Bildung für nachhaltige Entwicklung und interdisziplinäre Kompetenzen — Zum Profil von Lehrkräften

Measuring Financial, Personnel and Material Resources for Education for Sustainable Development in the German School System: A Proposal for the German Educational Monitoring and Reporting

“…Neither the UNECE (2006) ESD indicator framework nor the ESD indicator-set proposals of Di Giulio et al (2011) or Michelsen et al (2011) contain direct personnel resource indicators or sub-indicators as input indicators. These indicator sets focus instead on teacher training, which is an output (or process) indicator in the input–output–outcome model of education monitoring and reporting.…”

“…As described earlier, in creating our resource indicator-set proposal for the German educational monitoring and reporting, we reviewed the existing international and national baseline indicator sets (e.g., Di Giulio et al, 2011; Tilbury et al, 2007; UNECE, 2006), and we also extracted from the German National Action Plan for ESD (NAP, 2017) every suggested measure with relevance for ESD resources. As already discussed in the Methods section, we conducted 16 interviews with leading German ESD experts (both academics and experts at ministries).…”

“…As a part of the DESD, international monitoring and indicator systems were developed as frameworks for national educational monitoring of ESD (Tilbury et al, 2007; UNECE, 2006). During the DESD, a joint Austrian, German and Swiss ESD monitoring and reporting framework was developed (Di Giulio et al, 2011) with a German national ESD indicator-set proposal (Adomßent et al, 2011; Michelsen et al, 2011). Yet, ESD is still absent from the German education reporting.…”

Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities

“…In order to meet the above requirements, it does not suffice, with regard to interdisciplinary learning, to simply present the contents of various subjects one next to the other (see, in this regard Di Giulio, Künzli David & Defila 2008). The subjects and educational areas should rather be integrated with regard to questions of overriding importance -that can only be dealt with from a multiperspective 3 point of view -or contrasted in such a manner that their specific manner of observation, expression and understanding becomes clear (Huber 2009): By combining different subject contents and approaches, a multiperspective reconstruction of reality becomes possible.…”

“…Over and above that, subject and subject-didactical skills are necessary in order to spot the subject-specific content in the activities of the children and then to support them in a sustainable manner in their learning processes and to make use of adequate learning materials. These subject and subject-didactical skills then form the precondition for recognising educationally relevant connections between subjects and educational areas and for implementing them in the form of interdisciplinary teaching (Di Giulio et al 2008).…”