BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 1 Final Evaluation: Selected Results  Some remarks on the Programme BLK-“21“  Data  Motivations of teachers  Competency gains of teachers  Competency gains of pupils  Participation (pupils)  Forms of establishing and stabilising ESD  Further implementation and dissemination  some relationships

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 2 Some remarks on the Programme BLK-“21“ Interdisciplinary Knowledge Aspects:Syndromes of global change Sustainable Germany Environment and Development Mobility and Sustainability Health and Sustainability Content Area 1

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 3 Some remarks on the Programme BLK-“21“ Content Area 2 Participation and Learning Aspects:Together for a sustainable city Together for a sustainable countryside Participation in the local Agenda 21 process Development of sustainability indicators

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 4 Some remarks on the Programme BLK-“21“ Content Area 3 Innovative Structures A spects:School profile sustainibility Sustainibility auditing in schools Student enterprises and sustainable economy New forms of external cooperation

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 5 Some remarks on the Programme BLK-“21“: Evaluation Phase I – summative evaluation 475 teachers active in program ESD efforts interviewed 126 headmasters interviewed. Qualitative study (32 Interviews at 16 schools) Standardised survey (81 progressing schools) Phase II – formative evaluation Phase III – final Evaluation (standardised survey) 357 teachers active in ESD efforts interviewed 1564 students (grades 8 – 13) and 80 headmasters interviewed

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 6 Data Percentages of returned questionnaires The data available are representative for the BLK- Programme „21“

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 7 Data Percentages of returned questionnaires per content area

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 8 Motivations of teachers involved  The motivations of active teachers remain at a solid high level throughout the 5 years program runtime.  Perceived responsibility for students and society, perception of own duties, and readiness for innovations play a central role for teachers.  Building an own profile and incentives are less important.  These findings are true for teachers that are involved in the program since ist beginning as well as for those who joined 2002 and later.

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 9 Motivations of teachers involved Responsibility, dedication As a teacher I am a good example for my pupils It is my duty to make a contribution to SD Innovation, interest I am interested in SD Opportunity to try innovative approaches SD enriches my lessons and classes Profile building and incentives Better pedagogical opportunities Incentives (e.g. recognition, time) until 2002 since ,3% 77,1% 88,1% 85,2% 94,3% 93,7% 91,0% 81,6% 86,1% 82,2% 64,9% 59,3% 45,4% 33,9% Improtant + very important N=184 70

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 10 Competency gains of teachers involved (Usefulness of programme involvement) Factor 1: Competencies for school practice (54,1%, α=.90 )  knowledge of methods to teach complex issues  better communication to other school stakeholders  better understanding of interdisciplinary competencies of pupils  knowledge how to handle innovative methods Factor 2: SD Competencies (10,7%, α=.89 )  Better understanding of the term sustainable development  Enhanced knowledge about the SD issue as a whole  more opportunities to integrate SD questions in different subject areas N=357

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 11 Competency gains of pupils... From the teachers‘ point of view Factor 1: SD Competencies (51,8%, α=.88 )  Pupils find orientation in complex issues  realise the most important signals of global environmental change  understand interdepence of ecological, economical and social factors Factor 2: general competencies (10,9%, α=.90 )  pupils work constructively in teams  pupils display phantasy und creativity  pupils are able to communicate plans and results of their work N=357

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin From the pupils‘ point of view 3 groups:  high competency increase in all areas (49,8%, N=1479)  competency increase with exceptions (39,8%)  low competency increase in all areas (10,4%) The Answers of the pupils do not only show an increase in knowledge. There is also evidence that there is an increase in SD favourable attitudes, values, and competencies. Competency gains of pupils

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 13 Competency gains of pupils

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 14 Participation (pupils) The young people tell us that they are involved in many lesson issues and acitivities. N=665

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 15 Additonally, teachers succede in integration ideas and suggestions of the young people into their classroom practice Participation (pupils) N=612

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 16 Establishment and stabilisation  There is an increasing relevance of stable establishment and stabilisation forms with involvement of all relevant groups.  Different options of institutionalisation are used: school programme, school profile, school curricula, ESD as part of performance standards.  The relevance of SD aspects in judging pupils‘ performance is increasing.

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 17 Establishing ESD („Verankerung“) 15% 20%65% Stabilisation with inclusion of all relevant school groups Stabilisation with inclusion of teachers only ESD efforts depend on single persons... at mid-term (Headmaster survey, N=67) 19% Exampe: Personal ESD establishment 81%... at the end of the programme (Headmaster survey, N=73)

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 18 Transfer (dissemination and implementation) „Classical“ ways:  Establishing ESD in single subject areas  PR and presentation of the results within the school and to the general public  Further implementation activities within the school (e. g. school programme, convincing the headmaster, work in conferences)  Developing and delivering materials Innovative ways:  Building of „SD teams“ with clearly defined respronsibilities  (Self-)evaluation  Building networks between schools  Organising on-the-job teacher training

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 19 Transfer 4 profiles regarding readiness to support further dissemination and implementation:  Very active teachers in several areas (21,6%)  Teachers with significant transfer potencial (38,3%)  indifferent (33,2%)  Low level of readiness (6,8%) [LCA, N=316]

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 20 Transfer From the point of view of the headmasters, improvements in the central infrastructure are an important field of activity. They want  more relevance of SD issues in curricula and guidelines  more ressources  ESD as a part of general educational standards  centralised support systems (e. g. networks and centres for ESD)

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 21 Transfer Preferences of headmasters regarding measures for securing and disseminating ESD after the end of BLK-“21“ N=72

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 22 Some Relationships 1 Motivations: responsibility profile building number of transfer activities positive personal experiences SD as a central school objective 30.8% 22.7% 29.4%

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, Berlin 23 Some Relationships 2 general competenciestransfer activities (profile) Classroom topics: ESD: the social side with local & global aspects using resources & changing behaviours 24.2% 28.0% 21.1%