Monitoring of education for sustainable development in Germany – insights from early childhood education, school and higher education

Singer-Brodowski, Mandy; Brock, Antje; Etzkorn, Nadine; Otte, Insa

doi:10.1080/13504622.2018.1440380

Cited by 52 publications

(67 citation statements)

References 41 publications

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“…There was a similar study done on a large scale in [25] where the impact of PBL on the engineering students at a technical university in Malaysia was investigated and it was found that lab-based courses with hands-on experimental studies had a more positive effect. Similar studies were done for Germany and Vietnam in [26] and [27], respectively.…”

Section: Educational Strategy In Pblsupporting

confidence: 65%

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

et al. 2020

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This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.

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Section: Educational Strategy In Pblsupporting

confidence: 65%

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

et al. 2020

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“…Ways to address such conundrums have included attempts to draw on and apply Biesta's (2013) account of the three functions of education and the domains of educational purpose, to reflect on these and related challenges for education ( Figure 2) (see Nguyen 2019;Singer-Brodowski et al 2019). (In fact, we drew on this too, when launching the Virtual Special Issue at COP23.…”

Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

184

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This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

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“…The described trends contribute to the growing demand of monitoring efforts in education, which can be understood as an indicator-based, systematic observation of different aspects of an educational system ( [28], p. 163). This focus on measurability underscores the crucial role of the development of adequate indicators, especially for complex phenomena such as educational processes, particularly for ESD or sustainability in general [13,[29][30][31][32][33].…”

Section: Broader Framework Of National Monitoring For Esdmentioning

confidence: 99%

Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany

2018

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Education for Sustainable Development (ESD) is a core element of UNESCO’s Sustainable Development Goal (SDGs) Target 4.7, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development. The German Federal Ministry for Education and Research (BMBF) followed suit in 2015 and launched a high scale national monitoring of the current state of ESD implementation. In this context, suitable ESD indicators should be analyzed to inform policy and research agendas. The present project is part of the national monitoring within Germany’s Global Action Program (GAP) actions. The research team at the University of Education in Freiburg conducted a study to evaluate the accessibility of data and the measurability of ESD-relevant teacher training (TT). During the two-step procedure for data collection on ESD-relevant TTs in Germany, an extensive list of ESD related search terms first captured 66,935 TTs with possible ESD relevance in the evaluation period. Second, the collected data was analyzed using Mayring’s qualitative content analysis. The 66,935 TTs were thereby reduced to 3818 TTs with different degrees of ESD relevance. The results of the evaluation study show that suitable ESD indicators, the FESD (formula for the ESD-indicator for TTs) (basic), FESD (basic, rated) and FESD (pro), could be developed and calculated for 15 of 16 federal states in Germany. The gathered insights show a path towards ESD monitoring in TT to clarify the needs and achievements of ESD implementation in the field of continuing education of teachers. However, the presented indicators only show a possible path for ESD indicator development. A comprehensive set of ESD indicators should also focus on the micro or output (e.g., ESD competencies) level. These insights for the future seem worth striving for not only in Germany or on the national level but also internationally to foster ESD, Target 4.7 of the SDGs and the SDGs in general.

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Monitoring of education for sustainable development in Germany – insights from early childhood education, school and higher education

Cited by 52 publications

References 41 publications

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

Climate change education and research: possibilities and potentials versus problems and perils?

Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany

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