Leo, Joy De

Quality Education for Sustainable Development: an Educator Handbook for Integrating Values, Knowledge, Skills and Quality Features of Education for Sustainable Development in Schooling.

Mitcham

2012

9780987403308

0987403303

Abstract: An educator handbook for integrating values, knowledge, skills and quality features of Education for Sustainable Development in schooling.
Includes a critical analysis of the Australian National Curriculum.

This book, and its extensive Appendixes, provides a useful guide for educators on addressing global challenges through Education for Sustainable Development (ESD) in schooling. The most commonly expressed values, knowledge, skills and quality characteristics of ESD are synthesised from key international and Australian documents to form a coherent framework of criteria for developing, implementing and evaluating ESD school programs and curricula. A critical analysis of the Australian National Curriculum is included based upon the ESD framework, to assess the extent to which the curriculum integrates sustainability, with suggested modifications.
It is suitable for use by educational policy makers, administrators, curriculum developers, teacher educators, educational researchers, school principals, teachers and students of education. It is particularly recommended to teacher educators for use as a teacher education textbook.

TITLE PAGE
DEDICATION
ACKNOWLEDGEMENTS
PREFACE
ABSTRACT
TABLE OF CONTENTS
TABLES AND FIGURE
_______________________________________________________________________________________
PART ONE

CHAPTER 1: LIVING AND LEARNING IN A RUNAWAY WORLD
Introduction
The power of ideas
The contribution of the United Nations
Towards a National School Curriculum
Conclusion

CHAPTER 2: EDUCATION FOR SUSTAINABLE DEVELOPMENT
Introduction
What is Education for Sustainable Development ?
The evolving concept of sustainable development
The UN Decade of Education for Sustainable Development (DESD)
Clarifying terms used to describe ESD
The evolution of Education for Sustainable Development
Implementing the UN Decade of Education for Sustainable Development
Values-based Education for Sustainable Development
Multiple interconnected dimensions of Education for Sustainable Development
Links between the UN Decade for ESD and other UN initiatives
Convergence of values-based educational areas towards ESD
Conclusion

CHAPTER 3: EDUCATION AND VALUES
Introduction
The nature and purpose of education
Understanding the nature of values
Clarifying values-related terms
Types and categories of values
Values in education or education in values ?
Values education across time and cultures
Why values education, now ?
The response of education to global challenges
Conclusion

CHAPTER 4: VALUES IN AUSTRALIAN SCHOOLING
Introduction
Values in education in Australia
Values in the National Goals for Schooling
Values in Australian State and Territory educational jurisdictions
Education in values in Australia
The National Framework for Values Education in Australian Schools
Quality criteria for good practice values education in Australian schooling
Evolution of Education for Sustainability (EfS) in Australia
Australian Sustainable Schools Initiative (AuSSI)
AuSSI and whole school approaches to Education for Sustainability (EfS)
Global Education in Australian Schooling
Conclusion

PART TWO

CHAPTER 5: GLOBAL VALUES FOR A SUSTAINABLE WORLD
Introduction
Global values
Meaning of global values
Analysis of global values
Origins of global values
Comparison between global and Australian values
Reconciling diverse values
Conclusion

CHAPTER 6: QUALITY TEACHING AND LEARNING FOR SUSTAINABLE DEVELOPMENT
Introduction
Quality Education for Sustainable Development
Supportive learning environments, relationships and modelling values
Values-based learning for Education for Sustainable Development
Developing the whole learner
Education for societal change and transformation 123 Engaging the whole school community in Education for Sustainable Development
Conclusion

CHAPTER 7: CURRICULUM FOR A SUSTAINABLE WORLD
Introduction
Knowledge for Education for Sustainable Development
Skills for Education for Sustainable Development
Integrated, trans-disciplinary curriculum for Education for Sustainable Development
Evaluative criteria for values-based Education for Sustainable Development
Conclusion

PART THREE

CHAPTER 8: INTRODUCING THE AUSTRALIAN NATIONAL CURRICULUM
Introduction
Research methods
Background
Educational goals in the Australian National Curriculum
Structure and elements of the Australian National Curriculum
Learning areas
Years of schooling
General capabilities
Cross-curriculum priorities
Diverse learners
Assessment against achievement standards
Definition of Quality in the Australian National Curriculum
Conclusion

CHAPTER 9: SKILLS IN THE AUSTRALIAN NATIONAL CURRICULUM
Introduction
Skills in the Australian National Curriculum
Skills in the Australian National Curriculum relevant to sustainability
Summary of skills in the Australian National Curriculum relevant to sustainability
Conclusion

CHAPTER 10: KNOWLEDGE IN THE AUSTRALIAN NATIONAL CURRICULUM
Introduction
Knowledge in the Australian National Curriculum relevant to sustainability
Global Perspectives in the Australian National Curriculum
Environmental Issues in the Australian National Curriculum
Environmental Sustainability in the National Science curriculum
Environmental Sustainability in the National History curriculum
Environmental Sustainability in the National English curriculum
Environmental Sustainability in the National Mathematics curriculum
Summary of relevant knowledge in the Australian National Curriculum
Conclusion

CHAPTER 11: VALUES IN THE AUSTRALIAN NATIONAL CURRICULUM
Introduction
Values in the Australian National Curriculum
References to specific values in the Australian National Curriculum
Global values in the curriculum
Values relating specifically to sustainability
Conclusion

CHAPTER 12: EVALUATING THE AUSTRALIAN NATIONAL CURRICULUM AGAINST THE CRITERIA FOR ESD
Introduction
Multidimensionality in the Australian National Curriculum
Curriculum integration and the Australian National Curriculum
Developing the whole learner in the Australian National Curriculum
Whole school community approach in the Australian National Curriculum
Evaluative criteria for ESD in the Australian National Curriculum
Conclusion

CHAPTER 13: CONCLUSION
Summary of findings regarding the Australian National Curriculum
Potential for improvements to the Australian National Curriculum
Implications for teacher education
Implications for further research

REFERENCES

ACRONYMS

LIST OF APPENDIXES