Concepts of extra-curricular multipliers on SD and ESD in Schleswig-Holstein, Germany

1. Susanne Bögeholz Didactics of Biology, Faculty of Biology Georg-August-Universität Göttingen Zentrum für empirische Unterrichts- und Schulforschung (ZeUS) Göttinger Zentrum für Biodiversitätsforschung und Ökologie Concepts of extra-curricular multipliers on SD and ESD in Schleswig-Holstein, Germany 7.th octobre 2004Bath University, England

2. Challange: UN-Decade of Education for Sustainable Development (UNESCO 2003) Developing public understanding and awareness of sustainability: “To make progress towards more sustainable societies requires a population that is aware of the goals of sustainability and has the knowledge and the skills to contribute towards those goals” (UNESCO 2003: 2). Reorientating existing educational programmes: “Rethinking and revising education […] to include more principles, knowledge, skills, perspectives and values related to sustainability […].” (UNESCO 2003: 2).

3. Summary and Conclusion Perspectives on SD Results of the Qualitative and Quanti-tative Studies Concepts of extra-curricular multipliers on SD and ESD Background of the Study Methodo-logy Organisational Structure Theoretical Background

4. Perceptiveson SD

5. Research Background • Over 70 definitions of sustainability and sustainable development reported in Germany (Jüdes 1997) • 13% of German citizen know the concept of SD in 2000; 28% in 2002 (BMU 2002) • adequate understanding? • investigation of primary school teachers: all aspects related to SD are difficult • e.g. understanding of SD (Summers et al. 2003) • SD was identified in Germany as a core educational task (BLK 1998)

6. 1999 2003 ** n.s. n.s. Without any conceptions about Sustainable Development percent percent sixth form (n = 79) grade 9-10 (n = 91) teacher students (n = 48) sixth form (n = 54) U-Test Significant differences only between the pupils of the sixth form (2003) and the teacher students (p= 0.001). Bögeholz & Große 2004

7. 2003 1999 n.s. * (Mis-) Conceptions on Sustainable Development percent grade 9-10 (n = 91) Sek. IIn = 79 teacher students (n = 48) 9.-10. Klassen = 91 Lehramts-studierende n = 48 sixth form (n = 79) sixth form (n = 54) Sek. II n = 54 U-Test Significant differences only between the pupils of the sixth form (2003) and the teacher students (p = 0,049). Bögeholz & Große 2004

8. Pperspectives on SD Backgroundof theStudy Concepts of extra-curricular multipliers on SD and ESD

9. Project Informations Strategy for Sustainable Development in Schleswig-Holstein, Germany Project „Principle Sustainable Development“ => extra-curricular ESD 1. step: Study on ESD => Expertise 2. step: Communication of the Expertise 3. step: Improvement following the Expertise

10. Perspectiveson SD Concepts of extra-curricular multipliers on SD and ESD Backgroundof the Study Organisational Structure

11. target-group- educational programme- used methods- multipliers conceptions of SD and ESD Organisational Analyses Organisational Structure IPN-Kiel Contractor towards ministry Göttingen University IP-Consult, Stuttgart Educational Organisational Part Part

12. Perspectiveson SD Concepts of extra-curricular multipliers on SD and ESD Backgroundof the Study Organisational Structure Theoretical Background

13. action-oriented compe-tences ecological requirements economical goals scientific knowledge SL SD normative competences social goals(justice, freedom, welfare) action-oriented competences subject competence SDL normative competence (assessment and judgement competences) following the approach of Barkmann & Bögeholz (based on Gräber et al. 2001,2002 and WCED 1987, SRU 1994)

14. Perspectiveson SD Backgroundof the Study Methodo-logy Organisational Structure Theoretical Background Concepts of extra-curricular multipliers on SD and ESD

15. Sample Composition • 331 Institutions: environmental education and global learning in Schleswig-Holstein => n = 117 Questionnaire Study: n = 71 Scientific Board Ministry Interviews with Key Multipliers: n = 20 Analyses Suggestions

16. Sample of the Quantitative Study location of the institutions Kein UW/EW Schwerpunkt Umweltbereich Entwicklungsbereich Schnittmenge oder mehrere Schwerpunkte Vocational educationEnvironmental educationGlobal learningIntersecting set area and several mainareas

17. without EE/GL main areas Environmental Education (EE) Global Leaning (GL) serveral main areas Sample of the Qualitative Study • highly motivated multipliers • spatial distribution • same composition as questionnaire study • 10 key multipliers of EE (50%) • 5 key multipliers of EE/GL (25%) • 3 key multipliers of GL (15%) • 2 key multipliers of VE (10%)

18. Selected Questions of the Interview Manual • What • are bases of sustainable development? • do you understand by education for sustainable development? • is new and special for you about it? • What specific offers to the topic of sustainable development do you have? • To what extent are there meetings in which • the connections between ecology, enomomics and social aspects are brought up for discussion? • contradictions in the goals between these areas are dealt with?

19. Perspecktiveon SD Results of qualitative and quantitative Study Concepts of extra-curricular multipliers on SD and ESD Backgroundof the Study Methodo-logy Organisational Structure Theoretical Background

20. Conceptions about SD • term too abstract, too scientific, too theoretic for participants • 75% of key multipliers • anchor examples • “The term is not particularly handy, too academic, it does not go into the heads of the people“(EE/GL multiplier) • “[...] the vocabulary is too technical, so that even university graduates do not understand the contents [...]. Terms such as SD or agenda do not mean anything to the people although they know the specific projects“ (EE multiplier)

21. Special characteristics of ESD • nothing new • nearly 50% of the multipliers do not recognize that SD confronts us with challanges • anchor examples • “That is nothing new, it is an old topic [...]. The terms justice, peace, retaining Creation are nothing different. (EE/GL multiplier) • “It is not completely new because environmental conservation is already shaped by holistic, systemic thinking“ (EE multiplier) • partly regarded as fashionable concept

22. Contents of ESD • Common inspection of the areas econmonics, ecology and social • anchor example for implicit inspection: • “The connections altogether are rather implicitly brought up for discussion, when people inquire. It is discussed at the old sheep races [...]“ (EE/ GL multiplier) • anchor example for explicit inspection: • “An example [...] for cross-linking between the areas is ´Nature to its right and Fisher to their right` to the conflict `Ecology` vs. `Economics and Social` (EE multiplier)

23. very strong strong little not Components of the offer concerning Subject Competence about SD n = 71institutions EES: relation between ecology, enonomics and social; A21: contents related to Agenda 21; RS: just distribution of resources; CA: controversal aims of SD; SJ: socially just society; CP: citizen participation; RI: regulative idea

24. Normative Competences • normative competence is not identified as crucial for ESD • fostering ethical competence is nearly not an explicit aim • anchor example: • „Ethical questions are not brought up explicitly for discussion“ (EE multiplier) • ethical aspects could be improved • „In this area lot of things have to be improved“ (EE multiplier) • „The area should be developed in future“ (vocational education multiplier)

25. Illustrating example concerning autonous decision-making „By the example the oil mills the different interests, arguments, ethical consequences, implications for the cultivation of soybeans in Brazil, for the unemployment will be discussed here. No points of view will be taught but the capability to arrive at ones own point, furthermore the ability to take ones own view.“ (GL multiplier)

26. very strong strong little not Components of the offer concerning Normative Competences normative questions were little treated explicitly,mostly they remain unconcious. n = 71institutions PN: reflection of personal needs; VH: dealing with value hierarchies;RS: risk assessment; EA: environmental assessment; AGL: assessment of global learning projects; SDI: sustainable development indicators; SEC: coping strategies for situations with ethical complexity

27. Verhaltens-regulation Summary Conclusion Perspectiveson SD Results of qualitative and quantitative Study Concepts of extra-curricular multipliers on SD and ESD Backgroundof the Study Methodo-logy Organisational Structure Theoretical Background

28. Summery and Recommendations • Diverse disciplines equate SD with their (traditional) concepts instead of facing the new challanges. • Deficits and barriers regarding the reception of pedagogically valid concepts of SD and ESD. • Deficits in the promotion of normative competences were identified. • to implement an adequate under-standing of SD and to promote ESD • to foster normative competences and to promote didactic tools supporting the latter

29. Acknowledgement Swantje Eigner-Thiel participating institutions financial support bythe ministry of environment, nature conservation and argriculture Schleswig-Holstein, Germany Thank you!www.zeus-bio.de sboegeh@gwdg.de