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Sustainable Development Learning Program: Shifting Towards Mainstream Integration (2004-2007)

This Dutch national program transitions sustainable education from the sidelines to the mainstream, focusing on policy instruments, such as legislative, financial, and social means. It delves into the history of Environmental Education and Learning for Sustainability, involving various ministries and stakeholders to promote effective learning processes for sustainable development. The program targets formal education, governmental organizations, society at large, and ESD professionals with strategies to foster sustainable decision-making. Organized by a steering group and managed by SenterNovem, the program aims to create awareness, influence behavior, and develop sustainable perspectives in different sectors. Embracing the principles of the Decade of Education for Sustainable Development and Brundtland's six dimensions, the initiative seeks to empower individuals and organizations to make mindful decisions for a sustainable future. For more details, visit www.lerenvoorduurzameontwikkeling.nl.

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Sustainable Development Learning Program: Shifting Towards Mainstream Integration (2004-2007)

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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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