Learning for Sustainability: Key Questions for Organising & Designing Curricula. Input Paper. Working Group on Schools, Sub-Group on Education for Environmental Sustainability. European Education Area Strategic Framework

Autor/in	Galvin, Conor
Institution	European Commission, Directorate-General for Education, Youth, Sport and Culture
Titel	Learning for Sustainability: Key Questions for Organising & Designing Curricula. Input Paper. Working Group on Schools, Sub-Group on Education for Environmental Sustainability. European Education Area Strategic Framework
Quelle	(2023), (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-76-98957-8
Schlagwörter	Foreign Countries; Curriculum Development; Curriculum Implementation; Sustainability; Environmental Education; Conservation (Environment); Curriculum Evaluation; Educational Policy; Barriers; Partnerships in Education; Communities of Practice; Early Childhood Education; Elementary Education; Secondary Education; Higher Education; Curriculum Design; European Union; New Zealand; United Kingdom (Scotland); Denmark; Canada + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Community; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Neuseeland; Dänemark; Kanada
Abstract	The EU Working Group on Learning for Sustainability (LfS) is currently exploring how policy action can assist in the development and introduction of school curricula and appropriate pedagogies to improve opportunities for learning for sustainability in Europe's schools. This paper brings forward input on how learning for environmental sustainability can be strengthened by policy actions to develop a framework and relevant resources and capabilities across the Member States. It also summarises some of the key challenges that need to be addressed for any LfS curriculum activity to have an impact. The paper considers: (1) the challenges of curriculum work in the LfS space and what lessons may be taken from examples of well-regarded practice in this area; and (2) sets out some key considerations relating to the specification, resourcing, and capacity-building necessary to develop this area of curriculum practice. It closes with a consideration of the main policy barriers and opportunities for those involved in shaping, designing, and introducing LfS curriculum policy. The purpose of this paper is to encourage better understanding of the challenges of curriculum action in an area of policy work where countries vary considerably in readiness and current practice. [This paper was prepared with assistance from Louise O'Reilly. Paper prepared for the EU Working Group on schools: Learning for Sustainability (Sep 15-16, 2022).] (ERIC).
Anmerkungen	European Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01