While the last decade shows an increasing shift away from the development and advancement of environmental education (EE) in policy-making at local, national, European and international levels, the selfsame years bear witness to the growing influence of the concepts of ‘sustainable development’ (SD) and ‘education for sustainable development’ (ESD) across these scales (UNESCO, 1997, 2005; USD, 2004). For example, in England, in 2000, ESD became part of the revised version of the National Curriculum as a cross-curricular approach, the time at which, we might also note, any reference to EE in formal curriculum policy ceased ((DfEE); 2000b; QCA, 2002). In Denmark, since 1995, in a policy document called “Et grønt islæt” (‘A Green Approach to Education and Training’), teachers have been required to integrate “a green way of thinking” into the teaching of all subjects ((MVU)). While in Germany, most prominently, pilot model school projects based on the ESD approach, “Gestaltungskompetenz für nachhaltige Entwicklung” (that is, the necessity of developing a citizen’s “modelling competence” for sustainable development) have been undertaken as part of state-wide education initiatives from 1999 to 2004 ((BLK); de Haan & Harenberg, 1999).
|Title of host publication||Bildung für Eine Nachhaltige Entwicklung - Aktuelle Forschungsfelder und Forschungsansätze|
|Editors||Werner Rieß, Heino Apel|
|Place of Publication||Wiesbaden Germany|
|Publisher||VS Verlag für Sozialwissenschaften|
|Number of pages||17|
|Publication status||Published - 2006|