1. Education for Sustainable Development Network Alona Rauckiene Lithuania 2009 Visby

2. Provisions of National Education Strategy for 2003-2012 The improvement of education quality should be targeted to the development of key competences that are necessary for the life of an individual and society. The contents of education should be “based not so much on the transfer of knowledge, as on their analysis, critical assessment and practical application; such competencies shall relate the contents of education to real life, specific problems and solutions”.

3. National Curriculum and Standards A shift away from reproducing academic knowledge to the key competences needed for personal fulfilment and development throughout life, active citizenship, employability. Various aspects of sustainable development are integrated into guidelines for subjects.

4. ESD NETWORK 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 Experts (scientists, practitioners TTC, teachers)‏ Participants: 30 schools.

5. 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)‏

6. Themes Quality of life and lifestyle Citizenship Democracy, human rights Health Consumption Energy Agriculture Industry Waste Nature resources Biodiversity

7. 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

8. Targets Interdependence - of processes in society, economy and nature. Citizenship and stewardship - rights and responsibilities, participation and co-operation in problem solving. Diversity - cultural, social, economic and biological. Equity in achieving better quality of life. Prediction of the action consequences. Meaning of local actions in the global context. Limits to growths and needs of future generations.

9. 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.

10. 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.

11. : ESD cluster: University, Teacher in-service training centre, School (demonstration centre)‏ ESD network

12. TEACHER PROFESSIONAL DEVELOPMENT CENTER http://www.pprc.lt

13. http://www.mii.lt/KORSD-2009

14. X Stream: Sustainable Education in Knowledge Society Organizers: Laima Galkute and Alona RauckieneLaima GalkuteAlona Rauckiene The UN Decade of Education for Sustainable Development (2005-2014) stimulates re-thinking the role of education in social change and to find new learning paths. A midterm of the Decade provides an opportunity to share experience of various educational institutions and discuss a future perspective. Particularly, activities of higher education institutions in education for sustainable development (ESD) are interesting for promoting relevant research and lifelong learning

15. Strategies to implement ESD at the Higher Education Institution ESD indicators: contextualization at the Higher Education Institution Learning outcomes: links between ESD and Bologna process Higher education and knowledge transfer to society Competencies for ESD teaching at the Higher Education Institutions