EDUCATION FOR SUSTAINABLE DEVELOPMENT

Ddr. Barica Marentič PožarnikContribution on round table of „Zavod RS za

šolstvo“, 4.11.2014Very simple translation: Urška Repinc

For EU meeting Malta, december 2014

Exploring Different Methods of Science Teaching to Increase Student Motivation and Promote Scientific Literacy

Traditional education about environment is expanding according to the vision (aims) of sustainable development

Beside „nature conservation“ it expands to dealing with complicated relations betweennature

society, economyand culture

All the elements are connected.

Nature - priority

Environmental education as education for sustainable development (VITR)

• It is included into different subjects and activities; crosscuricural – interdisciplinar field, which „empowers competences of individuals, groups, organisations, nations for making decisions and act in favour of sustainable development. “ (UNECE, 2006)

(VITR)

About environment

Understanding problems

In environment

Positive attitude to nature, people, themselves

For enviroenvironment

Acting in favour of environment

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VITR is based on interdisciplinar (collaboration between subjects) learning and improving of dynamic abilities, skills, competences, active knowledge construction.

They connect knowledge with importnt actions in society and provokes important action and crtical thinking about vallues, which are the ground in dilemas and for decision making. Eventually it encourges responsible actions. (International project ESIP)

Summary of VITR in Slovenia – POSITIVE? NEGATIVE?

POSITIVE: - early start, tradition (forestery; ESIP 1990-)- Systematic inclusion into syllabus (from 1996); extra

subject ( chosen by pupils))- Specialised magasine - Numerous of courses for teachers, mentor teachers and

professional study groups…- Engaged teachers and schools

… and more positivities: - Developmental projects (high school.), camps, research

assignments…- Research about condition, aims (2020, ŠR, Focus…) - Eco schools, Unesco schools, CŠOD…(Centres …)- Connecting MŠŠ and other stakeholders, joint actions• International connecting (!:)- Numerous initiatives NGO, material… - Vocational education!- Initiative from kindergarten to University – „piramida“

What about NEGATIVE sides of VITR?

• No CONTINUITY (where are good courses for teachers today,mentor teachers, subjects in Primary school …?)•No real INTEGRATION INTO syllabus, learning process, into subjects and connections between subjects •Lack of INTEGRITY (HOLISTIC VIEW) in recognision and realisation of VITR („activism“, neglecting economic-socio consequences)•Too little CONNECTION between school, and environmental world•UNIVERSITY – WHO EDUCATES educators?

Languages

Sport,

art, m

usic

sociologypsichology

fphilosophy

Activity days

Activity days

Interdisciplinar week

Interdisciplinar week

ProjectsProjectsNature daysNature days

• And more?• Implementing into school lessons still depends on engagement

of individual teachers, headteachers…• School work in general (not only VITR) „ignores“ for …

innovations• No systematic EVALUATION process and impacts of

iniciatives VITR (like ecoschools…)• Lack of systematic support „FROM UP“ from the side of

(school) politics.• No clear VISION and to vision complemented acts, too big gap

between acts and words in terms of implementing „green“ society – VITR seems to flow „proti toku“ (go against flow) ?

„Our planet is too wounrable. Impact of human is too strong…It is necessary to change attitude.Improve understanding between nature and economic, social, and cultural views.“

When and where was it written?

How go further? Kako to overcome „running in the same circle?“

Where do we see obstacles and how to overcome them?

Where do we see possibilities for real implementation into main stream of educational system?

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