Latest Documents and Reports

Environment and School Initiatives Lessons from the ENSI Network – Past, Present and Future “Environment and School Initiatives” (ENSI) was an international network, offering a platform for cooperation among practitioners, researchers and policy makers in the fields of Environmental Education and Education for Sustainable Development. Innovative environmental projects, Action Research, Quality Criteria for ESD schools, Teacher competencies for ESD and the Whole School Approach are main features that ENSI promoted throughout its lifespan. The current book gives an overview on ENSI’s history, its impact on national contexts in three continents, its ways of collaboration and the lessons learnt in thirty years of work. More than forty internationally acknowledged experts share their experience and provoke forward-looking thoughts about education, science, sensitive problems and new concepts for networking. Lessons_from_the_ENSI_Network.pdfAffolter, C., Varga, A. (2018). Environment and School Initiatives Lessons from the ENSI Network – Past, Present and Future. ISBN: 978-3-200-05834-7
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Global Competency for an inclusive world OECD (2018). Global Competency for an inclusive world. Paris-OECD.
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UNESCO: Issues and trends in Education for Sustainable Development. Education on the Move Issues and trends in Education for Sustainable Development is the fifth in UNESCO’s Education on the Move series, which reviews trends in education today and challenges for tomorrow. The series is aimed at providing policy-makers, educators and other stakeholders with state-of-the-art analyses of topical issues. As the world’s leading agency on education, UNESCO seeks to promote and stimulate this key intellectual debate on the future of education. Issues and trends in Education for Sustainable Development.pdfLeicht, A., Heiss, J., Byun, W.J. (eds.) (2018). UNESCO: Issues and trends in Education for Sustainable Development. Education on the Move. UNESCO Paris, 2018. ISBN: 978-92-3-100244-1
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Values in environmental education 1993 ENSI Conference Report May 5th-7th 1993 Stirling/Scotland Values1.pdfMcAndrew, C. (2018). Values in environmental education 1993 Scottisch Consultative Council on Curriculum, Dundee.
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Quality Criteria for ESD Schools Icelandic Version, Quality Criteria for ESD-schools Quality Criteria Icelandic.pdfBreiting, S., Mayer, M., Mogensen, F., Translation: Stefan Bergmann, Erla Kristjansdottir (2018). Quality Criteria for ESD Schools Icelandic Version, ISBN: 978-9979-793-87-8
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Changing Minds not the Climate Climate Change is one of the defining issues of our time. Over 30 UNESCO programs in the sciences, education, culture and communication contribute to creating knowledge, educating and communicating about climate change, and to understanding the ethical implications for present and future generations 245977e.pdfUNESCO (2017). Changing Minds not the Climate. Paris.
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Realizing the Vision: The Baltic 2030 Action Plan Realizing the Vision: The Baltic 2030 Action Plan responds to the mandate, given by the CBSS member states (Denmark, Estonia, Finland, Germany, Iceland, LAtvia, Lithuania, Norway, Poland, Sweden and Russia) in the Baltic 2030 Declaration of June 6 2016, to create an action plan of cooperative and synergic work to advance the 2030 Agenda for Sustainable Development in the Baltic Sea Region Baltic-2030-AP-approved-by-the-CBSS-Foreign-Ministers.pdfCBSS EGSD (2017). Realizing the Vision: The Baltic 2030 Action Plan. Reykjavik.
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Reykjavik Declaration Declaration on the Occasion of the 25th Anniversary of the COuncil of the Baltic Sea States The-Reykjavik-Declaration.pdfCouncil of the Baltic Sea States (2017). Reykjavik Declaration. Reykjavik.
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Quel rôle pour l'école dans la transition écologique ? Esquisse d'une sociologie politique, environnementale et prospective du curriculum prescript. Dissertaion, University of Lausanne. Posted at the University of Lausanne Open Archive http://serval.unil.chDocument URN: urn:nbn:ch:serval-BIB_B31DC17D1A790 Esquisse d’une sociologie politique, environnementale et prospective du curriculum prescrit curnier_2017-OK.pdfCurnier, D. (2017). Quel rôle pour l'école dans la transition écologique ? Esquisse d'une sociologie politique, environnementale et prospective du curriculum prescript. Dissertaion, University of Lausanne. Posted at the University of Lausanne Open Archive http://serval.unil.chDocument URN: urn:nbn:ch:serval-BIB_B31DC17D1A790 Lausanne.
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Tools für BNE-Schulen _ Reflektierende Methoden für Schulpartnerschaften zur Bildung für nachhaltige Entwicklung Diese Broschüre soll als Leitfaden für Lehrerinnen und Lehrer in Schul-Partnerschaften und Netzwerken dienen, die erwägen, den Austausch und den Dialog zwischen den Schulen für eine Schulentwicklung durch Umweltbildung zu nutzen. Tools_dt_web2.pdfEspinet, M., Mayer, M., Rauch, F., Tschapka, J. (2017). Tools für BNE-Schulen _ Reflektierende Methoden für Schulpartnerschaften zur Bildung für nachhaltige Entwicklung. Wien. ISBN: ISBN 978-3-85031-064-7
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Klimaspiele – Unkomplizierte Methoden für die Bildungsarbeit. Unkomplizierte Methoden für die Bildungsarbeit. Methodensammlung zum globalen Klimawandel 17832.pdfGehenzig, M. (2016). Klimaspiele – Unkomplizierte Methoden für die Bildungsarbeit. www.germanwatch.org/de/13445.
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An ESD pathway to quality education in the Cyprus primary education context. Environmental Education Research, https://doi.org/10.1080/13504622.2016.1249459 ISSN: 1350-4622 (Print) This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments.
_02_._11_._2016_An ESD pat.pdfKadji-Beltran, C., Christodoulou, N., Zachariou, A., Lindemann-Matthies, P., Barker, S. & Kadis, C. (2016). An ESD pathway to quality education in the Cyprus primary education context. Environmental Education Research, https://doi.org/10.1080/13504622.2016.1249459 ISSN: 1350-4622 (Print)
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Citizen science for all – a guide for citizen science practitioners www.buergerschaffenwissen.de/sites/default/files/grid/2017/11/...Pettibone, L., Vohland, K., (red.) (2016). Citizen science for all – a guide for citizen science practitioners. Citizen Science für alle – eine Handreichung für Citizen Science Akteure. Bürger Schaffen Wissen (GEWISS)-Publikation. Citizen Science für alle www.buergerschaffenwissen.de Eine Handreichung für Citizen-Science-Beteiligten www.buergerschaffenwissen.de/sites/default/files/grid/2017/11/...Pettibone, L., Vohland, K., (red.) (2016). Citizen Science für alle – eine Handreichung für Citizen Science Akteure. Bürger Schaffen Wissen (GEWISS)-Publikation. Citizen Science für alle www.buergerschaffenwissen.de.
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Quality Criteria for ESD-Schools - Критерии качества для ОУР-школ - Russian Quality Criteria for ESD-Schools (in Russian) Guidelines to enhance the Quality of Education for Sustainable Development QC_rus.pdfBreiting, S., Mayer, M., Mogensen, F. (2016). Quality Criteria for ESD-Schools - Критерии качества для ОУР-школ - Russian. Vienna. ISBN: ISBN 3-85031-048-5
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Curriculum Framework – Education for Sustainable Development. 2nd updated and extended edition Germany´s Curriculum framework for ESD 2016: The German Version was distributed to all schools and school administration. It contains topics, competencies and concrete examples for primary education, for all subjects of secondary education and vocational training. There are also chapters on whole school approach and on teacher education in relation to education for global and sustainable development. Curriculum Framework ESD final 1.pdfSchreiber J-R., Siege, H. (eds) (2016). Curriculum Framework – Education for Sustainable Development. 2nd updated and extended edition. Engagement Global GmbH Service für Entwicklungsinitiativen, Bonn.
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Quality Criteria for ESD-Schools - 학교를 위한 질적 준거 ESD 지속가능발전교육의 질 향상을 위한 지침서 - Korean “Quality Criteria for ESD-Schools” Guidelines to enhance the quality of Education for Sustainable Development QC_Korean_final.pdfBreiting, S., Mayer, M., Mogensen, F. (2016). Quality Criteria for ESD-Schools - 학교를 위한 질적 준거 ESD 지속가능발전교육의 질 향상을 위한 지침서 - Korean. BMBWK, Vienna. Scaling up, Scaling out, and Scaling in: Facilitating effective Education Dissertation of Michael S.Duggan/AU on the role and the impact of the decentralized global network ENSI. SOURCE1.pdfDuggan M. S. (2016). Scaling up, Scaling out, and Scaling in: Facilitating effective Education. Australia.
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Research and Innovation in Education for Sustainable Development. Exploring collaborative networks, critical characteristics and evaluation practices. This book is the outcome of the work of Environment and School Initiatives (ENSI), an international network of educational partners, and the European project CoDeS, Collaboration of Schools and Communities for Sustainable Development (2011-2014). The objective of this publication is to provide collaborative experiences in ESD research and innovation. It provides a look back at initiatives during the DESD and an outlook on future possibilities in the field of research and education for sustainable development during the GAP. CoDeS_research-book_web.pdfLambrechts, W., Hindson, J. (eds.) (2016). Research and Innovation in Education for Sustainable Development. Exploring collaborative networks, critical characteristics and evaluation practices. Vienna, Austria. ISBN: 978-3-902959-08-9
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The beginning of ENSI The beginning of ENSI by Peter Posch The_beginning_of_ENSI.pdfPosch, P. (2015). The beginning of ENSI ISBN: mimeo
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Explanatory Memorandum Becoming a member of ENSI, ‘Environment and Schools Initiatives’ - What are
the potential benefits and what this involves in practical terms for member
countries. ENSI Memorandum.pdfENSI (2015). Explanatory Memorandum.
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Confused about social sustainability? An article laying out a model to diagnose social impacts and developing a strategy for addressing them. Confused about social sustainability.pdfHitchcock, D., Willard, M. (2015). Confused about social sustainability? International Society of Sustainability ISSP.
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The circular model - brief history and schools of Thought the-circular-model-brief-history-and-schools-of-thought.pdfEllen Mac Arthur foundation (2015). The circular model - brief history and schools of Thought. Culture in, for and as Sustainable Development. Conclusions from the COST Action IS1007 Investigating Cultural Sustainability This briefing note offers principles and approaches for integrating economic, social and environmental sustainability and equity in a new post 2015 development agenda (Quote from the articles lead text) culture sustainable development.pdfDessein, J., Soini, K., Fairclough, G., Horlings, L. (eds) (2015). Culture in, for and as Sustainable Development. Conclusions from the COST Action IS1007 Investigating Cultural Sustainability. University of Jyväskylä, Finland. ISBN: 978-951-39-6177-0
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Culture in, for and as Sustainable Development. Conclusions from the COST Action IS1007 Investigating Cultural Sustainability. This briefing note offers principles and approaches for integrating economic, social and environmental sustainability and equity in a new post 2015 development agenda (Quote from the articles lead text) 1690IRF Framework Paper.pdfDessein, J., Soini, K., Fairclough, G., Horlings, L. (eds) (2015). Culture in, for and as Sustainable Development. Conclusions from the COST Action IS1007 Investigating Cultural Sustainability. University of Jyväskylä, Finland. ISBN: 978-951-39-6177-0
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