Sustainable Development and Learning: Framing the Issues

By Neil Chalmers; William Scott et al. | Go to book overview
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Management of learning

Issues in curriculum design

Introduction: four examples
This chapter focuses on four varied contemporary examples of curriculum design in relation to a consideration of sustainable development and reviews each in the light of the theoretical principles developed in the preceding chapters. The four examples are:
The UNESCO 'Teaching and learning for a sustainable future' multimedia teacher education programme
'Biodiversity Basics', a part of the larger 'Windows on the Wild' project for conservation education developed in the United States by the World Wildlife Fund
'Learning for sustainable development: a curriculum toolkit' produced by the UK-based NGO, Forum for the Future. This focuses on higher education, and is linked to the Forum's 'Higher Education Partnership for Sustainability' (HEPS) initiative
The 'Education for Sustainable Development' (ESD) toolkit developed by Rosalyn McKeown at the University of Tennessee. This work uses the word 'education' in the wide sense, and has the international perspective envisaged by Chapter 36 of Agenda 21.

These four examples have been chosen because they provide international coverage and focus on different constituencies of learners. All four bring to bear the benefits of considerable, but different, experiences in relation to learning and sustainable development over many years. All will be found useful by very many learners. It is not our intention in what follows to judge, or in some way rank, this work. Rather, we hope that through examining all four examples, in turn, within a similar framework it will possible to draw useful conclusions: not about what might have been done instead, but about what might best be done next, or as well. * In the following

* In the interests of intellectual honesty and transparency we need to record our slight interest in each of these projects. Both of us were reviewers for parts of the UNESCO programme, and have been involved as reviewers and evaluators for Windows on the Wild. We evaluated for Forum for the Future their HE21 initiative which preceded HEPS. We had no substantive input into the ESD toolkit, but have worked closely with Dr McKeown on related projects over a number of years.


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