor t
o w
ork
or ju
st to
rela
x.M
any
of th
e tr
ees
bear
woo
den
labe
ls w
ith th
eir c
omm
on n
ame
and
the
scie
ntifi
c na
me.
One
sec
tion
has
a ‘h
erb
gard
en’ w
ith p
lant
s fo
r foo
d(s
pice
s) a
nd h
ealth
.W
hile
we
are
sitt
ing
and
talk
ing
abou
t how
all
this
was
est
ablis
hed
thro
ugh
asp
ecia
l gra
nt a
s pa
rt o
f a p
roje
ct fo
r sch
ool i
mpr
ovem
ent t
he lu
nch
brea
k st
arts
.A
clas
s of
stu
dent
s pa
sses
by
with
thei
r lun
ch c
onta
iner
s.A
smal
l girl
mak
es a
mis
take
and
out
dro
ps h
er p
ortio
n of
rice
on
the
grou
nd.I
mm
edia
tely
she
runs
tow
ard
a bu
ildin
g an
d co
mes
bac
k w
ith a
bro
om a
nd a
dus
tpan
and
cle
ans
the
grou
nd.B
efor
e th
e cl
ass
has
disa
ppea
red
in th
e lu
nch
build
ing
she
has
run
back
and
reta
ined
her
pos
ition
am
ong
her c
lass
mat
es.O
n a
rem
ark
from
us
abou
t thi
sev
ent,
the
scho
ol p
rinci
pal a
nsw
ers:
“Yes
,the
y ha
ve le
arne
d w
hat t
o do
!”O
n a
late
r que
stio
n to
the
scho
ol p
rinci
pal a
bout
how
muc
h th
e pu
pils
wer
e
invo
lved
in a
ll th
e im
prov
emen
ts o
f the
sch
ool g
roun
d,th
e sc
hool
prin
cipa
lan
swer
ed th
at th
ey h
elpe
d pl
ant t
he tr
ees.
It tu
rned
out
that
the
pupi
ls h
ad o
nly
been
use
d as
tool
s fo
r the
man
agem
ent o
f the
nic
e sc
hool
gro
und.
But t
he s
choo
lpr
inci
pal q
uick
ly s
aw th
e po
tent
ial i
n ho
w to
invo
lve
the
pupi
ls m
uch
mor
e.“G
ive
me
one
year
!”w
as th
e fin
al re
mar
k fro
m th
is ‘e
ffici
ent’
scho
ol p
rinci
pal.
Rati
onal
eAt
firs
t gla
nce,
qual
ity c
riter
ia in
the
area
of s
choo
l man
agem
ent m
ight
refe
r to
acl
ean
and
nice
sch
ool g
roun
d,w
ell m
anag
ed s
choo
l bui
ldin
gs,m
echa
nism
s fo
rsa
ving
ene
rgy
and
wat
er a
nd g
ood
was
te h
andl
ing.
But l
ooki
ng fu
rthe
r it
depe
nds.
It de
pend
s on
how
thes
e ‘n
ice’
asp
ects
are
hel
pful
for t
he le
arne
rs’
achi
evem
ent i
n be
ing
prep
ared
to ta
ke a
spec
ts o
f sus
tain
able
dev
elop
men
t int
oac
coun
t in
thei
r fut
ure
life.
Seen
from
this
per
spec
tive,
the
valu
e of
invo
lvin
gst
uden
ts in
sch
ool m
anag
emen
t act
iviti
es m
ust f
irst a
nd fo
rem
ost b
e se
en a
ndas
sess
ed in
rela
tion
to th
eir e
duca
tiona
l and
lear
ning
val
ue -
not i
n re
latio
n to
wha
t ext
ent t
he e
ffort
s m
ay re
sult
in,s
ay,s
avin
g en
ergy
or r
educ
ing
the
amou
ntof
was
te a
t sch
ool.
This
qua
lity
crite
ria a
rea
mus
t the
refo
re b
e se
en in
clo
se38
39
B.SCHOOL POLICY AND ORGANISATION
B.SCHOOL POLICY AND ORGANISATION
rese
arch
’,to
col
lect
dat
a re
late
d to
inno
vatio
ns a
nd d
evel
opm
ent a
nd to
dis
cuss
the
data
in m
ixed
gro
ups,
whe
re p
aren
ts,s
tude
nts
and
staf
f are
repr
esen
ted
toge
ther
with
teac
hers
.
Rati
onal
eW
e ha
ve n
o re
cipe
s fo
r SD
and
thus
for E
SD.R
efle
ctio
ns o
n ac
tions
,sel
f-ev
alua
tion
and
actio
n re
sear
ch a
re a
ppro
ache
s th
at c
an h
elp
scho
ol d
evel
opm
ent
in th
e di
rect
ion
of s
usta
inab
le d
evel
opm
ent.
Refle
ctio
n an
d re
sear
ch n
eed
time,
clea
r res
earc
h qu
estio
ns,c
olle
ctio
n of
dat
a,in
terp
reta
tion
and
deba
tes,
taki
ngin
to a
ccou
nt d
iffer
ent p
ersp
ectiv
es.D
ocum
enta
tion
of th
e ac
tion
take
n an
d of
the
teac
hing
pro
cess
es is
a fi
rst s
tep.
Oth
er s
teps
nee
d a
defin
ition
of t
he q
ualit
y th
atth
e sc
hool
wan
ts to
ach
ieve
,and
of t
he q
ualit
y cr
iteria
that
mig
ht b
e us
ed fo
r the
eval
uatio
n of
this
ach
ieve
men
t.Th
e di
scus
sion
of a
set
of q
ualit
y cr
iteria
spe
cific
for t
he s
choo
l,op
en to
the
part
icip
atio
n of
stu
dent
s,pa
rent
s,st
aff,
exte
rnal
com
mun
ity,i
s a
way
to d
evel
op a
com
mon
und
erst
andi
ng o
f the
sch
ool E
SD
‘phi
loso
phy’
,and
a c
ultu
re o
f par
ticip
atio
n.Di
scus
sion
sho
uld
not s
top
with
the
disc
ussi
on o
f crit
eria
,but
con
tinue
with
the
invo
lvem
ent o
f all
the
stak
ehol
ders
in th
e in
terp
reta
tion
of th
e da
ta c
olle
cted
and
then
in th
e in
tern
al e
valu
atio
n of
the
resu
lts o
btai
ned.
To s
hift
from
sho
rtte
rm v
isib
le o
utco
mes
to m
ediu
m a
nd lo
ng te
rm le
arni
ng o
utco
mes
,con
cern
ing
also
val
ues
and
criti
cal t
hink
ing,
and
not o
nly
beha
viou
r is
not a
n ea
sy p
roce
ss,
but c
an b
e fo
ster
ed b
y th
e cl
arifi
catio
n of
crit
eria
and
by
the
refle
ctio
n an
dev
alua
tion
of th
e ac
tions
take
n.
Qua
lity
crit
eria
in t
he a
rea
of r
efle
ctio
n an
d ev
alua
tion
on
ESD
init
iati
ves
at s
choo
l lev
el
•Th
e sc
hool
allo
cate
s ap
prop
riate
sch
ool t
ime
for t
each
ers’
refle
ctio
ns
and
rese
arch
on
thei
r ESD
issu
es.
•Th
e sc
hool
cla
rifie
s an
d de
velo
ps q
ualit
y cr
iteria
for E
SD a
ccor
ding
to
its v
isio
n of
ESD
,and
use
them
for i
nter
nal e
valu
atio
n.•
The
scho
ol e
stab
lishe
s pr
oced
ures
to m
ake
use
of g
ains
and
ach
ieve
men
ts
from
ESD
,as
wel
l as
of th
e ob
stac
les
enco
unte
red,
for t
he b
enef
it of
th
e w
hole
sch
ool,
even
for t
each
ers
not i
nvol
ved
in E
SD in
itiat
ives
.•
......
......
......
.
13.Q
ualit
y cr
iter
ia in
the
are
a of
eva
luat
ion
of
ESD
init
iati
ves
at s
choo
l lev
el.
Exam
ple
Afte
r 2 y
ears
with
man
y le
sson
s de
dica
ted
to E
SD,t
he te
ache
rs in
a ju
nior
hig
hsc
hool
ask
ed fo
r a re
flect
ion
on th
e ai
ms
and
met
hodo
logi
es o
f the
ir te
achi
ng:
The
stud
ents
wer
e co
nsid
erin
g ES
D as
ano
ther
dut
y w
ith n
o sp
ecia
l int
eres
t or
pers
onal
par
ticip
atio
n on
the
issu
es p
ropo
sed.
The
teac
hers
wer
e re
ally
eag
er to
unde
rsta
nd w
hat h
ad b
een
the
obst
acle
s or
the
mis
take
s m
ade,
and
they
ask
edpe
ople
wor
king
in th
e fie
ld o
f ESD
to le
ad a
mee
ting.
As a
firs
t ste
p te
ache
rs w
ere
aske
d to
thin
k of
the
futu
re in
stea
d of
the
past
.W
hat d
id th
ey re
ally
wan
t to
achi
eve?
Wha
t wer
e th
e m
ore
impo
rtan
t ‘lo
ng te
rm’
aim
s of
thei
r tea
chin
g fo
r SD?
On
the
basi
s of
thei
r aim
s,th
ey s
tart
ed to
refle
cton
the
‘how
’,on
the
met
hodo
logi
es a
nd c
onte
nts
that
can
be
used
to a
chie
ve
thes
e ai
ms.
In th
is p
roce
ss th
ey re
alis
ed th
at in
man
y w
ays
thei
r tea
chin
g of
ESD
was
mor
e a
tran
smis
sion
of c
onte
nt th
an a
sup
port
to th
eir s
tude
nts
to e
nhan
ce th
eir
criti
cal a
nd im
agin
ativ
e th
inki
ng.T
he o
utco
me
had
been
a s
ense
of f
rust
ratio
n fo
rth
e st
uden
ts,w
ho w
ere
aske
d to
face
pro
blem
s to
o bi
g an
d to
o di
stan
t fro
m th
eir
daily
life
.
The
teac
hers
dec
ided
to re
vise
thei
r tea
chin
g an
d to
look
for n
ew a
ppro
ache
s.In
doi
ng s
o th
ey a
gree
d on
a k
ind
of ‘c
riter
ia’ t
hat s
houl
d be
follo
wed
by
each
teac
her f
or th
e pl
anni
ng o
f wha
teve
r sub
ject
or p
roje
ct o
r ini
tiativ
e in
the
scho
ol.
The
crite
ria w
ere
in s
ome
sens
e ‘a
bstr
act’
and
they
dec
ided
to h
ave
regu
lar
mee
tings
to c
ompa
re th
e ‘p
ract
ical
exa
mpl
e’ th
ey w
ill fi
nd to
des
crib
e ea
chcr
iterio
n.Th
e fir
st ‘e
xam
ple’
that
cam
e up
was
abo
ut th
e cr
iterio
n of
‘par
ticip
atio
n’,a
nd
the
exam
ple
was
abo
ut th
e la
ck o
f par
ticip
atio
n:Th
ey h
ave
deci
ded
the
crite
riaw
ithou
t inv
olvi
ng s
tude
nts
and
pare
nts
in th
e pr
oces
s! W
ith th
e he
lp o
f an
exte
rnal
par
tner
they
pla
nned
initi
ativ
es to
invo
lve
also
stu
dent
s an
d pa
rent
s in
the
exer
cise
of p
lann
ing
a be
tter
sch
ool t
hat w
as ‘f
utur
e or
ient
ed’ a
nd lo
okin
g at
SD. Th
e pr
oces
s w
as a
long
one
but
at t
he e
nd o
f the
yea
r the
sch
ool h
adde
velo
ped
a se
t of c
riter
ia d
escr
ibin
g le
arni
ng a
ppro
ache
s,ki
nd o
f act
iviti
es,r
oles
of th
e sc
hool
in th
e co
mm
unity
to m
ove
in th
e di
rect
ion
of E
SD.T
he c
riter
ia w
ere
expl
icit
and
writ
ten
in a
kin
d of
‘Sch
ool C
hart
for E
SD’ a
ppro
ved
by th
e Sc
hool
Coun
cil.
In th
e ch
art o
ne c
riter
ion
for s
choo
l dev
elop
men
t was
‘to
be in
volv
ed in
4041
B.SCHOOL POLICY AND ORGANISATION
B.SCHOOL POLICY AND ORGANISATION
and
actio
n in
the
dire
ctio
n of
sus
tain
abili
ty.I
n th
is p
roce
ss th
e sc
hool
s be
com
e‘c
ore
soci
al c
entr
es’ w
ith o
pen
door
s,so
urce
s of
exp
ertis
e,sh
arin
g re
spon
sibi
litie
sw
ith o
ther
s co
mm
unity
bod
ies.
Teac
hers
and
stu
dent
s ga
in in
vis
ibili
ty a
nd
reco
gniti
on,a
nd th
e la
tter
sta
rt p
ract
isin
g th
eir f
utur
e ro
le a
s ac
tive
citiz
ens.
Qua
lity
crit
eria
in t
he a
rea
of c
omm
unit
y co
-ope
rati
on
•Th
e sc
hool
invo
lves
the
com
mun
ity a
s a
reso
urce
for t
each
ing
/lear
ning
in
mea
ning
ful w
ays.
•Th
e sc
hool
use
s th
e co
mm
unity
as
an a
rena
for g
enui
ne a
ctio
n.•
The
scho
ol e
nabl
es th
e lo
cal c
omm
unity
to a
ddre
ss it
s co
ncer
ns to
th
e sc
hool
and
ser
ve a
s a
‘com
mun
ity-c
entr
e’.
•...
......
......
......
......
......
....
C.EXTERNAL STRUCTURAL RELATIONSHIPS 43
14.Q
ualit
y cr
iter
ia in
the
are
a of
co
mm
unit
y co
-ope
rati
on
Exam
ple
Teac
hers
in a
tech
nica
l sec
onda
ry s
choo
l wer
e lo
okin
g fo
r pos
sibi
litie
s of
true
expe
rient
ial l
earn
ing
and
plac
emen
ts in
the
loca
l com
mun
ity th
at c
ould
intr
oduc
est
uden
ts to
the
field
of E
SD.T
he to
wn
whe
re th
e sc
hool
is lo
cate
d is
situ
ated
near
a la
ke.S
peci
al a
tten
tion
was
giv
en in
the
last
five
yea
rs to
the
prob
lem
of
wat
er p
ollu
tion.
The
scho
ol d
ecid
ed to
hav
e al
l the
labo
rato
ry-s
ched
uled
act
iviti
es (c
hem
istr
y,m
icro
-bio
logy
and
phy
sics
) foc
used
on
the
situ
atio
n of
the
lake
,and
pro
pose
d a
tech
nica
l par
tner
ship
to th
e lo
cal E
nviro
nmen
tal A
utho
rity,
offe
ring
to c
ondu
cton
e pa
rt o
f the
ana
lysi
s an
d of
the
wat
er m
onito
ring
need
ed.I
n ad
ditio
n to
this
the
stud
ents
use
d pa
rt o
f the
ir so
cial
stu
dy a
nd s
peci
fic p
roje
ct ti
me
to
inve
stig
ate
othe
r im
port
ant f
eatu
res
of th
e pr
oble
m,l
ike
the
feel
ings
and
opin
ions
of t
he in
habi
tant
s ab
out t
he p
ollu
tion
of th
e la
ke a
nd th
e re
stric
tions
and
taxe
s th
at h
ave
been
impo
sed
by th
e m
unic
ipal
ity.
The
year
end
ed w
ith a
pub
lic p
rese
ntat
ion
of th
e da
ta c
olle
cted
and
of t
heci
tizen
s’ p
ropo
sals
for i
mpr
ovin
g no
t onl
y th
e qu
ality
of t
he la
ke b
ut o
f the
rive
rsas
wel
l.Af
ter t
his
pres
enta
tion,
othe
r sch
ools
– s
ome
prim
ary
and
mid
dle
scho
ols
and
an a
rt s
choo
l,th
at h
ave
been
invo
lved
in th
e de
sign
ing
and
real
izat
ion
of th
eex
hibi
tion
– w
ante
d to
join
the
actio
n.Th
e m
unic
ipal
ity m
ade
a co
ntra
ct w
ith th
e te
chni
cal s
choo
l for
a 3
yea
rsm
onito
ring
of th
e la
ke w
ater
pol
lutio
n an
d fu
nded
a c
ampa
ign
abou
t loo
king
afte
r the
wat
er,o
rgan
ized
and
car
ried
out b
y th
e ne
twor
k of
sch
ools,
and
dire
cted
to th
e to
wn
popu
latio
n.
Rati
onal
eO
ne o
f the
mai
n id
eas
in E
SD is
to b
e lo
cally
rele
vant
and
to c
onst
ruct
‘loc
alsi
tuat
iona
l kno
wle
dge’
.In
this
way
,sch
ools
are
no
mor
e in
stitu
tions
sep
arat
edfro
m th
e re
al w
orld
,pro
posi
ng a
bstr
act g
ener
al k
now
ledg
e,bu
t bec
ome
inst
itutio
ns a
ctiv
e in
the
soci
ety,
reco
gniz
ed a
s re
leva
nt s
take
hold
ers
in th
ede
velo
pmen
t of t
he c
omm
unity
.A
first
ste
p is
to u
se th
e fe
atur
es a
nd p
robl
ems
of th
e co
mm
unity
as
reso
urce
sfo
r fie
ldw
ork
and
activ
e le
arni
ng.A
furt
her s
tep
is to
pro
pose
the
scho
ol a
s an
impo
rtan
t voi
ce fo
r the
pla
nnin
g of
loca
l sus
tain
able
dev
elop
men
t,an
d an
othe
rst
ep is
to o
ffer t
he s
choo
l’s fa
cilit
ies
and
com
pete
ncie
s fo
r com
mun
ity s
tudi
es
C.EXTERNAL STRUCTURAL RELATIONSHIPS
42
lear
ning
by
lear
ning
from
exp
erie
nces
from
oth
er e
duca
tiona
l ins
titut
ions
and
by
initi
atin
g an
d pr
omot
ing
netw
orks
and
par
tner
ship
s in
whi
ch th
ey g
ener
ate
and
pass
on
thei
r exp
erie
nces
.Net
wor
king
will
in th
is p
ersp
ectiv
e be
of a
dyn
amic
char
acte
r,qu
alify
ing
all p
artn
ers
and
esta
blis
hing
syn
ergy
in th
e pa
rtne
rshi
p.It
is a
cha
lleng
e fo
r nat
iona
l and
regi
onal
edu
catio
n au
thor
ities
to p
rovi
deec
onom
ic re
sour
ces
and
fram
es th
at m
ake
it po
ssib
le fo
r sch
ools
to e
stab
lish
and
mai
ntai
n ne
twor
ks a
nd p
artn
ersh
ips.
Qua
lity
crit
eria
in t
he a
rea
of n
etw
orki
ng a
nd p
artn
ersh
ips
•Th
e sc
hool
co-
oper
ates
with
oth
er s
choo
ls in
ord
er to
dev
elop
,ex
chan
ge a
nd c
ompa
re id
eas
and
info
rmat
ion
rele
vant
for E
SD.
•Th
e sc
hool
is p
art o
f loc
al,n
atio
nal,
or in
tern
atio
nal n
etw
orks
rele
vant
fo
r ESD
in w
hich
they
are
enc
oura
ging
stu
dent
s to
take
initi
ativ
es.
•Th
e sc
hool
is s
eeki
ng c
o-op
erat
ion
with
inst
itutio
ns a
ctiv
e in
ed
ucat
iona
l dev
elop
men
t in
the
field
of E
SD.
•…
……
……
……
.
C.EXTERNAL STRUCTURAL RELATIONSHIPS 45
15.
Qua
lity
crit
eria
in t
he a
rea
of n
etw
orki
ng
and
part
ners
hips
Exam
ple
A m
unic
ipal
ity w
ante
d to
dev
elop
thei
r 50
scho
ols
into
an
entir
e sc
hool
sys
tem
inw
hich
net
wor
king
,par
tner
ship
s an
d th
e in
volv
emen
t of a
n ed
ucat
iona
l uni
vers
itysh
ould
pla
y a
prom
inen
t rol
e.In
itial
ly,th
e sc
hool
s to
ok p
art i
n an
in-s
ervi
ce
teac
her t
rain
ing
prog
ram
me
whi
ch e
duca
ted
two
teac
hers
from
eac
h sc
hool
to b
eab
le to
insp
ire,g
uide
and
be
criti
cal f
riend
s fo
r the
ir co
lleag
ues.
Supp
orte
d by
the
mun
icip
ality
,thi
s gr
oup
of c
ritic
al fr
iend
s an
d th
e un
iver
sity
form
ed a
gro
up fo
r fac
ilita
ting
the
initi
al c
oope
ratio
n am
ong
the
scho
ols.
The
scho
ols
form
ed p
artn
ersh
ips
defin
ed b
y ge
ogra
phic
crit
eria
or i
n so
me
case
s by
inte
rest
in c
erta
in a
reas
with
in E
SD.T
he p
artn
ersh
ip w
as e
stab
lishe
d on
both
the
leve
l of h
eadm
aste
rs,t
each
ers
and
stud
ents
.One
sch
ool w
as e
spec
ially
inte
rest
ed in
get
ting
supp
ort r
elat
ing
to fo
rmul
atin
g th
e sc
hool
act
ion
plan
for
incl
udin
g ES
D in
thei
r tea
chin
g.Th
anks
to th
e ne
twor
k th
ey e
stab
lishe
dco
oper
atio
n w
ith a
noth
er s
choo
l in
wor
king
on
this
task
in w
hich
crit
ical
frie
nds
func
tione
d as
key
pla
yers
in th
e ex
chan
ge o
f inf
orm
atio
n an
d ex
perie
nces
.An
othe
r gro
up o
f sch
ools
wer
e si
tuat
ed n
ear a
wet
land
are
a th
at w
as to
be
rest
ored
to a
lake
.The
y w
ante
d to
dev
elop
an
ESD
prog
ram
me
with
focu
s on
the
conf
lictin
g in
tere
sts
rela
ted
to th
e re
stor
atio
n.Th
e cr
itica
l frie
nds
toge
ther
faci
litat
ed c
onta
ct w
ith lo
cal k
ey p
laye
rs h
avin
g in
tere
sts
in a
nd k
now
ledg
e of
the
area
:lan
dow
ners
,the
mun
icip
ality
,pre
serv
atio
n or
gani
satio
n et
c.Th
ese
cont
acts
gav
e ris
e to
a la
stin
g pa
rtne
rshi
p be
twee
n on
e of
the
scho
ols
and
the
pres
erva
tion
orga
nisa
tion.
Rati
onal
eA
key
aspe
ct o
f net
wor
king
and
par
tner
ship
s is
regu
lar a
nd s
yste
mat
icde
velo
pmen
t and
exc
hang
e of
exp
erie
nce
and
info
rmat
ion
rele
vant
for E
SD.
Net
wor
king
and
par
tner
ship
can
take
pla
ce o
n se
vera
l lev
els:
Net
wor
king
betw
een
loca
l nei
ghbo
urin
g sc
hool
s,ne
twor
king
bet
wee
n sc
hool
s an
d N
GO
s or
GO
s ac
tive
in e
duca
tiona
l dev
elop
men
t in
the
field
of E
SD (u
nive
rsiti
es,c
entr
es o
ras
soci
atio
ns w
ith e
xper
ienc
e in
teac
her-t
rain
ing)
or n
etw
orki
ng w
ith in
tern
atio
nal
part
ners
.At
sch
ool l
evel
,stu
dent
s as
wel
l as
teac
hers
are
act
ive
in th
e pr
oces
s of
crea
ting
and
mai
ntai
ning
net
wor
ks a
nd p
artn
ersh
ips.
Scho
ols
gain
by
netw
orki
ngin
bot
h a
re-a
ctiv
e an
d pr
o-ac
tive
way
,i.e
.sch
ools
dev
elop
thei
r tea
chin
g an
d
C.EXTERNAL STRUCTURAL RELATIONSHIPS
44
Sugg
esti
ons
for
furt
her
read
ing
Bene
dict
,Fay
e (E
d) (2
000)
Fro
m th
e Pi
lot t
o th
e M
ains
trea
m –
G
ener
alis
atio
n of
goo
d pr
actis
e in
Env
ironm
enta
l Edu
catio
n,EN
SI In
tern
atio
nal C
onfre
nce,
Osl
o.
Ellio
tt,J
ohn
(Ed.
) (19
98) E
nviro
nmen
tal E
duca
tion:
on th
e w
ay to
a s
usta
inab
lefu
ture
,EN
SI In
tern
atio
nal C
onfe
renc
e,Li
nz (A
ustr
ia).
Huck
le,J
ohn
& S
teph
en S
terli
ng (E
DS.)
(199
6):E
duca
tion
for s
usta
inab
ility
.Ea
rths
can
Publ
icat
ions
,Lon
don.
Kybu
rz-G
rabe
r,Re
gula
;Pos
ch,P
eter
& P
eter
,Urs
ula,
(Eds
.) (2
003)
:Int
erdi
scip
linar
yCh
alle
nges
in Te
ache
r Edu
catio
n - I
nter
disc
iplin
ary
and
Envi
ronm
enta
l Edu
catio
n.In
nsbr
uck/
Wie
n:St
udie
nver
lag.
Mog
ense
n,Fi
nn &
May
er M
iche
la (2
005)
:A C
ompa
rativ
e St
udy
on E
cosc
hool
Deve
lopm
ent P
roce
ss,E
NSI
/SEE
D,W
ien.
Mor
in,E
dgar
(199
9) L
es s
ept s
avoi
rs n
éces
saire
s à
l'édu
catio
n du
futu
r,U
NES
CO,P
aris
OEC
D (1
997)
Sus
tain
able
Dev
elop
men
t.O
ECD
Polic
y ap
proa
ches
for t
he
21st
Cen
tury
,OEC
D,Pa
ris.
OEC
D (2
003)
Bey
ond
bure
aucr
acy.
Net
wor
ks o
f inn
ovat
ions
for S
choo
ls a
ndSy
stem
s,O
ECD
For
um o
n sc
hool
ing
for t
omor
row
.
Scot
t,W
illia
m &
Gou
gh,S
teph
en (E
ds.)
(200
3) K
ey is
sues
in s
usta
inab
lede
velo
pmen
t and
lear
ning
:a c
ritic
al re
view
;Lon
don:
Rout
ledg
e Fa
lmer
.
Scot
t,W
illia
m &
Gou
gh,S
teph
en (2
003)
:Sus
tain
able
Dev
elop
men
t and
Lea
rnin
g,Fr
amin
g th
e is
sues
,Rou
tele
dge
Falm
er.
47
Ack
now
ledg
emen
t
This
pub
licat
ion
is in
spire
d by
and
take
s in
to a
ccou
nt th
e na
tiona
l rep
orts
on
“Eco
-sch
ool d
evel
opm
ent”
prod
uced
by
13 m
embe
r cou
ntrie
s of
the
ENSI
and
SEED
net
wor
ks.W
e ar
e gr
atef
ul fo
r the
ir va
luab
le w
ork.
The
auth
ors
of th
e
natio
nal r
epor
ts a
re:
Syd
Smith
,Aus
tral
ia;G
ünth
er P
faffe
nwim
mer
,Aus
tria
;Will
y Sl
eurs
,Fle
mis
hCo
mm
unity
of B
elgi
um;S
oren
Bre
iting
and
Fin
n M
ogen
sen,
Denm
ark;
Lea
Hout
sone
n,Fi
nlan
d;Eu
geni
a Fl
ogai
tis,G
eorg
ia L
iara
kou,
Mar
ia D
asko
lia,G
reec
e;Re
iner
Mat
har,
Ger
man
y;N
ikol
ett S
zépl
aki a
nd A
ttila
Var
ga,H
unga
ry;M
iche
laM
ayer
,Ita
ly;S
un-K
yung
Lee
,Kor
ea;A
strid
San
dås,
Nor
way
;Mar
iona
Esp
inet
,M
ercè
Gui
lera
,Ros
a Ta
rín,R
osa
M.P
ujol
,Spa
in- C
atal
onia
;Eva
lott
a N
yand
er,
Swed
en.
A nu
mbe
r of p
rom
inen
t edu
cato
rs h
ave
acte
d as
crit
ical
frie
nds
and
have
prov
ided
us
with
muc
h ap
prec
iate
d fe
edba
ck o
n ea
rlier
ver
sion
s of
the
draf
t.Th
ey a
re:
Roy
Balle
ntyn
e,Au
stra
lia;D
anie
lla T
ilbur
y,Au
stra
lia;G
ünth
er P
faffe
nwim
mer
,
Aust
ria;
Pete
r Pos
ch,A
ustr
ia;F
ranz
Rau
ch,A
ustr
ia;
Paul
Har
t,Ca
nada
;Bob
Jickl
ing,
Cana
da;K
irste
n N
iels
en,D
enm
ark;
Keld
Nør
gaar
d,De
nmar
k;Ka
rste
nSc
hnac
k,De
nmar
k;At
tila
Varg
a,Hu
ngar
y;El
isab
etta
Fal
chet
ti,Ita
ly;S
eren
aRe
cagn
o,Ita
ly;T
here
sa F
ranq
uesa
,Spa
in;M
ercè
Juny
ent P
ubill
,Spa
in;J
ohan
Öhm
an,S
wed
en;W
illia
m S
cott
,Uni
ted
King
dom
;St
ephe
n St
erlin
g,U
nite
dKi
ngdo
m;J
ustin
Dill
on,U
nite
d Ki
ngdo
m;
46
Thom
as,P
amel
a an
d Sh
aron
Bes
sell
(eds
.):Ed
ucat
ion
for s
usta
inab
leDe
velo
pmen
t:G
ettin
g it
Righ
t.De
velo
pmen
t Stu
dies
Net
wor
k.Ca
nber
ra 1
999.
Tilb
ury,
Dani
ella
;Ste
vens
on,R
ober
t,B.
;Fie
n,Jo
hn &
Sch
reud
er,D
anie
(200
2):
Educ
atio
n an
d Su
stai
nabi
lity.
Resp
ondi
ng to
the
glob
al c
hang
e,IU
CN C
omm
issi
onon
Edu
catio
n an
d Co
mm
unic
atio
n.
Tilb
ury,
Dani
ella
& W
ortm
an,D
avid
(200
4) E
ngag
ing
Peop
le in
Sus
tain
abili
ty,
IUCN
Com
mis
sion
on
Educ
atio
n an
d Co
mm
unic
atio
n,G
land
.
UN
ESCO
(199
7) E
duca
ting
for a
sus
tain
able
futu
re:A
Tran
sdis
cipl
inar
y Vi
sion
for
Conc
erte
d Ac
tion,
Repo
rt o
f the
Inte
rnat
iona
l Con
fere
nce:
Educ
atio
n an
d Pu
blic
awar
enes
s fo
r Sus
tain
abili
ty,T
hess
alon
ikki
,Gre
ece.
UN
ESCO
(199
7) Te
achi
ng a
nd le
arni
ng fo
r a s
usta
inab
le fu
ture
,ht
tp://
ww
w.u
nesc
o.or
g/ed
ucat
ion/
tlsf/
UN
ESCO
(200
1) N
ueva
s pr
opue
stas
par
a la
acc
ión,
Sant
iago
de
Com
post
ela,
15-2
4 no
viem
bre
2000
,Xun
ta d
e G
alic
ia,C
onse
lleria
de
Med
io A
mbi
ente
.
UN
ESCO
(200
2) E
duca
tion
for S
usta
inab
ility
.Fro
m R
io to
Joha
nnes
burg
:Les
sons
lear
nt fr
om a
dec
ade
of c
omm
itmen
t.
UN
ESCO
(200
4) U
nite
d N
atio
ns D
ecad
e of
Edu
catio
n fo
r Sus
tain
able
Deve
lopm
ent.
Draf
t Im
plem
enta
tion
Sche
me,
http
://po
rtal
.une
sco.
org/
educ
atio
n/en
/
48
