1. 29350-IC-12005-1-SE-COMENIUS-C2.1 Education for Change EduC International Meeting Alona Rauckiene 2009 Lithuania

2.  In the Education for Change project are 11 partners; universities and organisations, together and in collaboration with teacher trainers, school leaders, regional administrations, organisations, educators and students develop:  -A university course for prospective teachers  -A new method for in-service training  -Course plans and teachers material; printed and web based.  -Materials and seminars for marketing and dissemination.

3. Partners 1.Department of Teacher Training, Uppsala University 2.The Non Formal Adult Educational Association SV Stockholm 3.WWF Sweden 4.University of Gdansk, Institute of Education 5.POLISH ECOLOGICAL CLUB, 6.Klaipeda University 7.LITHUANIAN GEOGRAPHY TEACHER ASSOCIATION KLAIPEDA DEPARTMENT 8.Children’s Environmental School Riga 9.Tallinn Pedagogical University Haapsalu College 10.University of Helsinki 11.World Wide Fund for Nature (WWF Finland)

4. Course plan: Education for Sustainable Development. 7.5 ECTS  This course plan contains some basic ideas which should be included in the national local course curriculum which is to be developed in respective country in the EDUC project. This means that it is a first basic draft to which objectives, contents and literature can be added (or excluded) according to the needs and interests of each country.  This course can be combined with the Baltic University course A Sustainable Baltic Region, 7.5 ECTS  http://www.balticuniv.uu.se/courses/sd/sd.htm

5. Aim of the course  The course intends to develop an understanding of prerequisites and learning for a sustainable development. The main focus is on the didactics aspects.  Target group  The course is directed to teacher students at university level..

6. Objectives After the course the students should be able to:  discuss and exemplify the concept of sustainable development from different angles  relate environmental issues to different perspectives of values in the society  make conscious choices of content and teaching/learning method in education for sustainable development

7. Course content Basic concepts:  The concept of Social, economical and ecological sustainability  Environmental problems from ecological, ethical, political and economical point of view  From local to global perspective  Didactics: Teaching and learning perspectives on ESD What to teach, why teach this and how to teach this.

8. Teaching and learning methods  Active participation from the students is necessary. Examination  The examination could be both oral and written but should reflect the active participatory approach

9. Course literature A book on basic concepts such as:  Brundtland (ed.) (1987). Our Common Future. World Commission on Environment and development. Oxford: Oxford University Press A teaching methodology book such as:  Ramsden, Pausl (2003). Learning to Teach in Higher Education. Routledge Falmer: London and New York.

10. Other suggested course literature:  Fountain, Susan (1995). Education for Development. A Teachers’s Resource for Global Learning. London: Hodder & Stoughton  McKeown, Rosalyn (2002). Education for Sustainable Development Toolkit. USA: Energy, Environemtn an resource Centre, University of Tennesse,  http://www.esdtoolkit.org  Sandell, Klas, Öhman, Johan, Östman, Leif (2005). Education for Sustainable Development : Nature, School and Democracy. Lund: Studentlitteratur  UNESCO (2002) Teaching and Learning for a Sustainable Future: A Multimedia Teacher Education Programme. UNESCO: Griffith University, Australia. http://www.unesco.org/education/tlsf.http://www.unesco.org/education/tlsf  UNESCO (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability. Education for Sustainable Development In Action. Technical paper No 2. UNESCO:Paris.  http://unesdoc.unesco.org/images/0014/001433/143370e.pdf

11. Goal encourage teachers to participate actively in developing and implementing models of ESD at the school. Coordination Group: permanent assessment of the progress and the development of future guidelines, methodological materials, workshops, consultations at the school, interaction between current policy developments and practice

12. Objectives Make connections between school curriculum and sustainable development issues/real life problems Encourage students to identify, investigate and take practical actions toward the prevention and solving problems in local community Incorporate culture of sustainable development in school life (policy, management, partnerships) ‏

13. Steps The concept of ESD, themes and targets Interdisciplinarity, models for integration of SD issues into school curriculum Lesson guideliness: from knowledge to action competence Interaction of the school and local community, public relations Participatory planning, using logical framework Assessment/self-assessment of achievements; Indicators of various levels: children, teachers, school

14. Results Co-operation of teachers to achieve an integrity of the content and co-ordination of the subject curricula as well as out-of-class and project activities. Opening the school to important issues of the local community and co-operation with social partners; Orienting an overall school strategy and management towards sustainable development. Development of school as a learning organization and dissemination of experience among colleagues.