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Policy Instruments

Learning for Sustainable Development from sideline to mainstream a dutch national program 2004-2007. Policy Instruments. Legislative instruments laws, rules, instructions Financial instruments subsidies, financial support Social instruments information, education, participation.

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Policy Instruments

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  1. Learning for Sustainable Developmentfrom sideline to mainstreama dutch national program 2004-2007

  2. Policy Instruments • Legislative instruments laws, rules, instructions • Financial instruments subsidies, financial support • Social instruments information, education, participation

  3. A long history in EE and ESD • Tradition in Nature Education + Environmental Education from 1900 • 1988: First departmental policy on EE • 1990-1995: National program on EE, focus on formal education (curriculum, teacher training, methods) • 1996-1999: National program on EE Extra Impulse (also informal education for different target groups) • 2000-2004: National program on Learning for Sustainability (shift to ESD: formal, informal, non-formal, social learning) • 2004-2007: National program on Learning for Sustainable Development (full ESD: not a fixed goal, but an ever changing concept)

  4. Partners in ESD • Ministries taking part: • Agriculture, Nature Management & Food Quality • Housing, Spatial Planning & Environment • Foreign Affairs (Development co-operation) • Economic Affairs • Transport & Water Management, • Education, Culture & Science • Other authorities: • The Dutch Provinces, represented by the Association of the Provinces • The Dutch Water Boards, represented by the Association of Water Boards • Other stakeholders, partners, participants: • Schools, Universities, Knowledge Centre’s, NGO’s • Still missing partners: • Other departments (Health, Social Affairs), local authorities, business sector

  5. Goals of the program ESDCreating effective learning processes in order to enable judgements and choices in favor of sustainable development • Education is a key-factor for change • Formal education, but also learning processes: life long and life wide • Learning as a tool for better decision making • ESD = Education for sustainable development • Including energy efficient behavior, good citizenship, etc • Sustainable judgements and choices involve: • the consideration of ‘people, planet, profit’ interests • long term effects • effects on other parts of the world

  6. Organisation of the Dutch ESD program • Stearinggroup: • Representatives from the 6 ministries that are involved • The Dutch Provinces, represented by the Association of the Provinces • The Dutch Water Boards, represented by the Association of Water Boards • Program management: • SenterNovem • Directors on ESD: • 12 regional programmes

  7. Focus on People and Learning • Knowledge: learning about sustainability in educational settings • Awareness: leading to an attitude in favor of sustainability • Behaviour: people taking sustainable decisions ESD asks for long term programming Decade of Education for Sustainable Development (2005 – 2014, United Nations)

  8. 6 dimensions of Sustainable Development Brundtland: giving space for future generations, worldwide to provide in theirs own needs • Ecology (planet) • Economy (profit) • Socio Cultural (people) • Space (global, worldwide) • Time (future oriented, next generations) • Participation (concern, interaction,democracy)

  9. Targetgroup 1: formal education At the end of their teaching career students are competent to take decisions for sustainability. Strategy • Top down: Formal education organisations that support schools as change agents for ESD • Bottom up: Creating vivid networks on ESD per educational sector (primary and secondary school education, vocational training, university training) • Dissemination of knowledge, experiences and best practices (i.e. www.duurzaamheid.kennisnet.nl)

  10. Targetgroup 2: the learning governmental organisations In processes within governmental organisations more and better sustainable decicions are made. Strategy • The sustainable basis: public servants are willing to make sustainable decisions • The sustainable considerationproces: public servants are competent to make sustainable decisions • The sustainable change: integration of knowledge and competencies in policy making processes

  11. Target group 3: the learning society In processes within society as a whole more and better sustainable decicions are made. Strategy • Focus on learning in real situations and linked to major or mainstream decision making processes • Focus on social learning processes: involved parties work together to solve problems; learning by doing • Regional direction: 12 regional ESD programmes: ambition statements and a focal point (person)

  12. Targetgroup 4: ESD professionals A system of knowledge management to disseminate ESD information to keypersons in key organisations Strategy • Capacity building • Sharing good practices • Providing a platform

  13. More information? www.lerenvoorduurzameontwikkeling.nl

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