Skip to main content
SpringerLink
Log in
Book cover

Sustainability Communication pp 97–108Cite as

Communicating Education for Sustainable Development

  • Chapter
  • First Online:

  • 3699 Accesses

Abstract

There are a number of reasons for communicating education for sustainable development (ESD). One is to use external events to demonstrate the syndrome of unsustainable development in educational contexts; another is to analyse scientific debates on the concept of ESD, including its legitimacy and function and on the political background of the concept of sustainable development. In this context a number of different concepts of ESD are discussed.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

     Insofar the chosen tools are not nearly just neutral measures or signs of the consequences of an intervention (Frønes 2007: 20).

  2. 2.

     Gestaltungskompetenz describes the ability “to apply knowledge of sustainable development and recognise problems of non-sustainable development. That means drawing consequences from analyses of the present and future scenarios on environmental, economic and social developments in their interdependence to take decisions and understand them before implementing them as individuals, in the community and politically in a way to promote sustainable development processes” (Transfer 21a: 12).

References

  • Agenda 21 (1992). Agenda 21, New York: United Nations. Retrieved July 30, 2010, from www.un.org/esa/sustdev/documents/agenda21/english/Agenda21.pdf.

  • Anderson, J. A. (2005). Accountability in education. Paris: UNESCO.

    Google Scholar 

  • Beck, U. & Bonß, W. (Eds.). (1989). Weder Sozialtechnologie noch Aufklärung? Analysen zur Verwendung sozialwissenschaftlichen Wissens. Frankfurt: Suhrkamp.

    Google Scholar 

  • Ben-Arieh, A., & Frønes, I. (2007). Indicators of children’s well-being – concepts, indices and usage. Social Indicator Research, 80, 1–4.

    Article  Google Scholar 

  • Biesta, G. (2007). Why ‘what works’ won’t work: evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.

    Article  Google Scholar 

  • Bonnett, M. (1999). Education for sustainable development: a coherent philosophy for environmental education? Cambridge Journal of Education, 29(3), 313–324.

    Article  Google Scholar 

  • Bormann, I. (2007). Criteria and indicators as negotiated knowledge and the challenge of its transfer. Educational Research for Practice and Policy, 6(1), 1–14.

    Article  Google Scholar 

  • Bormann, I. (2008). Fortschrittsmonitoring mittels Indikatoren - ein Beispiel. In W. Böttcher, W. Bos, H. Döbert & H. G. Holtappels, (Eds.), Bildungsmonitoring und Bildungscontrolling in nationaler und internationaler Perspektive (pp. 47-58). Münster: Waxmann.

    Google Scholar 

  • Bormann, I., & Haan, G. (Eds.). (2008). Kompetenzen der Bildung für nachhaltige Entwicklung (Operationalisierung, Messung, Rahmenbedingungen, Befunde). Wiesbaden: VS.

    Google Scholar 

  • Bormann, I., & Michelsen, G. (2010). The collaborative production of meaningful measure(ment)s. In: EERJ 9 (4).

    Google Scholar 

  • Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality criteria for ESD schools. Wien: Bundesministerium für Bildung, Wissenschaft und Kultur.

    Google Scholar 

  • Davidson, K. M. (2010). Reporting systems for sustainability: what are they measuring? Social Indicators Research 86, online first: www.springerlink.com/content/d68n31n7385r8rt1/?p=1d1ac513dfd3474c99a79270a9de25bb&pi=12.

  • de Haan, G. (2006). The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’-based model for education for sustainable development. Environmental Education Research, 12(1), 19–32.

    Article  Google Scholar 

  • de Haan, G., Kamp, G., Lerch, A., Martignon, L., Müller-Christ, G., & Nutzinger, H. G. (2009). Nachhaltigkeit und Gerechtigkeit. Berlin: Springer.

    Google Scholar 

  • de Vries, M. (2001). Meaningful measures: indicators on progress, progress on indicators. International Statistical Review, 69(2), 313–331.

    Article  Google Scholar 

  • Declaration, B. (2009). Journal of Education for Sustainable Development, 3(2), 249–255.

    Article  Google Scholar 

  • Fitz-Gibbons, C. T., & Tymms, P. (2002). Technical and ethical issues in indicator systems: doing things right and doing wrong things. Education Policy Analysis Review 10 (6). Retrieved July 30, 2010, from http://epaa.asu.edu/epaa/v10n6.

  • Frønes, I. (2007). Theorizing indicators. On indicators, signs and trends. Social Indicators Research, 83, 5–23.

    Google Scholar 

  • Giddens, A. (1997). The constitution of society. Frankfurt: Campus.

    Google Scholar 

  • Goulet, D. (1992). Development indicators: a research problem, a policy problem. Journal of Socio-Economics, 21(3), 245–261.

    Article  Google Scholar 

  • Hartig, J., Klieme, E., & Leutner, D. (2008). Assessment of competencies in educational contexts: state of the art and future prospects. Göttingen: Hogrefe & Huber.

    Google Scholar 

  • IRE International Review of Education (2010). Special Issue, Education for sustainable development, 56 (2–3). In Bormann, I., Haan, G. de & Leicht, A. (Eds.).

    Google Scholar 

  • Jude, N., Hartig, J., & Klieme, E. (2008). Kompetenzerfassung in pädagogischen Handlungsfeldern. Theorien, Konzepte und Methoden. Berlin: BMBF. Retrieved July 30, 2010, from www.bmbf.de/pub/bildungsforschung_band_sechsundzwanzig.pdf.

  • Kaplan, D., & Elliott, P. R. (1997). Journal of Educational and Behavioral Statistics, 22(3), 323–347.

    Google Scholar 

  • Klafki, W. (2007, 6.A. [1963]). Neue Studien zur Bildungstheorie und Didaktik. Weinheim: Beltz.

    Google Scholar 

  • Klieme, E. (2004). Was sind Kompetenzen und wie lassen sie sich messen? Pädagogik, 56(6), 10–13.

    Google Scholar 

  • Klieme, E. & Leutner, D. (2006). Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen. Antrag an die DFG zur Errichtung eines Schwerpunktprogramms.

    Google Scholar 

  • Lauströer, A., & Rost, J. (2008). Operationalisierung und Messung von Bewertungskompetenz. In I. Bormann & G. de Haan (Eds.), Kompetenzen der Bildung für nachhaltige Entwicklung. Operationalisierung, Messung, Rahmenbedingungen, Befunde (pp. 89–103). Wiesbaden: VS.

    Chapter  Google Scholar 

  • Meyer-Drawe, K. (1999). Herausforderung durch die Dinge. Das Andere im Bildungsprozess. Zeitschrift für Pädagogik, 45(3), 329–336.

    Google Scholar 

  • Michelsen, G. (2005). Nachhaltigkeitskommunikation. Verständnis – Entwicklung – Perspektiven. In G. Michelsen & J. Godemann (Eds.), Handbuch Nachhaltigkeitskommunikation. Grundlagen und Praxis (pp. 25–42). München: Oekom.

    Google Scholar 

  • OECD. (2009). Green at fifteen? How 15-year-olds perform in environmental science and geoscience in PISA 2006. Paris: OECD.

    Google Scholar 

  • Pigozzi, M. J. (2010). Implementing the UN decade of education for sustainable development (DESD). Achievements, open questions and strategies for the way forward. International Review of Education 56. Retrieved July 30, 2010, from www.springerlink.com/content/b50u134666036522/?p=bc288a34a7cc467fb98cee6c05ffd1e2&pi=4.

  • Raaij, R. van (2007). Indicators for education for sustainable development. Education for Sustainable Development 1(1). Retrieved July 30, 2010, from www.bne-portal.de/coremedia/generator/pm/en/Issue__001/01__Contributions/Raaij_3A_20Indicators_20for_20Education_20for_20Sustainable_20Development.html.

  • Radtke, F.-O. (2003). Die Erziehungswissenschaft der OECD – Aussichten auf die neue Performanzkultur? Zeitschrift für Erziehungswissenschaft, 14(27), 109–136.

    Google Scholar 

  • Rode, H., & Michelsen, G. (2008). Levels of indicator development for education for sustainable development. Environmental Education Research, 14(1), 19–33.

    Article  Google Scholar 

  • Rychen, D. S., & Salganik, L. H. (Eds.). (2003). Key competencies for a successful life and well-functioning society. Göttingen: Hogrefe & Huber.

    Google Scholar 

  • Sauvé, L. (1996). Environmental education and sustainable development: a further appraisal. Canadian Journal of Environmental Education, 1, 7–34.

    Google Scholar 

  • Schecker, H., & Parchmann, I. (2003). Modellierung naturwissenschaftlicher Kompetenz. Zeitschrift der Didaktik der Naturwissenschaften, 12, 45–66.

    Google Scholar 

  • Scheerens, J., & Hendriks, M. (2004). Benchmarking the quality of education. European Educational Research Journal, 3(1), 101–114.

    Article  Google Scholar 

  • Tenorth, H. (1997). “Bildung” – Thematisierungsformen und Bedeutung in der Erziehungswissenschaft. Zeitschrift für Pädagogik, 43, 969–984.

    Google Scholar 

  • Tilbury, D. (2009). Tracking our progress. A global monitoring and evaluation framework for the UN DESD. Journal of Education for Sustainable Development, 3(2), 189–193.

    Article  Google Scholar 

  • Transfer 21a (2007). Education for sustainable development at secondary level. Justifications, competences, learning opportunities. Berlin: Freie Universität Berlin. Retrieved July 30, 2010, from www.transfer-21.de/daten/materialien/Orientierungshilfe/Guide_competences_engl_online.pdf.

  • Transfer 21b (2007). Developing quality at “ESD Schools”. Quality areas, principles & criteria. Berlin: Freie Universität Berlin. Retrieved July 30, 2010, from www.transfer-21.de/daten/materialien/Orientierungshilfe/quality_eng_online.pdf.

  • UNECE (2005). UNECE strategy for education for sustainable development. Retrieved July 30, 2010, from www.unece.org/env/documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf.

  • UNECE (2007). Learning from each other: Achievements, challenges and the way forward. Retrieved July 30, 2010, from www.unece.org/env/documents/2007/ece/ece.belgrade.conf.2007.inf.3.e.pdf.

  • UNECE (2009). Proposal for the establishment of an expert group on competences in education for sustainable development. Terms of Reference of the Expert Group on Competences. Retrieved July 30, 2010, from www.unece.org/env/esd/SC.EGC.htm#background.

  • UNESCO (2005). International implementation scheme. Retrieved July 30, 2010, from unesdoc.unesco.org/images/0014/001486/148654E.pdf.

  • Vare, P., & Scott, W. A. H. (2007). Learning for a change. Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198.

    Article  Google Scholar 

  • Wals, A. E. J. (2009). A Mid-DESD review: key findings and ways forward. Journal of Education for Sustainable Development, 3(2), 195–204.

    Article  Google Scholar 

  • Wals, A. E. J. (2010). Between knowing what is right and knowing that it is wrong to tell others what is right: on relativism, uncertainty and democracy in environmental and sustainability education. Environmental Education Research, 16(1), 143–151.

    Article  Google Scholar 

  • Weinert, F. E. (2001). Concept of competence. A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting competencies (pp. 45–65). Seattle: Hogrefe & Huber.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Phillips University of Marburg, Marburg, Germany

    Inka Bormann

Authors
  1. Inka Bormann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Inka Bormann .

Editor information

Editors and Affiliations

  1. Nottingham University Business School, International Centre for Corporate Socia, Wollaton Road, Nottingham, NG8 1BB, United Kingdom

    Jasmin Godemann

  2. Leuphana Universität Lüneburg, Institute for Environmental and Sustaina, Scharnhorststraße 1, Lueneburg, 21335, Germany

    Gerd Michelsen

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Bormann, I. (2011). Communicating Education for Sustainable Development. In: Godemann, J., Michelsen, G. (eds) Sustainability Communication. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1697-1_9

Download citation

Publish with us

Policies and ethics

Search

Navigation