Good practice in integrating education for sustainable development

As some additional guidance it is useful to highlight the key features of integrating education for sustainable development into educational organisations. Using some experiences from schools as an example, successful integration of sustainable education appears to be typified by the following characteristics:

• A record of experiment over a number of years.

 

• A whole institution commitment, led by senior management, to integrate education for sustainable development into the work of an FE provider, ensuring that it is able to maintain the momentum and sustainability of initiatives. (Also look at the section on Leadership and Management for further guidance).

• A well-developed local support network, for example involving the local education authority in sustainability issues, and/or non-government organisations in providing support across a wide range of projects. (Look at Community and Business for further guidance).

• Effective use of the community as a learning resource by fostering links with individuals and groups in the neighbourhood. In particular, encouraging pupils and their families to play a part in their local community, developing citizenship through action and using the wider school environment to provide interesting and stimulating contexts for personal development and pupil engagement. (Look at Community and Business for further guidance).

• Giving pupils both individual and collective responsibility in looking after and improving their learning environment. Most schools which promote ESD effectively have an active school council or eco-committee. (Community and Business looks at setting up working groups for sustainable development).

• An emphasis on inclusion in promoting positive attitudes and values which are intended to equip pupils to develop as individuals and enable them to contribute to a sustainable common future.

• A well-planned curriculum, which addresses key areas such as environmental issues, alternative energies, rights and responsibilities and sustainability.

• Clear objectives on the part of the teachers that include physical outcomes (for example, a pond or a recycling scheme) or aim to affect pupils’ attitudes and behaviour (for example, looking at attitudes to asylum seekers or developing as active citizens).

• The active involvement of pupils in initiatives that promote sustainability – for example, to conserve energy, recycle materials and improve the whole school environment, including the school grounds. (See Buildings and Estates for more detailed guidance).