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Sustainable development is learning to look aheadCore Curriculum Learning for Sustainable DevelopmentBasic education 4 - 16 years of age

An example from The Netherlands

SLO • Netherlands institute of curriculum development

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SLO • Netherlands institute of curriculum development

October 2008

Sustainable development is learning to look aheadCore Curriculum Learning for Sustainable DevelopmentBasic education 4 - 16 years of age

An example from The Netherlands

Ton Remmers

sustainable development is learning to look ahead�

Justification© Netherlands Institute for Curriculum Development (SLO), Enschede, the Netherlands.All rights reserved. No part of this publication may be reproduced, stored in a computerised database, or published, in any form or by any means, whether electronic, mechanical, pho-tocopying, recording or otherwise, without prior permission of the publisher.

Author: Ton RemmersWith thanks to my colleagues from: APS, CITO, CodenameFuture, Duurzame Pabo’s (Sustainable Teachers’ Training Colleges), Kidslive / Opeduca, Netherlands Ministry of Agriculture, Nature and Food Quality, NCDO, Saxion Hogescholen, Scholen voor Duurzaamheid (Schools for Sustainability) / IVN, SenterNovem / Programmamanagement Leren voor Duurzame Ontwikkeling (Programme Management Learning for Sustainable Development), SLO, Groningen University, Utrecht University, Wageningen UniversityAdvice: Prof. Dr. Wiel Veugelers, University for Humanistics / Amsterdam University Hans Hooghoff and Jeroen Bron, SLOFor information: SLO, Netherlands Institute for Curriculum Development Marian Nijhuis P.O. Box 2041, 7500 CA Enschede, the Netherlands Telephone +31 53 484 03 36 Internet: http://www.slo.nl Email: [email protected]

Design and production: Axis Media-ontwerpers, Enschede

AN-number: 7.4607.130

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‘Sustainable development as a concept and ideal to be striven for is a fairly recent phenomenon and has come into being during the last three decades of the previous century. The actual realisation of sustainable development has only just begun - it’s an extraordinary assignment for the generation that is now assuming responsibility.’ Ruud Lubbers

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Contents

Foreword 7

Introduction 9

1. Introduction:amotivatingeyeopener 111.1 Why a Core Curriculum Learning for Sustainable Development? 111.2 The essence of Learning for Sustainable Development 151.3 Social support 171.4 Synopsis 17

2. Schoolandsociety 212.1 Context 212.2 Curriculum questions for social topics 21

3. Thoroughlysustainable:avisiononfuture-orientededucation 253.1 Vision 253.2 Implementation 26

4. Frameworks,opportunities,choices 354.1 Autonomy issues 354.2 Sustainable Development: an educational mission 364.3 Core concepts and core topics 384.4 Characteristics of Learning for Sustainable Development 41

5. Aboutwarmthandtruth 455.1 The content’s core 465.2 An example: Sustainable Development in the world-orientation subjects 475.3 Curricular strands 48

6. LearningforSustainableDevelopment:thefuture 51

Literature 54

Summary 59

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Appendices: 621. Account of a consultation concerning the draft Core Curriculum Learning for Sustainable Development 622. Policy context 723. Attainment levels / core objectives Primary Education/ Secondary Education and Sustainable Development 75

Footnotes 88

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Foreword Youth has the future. We, the adults, are the legators of a world and a society for which we want our children to want to assume responsibility. But what future are we leaving them? How sustainable is the quality of the social, economic, and ecologic world we are leaving in their care?

Sustainable development has become a central topic of conversation in political and social debates. We are quite spoiled in our part of the world, we have almost too much to choose from. Sustainable development, however, requires choices that are often quite different from those brought to mind by our primary impulses. Choices that do not only concern our own, direct interests. The trick is to learn to take the interests of others into consideration when making our decisions. Whereby the ‘interests of others’ do not just concern those living in another part of the world, but also those living in different, future circumstances. Which is complicated indeed. It involves quite some learning on our part. And education plays an important role in this.

By publishing this core curriculum, the national expertise centre SLO, the Dutch Institute for Curriculum Development, contributes to the interpretation of this role. As commis-sioned by the Netherlands Ministry of Education, Cultural Affairs and Science, and through the national programme Learning for Sustainable Development, this core curriculum presents a guiding framework for the assessment of current teaching materials and methods and the development of new ones. During a number of discussion rounds, the text was presented to representatives from science and education in order to obtain reactions. From these reactions, we perceive a broad social support for this core curriculum.

We have only just begun. This is no more than the first step on a long, never-ending road. After all, sustainability is something you’ll never quite achieve. Sustainability is something to continue to strive for. As it becomes a part of you, you become a part of it. It’s like learning, which is also a life-long effort.

Prof. Dr. J.J.H. van den AkkerGeneral Director SLO

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Introduction

Sustainable development begins with children. They occupy their own position in the present world and are the bearers of the future one. Education provides an important environment in which children learn about issues of sustainability.

A core curriculum provides the core of the attainment levels - the minimum levels of knowledge and skills children must have attained about a topic. In this case, the minimum attainment levels of Sustainable Development. That is why this core curriculum intends to:• describe the essence of Learning for Sustainable Development;• provide an inspiring guiding framework for school management, teachers and authors of educational material;• operate as an eye opener and motivator for school management, teachers and authors to incorporate the aspects of sustainable development into their educational practice;• create commitment to sustainable development in teaching practice, in teachers and authors of educational material;• present a frame of reference for the assessment of the quality and content of Learning for Sustainable Development.

This core curriculum is not yet finished. Considering the nature of this topic, this isn’t even possible. We consider it to be a developing document, which allows educational developers, authors of teaching material, and the schools themselves to decide upon further implemen-tation, make their own interpretations, add to it, and modify it where necessary.

Based on this core curriculum, SLO will develop instruments that will help schools with the implementation thereof. SLO does this within the context of the national programme Learning for Sustainable Development. This programme was set up by a number of Dutch Ministries - Agriculture, Nature and Food Quality; Housing Regional Development and the Environment; Education, Cultural Affairs and Science; Economic Affairs; Transport and Public Works; and Foreign Affairs/Overseas Development - as well as the Dutch Provinces and the district water boards, the latter of which are united in the Dutch Union of District Water Boards. Learning for Sustainable Development contributes to a society in which citizens, companies, organisations, and authorities learn about sustainable development and are desiring, willing, and able to contribute to it.

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1. Learning for Sustainable Development: a motivating eye opener

1.1 Why a Core Curriculum Learning for Sustainable Development?

PolicycontextOver the past years, sustainable development has gained priority on political and social agendas. The United Nations Millennium Objectives, among other issues, formed the basis for this 1. In the Netherlands, the increasing sense of urgency has resulted in a prominent position for sustainable development in different policies. In the policy programme 2, sustainable development is headed by the general guiding phrase ‘Duurzaam moet je doen’ - freely translated as ‘Sustainability is a verb’ - and is explained as follows:

‘Sustainable development requires a coherent approach of the development of economy, society, and careful husbandry of Mother Nature. Sustainable development also applies to long-term developments, and the ways we anticipate these and act upon their anticipation. Many social issues require a sustainable approach, leading to specific challenges for each particular policy effort.

With the interpretation of the policy programme, the government revealed its ambition to take a big step on the road to sustainable development. An innovative economy, a high quality of the living environment, social participation and cohesion, a well-functioning constitutional state and government, both in the Netherlands and abroad, together form the pillars of sustainable development. The government will carefully monitor this cohesion during the implementation of the policy programme and will periodically report the achieve-ments.

In addition to this interpretation of sustainability in its policies, the operational manage-ment of the government itself will also become more sustainable. It’s not just a matter of sustainable purchasing, but also of energy conservation, employee mobility, sustainable building methods, and a balanced personnel management aimed at diversity and opposing discrimination and exclusion on the employment market.’

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DefinitionThe term Sustainable Development officially stands for ‘a development in which the needs of present generations are met, while leaving the possibilities intact for future generations to meet their own needs’ 3. Three important concepts are stated: People, Planet and Profit 4 - in short, the three Ps. Sustainability in development grows as there is a growing balance between the ecological, economic and social effects of human conduct. For pupils, this especially concerns their connection with the world that immediately surrounds them; the world in which they live, learn, work and interact - their living environment. The pupils’ living environment comprises their school, their home, and their leisure locations. A living environment is all that surrounds people. These environments concern nature (plant and animal life, geology, weather and climate, cycles - in a word: Planet) and culture, both material and immaterial, i.e. all the value added by people (buildings, infrastructure, agriculture, fields and forestry - in a word: Profit). And in this relationship between man and his living environment, the environment affects man, and man affects the environment. And, of course, man affects man (People). The management of this living environment requires the willingness to take responsibility and to act in a righteous and fair manner.

AvisiononLearningforSustainableDevelopmentChildren occupy their own position in present society and are the bearers of the future one. Both inside and outside of school, they learn to actively contribute to a sustainable future in which they will be able to live and work. Education is partly responsible for the realisation of a sustainable society. The function of education is to teach people the basic knowledge, skills and attitudes with which to be able to look ahead, make responsible choices, and come up with sustainable solutions.

WhatcamebeforeOver the past two decades, Learning for Sustainable Development has become deeply ingrained in a number of other educations, such as citizenship education, world orientation, development education, environmental education, health education, intercultural educa-tion, and peace education. It stimulates children in their development and their orientation in a complex world. In addition to this socialising function, it also contributes to the pedagogical function of education by asking ethical-philosophical questions.Leading up to Learning for Sustainable Development, the Netherlands is fortunate in that Environmental education have always received ardent attention. The link between Environ-mental education and - especially - basic education seems an obvious one. During the first few years of primary education, the child’s orientation on the world around him is basal, small-scale, and close-by. These young children are oriented upon, surprised by, care for, and experience natural and environmental issues close to home and these aspects need to

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form the basis for lessons in world orientation. As the children’s perception of the environ-ment grows and becomes more complex, these lessons can be scaled up to include a wider world view. However, children are also a part of their living environment: they see and hear what is going on around them, on television and in real life. They view a world that is far away and become interested in it. Therefore, a second starting point may be Citizenship Education. Education is meant to prepare people for active participation in society. Sustainable Development offers youngsters the opportunity to focus upon their future roles as world citizens. Sustainable Development is not possible without the engagement and participa-tion of the population, including youngsters. Learning for Sustainable Development and Citizenship Education share important basic principles. In fact, one follows from the other. The legal status of Citizenship Education (in schools) seems a logical step in the direction of a broader acceptance of Learning for Sustainable Development. In addition, both traditional and new subject areas, such as Nature, Life and Technology (NLT) and philosophy, offer starting points for Learning for Sustainable Development.

This development from the more traditional Environmental education to Learning for Sustainable Development is expressed quite clearly in the domain description for pupils aged 10 - 14, published by CITO, the Dutch Central Institute for Test Development. It descri-bes four basic insights, which together point at the developing content of the concept of Sustainable Development: 1. the organisation of nature, of which man is an inextricable part;2. the increasing and sometimes excessive use of natural resources by man;3. the principle of equitable distribution of earthly goods among all people;4. the combination of the three previous basic insights, which leads to learning for sustai nable development.In the further development of this core curriculum (see also Chapter 6), these four basic insights can be used as a basis for tests.

AchallengeandanopportunityThe concept of sustainable development provides a great challenge - as well as a great opportunity - for education. Learning for Sustainable Development touches the real, day-to-day living environment of pupils, parents and teachers. Attention for sustainable develop-ment touches the very core of education: to prepare pupils for their future, their role in it, and their responsibility for it.

Sustainable development requires choices to be made and creative solutions in case of adverse interests to be found. Therefore, people should want to make an effort to ensure a world that is able to meet the needs of people in future as well. People should understand

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that, in order to ensure a sustainable world, we need commitment and new knowledge. People should be able to carefully balance various interests and have respect for other people and cultures. People, in short, should be able to develop into responsible world citizens. And education should provide the necessary inspiration, stimulate creativity, and teach people to become critical thinkers who are able to closely collaborate 5.Two important strategies affecting this process are providing information to the present generation of adults - who are the responsible decision-makers of today - and providing education to the future generations of adults - who will be the responsible decision-makers of tomorrow.

The pupils of today have their own position in society and are the world citizens of tomor-row. Therefore, the Netherlands Ministry of Education asked SLO to increase their focus on sustainable development in basic education. The first step is this Core Curriculum Sustaina-ble Development for Basic Education. The Minister explicitly indicated that attention to sustainable development should bear a relationship with the recently introduced Citizen-ship Education Act, which is aimed at active participation and social integration. This relationship should be based upon the concept of ‘World Citizenship’.

Sustainable development offers pupils the opportunity to discover their own living environment. As the pupil grows older, he will gain more insight into the complexity of this living environment. The broader concept of Sustainable Development - people - planet - profit - will gradually appear.

Wish Village: pupils improve their own neighbourhood

In the project De Wenswijk (freely translated as Wish Village) primary-school pupils colla-borate with council and district organisations to make their own neighbourhood more fun, more attractive, and generally a better place to be. They investigate topics such as ‘clean’, ‘green’, ‘energy’, ‘play’, ‘traffic’ and ‘safety’ in their neighbourhood. Next, they make their wishes known to the community. Wish Village stimulates the school and the children to get in touch with inhabitants and authorities in the neighbourhood and to communicate their wishes using special communication means, as well as to make their own concrete contribu-tion to the realisation of their wishes. All this is done after a request or invitation from the council.

The website www.wenswijk.nl basically contains all information needed by schools and/or councils to set up their own project of Wish Village. A Wish Village toolkit is available from the national team of coordinators.


Wish Village provides a stimulating and flexible way for municipalities, schools, facilities of Environmental education, and district organisations to collaborate with children in impro-ving their neighbourhood. The project actively involves children in the liveability of their neighbourhood. It allows children to take a closer look at their own living environment and present their wishes and ideas about its improvement to the community in a clear and powerful way. This way, the children provide a fresh, new perspective on a clean, attractive and safe neighbourhood. Collaboration between school and council adds meaning to their participation. By now, the project has been set up in some forty municipalities, in over fifty different schools.

A practical example: Primary school De Telgenborgh, Almelo. Each year participated in the project. The younger children focussed on the prevention of dog dirt in the neighbourhood. Groups 5 and 6 acted as environmental inspectors in their own school’s playground and took a field trip to a water-treatment plant. The groups 7 visited the district water board and the exhibition Poepgoed (all about ‘poop’) in IJmuiden. The pupils of group 8 visited a waste-incineration plant and conducted a neighbourhood survey about reuse.

Source: www.wenswijk.nl; www.sme.nl

1.2 The essence of Learning for Sustainable Development

In the context of ‘the autonomous school’, schools are given more autonomy concerning content and programme planning. Meanwhile, the government continues to provide the framework. To this purpose, core objectives and attainment levels have been formulated and determined upon. Several relevant core objectives for primary education and attain-ment levels for the new lower school in secondary education can be indicated 6. The appendices contain a non-exhaustive survey.

In any case, it must be clear what the core, i.e. the minimum levels of knowledge and skill, should be of this curriculum 7. These will eventually become the criterion. That is why this core curriculum intends to:• describe the essence of Learning for Sustainable Development;• provide an inspiring and guiding framework for school management, teachers and authors of educational material;• operate as an eye opener and motivate school management, teachers and authors to put the aspects of sustainable development into practice;


• create commitment to sustainable development in teaching practice, in teachers and authors of educational material;• present a frame of reference by which to test the quality and content of Sustainable Education.

This Core Curriculum will be directed at the educational practice, i.e. teachers and school management, and the Department of Educational Development, i.e. curriculum developers and authors of educational material.

Dry Feet in the Dutch Provinces of Groningen, Drenthe and Overijssel

Droge Voeten, ‘Dry Feet’, is a project in which all aspects of water management are focus-sed on. Youngsters assume the role of journalist in the world of water management and research the possibilities to prevent flooding in future. They talk to real experts from district water boards, provinces and site managers about the problems and perform research in their own environment.

The project Dry Feet, by Schools for Sustainability, was concluded in the provincial govern-ment building of Assen on Thursday 19 April 2007. Representatives of sixteen school classes presented their results here, to real experts of provinces, district water boards and site managers. They made use of PowerPoint presentations, short films, and a scale model to show what happens after a terrain is flooded. Pupils from the third year of vwo (pre-univer-sity education) said: ‘It was great fun to be able to talk to real experts.’ ‘You learn a great deal from it; it is a more professional approach.’ ‘You become your own teacher as you search the internet and present your results to the experts.’

The educational method - i.e. the storytelling method - may be conducted as a series of les-sons, covering a single subject or subject-transcending. It could also be carried out in a way that cuts across the school timetable. The website www.droge-voeten.nl provides a digital learning environment, in which pupils can look for information and publish reports. Tea-chers receive a complete scenario of the project, in order to adjust depth and presentation method to particular groups of pupils, school situations or organisations.

Source: www.scholenvoorduurzaamheid.nl


1.3 Social support

Much research was done for this core curriculum, covering sources of Dutch and inter-national literature. The core curriculum should be positioned within the framework of the interdepartmental programme ‘Learning for Sustainable Development’. Although the phenomenon of sustainable development remains rather hidden, its presence within the Dutch educational system appears quite lively indeed. This may be concluded from the great number of websites by organisations and schools that deal with the topic, the increasing number of well-attended conferences and workshops concerning sustaina-ble development, and the growing number of networks of institutions and organisations - including schools - that are based upon this topic. Recent research shows that the public is greatly concerned about the liveability of the world in the - near - future. This concern is shared by the youth of today 8.

Next to the source studies, the draft text of this core curriculum has been presented and was discussed with two specially composed advisory groups: one from the scientific field and one from the educational field. In addition, the subject-transcending topic and its interpretation was presented to panels of representatives from educational practice and science, under the command of prof. dr. Wiel Veugelers, connected to the University for Humanistics in Utrecht and the University of Amsterdam. The reports of these panel discussions are included in Appendix 1.

1.4 Synopsis

The government requests society, in particular the schools, to put sustainable development on the agenda. What does this imply for the knowledge and skills pupils have to master? Schools can make their own choices as to whether and how it is included in their program-mes. Will schools indeed pick up the thematics?(Chapter 2, School and society)

The vision on Learning for Sustainable Development and the role of education in it was represented above as follows: ‘Children occupy their own position in present society and are the bearers of the future one. Both inside and outside of school, they learn to actively contribute to a sustainable future in which they will be able to live and work. Education is partly responsible for the realisation of a sustainable society. The function of education is to teach people the basic knowledge, skills and attitudes with which to be able to look ahead, make responsible choices, and come up with sustainable solutions.’ This is entered into in


further detail in Chapter 3.(Chapter 3, Thoroughly sustainable: a vision)

Education has a purpose, a goal. And this goal should include education about sustainable development. Therefore, we will describe objectives, characteristics, core concepts and core topics for education about sustainable development. While doing so, we want to point to the ways in which it is already interwoven with today’s educational system, as well as list the criteria of Learning for Sustainable Development.(Chapter 4, Frameworks, opportunities, choices)

Sustainable development is not a subject that has appeared out of the blue. It is a part of a social trend. It’s a development that reaches beyond the ‘illusion of the day’. What aspects of sustainable development should be dealt with in basic education and how? First of all, sustainable development should not become a separate subject, but the concept should be embedded in existing and new subjects, such as geography, history, science, world orienta-tion, Nature, Life and Technology, philosophy, and religion. It should be noted that people are bound to have differences of opinion about what sustainability entails, and to what extent it is necessary. What may be desirable for one person, does not necessarily have to be so for another. There will always be conflicts of interest. Whether development is considered sustainable, or whether an intervention is just or responsible, depends on the weighing of the pros and cons of economic, social, political, cultural, natural and individual factors. It’s an ethical, philosophical, and ideological question. These insights are interpreted in a ‘content’s core’ for Learning for Sustainable Development. (Chapter 5, Warmth and truth)

This core curriculum describes the basics for a phased implementation of Learning for Sustainable Development in basic education. In the final Chapter, we will briefly describe our intended approach.(Chapter 6, Learning for Sustainable Development: the future)

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Samsam: working together on global topics

Each year, in March and April the children’s magazine Samsam organises a web expedition: for five weeks, a central topic (world citizenship) or a country (in 2008, this is India) is discus-sed. During this period, Dutch pupils can ask questions and exchange information with their peers in the country concerned. A digital exchange takes place through games, riddles and films. Prior to the web expedition, five films are recorded and presented to schools on DVD.SamSam is published seven times per year by the Dutch Commission for International Col-laboration and Sustainable Development NCDO and is read by 470,000 pupils from the final years of primary education. The magazine is complemented by an extensive website where pupils and teachers can find information, projects and games around the monthly topic. These always concern the life of children, nature and animals around the world. All informa-tion from previous issues and volumes is found on the website as well: www.samsam.net.

Source: www.samsam.net

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2. School and society

2.1 Context

Education helps pupils to develop themselves and prepare themselves for their functioning in society and the job market. The content connected with it is continuously shifting. This results in new curriculum content, such as information technology, new philosophical movements and social cohesion. Much is added to the school’s agenda, and very little is removed. Society’s needs and wishes, however legitimate these may be, are putting the curriculum under a great deal of pressure. The available teaching time is limited as it is. Moreover, the danger of fragmentation and lack of cohesion is threatening the curriculum. New move-ments are proof of a vital and engaged society. At the same time, these threaten the communal core of the curriculum if the emphasis is only put on social formation and affective goals.

Question is how the school might be able to adopt social claims from its own responsibility. Which requests from our changing society do fit in with the teaching programme, and which do not? What should and should not be a part of the central tasks - the content’s core - of the school?

Education will continue to be under strain from social and political pressure. After all, we live in a dynamic, democratic society, in which everyone as a right to participate. Ministers also like to make use of this right, when it suits them. Policy areas such as sustainability and overseas development are not primarily the responsibility of the Minister of Education. Therefore, the question of whether these policy areas should be put on the agenda of education is not just the responsibility of the Minister of Education. Subject-transcending topics are, by definition, ‘minister-transcending’ as well.

2.2 Curriculum questions for social topics

It is incorrect and unreal to give the school an exclusive responsibility for education and upbringing. The child’s home situation, institutions and communities, should also contri-bute. The mere observation that there are many claims in the form of educational or social topics that are all jostling for a place in the curriculum, is not an interesting one as such. From their own discipline, these may contribute to the content of Learning for Sustainable

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Development. More interesting is the question of how these social topics could be placed in a curricular perspective.In other words: how can we identify the content - whether pertaining to subjects or otherwise - in cross-curricular programmes? What are their differences and similarities according to knowledge, insight and social value patterns? What possibilities do we have to integrate these into the traditional curriculum? And what strategies could we use to further develop and embed them into educational practice?Experience has taught us that educational curriculum development has a number of specific aspects. The most important aspects to be taken into account when developing educational curricula, include:

ImplementationInitiatives for the development and implementation of an education are often not taken by schools and teachers but by interest groups and/or the government. The resulting innova-tions rarely receive broad social support within the educational system. Only time will tell whether this will be the case when implementing sustainable development in education. Learning for Sustainable Development touches the core of both the pedagogical and the socialising objectives of education. Real innovation will involve the focussing on these objectives and drawing attention to sustainable development as a frame of thinking.

LawsandregulationsThe development and implementation of an education largely depends on whether it has been adopted in laws and regulations, such as citizenship. Social organisations have, by now, recognised the importance of this. As a result, more educational time is being claimed than is available and a selection problem arises: which educations, and which aspects thereof, should or should not be included in core objectives and examination programmes? However, the growing number of educations are not only to blame for the pressure on the curriculum and the overloadedness of the programme. It can be stated with equal force that education is rather too reluctant to drop the more traditional subject content.

NatureoftheinnovationSome educations involve new content and new methods. And as a result they require expansion of the teacher’s professional repertoire.

CorrelationamongsubjectsBecause educations should be included in a number of subjects, optimum correlation is necessary. This should be laid down in continuous curricular strands. If not, unnecessary doubling or inconsistencies in content or skills will occur.

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CorrelationamongeducationsThe objectives and content of educations should match or overlap. It is desirable to compare the identities of educations and determine upon their interrelationships and overlap before interpreting them into examples.

SLO’sroleAlso as a result of the pressure put upon education by various social groups, SLO - often commissioned by the Ministry of Education - was engaged in the development of educations. Over the years, SLO has carried out a great number of such projects, for consumer education, development education, health education, nature and the environment, information technology, road safety education, value development European dimension, human rights education and WWII education.

The pressure put upon the curriculum by social groups must be appreciated. It shows that people attach importance to the things taught in school. Also, this pressure may lead to the envisaged socialising of education.Some interest groups have been very successful in strengthening their educational posi-tion. For example, the education ‘healthy behaviour’ has been adopted in the Primary Education Act and technology in the Basic Secondary Education Act; environmental education and road safety education have been embedded in the core objectives and examination programmes.

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3. Thoroughly sustainable: a vision on future-oriented education

3.1 Vision

Both inside and outside of school, pupils learn to actively contribute to a sustainable future in which they will be able to live and work. And education plays an important role in this. Learning processes are needed for individuals, organisations and society as a whole, to help us find a new balance between people, planet and profit. There is not one single, ultimate truth to achieve this. Indeed, there is a wide range of options, choices, and opinions. And that is what Learning for Sustainable Development is about: how to make choices, how to choose a position, and how, eventually, to take up responsibility.Moreover, where sustainable development is concerned, it involves a development. It is a democratic process, without a fixed and firm final goal. Sustainability cannot be described as a concrete, unambiguous objective, but rather as a ‘journey’ or a ‘road’ towards a more sustainable society. Education is and provides a part of the stock-in-trade for this trip.

Learning for Sustainable Development arose from the interaction between Environmental education on the one hand, and the realisation that a global movement is developing on the other. On a global scale, ‘nature and the environment’ are being interpreted in a broader sense than the traditional Environmental education; today, environment is understood to include a wide range of aspects, such as natural, political, cultural, technological, economic and social ones. This holistic approach establishes a relationship between our living environment and our actions. Children learn how their actions affect their environment on a local, national and global scale. This way, education contributes to the development of children’s competencies to deal with their environment in a conscious and responsible manner. While doing so, they learn to take the consequences of their actions for the living and working conditions of other people into account, if applicable in other places in the world or in another, future time.

Already, in modern educational practice, a number of traditional subjects or subject areas, such as geography, biology and physics, are often used to look at a topic from different perspectives, e.g. social, economic or ecological. This way, an important prerequisite of Learning for Sustainable Development is met: multi-perspective learning. These helped develop new subject areas. Coherent education and continuous curricular strands are key concepts in Learning for Sustainable Development.


However, Learning for Sustainable Development does not just affect educational practice. Implementation of Learning for Sustainable Development into educational practice will only succeed if this educational practice shows sustainable characteristics, not only in the primary process, but also in other areas of the educational process, such as school boards and educational organisation as a whole.

3.2 Implementation

LearningtomakesubstantiatedandresponsiblechoicesThe world we live in is getting more and more complex. Tomorrow’s world demands choices in which the interests of people, planet and profit are taken into account. Only if based on such choices will the world be able to develop in a sustainable way.

Primary school De Singel, Schiedam: Thick Sweater Day

In the Dutch province of Zuid-Holland, and actually all over the Netherlands, 16 February 2007 was Thick Sweater Day. On the day of the ratification of the Kyoto Protocol, sixty schools turned down their heaters a few degrees - or off altogether - while the pupils all wore warm clothing to school. Ali B, a well-known rap artist in the Netherlands, conducted a climate quiz on school television, organised by the campaign ‘Hier’. Ali B called on all schools in the Netherlands to join in the Thick Sweater Day. Together with Miss Netherlands, Sheryl Baas, he visited primary school De Singel, in Schiedam. It was a festive occasion. The alder-man for the environment was there and the Groen Links, the Dutch environmental party, distributed hot chocolate.

Provincial Executive Van Heijningen, who supports the campaign, visited a school in Zuid-land, on the island of Voorne Putten. In Delft, Hillegom and Zoeterwoude, aldermen visited the schools to add authority to the event and to discuss measures that could be taken to counteract the effects of climate change. Even in the provincial government building in The Hague, the heaters were turned down and sweaters put on. A pupils’ jury elected the best dressed official, Al Gore’s film was watched, and everyone calculated their foot print. The provincial government building set a good example. The press made the most of this action. The news for young people prepared an extensive item and Thick Sweater Day even reached the national news broadcast.

Source: www.digitalehangplek.nl/raadvoorhetklimaat


However, these choices are often quite different from those brought to mind by our primary impulses. Today’s world revolves around the production of goods and services, in order to generate an income to live on and provide wealth. Especially in the western world, the relationship between our personal and economic actions on the one hand, and nature, social relationships and the distribution of wealth on the other, is rather obscured and many of us no longer realise just how our behaviour and use of natural resources affect the environment. We are finding it increasingly difficult to strike a balance between people, planet and profit. Learning processes are needed for individuals, organisations and society as a whole, in order to learn to search for this balance anew.

Sustainable development explicitly concerns development. In fact, it is a dynamic and infinite process, aimed at a completely sustainable society. Sustainable in the sense of future-proof, as a result of the careful weighing of interests and contributions of people, planet and profit. Within the framework of the Decade for ESD, the European Commission distinguishes the following: A distinction must be made between education about sustainable development and educa-tion for sustainable development: while the first is an awareness lesson or theoretical discus-sion, the second is the use of education as a tool to achieve sustainability 9.

It is also a democratic process, without a fixed and firm final goal. During talks, debates and discussions, and in their choices and actions, people will continue to shape sustainable development. The considerations they make may vary from one situation to the next, which, in turn, will have consequences for the future. As mentioned earlier, sustainability is a journey - a trip without a univocal, concrete final goal.

Concepts,componentsandcontextsSustainable development concerns a broad, holistic approach of social responsibility, in which different elements are interconnected. Content and knowledge elements are placed next to skills and reflection. It concerns a broad mix of teaching and learning activities, both inside and outside of the classroom. In this context, we could use the terms concepts, components and contexts. Elaborating on Kennedy 10, we can distinguish active and passive elements of engagement and sustainability. The active elements concern ‘doing’ (active practice) and the passive with ‘being’ (a state or status).

The active elements comprise:1. conventional engagement: being engaged in and participating in conventional activities;2. social engagement: being engaged in and participating in voluntary activities for the benefit of the local and/or global community (the world);


3. social change: being engaged in and participating in activities concerning political and social change, at home and abroad;4. participation aimed at the economy or entrepreneurship: being engaged in and participating in self-regulating activities, concerning ideals or other objectives;

In relation to sustainable development, it may concern different concepts. These may be organised in three categories:1. core values, such as humanitarian values and social responsibility;2. legal values, such as democracy and civil rights;3. human values, such as tolerance, honesty and empathy.

In order to further develop the pupils’ understanding of these concepts, they have to work with the following components:1. attitude and perception of values;2. skills and competencies;3. knowledge and concepts;4. creativity and entrepreneurship.

The concepts and components are connected by means of attitudinal aspects.

Using the concepts and components of sustainable development, we set to work on the different contexts within and outside of the school.

sustainable development is learning to look ahead �� 0

In different countries, certain contexts are emphasised. In Japan, for example, the emphasis lies on the school community within the context of the wider community. New Zealand puts the emphasis on the curriculum part in combination with the wider community. In the Netherlands, all contexts receive an equal amount of emphasis. In the quotation below, Kerr 11 indicates that a broad holistic approach is suitable to be placed in the centre of the diagram, thereby utilising all contexts equally. England, the Netherlands, Northern Ireland, the Republic of Ireland, Scotland and Wales are examples of countries with a more holistic approach.

‘It could be argued that, where citizenship education is conceived broadly as addressing a range of concepts and values, and developing various components (knowledge and under-standing, skills and competencies, values and dispositions and creativity and enterprise) across multiple contexts (curriculum, extra-curricular, school community and wider commu-nity), there is good opportunity to promote an active process to link these concepts, compo-nents and contexts, and bring them to life. Put simply, this means that in countries with a more holistic approach to citizenship education, active citizenship is coming to be viewed as the process by which an education for citizenship can be made active.’

The figure showing the contexts should be regarded as target model, because it demonstra-tes that as countries are able to assume a more central position, they are better able to create firm relationships between the four contexts in which Learning for Sustainable Development and world citizenship are able to develop. As strong relationships are laid

�� sustainable development is learning to look ahead�0

between the concepts, components and contexts based upon a holistic model, sustainable development becomes more and more concrete, in combination with active citizenship.

On a policy level, the Netherlands takes up a good position in the conceptual framework: in the centre of the diagram. In other words, research shows that Dutch policy is directed at a broad, holistic approach with a balanced distribution of attention across the different concepts, components and contexts. However, in practice, a Dutch school, picked at random, may look quite differently. This is caused by the level of autonomy given to schools in the Netherlands. The government provides the framework, but within this framework, each school is able to make its own interpretations. Therefore, in practice, such schools will show minimum and maximum varieties.

CoherenteducationCoherent education is a collective term, which is put on the agenda in discussions about educational development for many different reasons and in many different forms. As more coherence is created between subjects, pupils acquire a knowledge base with interconnections between subject areas, rather than knowledge of individual subject elements. This way, overlap and fragmentation of educational content is avoided and the pupils are given the opportunity to link subject content to each other.Three variants to create coherence between subjects present themselves:- subject integration,- subject-transcending projects,- correlation.

The most far-reaching of the variants is subject integration. Separate subjects or parts thereof are merged into a new, integrated subject or subject area. Correlation is more concerned with a consistent use of terminology in related subjects. For example subject concepts, univocal definitions, and attuning of specific skills. Concerning the educational content, there are different possibilities of attunement: the moment that is picked to discuss certain topics, or the application of knowledge acquired in one subject in another subject 12. Subject-transcending projects are found in-between the other two 13.

ContinuouscurricularstrandsMore and more subjects and topics are provided with ‘continuous curricular strands’, otherwise called vertical integration. Young children are predominantly living - and learning - in the ‘here’ and ‘now’. As they get older, they become more conscious of their environment, enabling them to think about ‘there’ and ‘later’. A continuous learning line is an educational structure in which pupils from each stage receive a programme that is in line with and built upon the previous stage. This programme includes content, skills, didactics and attitudes.


Thanks to the continuous curricular strands, pupils avoid being faced with too many repetitions and are encouraged to recognise what was learned before and apply this knowledge to the next stage of education. It may concern a continuous learning line for a single subject, or for the whole educational process. In Scotland, for example, a national curriculum was designed for ‘Environmental Studies’ for 5 to 14-year-olds, with the compo-nents Social Subjects, Science and Technology. Coherent attainment levels were described for these three components in the area of knowledge and insight, skills and attitudes, differentiated into six levels. In the final years, the Scottish schools choose the subjects they will be presenting, one of which is ‘Environmental Studies’. Continuous curricular strands have already been developed in sub aspects of sustainable development, such as ‘water’, ‘biodiversity’ and ‘nature’. Sustainable development may also be seen as the leitmotiv through all other curricular strands. In general, the pupils’ development is such that they learn to understand and weigh up an increasing number of sustainability aspects.

TheschoolasanorganisationAlthough the school as an organisation is not a part of a curriculum, it does provide the environment responsible for the pedagogical-didactical climate. Sustainable actions are not just a part of education. They represent an attitude, a thinking and acting framework, in which the school as an organisation has a certain responsibility and can develop its own vision: the ‘Whole School Approach’. This is an approach whereby the school embeds its principles concerning curriculum and didactics in its policy. Interpreted towards sustaina-ble development, this means that pupils do not only learn about sustainable development by way of education, but also by following the example set by the school itself. For example, the school may stimulate responsible nutrition, operate a waste protocol, apply sustainable building materials, have an environment-friendly transport plan, and support sustainable water and energy plans. This way, the pupils are shown viable solutions firsthand.Another part of this whole school approach may be certain rules of conduct pertaining to diversity and pestering. The whole school culture emanates its connection with local and global sustainable development. Current and practical issues from the immediate living environment in and around the school are integrated in the curriculum in a considerate manner. The school is able to pursue measurable results in the area of education and the ecological, social and economic living environment. The school itself benefits from its positioning as a sustainable organisation. Opportunities are created to increase engagement with day-to-day issues and developments and to link these to curriculum requirements, which, in turn, may contribute to the professional development of teachers. Within the local community, the school can profile itself as a sustainable organisation. Moreover, sustainable management often turns out to be cost-saving.


In 80% of the classrooms, the CO2 concentration is far too high, which indicates poor ventilation and a bad air quality. This negatively affects absenteeism among teachers and the pupils’ learning performance. Schools spend ten times more on personnel than they do on their buildings. That is why building investments that have a positive effect on the physical working environment, absenteeism among teachers, cleanliness, and energy consumption, will be recovered quickly. A quick calculation shows that a renovation costing between € 300 and € 400 per m2 will pay for itself within 6 years. After which some ten years follow during which a substantial amount of money is saved on the total budget.

From: Wat wilt u weten over frisse scholen (‘All you need to know about fresh schools’), SenterNovem, Utrecht/Den Haag, 2006

�� sustainable development is learning to look ahead ��


4. Learning for Sustainable Development: frameworks, opportunities, choices

4.1 Autonomy issues

In 2005, the United Nations Economic Commission for Europe, UNECE set up a strategy for Education for Sustainable Development. In it, the following was laid down 14:

Dealing with the ethical dimension, including topics such as fairness, solidarity and interdependence within the current generation and between generations, as well as the relationship between people and nature and the relationship between rich and poor, are central issues for sustainable development and are, therefore, of vital importance for Learning for Sustainable Development. Responsibility is inherent to ethics and is ideally put into practice by means of Learning for Sustainable Development.

Key topics of sustainable development include poverty control, citizenship, peace, ethics, responsibility in local and global contexts, democracy and government, justice, safety, human rights, health, gender, equality, cultural diversity, country and town development, economics, production and consumption patterns, responsibility of trade & industry, care for the environment, management of natural resources, and biological and landscape diversity.

The role played by the government concerning educational practice is particularly frame-work-providing, facilitating and monitoring. In the end, the schools themselves have the autonomy to make their own choices regarding content, as long as they remain within the framework provided. An earlier publication by SLO, concerning citizenship education, deals extensively with this subject 15. Like active citizenship and social integration, sustainability touches upon the ideological and philosophical principles of the school. As an autonomous institution, the school is able to make its own choices concerning curriculum issues around sustainable development. Among other issues, these include content, didactics, time, place and testing. Schools are encouraged to focus upon their principles and core values and interpret this task from there. For the moment, they receive plenty of room to do so. A lot will depend upon the school’s vision, the parents’ engagement and the characteristics of the school population.


The Dutch Ministry of Education, Cultural Affairs and Science traditionally gives schools a lot of autonomy on curricular and didactical issues. Policy documents have explained this as follows: ‘The school’s broad social commitment cannot be laid down by the government. Each school is different and this has to do with regional differences and differences among pupils and parents in a certain neighbourhood. That is why each school develops its own approach to prepare pupils for their examinations and for good citizenship.’ In addition, a number of obligations are listed, including: the protection of rights and freedoms and the teaching of the core values of our society.

Sector councils for Primary Education, Secondary Education and Intermediate Vocational Training were set up to channel the means for educational reform provided by the govern-ment within these autonomous relationships. Wherever this core curriculum will lead to innovations, this will be directed through the sector councils’ channels. That is why these sector councils must explicitly be involved in the implementation of this core curriculum (see also Chapter 6).

4.2 Sustainable Development: an opportunity for education

The objective of education is to draw the pupils’ attention to current topics and initiate learning processes that take the long term into account. Sustainable development starts with pupils and youth. After all, their future is determined to a great extent by aspects of sustainability. If employees of the future are expected to be able to contribute to a liveable world in a balanced and creative way, it is important to lay the foundation for this in education in a pedagogically and didactically sound manner. Through education, virtually all of the children and youngsters, i.e. future citizens, are reached. Through education, they learn skills that are important for the development of their attitude towards the world around them and far away.

Learning for Sustainable Development invites us to lay the link between subject content in school and the social reality around the school, in a natural way. A reality that is presented as an increasingly complex issue. Eventually, the earth’s support and the solution of distribution issues will determine what type of society is possible. Knowledge about these issues and skills to be able to weigh up the alternatives are literally a matter of life and death, both in the short and in the long term. Sustainable development provides pupils with room to discover the world from their own living environment. In the modern information society, the concept of segregated subjects proves increasingly unsatisfactory. Sustainable development offers a real-life context, which greatly facilitates the learning process. Learning for Sustainable Development is


learning to deal with a variety of subject content in its natural context. Sustainable development can lay the link between lessons learned within the school and lessons learned outside of it.

Children create Mediaeval nature in the province of Drenthe

In 2007, 222 pupils from eleven primary schools in the Dutch province of Drenthe partici-pated in a unique combination of nature conservation and cultural history. It concerned a programme of activities around the Klinkenberg. This area is located south of the forestry area of Gees, at the Geeserstroom river. Over seven centuries ago, this area included two large hills. On the higher one, called the Klinkenberg, a castle, or mottekasteel, was built. The other hill, called the Keutershoogte, was the associated front castle. The hills were surroun-ded by a deep moat.

The pupils helped to create new nature. In order to lay the connections with the history of the area, pupils adopted the identities of mediaeval people. They were cutting turf and pru-ning trees. The branches and sods were taken to the Klinkenberg with a horse and carriage. Upon arrival, the children made fire and built turf huts, made pots out of clay and baked bread, and all this while music was played and a historic play enacted by students of the Hogeschool Drenthe who are training to be teachers.


GeneralobjectiveEducation should provide the necessary inspiration, stimulate creativity, and teach people to become critical thinkers and responsible citizens. Sustainable development requires the making of choices and the finding of creative solutions in case of dilemmas and adverse interests. Education should provide people with basic knowledge, insights, values, skills, concepts and attitudes to enable them to make sound choices as responsible citizens.

In terms of knowledge, skills and attitudes, the objectives can be defined as follows 16:

KnowledgeobjectiveAt the conclusion of his basic education, the pupil knows, at a level suitable for him:• what sustainable development means in terms of the relationship between economic development, social and cultural development, and ecological development.


ObjectivesconcerningskillsAt the conclusion of his basic education, the pupil, in addition to the usual subject-transcen-ding skills, is able to, at a level suitable for him:• research and use concepts such as living environment, the environment, the living community, world citizenship, society, development, and technology, and to place these concepts in terms of space and time - local, national, and global events and experiences;• ask meaningful questions that give direction to the search for relevant information and answers;• critically consider and use a spectrum of sources and technologies when looking for answers;• collaborate and participate in decision-making processes in heterogeneous groups;• recognise different interests;• develop a vision of the future;• analyse and assess information, reflect upon it critically, familiarise it, and use it as arguments;• think inclusively, taking into account the complexity of things in terms of system perspectives;• reason and discuss - aspects of citizenship.

ObjectivesconcerningattitudeAt the conclusion of his basic education, the pupil has developed a basic attitude, at a level suitable for him, that is characterised by:• surprise and curiosity;• appreciation and respect for the interdependence and equality of all life forms;• appreciation and respect from his own culture and own community for other cultures;• recognition of interdependence within the global community;• insight into imbalances and unjustness in the distribution of wealth, and commitment to human rights and peaceful solutions to conflicts;• balanced considerations in conflicts of interests;• own choice for a sustainable and participating life style.

4.3 Core concepts and core topics

As a part of the earlier described consultation procedure, the core concepts and core topics for Learning for Sustainable Development were requested. In the table below, these core concepts are linked to the objectives presented above.


• The pupil knows what Sustainable Development means, in terms of the relationship between economic development, social and cultural development, and ecological development.

• The pupil has knowledge about and insight in the importance and value of the cultural, social, economic and ecological diversity of life.

• The pupil has knowledge of and insight in the use and limitations of natural resources, in relationship to the global development possibilities, the distribution of wealth, poverty issues, and the (decline of the) living environment.

• The pupil has insight into the limitations of what we know and are able to do, prompting us to take care of humanity and of our planet.

• The pupil has insight in the underlying causes of inequality and the fact that sustainable development should lead to a steady improvement of the living standard of people, rather than the undue preference of one at the expense of another.

• The pupil understands that what we do now affects life in future.

• The pupil has insight in the necessity of taking the rights and needs of others into account.

• The pupil is able to ask meaningful questions.

• The pupil is able to critically assess and use a spectrum of sources and technologies when looking for answers;

• The pupil is able to use concepts such as living environment, the environment, the living community, world citizenship, society, development, and technology, and their interrelationships, when analysing and assessing local, national, and global events and experiences.

• The pupil is able to discuss different points of view in relation to each other, distinguish interests in these, and communicate effectively about information and insights.

• For this communication, the pupil is able to use various forms of dialogue, listen actively, collaborate and participate in decision-making processes in various groups.

• The pupil is able to participate in society as a responsible citizen.

• The pupil is able to view his own actions in a reflective manner.

• The pupil demonstrates a realistic understanding of his own and the human ability to affect and permanently alter the living environment.

• The pupil demonstrates a sense of self-esteem, related to his own culture and community.

• The pupil shows respect for other cultures in their interdependence within the global community.

• The pupil demonstrates care about imbalances and unjustness in the distribution of wealth.

• The pupil demonstrates commitment to human rights and peaceful solutions of conflicts.

• The pupil behaves in a balanced manner when weighing up conflicting interests.

• The pupil demonstrates a positive personal and social outlook on the future.

• The pupil shows appreciation and respect for nature and recognises the interdependence and equality of all life forms.

EDUCATIONALCONTENT

Knowledge/insight Skills Attitude


TOPICS

• Economic: economic development, competitive position, profit.

• Social-cultural: liveability, diversity, health, fair dealing and fair distribution, conflict control, human rights,

world citizenship.

• Ecology: space, the environment, the earth and its natural resources, interdependence of all living organisms

around us and further away.

• Space: globalisation, the shifting of problems to other parts of the world, global cohesion of problems and their

solutions.

• Time: the shifting of issues to future generations.

• Participation: engagement, interaction, democracy.

Interdependence• Globalisation, social fairness and equality.• Nature and the environment.• Natural balance.• (Bio)diversity.• Interaction between global and local social and physical processes.• Consumptive values.• Raw materials and energy.• Climate.• Shifting.

Diversity• Culture, migration and diversity.• Human rights and democracy.• World citizenship.• The immediate living environment.• Poverty and issues concerning distribution.• Economic and natural cycles.• Globalisation, social fairness and equality.• Consumptive values.

Support• Exhaustion of natural resources. • Consumptive values.• Interaction between man and nature.

RightsandDuties• World citizenship.• Consumptive values.• Learning together with the private sector.

Equalityandfairness• World citizenship.• Globalisation, social fairness and equality.• Fairness• Responsibility.• Engagement.• Participation.• Development of values.• Citizenship and stewardship. • Appreciation and respect.

Insecurityandcare• Interaction between global and local social and physical processes.• Interaction between man and nature.

CORECONCEPTS


4.4 Characteristics of Learning for Sustainable Development

In a publication by the Council of Europe, which is soon to be published, fifteen educational projects around Learning for Sustainable Development from thirteen countries are presen-ted and analysed. In it, the authors have drawn up the following list of characteristics of education for sustainable development 17. A single marginal comment should be placed here: these characteristics are particularly of a general pedagogical-didactical nature.

1.LearningforSustainableDevelopmentconcernsthetensionfieldbetweenpeople,planetandprofitChildren are faced with and cross many boundaries. Those from the home into the world of school, from the school world into the world of sports, they meet peers from different countries and cultures and make friends with them, they cross the line from primary to secondary education, etc. This may cause dilemmas or even conflicts of interests. They may touch all three Ps. Sometimes it is bilateral, when it touches only two of the three Ps. However, when all three are simultaneously involved in the process, an issue of sustainable development is concerned. Children learn from dealing with dilemmas and conflicts.

2.LearningforSustainableDevelopmentispupil-orientedThe learning process starts with the ideas, values and perspectives of the child. Pupils can participate actively in their gathering of knowledge. They can ask their own questions, for which the answers may not at first be unambiguous, fixed or clear.

Litter in school

At home and in school, pupils are faced with a variety of waste materials. It is important to separate and sort waste products at the basis, wherever possible. Recycling and reuse are important concepts, which we can give concrete meaning by our behaviour. The playful teaching package ‘Troep’ (‘Litter’) contains a wealth of information about waste separation, including recycling and reuse. Pupils make use of the internet, among other sources, to look for information and/or play educational games. The package comprises: a pupils’ magazine, a teachers’ manual, a work book, and a cut-out of a refuse lorry, which can be glued onto an empty 1.5-litre milk carton.

Source: www.weizigtnmc.nl


3.LearningforSustainableDevelopmentisconnectedwithday-to-daylivingandthechild’sdirectlivingenvironmentThe topics that may come up, occur on a local level. Pupils and the school may collaborate with the local community. Their knowledge of the environment can be linked to the more general knowledge the children gather in school. This way, by means of a communal and interactive process, children learn about a living environment of which they are a part (social learning).

4.LearningforSustainableDevelopmentisfuture-orientedChildren have images of their future, their world view, and their own role in it - whether are realistic or not. They develop ideas about the quality of life they want for themselves. This development of ideas helps pupils create a sustainable and satisfactory future, both for themselves and for others. It also helps them to increase and expand their world view.

5.LearningforSustainableDevelopmentisaction-orientedIn daily life, pupils gather knowledge and learn skills they will need in the future. They do this by linking the information they receive to experiences, emotions and values, and by thinking about these connections. This way, they learn to deal with uncertain and rapidly changing situations in a responsible and independent way, as future citizens.

6.LearningforSustainableDevelopmentstimulatescriticalthinkingChildren are swamped with information that is often contradictory and rarely objective. They have to learn to think about this. Learning for Sustainable Development also means: learning to see through presumptions and opinions.

7.LearningforSustainableDevelopmentisvalue-orientedFrom an educational point of view, Learning for Sustainable Development does not simply involve the transfer of values and standards. Rather, these have to be developed and must be subject to discussion. Where does the freedom of one person end, and that of others begin? What is the difference between ‘equality’ and ‘egalitarianism’? When is a value or standard actually shared?

8.LearningforSustainableDevelopmentviewscomplexityasachallengeThe Latin complexus means that things are interwoven or interconnected. By viewing complexity as a challenge, pupils develop insight into and an understanding of the fact that separate, natural processes may not always run along straight lines, may sometimes seem rather unnecessary, and often appear quite random and unpredictable. Multiple causes and effects appear to be the rule rather than the exception. Dealing with this requires the skill to be able to act in uncertain situations, to face risks and unpredictable aspects of concrete situations, and still remain in control.


Beyers Naudé Leeuwarden: creative in Schools for Sustainability

On Tuesday 5 June 2007, the Leeuwarden Council Chamber was the setting of a spectacular presentation of the Schools for Sustainability project called Plan Your Own Space. Three municipal institution projects were scrutinised by the pupils and provided with critical com-ments. Alderman Sluiter and the project leaders of the Leeuwarden Council were pleasantly surprised by the creative ideas the pupils came up with.

The fifth-year gymnasium students from the Beyers Naudé Christian Gymnasium in Leeu-warden pored over three municipal institution projects. Sustainability and the conservation of cultural-historic values were the most important points of attention: what are the best solutions taking into consideration our rich past and a clean, liveable future?


9.LearningforSustainableDevelopmentrequiresparticipationDemocracy in school is not just a matter of education, in particular citizenship education, but also a matter of behaviour. By experiencing participation in the classroom, where children are allowed to be responsible for their own actions and learning efforts, they are given the opportunity to develop a shared feeling of responsibility. Participation is not a spontaneous action, and assertiveness and influence are not the most important things to be learned. Pupils learn to participate in a conscious manner by listening to each other and taking each other’s opinions into account, by expressing their own opinions and insights without imposing them on others, by persuading and negotiating.

�� sustainable development is learning to look ahead ��


5. About warmth and truth

Attention to sustainable development in topical discussions is strongly linked to the expected climate changes. However, the two concepts are not synonyms: sustainable development concerns more than just climate changes. Everyone knows that the climate is changing as a result of the global warming, but there is discussion about the influence of human behaviour versus the autonomous developments of nature, and the gravity of the situation; in other words, the large ‘alarmist camp’ versus the ‘sceptical camp’.From the arguments in this debate, we may conclude one thing: there is no such thing as the ultimate truth. Indeed, there is a wide range of options, choices, and opinions. And that is what Learning for Sustainable Development is about: how to choose a position, how to make choices, and how, eventually, to take up responsibility.

Young people in Zuid-Holland are choosing for the future

In the Dutch province of Zuid-Holland, youngsters set out to discover ways to ensure sustainable development in their province. They enter into debates with members of social organisations and local government authorities. Their objective is to put their plans on the agendas of political parties in their municipality.Within the framework of the project ‘Choose for the Future’, youngsters drew up research dossiers about three climate topics: Cause: the use of fossil fuels as the most important cause of CO2 emissions, the main cause of climate change Effect: climate change,Result: changes in water balance in the Netherlands and in the world. After having concluded their research, the pupils drew up an improvement plan.Supported by a Crib Sheet, each pupil had to do some homework: discuss this subject with your parents. These discussions should include the provincial elections. Next, the pupils enter into talks with politicians. They invite aldermen to their school for a debate, in order to bring them around to their own point of view. The pupils look after their own publicity.

Source: www.digitalehangplek.nl/raadvoorhetklimaat or www.codenamefuture.nl


5.1 The content’s core

TherelationshipbetweenmanandenvironmentAs mentioned earlier, sustainable development, especially in education, is ingrained in Environmental education on the one hand, and in the growing realisation of things being interrelated on a global scale, on the other. In the junior years of basic education, teachers and pupils work in the here and now; in the senior years moving on to elsewhere and later, and from simple to more complex relationships and problems. This particularly concerns their connection with the world that immediately surrounds them; the world in which they live, learn, work and interact - their own living environment within the larger world. The management of this living environment requires the willingness to take responsibility and to act in a righteous and fair manner. The pupils’ living environment comprises their school, their home, and their leisure locations. These environments concern nature (plant and animal life, geology, weather and climate, cycles - in a word: Planet) and culture, both material and immaterial, i.e. all the value added by people (buildings, infrastructure, agriculture, fields, forestry, art, culture, education, etc. - in a word: Profit). And in this relationship between man and his living environment, the environment affects man and vice versa. And, of course, man affects man (People).

QuestionsconcerningofSustainableTopicsFrom the objectives and characteristics of Learning for Sustainable Development that are used to set up the framework, we can formulate a number of questions. The answer to these questions should lead to educationally sound choices when practically interpreting and implementing Learning for Sustainable Development – both content-wise and didactically: the ‘how’ question. The interpretation and implementation are basically thematic.The following questions, factors and connections with characteristics were formulated:


Question Factor Characteristics(see4.4)

How does the intervention affect the wellbeing of (groups of) people?

Who should be able to decide on this intervention and how is the decision-making process formed?

What values, based on religious, philosophical, meaning-giving, scientific, art-historic, nature-perceptive, or other intrinsic values, play a role in the decision?

What does the intervention do to ‘nature’?

What do those immediately involved feel and experience after the intervention?

What are the profits or losses, respectively?

Political factor

Cultural factor

Ecological factor

Individual factor

Economic factor

8

3-5-6

2-5-7

1-2-7

9

Social factor 2-3-5

5.2 An example

By means of objectives, characteristics and factors, we formulate a schematic tool with which to fit in sustainable development with other subjects, particularly the world-orientation subjects, such as geography, history, nature and technology, and the stimulation of sound behaviour and the ability to cope. What are the topics within these subjects that are concerned? Which are suitable to inspire and motivate pupils?

Pupils in basic education are discovering the big world on a small scale. They live some-where; they go somewhere - e.g. on a field trip or on holidays; they watch a film on televi-sion; they read a book. In each of these cases they discover a part of the world by looking at


it through a magnifying glass, as it were. They observe and see many small details. After all, it is a close-up.From such a detailed observation in a close-up, in a micro situation, pupils can make the transfer to a larger area. To a certain extent, they are able to generalise, or zoom out, to a region, a country, a continent, or even the whole world. This way, pupils in basic education can become ‘masters of the world’. They get a grip on the world. And education serves its purpose when situations are created in which they feel engaged. Situations that presume closeness, that are or appear to be close by, in which they can touch things, explore, look at closely, copy - by taking pictures or making drawings, and can ask questions about - e.g. by interviewing people or by communicating via the internet.

5.3 Curricular strands

In order to be able to function in a multiform democratic society, the pupil must have the required knowledge and insight, be able to perform a wide range of skills, and be willing to demonstrate a certain behaviour. In this context, the term often used is competency. A competency is demonstrated by observable behaviour that requires, knowledge, skills and attitudes. A person will develop such a competency during his life, while the basis for it is often laid in education. This means that the school is only partly responsible for the formation of - budding - citizens. Many other socialising factors are involved, including the family, the media, the street, social connections such as clubs, study, and work. All the more reason to look for connections with learning experiences gained outside of the school. The school may use these out-of-school learning experiences for its own purposes, and, in turn, influence the learning process outside of the school.

Next to the ‘where’, the ‘when’ is important. Competencies develop in a permanent process. This requires a systematic approach over the school years. A consistent learning line reinforces education’s contribution to the pupil’s development. Such a learning line should not only take the development of pupils and their experiences into account, it should also meet the objectives - especially the core objectives - that are set for the particular school type. In addition, there should be a cohesive curriculum, which ensures the structural inclusion of content and, where applicable, its cyclic reoccurrence. The model below fulfils these requirements. Vertically - the columns - the model shows edu-cational content and experiences. The educational content is subdivided into knowledge, skills and attitudes. The experiences are subdivided into those gained inside of the school and those gained outside of it. The age groups are placed on the horizontal axis - the rows. Primary education is subdivided into the groups 1 - 4 and 5 - 8. In the model, secondary education has been limited to the lower school.


Educationalcontent Experiences

Primary1-4

Primary5-8

Secondary-lowerschool

Knowledge Skills Desires Inside of school Outside of school

In secondary education, no levels are included, because the learning line applies to all pupils. For example, differences between vmbo, havo and vwo can be interpreted by the school itself and may vary according to the subject packages. Within a domain, content may reappear at different points in time. This indicates the concentric development of the content concerned. The table can be further enhanced according to the development of continuous curricular strands and by including sustainable topics.

The left side of the table includes the preconditions for demonstrating certain behavioural aspects: knowledge, skills and desires. To the right, experiences gained by pupils, both inside and outside of the school, are listed. Education particularly concerns knowledge and skills. Desires are rather more difficult to realise and manage. Experiences are an important contributor to this. As far as experiences inside of the school are concerned, these can be directed by the school. And those gained outside of the school can be used for educational purposes. From top to bottom, the different stages of basic education followed by pupils are represented. It shows the struc-ture of the continuous learning line for Sustainable Development.A recent publication called ‘Sustainable Development for Primary Education’, published by the Dutch Central Institute for Test Development, CITO, was sent to all primary schools in the Netherlands. It provides the schools with a domain description and ample tips and suggestions to be used for pupils in groups 7 and 8 to prepare them for the topic.


6. Learning for Sustainable Development: the future

Schools in the Netherlands can choose educational content and methods in an autonomous fashion. This applies even more so to the topic ‘Learning for Sustainable Development’. There is no legal obligation to include this topic in the educational programme. No core objectives have been determined for it. It is not linked to any particular subject or subject area. For the topic to be adopted by Dutch schools, strong powers of persuasion are needed. Learning for Sustainable Development should provide relief. In educational practice, it should be seen as a useful stepping stone connecting a variety of educational content. To pupils, Learning for Sustainable Development should bridge past, present and future, and their own position within these. Four basic principles apply:

1. Learning for Sustainable Development touches the very core of education: pupils are prepared for their future in an optimum way, teaching them about their role in it and their responsibility for it. Education already pays much attention to this, implicitly and as a matter of course. However, this attention deserves to be shifted into the limelight of sustainable development. That is why it cannot be linked to any particular subject area with particular core objectives.2. Learning for Sustainable Development requires a focussed frame of thinking and aims particularly at aspects of attitude and behaviour: in collaboration with Cito, a method of testing and evaluation of learning and project results is being drawn up. These results go beyond the pupil’s knowledge expansion. That is why it makes very special demands of the testing and evaluation method. 3. Learning for Sustainable Development is recognised in the real, day-to-day living environment of all parties involved: pupils, as well as their parents, as well as their teachers. This makes it very stimulating and motivating.4. Including citizenship in the basic principles of sustainable development enables the development of world citizenship.

During the coming years, SLO will undertake a number of actions based on these starting points. These actions, as well as the products arising from them, should be in line with the objectives and characteristics of Learning for Sustainable Development as described in this curriculum.


Actionsconcerningcontent• Describe a framework concerning the content for sustainable development, including its embedding in existing learning areas and its connections with existing assessment targets and curricular strands.• Develop descriptive and quality criteria for learning and teaching material.• List and describe all presently available learning and teaching material, analysed according to the above-mentioned criteria.• List and describe existing educational practices in the area of Learning for Sustainable Development.• Develop thematic curricular strands that cover the full extent of basic education;• Look for links with social stages.• In collaboration with Cito, develop instruments for the evaluation of learning and project results and for the self-evaluation of schools regarding sustainable development.• Attune and implement Citizenship Education.

Actionsconcerningembedding • Reinforce the knowledge infrastructure by setting up pilot projects and organise school networks around these projects.• Develop recommendations based on the various analyses, for authors and publishers.• Develop forms of collaboration between schools and organisations in the neighbourhood, concerning learning inside and outside of the school.• Set up a platform, or advisory group, for the policy-making, development and implementation of educational practice and the application of research.• Develop a strategic long-term policy in collaboration with national and international partners.• Education and training.

sustainable development is learning to look ahead��


Literature

The bibliography below does not distinguish between quoted literature and background literature. Quoted literature is explicitly listed in the footnotes.

• Aarts, W. and Grin, Prof. Dr. J. (2007) En nu echt aan de slag met Duurzame Ontwikkeling. (Sustainable Development: let’s get on with it) Utrecht: SenterNovem • Béneker, T. & R. van der Vaart, (2007) Wereldburgerschap in het onderwijs. (World Citizenship in education) Amsterdam: NCDO • Bleijerveld, K. and Greven, J. (1994). Basisdocument NMe, Een ontwerp voor de inhoud van Natuur- en Milieueducatie. (Basic document NMe, a design for the content of Environmental education.) Enschede : SLO• Boerstra, Ir. A. a.o., (2006) Wat wilt u weten over Frisse Scholen. (All you need to know about fresh schools.) Utrecht/The Hague: SenterNovem • Bolt, L. van der, Studulski, F., Vegt, A.L. van der, Bontje, D., (2006) De betrokkenheid van de leraar bij onderwijsinnovaties, een verkenning o.b.v. literatuur (Engaging the teacher in educational innovations, a study based on literature), Beleidsonderzoek Arbeidsmarkt en Personeelsbeleid Onderwijs (Policy Study of Labour Market and Human Resource Management in Education), no. 140. The Hague/Utrecht: OCW/Sardes • Both, K. and Van Graft, M., (2002) Taal in andere vakken. Achtergrondinformatie over wereldoriëntatie en taal. (Language in other subjects. Background information about world orientation and language.) Enschede : SLO• Breiting, Dr. S, Mayer, Dr. M. en Mogensen, F. (2005) Kwaliteitsindicatoren voor EDO-scholen, leidraad t.b.v. kwaliteitsontwikkeling voor Educatie voor Duurzame Ontwikkeling. (Quality indicators for EDO Schools (schools for education for sustainable development), guideline for the quality development for Education for Sustainable Development.) Vienna, ENSI • Bron, J. (2006) Een basis voor burgerschap. (A basis for citizenship.) Enschede, SLO • Brundtland, G., (1987) ‘Our common future’. New York, United Nations • De Duurzame School (The Sustainable School), (2004) Den Haag, CodenameFuture• Graft, M. van; Jansen, P. and Schilperoord, A. (2006) Natuur en techniek op de Pabo: Didactiekontwikkeling in fasen. (Nature and technology in the teachers’ training college: Development of Didactics, stage by stage.) Enschede, SLO • Europese Commissie, (2005) Approaching sustainability from a cultural and human rights perspective. Brussels• Greven, J (red), (2001) Oriëntatie op mens en wereld; Tussendoelen en leerlijnen (TULE). (Social Studies; Assessment targets and curricular strands, TULE.) Enschede, SLO


• Groot, M. en Donkers, H, Wetenschappers ruziën over invloedrijkste klimaatgrafiek. (Scientists argue about the most influential climate graph.) Geografie, (June 2005)• Henderson, K., D. Tilbury, (2004) Whole-school approaches to sustainability: an international review of whole-school sustainability programmes. Sydney, ARIES - Australian Government • Hoeven, N. van der, Prof. Dr. A. Wals, H. Blanken (2007) De akoestiek van sociaal leren. (The acoustics of social learning.) Utrecht, SenterNovem • Jonas, H. (1984) Das Prinzip Verantwortung. Versuch einer Ethik für die technologische Zivilization. (The principle of accountability. An essay on ethics for a technological civilisation.) Suhrkamp, Frankfurt am Main • Jutten J., (2003) Natuurlijk Leren, systeemdenken in een lerende school. (Natural learning, systematic thinking in a learning school.) Consent, Sittard • Kellerman, A. (2007) Duurzame Overheid? Tijd voor duurzaam Leiderschap. (Sustainable government? It’s time for a Sustainable Regime.) Utrecht, SenterNovem • Kennedy, K.J. (2006). Towards a conceptual framework for understanding active and passive citizenship. Unpublished report • Kerr, D. & Nelson, J. (2006) Active citizenship in INCA countries: definitions, policies, practices and outcomes. Final report. London: QCA & NFER • Knecht, D. de, (2006) Denkraam MBO en Duurzame Ontwikkeling. (Thinking frame for intermediate vocational training and Sustainable Development.) See: www.duurzaammbo.nl • Koppen, Prof. Dr. K. van (2005) Zorg voor de natuur in de eeuw van de consument. (Care for nature in the century of the consumer.) Utrecht, University of Utrecht • Kyburz-Graber, Dr. R., Hart, P., Posch, Dr. P. and Robottom, I. (Eds), (2006) Reflective practice in teacher education; learning from case studies of environmental education, Bern, Peter Lang AG • Linden, M. van der, (2005) Niet de mens, maar de zon veroorzaakt klimaatverandering. (Not man, but sun is responsible for the climate change.) Geografie, June• Mayr K., Schratz, M., (2006) Education for Sustainable Development towards Responsible Global Citizenship: Conference Report, Vienna, March 13-15, 2006. Innsbruck, University of Innsbruck • Margadant, M. (1988) Dierenjuf. (Animal teacher.) A dissertation. Utrecht, Rijksuniversiteit • Margadant, M. Van Kempen, M. van (1991) Natuur in kinderhanden. (Nature in the hands of children.) Enschede, SLO • Mayer, Dr. M & Dr. J. Tschapka (Eds.), (2007, in voorbereiding) Engaging Youth in Sustainable Development; school practice in grade 5 to 9. Strasbourg, Council of Europe


• Netherlands Ministry of Agriculture, Nature and Food Quality (2003) Leren voor Duurzame Ontwikkeling: van marge naar mainstream. (Learning for Sustainable Development: from margin to mainstream.) The Hague. • Netherlands Ministry of Education, Cultural Affairs and Science (2006) Kerndoelen Primair Onderwijs. (Core Objectives Primary Education) http://www.minocw.nl/documenten/kerndoelenboekje.pdf• Netherlands Ministry of General Affairs, (2007) “Samen Werken, Samen Leven”, beleidsprogramma 2007 - 2011. (‘Working together, living together’, policy programma 2007 - 2011.) The Hague• Netherlands Ministry of Housing, Regional Development and the Environment, (2006) Draagvlak voor Natuur- en Milieueducatie. The Hague• Mogensen, F. and Mayer, Dr. M. (2005) ECO schools: trends and divergences; a comparative study on ECO-school development processes in 13 countries, Wenen, ENSI • Noordegraaf, M. and K. van Lierop, (2007) Duurzaam Besturen. (Sustainable management.) Utrecht, SenterNovem • Oers, B. van. Natuur- en milieu-educatie: enkele psychisch-didactische aspecten. (Environmental education: a few phychological-didactical aspects.) (1995) In: Natuur- en milieu-educatie didactisch beschouwd. (Environmental education from a didactical point of view.) Van Bergeijk, J. e. a. (Ed.) Wageningen, Wageningen Pers • Pieters, M. (Final ed.) (1990) Kernleerplan Natuur- en Milieu-Educatie: Uitgangspunten en uitwerkingen. (Core Curriculum Nature and Environmental Education: Basic principles and interpretations.) Enschede, SLO • Roorda, N. (2005) Basisboek Duurzame Ontwikkeling (Basic Book Sustainable Development). Groningen, Wolters Noordhof • Closing Statement Kiev Conference, (May 2003), Article 58.• Sollart, K.M. (2004) Effectiviteit van het Natuur- en Milieu-educatiebeleid. (Effectiveness of the policy for Nature and Environmental Education) Wageningen, WUR • Tilbury, Prof. Dr. D., Wortman, D. (2004) Engaging people in sustainability, IUCN, Gland (Switzerland) and Cambridge (UK) • United Nations, (2000) United Nations Millennium Declaration, Resolution A/res/55/2, New York • UNECE strategie voor educatie voor duurzame ontwikkeling (UNECE strategy for education for sustainable development) (2005)• Verhagen, H. (2007) Onze gezamenlijke toekomst; een tussenbalans van duurzame ontwikkeling (Our communal future; taking stock of sustainable development), Utrecht, SenterNovem


• Wagenaar, Drs. H. (Ed.) (2007) Duurzame Ontwikkeling voor de Basisschool; domeinbeschrijving en voorbeeldlessen. (Sustainable Development for the primary school; domain description and example lessons.) Arnhem, CITO • Wijffels, B. and K. Verreck, (2004) Zet een boom op in de wijk; over bewoners- participatie en duurzaamheid. (Have a discussion in the neighbourhood; about residents’ participation and sustainability) Rotterdam/The Hague, Cailin Partners • Wijffels, B. en K. Verreck, (2005) ‘Ondernemen’ in de wijk; een verkenning naar de mogelijkheden van intersectorale aanpak (sociaal en fysiek) van duurzame ontwikkeling op wijkniveau. (‘Entrepreneurship’ in the neighbourhood; a study into the possibilities of an intersectoral approach - both socially and physically - of sustainable development at neighbourhood level.) Rotterdam/The Hague, Cailin Partners • www.schoolnet.ca/learning/teacher/index_en.html


Summary

Sustainable development is learning to look ahead

Sustainable development begins with children. It relates to their immediate surroundings, their own living environment. Both inside and outside of school, children learn to actively contribute to that living environment, and, consequently, to a sustainable future in which they can live and work.

The pupils’ living environment consists of school, home, and leisure environment. In those environments, nature (planet), material culture (profit), and people play an important role. The management of this living environment requires the willingness to take responsibility and to act in a righteous and fair manner.

Education is partly responsible for the creation of a sustainable society. Here, pupils acquire the basic knowledge and the basic skills and attitudes to be able to make sensible and wise choices. Education can draw the pupils’ attention to current topics and initiate learning processes that take long-term development into account.

Learning for Sustainable Development invites us to lay the link between subject content in school and the social reality around the school, in a natural way. Sustainable development provides pupils with the opportunity to discover the world - both near and far - starting with their own living environment. Learning for Sustainable Development is learning to deal with a variety of subject content in its natural context.

Is this another, new task for the school? No, it isn’t. Implicitly, the aspects mentioned are all addressed in the present educational practice. Question is, how to place these social topics in a curricular perspective.In other words: how can we identify the content - whether pertaining to subjects or otherwise - in cross-curricular programmes? What possibilities do we have to integrate these in the traditional curriculum? And what strategies could we use to further develop and embed them into educational practice? This Core Curriculum Learning for Sustainable Development is intended to be a model for achieving this.

Whyacorecurriculum? We need learning processes for individuals, for organisations, and for society as a whole, to help us find a new balance between people, planet and profit. Sustainability cannot be


described as a concrete, unambiguous objective, but rather as a ‘journey’ or a ‘road’ towards a more sustainable society. We are explicitly talking about a development. It is, by defini-tion, a democratic process, without a fixed and firm final goal.In Learning for Sustainable Development, one subject involves the perspective of another, thus creating coherence between the different subjects. Coherent education and continuous curricular strands are key concepts in Learning for Sustainable Development.

However, Learning for Sustainable Development is not just about the educational process. Implementation into educational practice will only succeed if this educational practice shows sustainable characteristics, not only in the primary process, but also in other areas of the educational process, such as school boards and the educational organisation as a whole. The exemplary function of the school becomes evident in every respect.

In this core curriculum, the objectives for Learning for Sustainable Development are described in terms of knowledge, skills and attitudes for primary and secondary education, i.e. the 4 to 16-year-olds. It describes characteristics and offers learning content, topics and core concepts: the core, i.e. the minimum knowledge and skills, of this curriculum. This core curriculum particularly addresses teachers, school managers, developers and authors of educational material. It is meant to be an inspiring framework and guideline to motivate them to incorporate the aspects of sustainable development into their educational practice; This way, it will present a frame of reference for the assessment of the quality and the content of Learning for Sustainable Development.

sustainable development is learning to look ahead�1 ��


Appendices Appendix 1: Report of the panel discussions: learning for sustainable development

September 2007

Prof. dr. Wiel VeugelersUniversity for Humanistics / Amsterdam Universityby commission of SLO

Thepanels’procedureUpon request by SLO, three panels were organised in which the draft core curriculum ‘Learning for Sustainable Development’ was discussed. The report below describes the various discussions about the draft. The report includes the panels’ positive views, their points of criticism, and their recommendations on the draft presented to them. At the conclusion of the consultation process, the investigator, Wiel Veugelers, gave his comments on the final version of the paper. He observed that:• this final version included many of the panels’ suggestions;• the visions in it show more coherence;• it refers extensively to relevant core objectives and attainment levels;• it contains more practical examples than before;• the document, on the whole, does justice to the outcomes of the panel discussions.

The panels comprised teachers and principals from primary and secondary education, representatives from educational organisations and organisations in the area of nature and environmental education, and scientific researchers. In all, thirty people took part in the panels.

The panel members were asked to indicate to what extent they agree with the propositions in the draft core curriculum and to formulate modifications and additions. The objective of the panel discussions was to view the matter from the different perspectives on learning for sustainable development and to find out which propositions already enjoy broad social support. The three panel meetings were very lively and many participants felt highly positive about this opportunity to voice their opinions about the curriculum.


The panel discussions were led by prof. dr. Wiel Veugelers of the University for Humanistics and the Amsterdam University. The location was the University for Humanistics in Utrecht. The panel meetings took place during the second half of June of 2007.The panels’ participants were recommended by SLO or by the researchers, or were approa-ched by means of the snow-ball method. The panels were composed in a very diverse manner considering school type, denomination, school subjects, region, and the type of organisation.

Naturally, panel discussions will not give a systematic survey of views. However, these panel discussions did make it clear once again how much panels can contribute to the generation of new proposals, the creation of social support, and the extension of networks. This way, curriculum development is rather more than just a desk job – it is done in consultation with the field. Which clearly shows that the expertise in the field is highly valued. This way, the curriculum will create greater social support.

Maarten Rector and Joanne Veluwenkamp, of the University for Humanistics, have drawn up detailed reports of the panel discussions. SLO closely studied these reports while reviewing of the draft core curriculum. On the basis of the panel reports, Wiel Veugelers created an exhaustive report for SLO. A summary of this report is included in the present document.

General reaction to the draft

The panel participants appreciate the fact that SLO is developing a core curriculum. They also observe that the paper already contains many excellent elements.

Positiveremarksinclude:- sustainable development is represented as a comparative assessment of factors;- various perspectives and contributions from different school subjects are highlighted;- much autonomy is given to the schools in their interpretation.

Importantpointsofcriticisminclude:- many different definitions are used; the concepts used are not described in a sufficiently precise way;- the vision could be more inspiring;- the text remains too abstract; more concrete objectives are desirable;- all too often, sustainable development is presented as a problem, rather than the need to strike up a new balance;- insufficient use was made of earlier experiences and research.


Concreterecommendations- reason more from a practical point of view, taking into account the teachers’ interests;- make better use of the children’s natural ability to wonder;- put more emphasis on the relationship between man, nature and technology;- provide more examples;- the objectives and methods based on this text should last ten years at least; therefore, a long-term vision should be provided;- the development side, i.e. the development of attitudes, of learning for sustainable development should be focussed on more;- engage as many as possible teachers, principals, researchers and representatives of organisations in the further development.

The present final version meets the majority of the above-mentioned points of criticism and recommendations.

Summary of the discussions

VisionThe panels often discussed the vision on sustainable development and the vision on learning for sustainable development. Most participants agreed that the vision should be developed in further detail.

Planet, people, profit, prosperityOften, it was observed that the paper clearly focuses on relationships, which is expressed in a concrete fashion in the relationship of the three Ps: ‘planet’, ‘people’, and ‘profit’.

‘Based on the three Ps, I would look for issues in the area of tension between man and the environment, between wealth and wellness, between nature and the environment, etcetera. There is so much more at stake.’‘A powerful part of the definition is the balance between the different aspects. What is the core of sustainability and how do we want to teach this in the schools? It is important to strike a balance between those different aspects.’

Yet, this relationship can be developed in further detail. Especially the concept ‘profit’ should be given more emphasis. On a number of occasions, people suggested to replace the concept of ‘profit’ by that of ‘prosperity’, or to add this term as a fourth P!


‘Make sure the whole world is included. The focus should not just be on the local environ-ment.’‘A compromise has to be made, every time. In the past, the scales would tend to tip in favour of ecology and the environment, but we have long since realised that this is just not pos-sible. Money is needed for progress, and the economy is no longer ostracised.’‘Profit is currently represented in a negative way. I do, however, believe that the concept of sustainability concerns equal units in the field. Profit is an important aspect in our present-day society. And I think it is a good thing to bring back the balance.’

‘The three Ps usually refer to people, planet and profit. However, the third P is often cal-led ‘prosperity’ in the teacher students’ network. I believe we should adopt this concept. From this point of view, it serves a better purpose than ‘profit’. Presently, it is written from a ‘people’ point of view. Should it perhaps be written more from a general point of view?’

One of the school representatives pointed to the gap between the high level of abstraction of the thinking about sustainable learning and the concrete, practical situation in the school.

Citizenship and sustainable developmentThe relationship between sustainable development and citizenship education should be reinforced, especially on a global scale. The relationship between sustainable development and citizenship education can be interpreted in two different ways: 1. as participation in the thinking and policy-making about sustainable development;2. citizenship is not only regarded as living together in harmony with other people, but also living in harmony with nature. It actually concerns an attitude to living in general.

‘Sometimes I imagined crossing out Sustainable Development and replacing the term by the word Citizenship - and the whole concept remained equally logical. Therefore, I conclu-ded that the two terms are very closely related. I think that Sustainable Development is, in fact, a very prominent part of Citizenship Education. Let’s see what the optimum proporti-ons will turn out to be.’


Ethics/religionThe underlying thought of sustainable development may be backed up more, however, the ethical burden on children must be taken into account. It is important to keep their development stage into account as well. The approach that makes use of the children’s natural ability to wonder seems a more desirable one than one that focuses on problems.

‘The text could be enhanced by including ethical points of view, for example when discus-sing the attitude component. This component is dealt with a number of times, which is a good thing, but I was thinking, how could we stimulate attitude, and this may well be the ethical approach.’

‘Because children, especially primary-school children, will be able to understand the enor-mous responsibility that is involved - after all, they already have the knowledge.’ ‘Indeed, how to deal with this issue? How to set up various attractive and fun initiatives around sustainable development while making sure, at the same time, that the topic does not become too heavy-handed for the particular group you’re working with?’

LearningforsustainabledevelopmentasasocialresponsibilityIt is inspiring to see that the school has a choice. They can state: this is the job we have as a school, as viewed from our own vision.

‘One wants to look ahead, from one’s own point of view. I consider this document to provide sufficient stimulus to do so. For example regarding publishers, to give their interpretation… what should they do with this development?’

Motivation for learning for sustainable developmentThe text shows that education is faced with many challenges. Which is good. On the other hand, the text could be more motivating by visibly demonstrating the importance of learning for sustainable development.


‘I read this chapter as a sort of apology for this paper having been written. While, actually, it is an opportunity we are presented with! Let’s please focus on it being a good idea. Rather than emphasising the pressure on the curriculum, let’s focus on the possibilities! From the field’s point of view, we could do with a bit of inspiration.’‘On the one hand, the tone of voice is rather defensive, it’s true, I recognise that. However, on the other hand, I feel that the tension field in education was recognised. The fact that pri-mary schools are overcrowded. When speaking of strategies, it is important to create broad social support. If you don’t, the gap will only grow wider.’

‘I was glad to read that the authors are aware of the fact that much is demanded of schools. And that they will not, by definition, find this important. They are already very busy. Govern-ment and society are placing heavy demands on education. For schools, it must be clear whether demands are made by society, or by the government.’

Choices for schoolsIt is important for schools to be able to lay their own accents.

Maintaining feasibilitySchools should be given the feeling that they can link objectives to their own situation. That they can interpret the curriculum according to their own conditions.

‘Not everything can be realised in the curriculum. If schools are given more autonomy, some of the pressure that is laid upon the teachers is relieved. Look at what can be achieved, while maintaining a good quality and enriching the children’s experiences. Open up own ideas about these concepts, and own experiences with social concepts. This means that the total educational programme should be given a ‘cut and paste’ overhaul. If individual schools are given this opportunity, a whole new type of education will be achieved. And I believe the turmoil in schools should be allowed to settle down. Because what we’re following now is an ad-hoc policy (citizenship, sustainability, etc.). Every day, every principal receives piles of plans from various social organisations. If we are to concern ourselves with sustainable development, we want to make sure the chosen approach will really work.’‘We consider it our task as a school to determine our vision. I looked at the definition, and I should say, look at the primary necessities of life first, for example in disadvantaged areas, where children arrive at school with empty stomachs. Depending on the situation, it should be determined to what extent to comply.’


Professionalisation of teachersTeachers should have the feeling that they have a say in the matter, especially when it concerns sustainable development. Within a certain framework, they should have the feeling that they can interpret the matter from their own professionalism.

‘There must be a point to doing something; it should matter. And I believe that quite a lot of people start teaching from this social responsibility, because they feel the need to do something that matters. The examples must be concrete and easy to pick up, and it should be very clear what it is in connection with, where you can pick it up, so as not to give the feeling you have to do something extra, but that part of the teaching programme can be replaced by it. Try to avoid a number of stumbling blocks. But before everything else, there should be this urge, this need to do something. The desire to do it. And it’s the enticing, inspiring tone of voice that I find lacking in the text. The tone of responsibility is there, how-ever. That’s good, and it’s a parallel to the whole topic, including the seriousness of it. To pass from guilt to responsibility, perhaps it should also contain a more definite link to ‘profit’. If we keep limiting ourselves to mentioning the tension field between ‘planet’ and ‘people’, we will keep emphasising this tension field. Until, one day, we are so completely over-stres-sed that, in our desperation, we all set off for a holiday by air. When, in fact, these dilemmas occur every day, and pupils are quite aware of this. If you address the sense of responsibility in teachers, and indeed in pupils, this will ensure a good feeling. I believe that a sense of responsibility that is graspable will be most workable.’

ObjectivesAccording to the participants, there are many more core objectives that include sustainable development.Moreover, the details can be presented in a more systematic manner. High demands are already made of pupils in the area of sustainable living.

Objectives concerning attitudeThe participants acknowledge that learning for sustainable development is normative. However, they would like to leave the pupils with sufficient room to make their own choices.


‘What is important is to raise awareness, to make sure that every act is a conscious choice. Choose what you want, as long as you know what you are choosing. To do this, the extra room is needed.’

‘I do not have the ambition to turn every pupil into a socially sustainable pupil.’

‘I don’t know if this is what I should want. It’s an interesting question. It has a lot to do with values. Naturally, it implies certain margins. Anti-social and destructive are quite different terms from impassioned, sustainable, and social. There is much grey area in-between.’

Objectives concerning knowledgeDespite the attention given to attitudes, knowledge objectives are very important as well.

‘I like the concept ‘the ability to wonder’. However, many children also want to know what is out there. They want to learn about the problems, because it is more stimulating to start with what’s in the news. The real world.’

Objectives concerning skillsSkills are not abstract actions. They are given meaning in certain contexts.

CharacteristicsofsustainableeducationIn general, the participants support the vision on learning formulated here. For many, these are the characteristics of good education. When paying attention to sustainable develop-ment, the own world of teachers and pupils should be taken into consideration. This is espe-cially true for primary education.Connecting up to the own living environment is a starting point. It is the teacher’s pedago-gical task to make sure the thinking in raised to a higher level.


‘Perhaps the teacher’s exemplary position can be addressed. And, together with the children in the classroom, to look at things on a very small scale, to see what can be improved. This way, things are made more concrete and tangible.’

‘I also think: understand how relationships fit together. You are talking about taking responsibility. But let’s create an understanding first. How do you bake a loaf of bread and how is this linked to nature? Understanding that the relationship between man and nature is always there, in everything. And that it can be extended to an understanding that some products are manufactured abroad, by people who may not particularly enjoy doing so.’

‘That is where the wonder should arise. This diversity makes for a fabulous topic.’

SubjectsandcoherenceNature of the curriculum documentThe participants agree that the curriculum should remain relatively open. However, it is also agreed that a lot of example material should be developed. Some participants would like to see that this document indicates in more detail what exactly is expected of schools. However, it is also understood that SLO is rather reticent in laying down requirements and implementations. That is why an interactive curriculum development would be the best solution.Methods are quite influential. Many teachers observe the programme quite strictly. In addition, most subjects contain a few methods that dominate the market. That is why close contact with publishers appears desirable.

‘If it’s not in the method, it will not happen. Or it should be that it’s a teacher’s favourite hobby.’

Subjects and learning areasIn the opinion of the panel participants, there is insufficient systematic attention in primary education for the relationship between man and nature.Their image of secondary education varies per subject – the opinions about biology are pessimistic, those about geography rather more positive.The learning areas in the lower school of secondary education present new possibilities. However, specific topics are in danger of being overlooked. In addition, there is the chance that the contrast between nature and society becomes even greater. One especially good thing about the present plan is that nature and society are clearly interconnected.


‘Nature education in primary school is dramatic; almost no attention is paid to it. The rela-tionship between man and nature is hardly discussed at all. When you look at the material that is available, it’s mostly about nature. Many teachers are trained not to be afraid of the small animals children bring to class.’

‘In primary school, a lot is taught in the form of projects rather than by using methods. In that context, a teacher will be quick to say, let’s do this in the form of a project? Once in Group 4 and once in group 7, and that’s that. Therefore, these schools should be assessed.’

FactorsThe factors mentioned refer to various scientific perspectives. That is fine in itself, only they should be linked much more strongly to objectives and educational content.

CoherenceThe issue of coherence is dealt with in two ways:1. how to bring coherence in the attention for sustainable development, which are, or should be, dealt with in various places within the curriculum and within the school;2. another issue concerning coherence is the connection with other learning content, in particular educations.

More attitude than contentAttention for sustainable living does not only concern content, but also, and especially, attitude. The development side of learning for sustainable development should be focussed on more.

‘One has to think more about the development and attitude of the teacher than about the subject material. Much depends on the teacher who is teaching at that moment. It’s like looking at things through different glasses. The text should focus more on the creation of more awareness in the teacher, who will then be able to pass this awareness on to the pu-pils. For example, it’s about not being afraid of the snail, as well as about switching off the lights when you’re done. It should become a way of thinking about life. Less subject-specific and more concerning attitudes.’


Appendix 2 Policy context

InternationalThe concept of Sustainable Development was first launched in 1987, in the report ‘Our common future’, published by Brundtland. This report prompted the UN to organise the UNCED conference (United Nations Conference on Environment and Development) in 1992, in Rio de Janeiro. The UNCED was the first major worldwide conference concerning a global issue. Virtually all countries sent their head of government to the conclusion of the confe-rence. A bulky final report was made, known as the ‘Agenda 21’. It contains a large number of proposals for policy measures for national governments, as well as for local governments and even citizens. In 2002, in Johannesburg, a follow-up conference took place, where the results after ten years were discussed.

Various international treaties followed, including the Kyoto Protocol and the biodiversity report, which contained sections requiring activities in the areas of communication, education and awareness-raising. In 2005, during a ministers’ conference in Kiev, the United Nations Economic Commission for Europe (UNECE) set up its strategy regarding sustainable development. Also in 2005, the DESD, Decade of Education for Sustainable Development, is launched by UNESCO. A broad alliance of Dutch organisations and companies dedicated themselves to this. The SLO also joined this alliance. In 2006, the EU set up a programme aimed at the stimulation of Sustainable Development.For the past twenty years, the international network ENSI (European Network for School Initiatives) has been connecting schools and research institutions around Nature and Environmental Education and sustainable topics.

TheNetherlands18In 2000, the programme ‘Learning for Sustainability’ is started up, as the implementation programme of the memorandum ‘NME 21, Learning for a sustainable society’. This program-me is built upon government programmes from the last decade of last century that related to Nature and Environmental Education (NME). ‘Learning for Sustainability’ continues up to and including 2003. The objective of the programme is as follows: To contribute to the social debate and the learning processes resulting from it aimed at the raising of social awareness and decisiveness to reinforce sustainable development.

Compared to previous programmes, the content of this programme is characterised by a broadening of nature and the environment to sustainable development as a central topic. In other words, the aspects concerning nature and the environment are presented in coherence with social, cultural and economic interests. Also, the global dimension - in the


sense of overseas development - and the prevention of ‘passing the buck’ regarding the consequences of our actions to the generations following ours, have been included in the programme. Thanks, for a major part, to this broadening towards sustainable development, the pro-gramme may be characterised as an ‘exploration’. With the slogan ‘Laat duizend bloemen bloeien’ (‘Bring a thousand flowers into blossom’) numerous activities and projects were initiated under the direction of provincial authorities, featuring a kaleidoscope of form and content. Many new coalitions were forged in these projects and an increasing number of dimensions of sustainable development were involved in cohesion. The executive partners experienced a deepening of understanding regarding ‘sustainability’ and ‘learning’. The enthusiasm for the projects proved to be such that the budgets made available by the provincial authorities were greatly overcharged. In addition, the embedding of sustainable development (one of the spearheads of the programme) proved to be rather tricky, and the shift of traditional NME subjects towards projects containing all dimensions of sustainable development takes time. Furthermore, the majority of projects took place in the margins of society. While filling in the new programme ‘Learning for Sustainable Development’ 19, this social embedding was particularly focussed on. It was given a face in the subtitle of the program-me: from margin to mainstream. This subtitle indicates that future activities will, providing the preconditions are present, be embedded in the mainstream of social activities.

TowardsanewprogrammeThe implementation of the new programme is particularly determined by national and international trends in the area of sustainable development. Early 2002, in the build up to the World Summit Sustainable Development (WSSD) in Johannesburg, a National Strategy Sustainable Development (NSDO) was initiated in the Netherlands. After an exploratory study by the Government Policy (January 2002) and a Social Investigation (May 2002), the national strategy was rounded out further. The way in which the Dutch Government intends to implement sustainable development at a national level, was laid down in the Action Programme Sustainable Development (ADO). This Action Programme provides the policy framework for the activities of the new programme Learning for Sustainability.

The activities within ADO are contained in so-called illustrative programmes, which are concrete projects considered to be representative for long-term strategies. The programme ‘Learning for Sustainability’ is included in the Action Programme as one of the illustrative programmes. In July 2003, ADO was discussed in the Dutch Cabinet and sent to the Lower Chamber. On an international scale, there are also developments in the areas of ‘learning’ and sustainable development. In the Closing Statement of the WSSD, a number of action points concern the further development and implementation of knowledge, competency


development, and education for the benefit of sustainable development. The UN adopts a proposal put forward by Japan to arrive at a ‘Decade for Education for Sustainable Develop-ment 2005-2015’ (ESD). At the European Ministers’ Summit in Kiev, in May 2003, a Strategy for ESD was drawn up, which was cosigned on behalf of the Dutch government by the state secretary of Housing Regional Development and the Environment.

We recognize that education is a fundamental tool for environmental protection and sustainable development and that environmental education has increasingly addressed a wide range of issues included in Agenda 21. We invite all countries to integrate sustainable development into education systems at all levels, from pre-school to higher education and non-formal as well as informal education, in order to promote education as a key agent for change 20.

LearningforSustainableDevelopment2004-2007Within the context of these developments, the programme ‘Learning for Sustainable Development 2004 - 2007’ was developed, under the responsibility of the interdepartmen-tal and intergovernmental steering committee ‘Learning for Sustainability’. In order to do justice to the dynamics of the concept, the word ‘sustainability’ in the programme title is replaced by the term ‘sustainable development’. Thus, the title of the new programme becomes ‘Learning for Sustainable Development’. Based on frequent consultation with the steering committee and with organisations involved in the subject, a number of content innovations were implemented. These can be summarised as follows: • ‘from margin to mainstream’ becomes the guiding principle: the programme will categorise as many learning processes as possible under mainstream decision-making processes. Also, the programme will provide links with mainstream initiatives (e.g. the National Environmental Policy Plan 4, Metropolitan Policy, ADO, etc.);• further broadening towards sustainable development: the NME sector will no longer take up a central position. The sector occupies a position similar to other educational organisations, such as those in the areas of welfare, overseas development, economics, and sustainable development in the broad sense of the term;• from ‘laat duizend bloemen bloeien’ (‘bring a thousand flowers into blossom’) towards the focus on particular actors and subjects;• from education towards the emphasis on social learning processes with a large diversity of partners;• from knowledge distribution towards participation and competency stimulation;• intensification of collaboration among the different governmental layers: national government, provincial authorities, councils, district water boards.


Appendix 3 Attainment levels / core objectives Primary Education/Secondary Education and Sustainable Development

The following core objectives for Primary Education and attainment levels for Secondary Education are also realised by means of sustainability topics. Sometimes, this relationship is very explicit, and in some cases even expressed in the objective itself (second column: Explicit SD). The objectives and attainment levels in the column ‘By assignments’ do not have a direct relationship with the topic Learning for Sustainable Development. Which does not alter the fact that sustainability topics are highly suitable for these objectives and attainment levels. Take, for instance, core objective Primary Education (PE) 1: The pupils learn to acquire information from spoken language. Each time, they learn to reproduce this information - orally or in writing - in a structured way. Learning to acquire and use informa-tion is very well suited to a topic such as Wish Village (one of the practical examples). Although some core objectives and/or attainment levels do not refer directly to sustainabi-lity in their description, they can indeed be directly linked to the objectives, core concepts and topics as described in Chapter 4 of this core curriculum. In those cases, they could be marked in both columns.

X

ExplicietDO

A.d.h.v.opdrachten

X

X

X X

X

Coreobjective

PE1. The pupils learn to acquire information from spoken language. Each time, they learn to reproduce this information - orally or in writing - in a structured way.

PE2. Pupils learn to express themselves in a meaningful and engaging manner when giving or requesting information, reporting, giving explanations, instructing, and participating in discussions.

PE3. The pupils learn to assess information in discussions and in conversations that are informative or opinion forming in nature and learn to respond with arguments.

PE4. The pupils learn to retrieve information from informative and instructive texts, including diagrams, tables and digital sources.

PE5. The pupils learn to write meaningful and attractive texts with different functions, including: informative, instructive, convincing, or enjoyable.

A. Core Objectives Primary Education (PE)

XPE6. The pupils learn to structure information and opinions when reading educational, study-oriented, and other instructive texts, as well as systematically structured sources, including digital ones.

X

X

X

X

X

X

X

Explicitly SD By assign-ments


XPE7. The pupils learn to compare and assess information and opinions in different textual forms. X

XPE8. The pupils learn to structure information and opinions when writing a letter, a report, a form, or a paper. X

X

X

X

PE14. The pupils learn to ask and give information in English about simple subjects while developing a confident attitude in expressing themselves in that language.

PE34. The pupils learn to care for their own physical and psychological health and that of others.

PE37. The pupils learn to behave from a sense of respect for generally accepted standards and values

PE39. The pupils learn to handle the environment with care.

PE45. The pupils learn to design, realise and evaluate solutions for technical problems.

PE47. The pupils learn to compare the spatial developments of their own environment with other environments in the Netherlands and abroad, from the perspectives of landscape, living, working, government, traffic, recreation, welfare, culture, and religion. Attention is at least given to two member states of the EU and two countries that became a member in 2004, to the US, and to a country in Asia, one in Africa, and one in South-America.

X

X

PE48. The pupils learn about measures that are taken/ have been taken in the Netherlands in order to enable living in areas threatened by water.

PE49. The pupils learn about global spatial spread of population densities and religions, about climates, energy sources and natural landscapes such as volcanoes, deserts, tropical rainforests, high mountain ranges, and rivers.

PE51. The pupils learn to use simple historic sources and learn to handle time indications and arrangements.

PE54. Pupils learn to use images, language, music, games and movement to express their feelings and experiences and to communicate with.

PE55. Pupils learn to reflect upon their own work and the work of others.

PE56. Pupils acquire knowledge about and learn to appreciate aspects of cultural heritage.

X

X X

X

X

X

X

XX

X

X

X

XX


ExplicietDO

A.d.h.v.opdrachten

X

X

X

Coreobjective

BSE04. The pupil learns to use strategies to acquire information from spoken and written texts.

BSE05. The pupil learns to find, arrange and assess information in written and digital sources, for themselves and others.

BSE06. The pupil learns to participate in meetings, planning and group discussions.

BSE07. The pupil learns to give oral presentations.

BSE10. The pupil learns to reflect upon his own speaking and writing skills and, on the basis of this as well as by other people’s reactions, learns to revise his own written texts.

B. Core Objectives Basic Secundary Education (SBE)

XBSE13. The pupil learns to use strategies to acquire information from spoken and written English texts.

X

X

X

X

X

Explicitly SD By assign-ments

BSE14. The pupil learns to find, arrange and assess information in written and digital sources in English, for themselves and others.

BSE17. The pupil learns to maintain informal contacts in English by email, letter and chat.

BSE21. The pupil learns to distinguish mathematical argumentation from opinions and allegations, and learns to give and receive criticism while respecting other people’s ways of thinking.

BSE27. The pupil learns to systematically describe, structure and visualise data from statistical research, and learns to assess statistical data, representations and conclusions.

BSE29. The pupil learns to acquire knowledge about and insight into key concepts in living and non-living nature.

BSE30. The pupil learns to relate scientific key concepts to situations from everyday life.

BSE31. The pupil learns that humans, animals and plants are interrelated with each other and their environment, and that scientific applications may influence both positively and negatively the sustainable quality of the environment.BSE32. By carrying out practical assignments, the pupil learns to acquire knowledge about and insight into energy, matter, and information.

BSE34. By carrying out research, the pupil learns to acquire knowledge about technical products and systems that are relevant to him and assess these products and systems.

BSE36. By carrying out practical assignments, the pupil learns to acquire knowledge about the growth and development of organisms in relation to their environment.

BSE37. The pupil learns to understand the essentials about build and function of the human body, link these to the promotion of physical and emotional health, and learns to take his own responsibility in this.

X

X

X

X

XX

X

X

X X

X

X

X X


BSE38. The pupil learns about care and learns to care for himself, for others, and for his environment.

BSE39. The pupil learns how to positively influence his own safety and that of others in different living situations (living, learning, working, going out, participating in traffic).

BSE40. The pupil learns to ask meaningful questions about social issues and phenomena, take a substantiated point of view concerning these, defend it, and deal with criticism in a respectful way.

BSE42. The pupil learns to use an up-to-date geographic view of his own environment, the Netherlands, Europe, and the world, in order to correctly place phenomena and developments in their environment.

BSE43. The pupil learns to use historic sources to form a picture for himself or to find answers to specific questions.

BSE44. The pupil learns to use the atlas as a source of information, learns to read and analyse maps in order to orient himself, to form an image of an area, or to find answers to specific questions.

BSE45. The pupil learns to carry out a simple research into a current social phenomenon and give a presentation of the results of it.

BSE46. In his own environment, the pupil learns to recognise effects caused by choices made in the area of working and living, leisure and recreation, traffic and nature/environment.

BSE47. The pupil learns about agreements, differences and changes in culture and religion in the Netherlands, learns to connect his or her own, as well as someone else’s lifestyle with these, and learns that respect for each other’s views and lifestyles will enhance society.

BSE49. The pupil learns about European collaboration and learns the meaning of the EU for himself, the Netherlands, and the world.

BSE50. The pupil learns to place current tensions and conflicts in the world against their backgrounds and, while doing so, learns to recognise the tremendous interdependence that exists in the world and the significance of global collaboration.

BSE51. The pupil learns about the distribution of wealth and poverty in the world, to recognise its implication on the population and the environment, and to connect these to (his own) life in the Netherlands.

BSE52. By using elementary skills (technologies and means), the pupil learns to research and apply the power of expression of different artistic disciplines, in order to express his own feelings, record experiences, shape his imagination, and realise communication.

BSE53. The pupil learn to reflect upon his own work and the work of others, including artists, orally or in writing.

BSE60. During exercise activities, the pupil learns to be sportive, take the possibilities and preferences of others into consideration, and have respect for and care for each other.

X

X

X X

X

X X

X

X

X

X

X X

X

X

X

X

X


Footnotes

1. United Nations, (2000) United Nations Millennium Declaration, Resolution A/res/55/2, New York 2. Netherlands Ministry of General Affairs, (2007) “Samen Werken, Samen Leven”, beleids programma 2007 - 2011. (‘Working together, living together’, policy programma 2007 - 2011.) The Hague3. Brundtland, (1987) ‘Our common future’. New York, United Nations 4. Instead of ‘profit’ the term ‘prosperity’ is sometimes used. This concept has a meaning that approaches the term ‘wellbeing’ or ‘welfare’ more closely than the term ‘profit’, which is all too often associated with financial wealth. However, on a global basis, the term ‘profit’ is widely used. That is why we have decided to join in with the use of this term.5. See also: www.duurzaammbo.nl, Denkraam MBO en Duurzame Ontwikkeling (Thinking frame for intermediate vocational training and Sustainable Development)6. See www.slo.nl 7. The core of a curriculum concerns the objectives and content of learning. According to Van den Akker (2003) a curriculum can be viewed as a combined action of different components that are interrelated. Usually, the following components are distinguished: • Rationale or vision. Why are we learning? What are the views that education is based upon? What are its central functions and principles? • Objectives. What are the broad and/or specific results that learning should lead to? • Content. What is it that should be learned, or what educational content forms the basis of learning? • Learning activities. How is learning realised? What are the concrete learning tasks and processes that are aimed for? • Teacher roles. Which role does the teacher play in the stimulation of learning? What expertise is necessary for this? • Materials & sources. What are we learning with? What tools are used to stimulate and support learning? • Grouping. Who are we learning with? Does the pupil learn alone, or does learning take place in small or larger groups? • Time. When does learning take place and for how long? • Place. Where does learning take place? In school, or outside of it? What are the social/ physical characteristics of the learning environment? • Evaluation of learning. How do we evaluate to what results the learning has led?8. Netherlands Ministry of Housing, Regional Development and the Environment, (2006) Draagvlak voor Natuur- en Milieueducatie. The Hague


9. Europese Commissie, (2005) Approaching sustainability from a cultural and human rights perspective, Brussels10. Kennedy, K.J. (2006). Towards a conceptual framework for understanding active and passive citizenship. Unpublished report.11. Kerr, D. & Nelson, J. (2006). Active citizenship in INCA countries: definitions, policies, practices and outcomes. Final report. London: QCA & NFER.12. Bolt, L. van der, Studulski, F., Vegt, A.L. van der, Bontje, D., (2006) De betrokkenheid van de leraar bij onderwijsinnovaties, een verkenning o.b.v. literatuur (Engaging the teacher in educational innovations, a study based on literature), Beleidsonderzoek Arbeidsmarkt en Personeelsbeleid Onderwijs (Policy Study of Labour Market and Human Resource Management in Education), no. 140. The Hague/Utrecht: OCW/Sardes 13. See, for example: Biology course from 4 - 18, sustainability as a concept - www.nibi.nl, 200614. UNECE strategie voor educatie voor duurzame ontwikkeling (UNECE strategy for education for sustainable development) (2005)15. Bron, J. (2006) Een basis voor burgerschap. (A basis for citizenship.) Enschede, SLO 16. http://www.schoolnet.ca/learning/teacher/index_en.html17. Mayer, Dr. M & Dr. J. Tschapka (Eds.), (2007, not yet published) Engaging Youth in Sustainable Development; school practice in grade 5 to 9. Strasbourg, Council of Europe18. CodenameFuture (2004) De Duurzame School, The Hague,19. Netherlands Ministry of Agriculture, Nature and Food Quality (2003) Leren voor Duur- zame Ontwikkeling: van marge naar mainstream. (Learning for Sustainable Development: from margin to mainstream.) The Hague.20.Closing Statement Kiev Conference, (May 2003), Article 58.

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