UNESCO 2007 today J OURNAL OF THE G ERMAN C OMMISSION FOR UNESCO Contents

§ The UN Decade The UN Decade of in Germany Education for Sustainable Articles by: Gerhard de Haan Development Annette Schavan Ute Erdsiek-Rave Ulla Burchardt Contributions Dieter Althaus Herlind Gundelach from Bärbel Dieckmann Max Fuchs Germany

§ Official German Decade-Projects

§ The UN Decade worldwide

Interview with Aline Bory-Adams

Carl Lindberg: The Decade as a Golden Opportunity Help for Street Children in Ecuador

Decade Project by Proyecto Esperanza e.V. Thanks to the project by Proyecto Esperanza, homeless and poor chil - dren and young people in Ecuador are being given a new roof over their heads and new prospects for the future. Groups of six children live together with a tutor in one house. The children can attend school. The youngsters can learn a trade or acquire PC skills. One spe - cial feature of the project is its pro - motion of sustainable agriculture. Estate workers learn how they can use the principle of “permaculture” to create a self-sustaining environ - ment. Permaculture is based on a sensible combination of crops in order to improve the quality of the soil naturally. Foto: Proyecto Esperanza e.V.

Decade Projects in Germany

The German National Committee for the UN Decade of Education for Sustainable Development has recognised successful and innovative projects as official German contributions to the UN Decade. This issue of UNESCO today presents a selection of these projects.

Solar Art Installations at Major Events and as an Inspiration for Educational Work

Decade Project by Huth Solar Performance, in cooperation with the German Society for Solar Energy (DGS), Regional Association for Berlin-Brandenburg

The project plans and executes art installations which make solar energy tangible through force, sound, movement, warmth and light. The aim is to waken people’s interest in solar energy by appeal - ing to them on an emotional level through solar art installations. Following the events, spectators are provided with further informa - tion. For school groups, there is also a “solar laboratory” in Berlin, which provides adventure-based teaching on solar energy.

Foto: Huth Solar Performance 1

Walter Hirche Message of Greeting

Sustainability is not just an area of politics specially created National Committee. In like any other – indeed, sustainability has its decision, the parliament endorsed the established itself as the central concept “political responsibility” of members of for a human shaping of globalisation. Sus - the United Nations “to drive forward tainable development means taking on education for sustainable development responsibility for future generations and at national and international level.” living together in One World, and Educa - tion for Sustainable Development is help - In its coordinating capacities, the German ing to make sustainability a reference Commission for UNESCO has two major point for the actions of every individual. It comparative advantages: is a question of putting people in a posi - tion to take part in shaping a society with I The ambitious targets we have set a future, in an active, thoughtful and ourselves for the Decade can only be responsible manner. The UN Decade of achieved if everyone involved is pulling Education for Sustainable Development in the same direction. As an organisa - (2005-2014) is promoting these goals tion that positions itself between poli - among political decision-makers and in tics and civil society and enjoys wide - civil society, where awareness of these spread acceptance as a balanced and issues is already widespread. far-sighted mediator, the German Commission for UNESCO provides a Seldom has a World Decade or an Inter - platform that allows all those involved national Year attracted as much attention in Education for Sustainable Develop - in Germany as the UN Decade of Educa - ment to work together. tion for Sustainable Development, the international implementation of which is IAs a UNESCO national commission, in the hands of UNESCO. The UN Decade the German Commission for UNESCO is currently one of the most important and is part of a worldwide network of 191 visible activities in UNESCO’s programme member states. This enables it to in Germany. The National Committee for ensure that the German Decade activi - the UN Decade brought out a National ties are tied in with activities at the Plan of Action as early as January 2005, international level. which acts as a political reference docu - ment and a statement of commitments. The UN Decade of Education for Sustain - The selection of over 350 official German able Development has got off to a success - projects for the Decade has had a great ful start in Germany. This is, of course, deal of resonance. Through the Round just the beginning. The task, now, is to Table and its working Groups, the National maintain the encouraging momentum of Committee cooperates with over 100 ini - the first years. In order to do so, we shall tiatives promoting Education for Sustain - have to continue to work hard to convince able Development throughout Germany. all stakeholders – from the government The patron of the German activities for the and the federal states down to NGOs and Decade is the President, Horst Köhler. private enterprise – that creating a society with a future through education must be Shortly after the proclamation of the seen as their chief priority and commit - World Decade, the German Commission ment. Not all of the “key players” are on for UNESCO set out a framework for the board yet. We also have to work to ensure implementation of the Decade in Germany that Education for Sustainable Develop - through its “Hamburg Declaration” of ment establishes itself as an essential 2003, which has been incorporated into “umbrella brand” and quality criterion for the National Plan of Action. On the basis future-oriented education. A further focus of a unanimous vote on the UN Decade for the coming years must therefore be by the German parliament on the 1st July the assessment and further development 2004, the German Commission for of existing activities. Education for Sus - UNESCO is to coordinate the activities tainable Development is an innovation for the UN Decade in Germany through a strategy which we should use for our UNESCO 2 today 2007

own activities as well. Finally, at the inter - thank everyone who has been involved in national level, the Decade has not yet the Decade in Germany for their hard gained the profile it deserves, given the work. After a very successful start, we importance of the issues it addresses. now need to further develop our strategic We need to put more work into convinc - perspectives and work tirelessly on their ing people to take action. implementation. The theme of this Decade shall in any case continue to take One thing that I feel has worked especially on ever greater significance. well has been the cooperation between politics and civil society in giving form to the World Decade in Germany. The broad spectrum of activities to be found in the Plan of Action’s catalogue of measures and in the list of Decade Projects is impressive. Far-reaching political meas - ures undertaken by government min - istries are represented, as are seemingly small-scale, hands-on projects at individ - ual kindergartens, schools or further edu - Walter Hirche cation colleges. The diversity of Educa - tion for Sustainable Development in Germany is well reflected in the contribu - Minister of Economics, Employment and tions to this magazine. Transport and Vice Minister-President of the State of Lower Saxony I should like to take this special issue on the UN Decade of Education for Sustain - President of the German able Development as an opportunity to Commission for UNESCO 3

Dear Reader,

We are proud to present this special on the Decade as early as 2004; the issue of the German Commission for Minister-President of the Free State of UNESCO’s magazine on the theme of Thuringia, Dieter Althaus; Herlind Gun - the implementation of the UN Decade delach, as representative of the envi - of Education for Sustainable Develop - ronment ministers of the Länder; and ment in Germany. Since it began in the Lord Mayor of the City of Bonn, 2005, the UN Decade has generated Bärbel Dieckmann. considerable interest here and is now, as Walter Hirche, President of the Ger - Aline Bory-Adams, Chief of UNESCO´s man National Commission, remarks in ESD Section , has kindly agreed to an his Message of Greeting, one of the interview on UNESCO’s role in the most important elements of the imple - Decade. The international dimension mentation of UNESCO’s programme in of the UN Decade is furthermore repre - Germany. The present publication is sented by a contribution from Carl Lind - intended to give readers an overview of berg, Member of UNESCO’s High-Level how the Decade is organized in Ger - Panel on the UN Decade. At this point, many, which partners are contributing let me extend my gratitude to UNESCO to its implementation, and what our pri - which has made this English publication orities and specific aims are. It also possible . intends to present the very broad spec - trum of activities underway to promote In addition to the articles outlining politi - Foto © DUK ESD in the context of the Decade. cal priorities and detailing contributions from other important stakeholders such The central body for the implementation as NGOs, the business sector and of the Decade in Germany is the UNESCO’s Associated Schools Project, National Committee, which was insti - we have assembled contributions that tuted by the German National Commis - explain in some detail how the organi - sion in 2004 under the leadership of the zational structure of the Decade in Ger - renowned educational scientist Gerhard many works: in particular, we set out de Haan of the Free University of Berlin. the National Plan of Action and how it Professor de Haan opens this publica - was put together, and we explain how tion with a general account of the aims we award initiatives the title of “Official and objectives of ESD. The National German Decade Project”. A publication Committee is represented by an article on the UN Decade would not be com - jointly authored by its members and set - plete without some thematic articles ting out the functions and roles of this on different aspects on ESD: the ques - steering body for ESD. tion of risk management and preven - tion is addressed in its relation to ESD; We are very pleased that a number of the role of culture in sustainable devel - high-level representatives have con - opment; and the attitude of the tributed to this publication explaining younger generation towards sustain - their tasks and priorities in the German able development. Finally, I would like implementation process: Annette Scha - to draw your particular attention to the van, Federal Minister of Education and sample of some 15 German Decade Research, whose ministry is the lead Projects that we present throughout ministry for the Decade at the national this brochure. level and provides the German National Commission with support for its ESD The world-wide undertaking of this UN activities; Ute Erdsiek-Rave, Vice-Presi - Decade of Education for Sustainable dent of the Standing Conference of the Development will only be a success if Ministers of Education and Cultural we manage to join forces, not only Affairs of the Länder; Ulla Burchardt, within UNESCO Member States but MP, Chairperson of the Committee on also internationally. There are few politi - Education, Research and Technology cal goals that depend so much on inter - Assessment of the German Parliament, national exchange and cooperation as which passed a unanimous resolution do sustainable development and educa - UNESCO 4 today 2007

tion for sustainable development. What “golden opportunity” that is the we need to work with – on the basis of Decade. UNESCO’s International Implementa - tion Scheme – are common strategic Best wishes, objectives and priorities which reflect the specific needs of each stakeholder and Member State, and which con - tribute to the larger vision of a planet worth living on 50 or 100 years from today. This publication is an invitation to initiate a discussion and an exchange of views on how best to implement the Roland Bernecker UN Decade, and how to make use of Secretary-General, what Carl Lindberg describes as the German Commission for UNESCO

Participants at the International Workshop “Education for Sustainable Development World - wide – Commonalities and Differences” in November 2006 in Bonn. Foto © Axx i/ Maike Schmidt 5

Contents

UNESCO today 2007

Welcome ...... 1 Where the journey should lead ...... 47 Walter Hirche The National Plan of Action for the UN Decade Elmar Schüll Dear Reader ...... 3 Roland Bernecker The Recognition of Official Decade Projects ...... 50 Heidi Consentius Education for Sustainable Development – a new field of learning and action ...... 6 From São Paulo to the Solomon Islands ...... 53 Gerhard de Haan The UN Decade for Sustainable Development around the world Alexander Leicht The UN Decade of Education for Sustainable Development from the Perspective of the International Bonn Workshop on the Decade ...... 57 Federal Government ...... 11 Annette Schavan Facing Up To Fate ...... 60 Global natural hazards and Education for Sustainable Development From Global Ambition to Thomas Loster Decentralised Implementation ...... 15 The UN Decade in the Federal States Preparing for Catastrophes ...... 64 Ute Erdsiek-Rave UNESCO’s Education and Information Initiatives Badaoui Rouhban Change of Course for Sustainability ...... 17 The UN World Decade from the perspective Education for Sustainable Development – of the German Parliament Cultural Education – Cultural Diversity ...... 66 Ulla Burchardt Will what belongs together grow together? Max Fuchs Impulses for Education Policy in Thuringia ...... 20 The Federal State of Thuringia has approved a The Concept of Sustainability at the Plan of Action on Education for Sustainability UNESCO Associated Schools ...... 70 Dieter Althaus Case study: the joint network in Lower Saxony and Bremen Heinz-Jürgen Rickert It’s All Happening in the Federal States ...... 23 Environment ministers from the Federal States Young People and Sustainability – are supporting the UN Decade of Education A Relationship with a Future? ...... 74 for Sustainable Development Jasmin Godemann Herlind Gundelach Private Enterprise Promotes Sustainability in the Local Authorities ...... 26 Education for Sustainability ...... 78 Bonn and the UN Decade Deutsche Telekom’s Children’s Future Congress Bärbel Dieckmann Marion Schöberl

The UN Decade of Education for At a glance: ...... 81 Sustainable Development as a Project for The UN Decade “Education for Sustainable Development” Politics and Civil Society ...... 29 in Germany Drafted by the National Committee for the UN Decade Members of the Round Table on the UN Decade ...... 82 Members of the National Committee for the UN Decade in Germany ...... 31 Publication Data ...... 84 The Role of Non-Governmental Organisations in Implementing the UN Decade ...... 33 Annette Dieckmann / Jörg-Robert Schreiber

The Need to Take Responsible and Long-term Decisions ...... 37 Carl Lindberg

“We have to respect the different pace chosen by each country” ...... 41 Interview with the Chief of the Section for ESD at UNESCO Aline Bory-Adams © UNESCO / Bakary Emmanuel Daou UNESCO 6 today 2007

Gerhard de Haan Education for Sustainable Development – a new field of learning and action

Gerhard de Haan, Chairman of the German National Committee for the UN Decade of Education for Sustainable Development, explains the concept and history of education for sustainability.

Education for Sustainable Development considerable public attention. People (or ESD) is a field of learning and action began to talk of an “environmental crisis” that has been worked on in Germany and the survival of humanity was seen to since 1996 – four years after the Rio Con - be endangered. This major issue was not ference on Environment and Develop - without resonance in the education sector. ment. In the closing document of the Rio The concepts and ideas developed in this Conference – the “Agenda 21”, signed context can be characterised under the by around 180 states from around the title “environmental education”. world (AGENDA 21 1992) – chapter 36 is dedicated to the importance of education in the process of sustainable develop - “Development education ment. Without a mental transformation, was aimed at creating a without awareness-raising, i.e. without a more just world” “global educational effort”, as it is stated here – and in many other chapters of this key document for the 21st century – sus - At the heart of development education tainable development is simply not activities lay the aim of creating a more achievable. just world. Environmental education activ - ities were characterised by the aim of Agenda 21 protecting nature. Both educational fields were marked by their own form of alarmist rhetoric: while one group invoked The Agenda 21 definitively brought imminent environmental catastrophe, the together two strands of international poli - other was more interested in denouncing tics which, having already been linked in the rich North’s responsibility for the mis - the 1987 Brundtland Commission report, ery of the poor South. “Our Common Future” (WCED 1987), were here joined together much more explicitly: the connection between envi - The vision of sustainable development ronmental necessities and insights from brought together – among others, but development policy. most significantly – the issues of environ - Without a global education ment and development. The aim – accord - effort, sustainable development From the 1960s onwards, intensive efforts ing to the accepted basic idea – is to were made to find a way to resolve the manage the economy, conduct politics is not achievable. inequality between the rich countries of and live in such a manner today that the northern hemisphere and the poorer decent living conditions are created or countries of the southern hemisphere, to made possible for both current and future reduce oppression and exploitation generations. This is only possible – sug - around the world. Numerous educational gests the concept of sustainability – initiatives were connected with these when environment, economy and society objectives, which today can be charac - are seen together in their interdepend - terised – despite their different nuances – ence. Binding economic prosperity to under the title “global learning”. social justice while minimising environ - mental impact, using natural resources Around ten years later – around 1970 – sparingly and not passing burdens on to the exhaustion of natural resources, the future generations that would impair their extinction of animal and plant species and opportunities – that is no easy task, but environmental pollution began to attract an indispensable one. 7

The international community, in 1992 at “In Education for Sus - Rio and its follow-up conference in tainable Development, it Johannesburg in 2002, was not alone in seeing things this way. The OECD is a question of learning (Organisation for Economic Cooperation about creative solu - and Development) shares this position. tions” The OECD takes the stance – and one that it has made very much its own – that In the context of ESD, it is a question of there are three overarching educational learning about creative solutions that goals that should lie behind any modern could make economic prosperity and the concept of education and child-raising. conservation of nature a simultaneous These are: learning to respect human possibility; it is all about providing the rights, being able to act within democratic knowledge needed to develop innovative, structures and in terms of sustainability resource-saving techniques; about knowl - (c.f. OECD 2005). This goes to underline edge of new forms of political action in the importance attributed to sustainable which the engagement of civil society is development in teaching and learning out - more highly valued; about reflecting on side the groups that have a track record of new lifestyles which combine wellbeing, standing up for sustainability. contentment and respect for nature and other people; about taking up the view - A Transformation in Education points of people from other countries; about fair trade initiatives and new forms When one takes a closer look at the of worldwide cooperation. And this all transformation of environmental educa - has the aim of using education to make Foto © BMU/Bernd Müller tion and “global learning” into ESD, major people capable of acting to create a fairer conceptual shifts can clearly be identified. worldwide distribution of opportunities in The starting point for environmental edu - life, while respecting environmental con - cation was a threat scenario: the exorbitant siderations. use of non-renewable natural resources, the influence of toxic substances in eco - The Concept of Gestaltungs- logical systems and worldwide population kompetenz (Participation Skills) growth were all warning signs that justi - fied the protection of nature, a critique of The development of ESD has taken a expanding economic growth, draining and decisive step forward over the last few destroying nature, and of non-environ - years thanks to the formulation of the mentally-friendly policies. idea of “competency”. Educational goals in the area of sustainability remain enig - “The starting point for matic and vague if they are not linked in environmental educa - with the skills that can or should be acquired through the learning process. tion was a threat sce - Under the idea of sustainability, nario.” The concept of Gestaltungskompetenz – environment, economics and sometimes translated as “participation social issues are seen together. Development education, however, warned skills” in English but somewhat wider in of exploitation, poverty and oppression. scope – was formulated with ESD in mind. This often went hand in hand with point - Gestaltungskompetenz describes the abil - ing accusing fingers at the major indus - ity to apply knowledge about sustainable trial nations and giving the citizens of development and recognise the problems these nations a bad conscience, their involved in non-sustainable development. prosperity seen as having been gained at That is to say, to use analysis of the pres - the expense of the poor. This built up a ent and studies of the future to draw con - “suffering scenario” that often made sequences about environmental, eco - people feel just as helpless as the “threat nomic and social developments in their scenario” peddled by environmental edu - mutual independence, take logical deci - cation. sions on this basis, understand their con - sequences, and act on them individually, The concept of sustainable development cooperatively and politically so as to make raised the need for a reorientation of both sustainable development processes a real - environmental education and develop - ity. The concept ties in with the OECD’s ment education. It led away from the idea of “key competencies” (c.f. OECD “threat” and “suffering” scenarios and 2005), and is in turn broken down into sub- towards “modernisation” scenarios. UNESCO 8 today 2007

competencies in order to provide a con - secondary level. Equally, in the informal crete, usable description of the goals of and non-formal sectors of education, fur - ESD, making recommendations for the ther transfer measures are necessary. choice of contents, formulation of tasks and assessment of learners. Secondly, the p rocess of fusing and trans - forming environmental education and Looking back at the progress of ESD in development education into ESD has not Germany over the last ten years, there is been without its conflicts. Integrating good reason to speak of a success story, viewpoints has cost a great deal of effort, considering that the importance of ESD and those involved often found their own has been proclaimed in resolutions on the interests passed over. Thus, in the early issue passed by federal and regional min - days, ESD was often derided as “eco- istries, by the federal parliament and by bother”, given that ESD was often pro - many state parliaments (c.f. BUNDESTAG moted by figures from environmental 2000, BMBF 2002, BUNDESTAG 2004, education. Equally, those with a back - BMBF 2005). Sustainability has been ground in development education were firmly integrated into many curricula, and accused of neglecting the importance of the federal government, together with the environment when formulating ESD the states, has initiated many pro - programmes. Sustainability has been firmly grammes to support ESD, promoting the integrated into many curricula field with a contribution running into tens This fusion has moved forwards in the of millions of euros (see, for example, the meantime, but shall remain problematic “Education for Sustainable Develop - as long as both sides continue to claim ment” and “Transfer-21” programmes: separate positions rather than getting www.transfer-21.de). down to the outstanding tasks in ESD with their – generally abundant – special - Problem Areas ist knowledge. Even beyond such diver - in Education for Sustainability gences, major tasks remain to be fulfilled in the area of ESD to complete this fusion. It is nevertheless possible to pick out dif - ficulties in the implementation and fram - It is not sufficient to take elements from ing of ESD. I should like to mention three development education and environmen - such problems: tal education and bring them together for ESD. Consumer education, peace stud - First of all, ESD is not equally well posi - ies, human rights education, mobility edu - tioned in all areas of formal education. In cation, educational in financial issues and the areas of higher education and voca - aspects of citizenship education (democ - tional training, as well as at the nursery racy education) provide expertise for ESD and primary levels, less progress has which must be integrated. Foto © BMZ been achieved in comparison with the Thirdly, a vast problem arises from the extremely wide-ranging understanding of sustainability and the tasks of ESD, espe - cially as formulated in international docu - ments drafted by the United Nations and UNESCO. I shall examine this problem in more detail.

For the United Nations – as for UNESCO – the tasks of ESD include “Education for All”, the United Nations Literacy Decade (2003 to 2012), the fight against poverty and HIV/AIDS, and gender equality (c.f. UNESCO 2005 or UNITED NATIONS 2002). Strangely enough, the Interna - tional Decade for Action “Water for Life” does not get mentioned. Nevertheless, the topics mentioned above – e.g. the development of sustainable lifestyles, demographic change, innovative technol - 9

ogy, consumer issues, environmental pol - experts, just as in the fight against racism lution, climate change, etc… – do get and in social care and the combating brought up. poverty. This does not mean that these problem areas (and many others) can dis - On the one hand, therefore, sustainable appear from the ESD horizon. They are, development is declared a subject of with a different focus, very much a topic, study, while on the other everything that but from the perspective of a narrower could contribute positively to develop - understanding of sustainability. ment or seems useful for the future is The concept „Sustainability“ subsumed by ESD. It seems – and it is Contributions to Combating and the tasks of Education for sometimes even formulated in these Sustainability are composed terms – as if ESD should be used to judge the Educational Divide the overall quality of educational systems, very widely within the UNESCO to fight poverty, to promote literacy, to Therefore, I see great potential in doing enforce gender equality. Important as something through ESD to combat the these initiatives are, such aspirations educational divide in this country: specifi - overburden ESD. Additionally, under - cally, by creating student companies which standing of ESD becomes more nebu - are managed in a sustainable manner. lous, and loss of credibility can result if so Student companies are small companies narrow a field of learning and action as which are independently run by pupils in ESD is expected to (help) shoulder all of the school context. We know that motiva - these tasks. tion for learning rises particularly strongly Sources: among pupils from backgrounds with How can we deal with this blurring and • AGENDA 21 1992: a weak educational tradition – at the www.bmu.de/files/agenda21.pdf [in German] overburdening of ESD? Hauptschule and Förderschule schools, • BMBF 2002: Bericht der Bundesregierung zur Bildung für eine nachhaltige Entwicklung. which serve less academically-minded My suggestion is that ESD be given [Federal Government Report on Education for students – when they are involved in stu - national specifications, and this for many Sustainable Development] Bonn 2002: dent companies. And we know that young www.bmbf.de/pub/011212bfne_bericht_kabi - reasons. This is less a matter of national people give high priority to environmental nettfassung.pdf [in German] sovereignty than one of specific prob - • BMBF 2005: Bericht der Bundesregierung zur issues and the creation of fairer living lems and social structures, as well as the Bildung für eine nachhaltige Entwicklung für conditions. From this perspective, it is well available expertise and professionalism. den Zeitraum 2002 bis 2005 [Federal Govern - worth starting up a bicycle workshop, a ment Report on Education for Sustainable catering service with organic products, a Development for the Years 2002-2005]: Therefore, under various facets of sus - www.dekade.org/hgmaterial/Bericht_Bun - company for low-impact regional tourism, tainability it is surely right to call for “Edu - desregierung_2005.pdf among many other possibilities. Involve - cation for All” in some countries. Where • BUNDESTAG 2000: Beschlussempfehlung ment in a student company also raises und Bericht. Bildung für eine nachhaltige even eight to ten years of primary educa - interest in regular classes. And it makes it Entwicklung. [Decision Recommendation and tion is not in place, and where girls and Report. Education for Sustainable Develop - easier to come into contact with local women hardly have any access to educa - ment] Drucksache 14/3319. http://dip.bun - companies. That in turn increases the destag.de/btd/14/033/1403319.pdf [in Ger - tion at all, these problems must placed chances of these students finding their man] on the agenda from the perspective of way into the employment market after • BUNDESTAG 2004: Beschlussempfehlung ESD. Where, on the other hand, as in this und Bericht. Aktionsplan zur UN-Dekade Welt - leaving school. country, full coverage has been reached – dekade „Bildung für nachhaltige Entwicklung“ [Decision Recommendation and Report. Plan e.g. compulsory schooling to age 16 – it of Action for the UN World Decade of Educa - is less meaningful to make this a task for To this extent, we can make a professional tion for Sustainable Development]. Druck - ESD. This remains true when reference is contribution through ESD to combating sache 15/3472. http://dip.bundestag.de/btd/ made to the high level of illiteracy that educational deprivation – just as we can 15/034/1503472.pdf [in German] • OECD 2005: The Definition and Selection of still exists in Germany in spite of compul - also make a contribution through ESD to Key Competencies – Executive Summary sory education. If the task of reducing promoting education in so-called develop - 2005. www.oecd.org/dataoecd/47/61/ this level were given to the ESD experts, ing countries. This can be achieved, for 35070367.pdf they would find themselves fully overbur - example, when pupils come into direct • UNESCO 2005: International Implementation Scheme. www.dekade.org/hgmaterial/ dened. It would be a sign of unprofes - contact with tea producers in India to dis - unescoIIs.pdf sionalism to try to do justice to this field tribute their organically-grown products in • UNITED NATIONS 2002: Report of the World as well. After all, there are experts in Ger - Germany, and give a proportion of the Summit on Sustainable Development. many who are much better qualified to profits back to the farmers’ village on the http://www.johannesburgsummit.org/html/doc uments/summit_docs/131302_wssd_report_r take on such issues. condition that it is used to build a school eissued.pdf or pay for a teacher. • WCED 1987: (World Commission for Environ - This is also true of other areas which are ment and Development; also known as the attributed to ESD at the international Brundtland Commission): Our common future. “Innovation depends www.are.admin.ch/are/en/nachhaltig/interna - level: in the area of HIV prevention there tional_uno/unterseite02330/ are active professional organisations and on wide knowledge” UNESCO 10 today 2007

A national specification is also meaningful Above all, sustainability offers a range of for other reasons. We live in a knowledge themes that can be seen as paradigmatic society. Germany is a country that lacks for an education for the future, for it is natural raw materials, and its prosperity interdisciplinary and problem-oriented. depends on high technology and knowl - This is not just drumming in dull facts; rather, ESD allows the acquisition of skills edge-intensive services. Innovation in which are practice-oriented and meaning - these areas depends on wide knowledge. ful for everyday life, and which are of Many studies have proven over the years exceptional use for both the individual that knowledge is growth-factor number and society – while also increasing pupil one. motivation.

The knowledge that goes into a product How the national specifications of ESD has long defined its price. When you buy will look in detail and which successes it a pharmaceutical product, for example, is capable of bringing for the knowledge you pay a price in which more than 80% society – these are issues we shall have is determined by the knowledge that has to consider over the next few years, in the context of the Decade. gone into it. Developing technologies and services from a perspective of sustain - Prof. Dr. Gerhard de Haan is the Chairman of ability is also a question of having access the German National Committee for the UN to intelligent knowledge in the field. This Decade of Education for Sustainable Devel - spans a canon of topics that reaches deep opment. He is Professor of Future Studies in into the natural sciences, basic technical Education Science at the Free University in education and the field of economic sci - Berlin. ence.

Systematic Integration of Education for Sustainable Development into Teaching and School Life

Decade Project by the Dr. Flad Vocational Training Institute, Stuttgart

This governmentally recognised vocational training institute for chemistry, pharmacy and the environment is a partner in countless national and interna - tional projects which involve the entire student body and teaching staff. The school stands up for equal opportuni - ties in education and provides bursaries to students from less well-off backgrounds and to for - eign scholarship holders. Events are regularly held at schools on the issues of human rights and racism.

Foto: Institut Dr. Flad 11

Annette Schavan The UN Decade of Education for Sustainable Development from the Perspective of the Federal Government

The global guiding principle of sustainable development is being realised in different ways in different parts of the world, says Annette Schavan, Minister of Education and Research. In its role as lead min - istry, the Federal Ministry of Education and Research (BMBF) has par - ticular responsibility for the Decade.

“Our biggest challenge in this new century shaping the future with knowledge, cre - is to take an idea that seems abstract – ativity and confidence. sustainable development – and turn it into a daily reality for all the world’s people.” Education plays a special role in sustain - With these words, United Nations Secre - able development. It connects past and tary General Kofi Annan at once stressed future, conserves the old and shapes the the importance of implementing the key new. This process means much more idea of the Rio Earth Summit and described than passing down facts and techniques; the goal of the UN World Decade “Educa - education for sustainable development tion for Sustainable Development”. All involves the formation of values and atti - Member States of the United Nations are tudes. Only in this manner does it become called upon to place a particular emphasis possible for people to make independent on education between the years 2005 judgements about development processes and 2014, both nationally and internation - and act accordingly. Education for sus - ally, in order to support the goal of a world tainable development combines subject society that ensures living and survival knowledge and “orientation” knowledge conditions for those living today and for by networking scientific/technical, socio- future generations, and to show ways for cultural and philosophical/ethical teaching reaching this goal. contents. It is inherently transdisciplinary and links knowledge from different sub - “The imperative of jects from an early stage. In this manner, education provides orientation and endows sustainable develop - the ability to make judgements in a world Education for Sustainable ment is the aim and that is speeding up and becoming ever Development connects past more complex, whilst also promoting measure of our actions with future, combines’ conser - as a government” economic, cultural, social and political par - ticipation. vation with constructing

The idea of sustainable development is of great significance for the Federal Govern - Anchoring the Idea of ment. In the coalition agreement, it Sustainability in Education states: “The imperative of sustainable development is the aim and measure of While in Central Europe the focus is on our actions as a government, at national, the transformation of our patterns of pro - European and international level.” duction and consumption to make them sustainable in the long term, the empha - The idea of sustainable development can sis in other parts of the world is on satis - give the pursuit of economic perform - fying the most elementary basic needs. ance, social justice and responsibility for The contribution of education to sustain - the natural environment a common orien - able development in this World Decade tation. For both, individuals and society as will only take concrete shape at national a whole, sustainable development means and regional levels. UNESCO 12 today 2007

Germany is in an excellent position to plans of a wide range of stakeholders implement the Decade successfully and from all sectors of education. The Decade take important steps towards sustainable has thereby already proven itself as a development in the process. As early as good example of successful interplay Coordinating role of the 2001 the Federal Government’s Report between the state and civil society. on Education for Sustainable Develop - German Commission ment documented an extensive range of The BMBF’s Contributions for UNESCO stakeholders and penetration of the themes into almost all educational sectors . to Education for Sustainability In the Report for the year 2005 it was observed that in the intervening four he Federal Ministry of Education and years the concept of Education for Sus - Research is, assuming responsibility for tainable Development had been further the following contributions within the refined and more widely implemented. framework of the National Plan of Action: The 2005 Report also shows that the international dimension of Education for IThe pilot experiments in initial and con - Sustainable Development has taken on tinuing vocational training (pilot experi - greater importance. ments in business) promote sustain - able thinking and action by developing “The international occupational and cross-occupational competencies. The aim is to integrate dimension of Education such content in the training regulations for Sustainable Devel - and disseminate it through sectoral and opment has taken on topic-based regional and supra-regional greater importance” networks. I The EU’s SOCRATES and LEONARDO The structural framework for our further education programmes address the activities in the near future will be the UN issue of sustainability to a varying Decade of Education for Sustainable extent. The BMBF will continue to Development. In the run-up to the UN work to ensure that issues of sustain - Decade, on the 1st July 2004, the German able development are included in the Federal Parliament voted unanimously for EU’s educational programmes and proj - the development of a national Plan of ects in an appropriate manner. Action for Education for Sustainable Development. From this point onwards, I One of the aims of my Ministry’s the German Commission for UNESCO – like UNESCO within the United Nations “Research for Sustainability” (FONA) system – took on a coordinating function. framework programme – with planned The Federal Ministry of Education and funding to the tune of 160 million Research, which bears special responsi - euros annually – is to create stronger bility for the Decade within the Federal links between research and education Government, is supporting and equipping so as to improve the systematic trans - it in this task. A National Committee, set fer of research results into educational up by the German Commission for measures. The announcements of indi - UNESCO in May 2004, brings together vidual funding emphases therefore experts from the fields of science, culture explicitly require consideration of spe - and the media, representatives of the Fed - cific educational aspects for the first eral Parliament, the Federal Government time. and the Standing Conference of Education Ministers, as well as figures who have a IIn the general education sector, the public profile for standing up for the idea of Federal Government will in future sustainability. The first task of this commit - encourage and support research for tee was to compile the National Plan of further thematic developments and the Action by the end of 2004. transfer of best practice initiated together with the state (Länder) gov - “A successful interplay ernments, and it will contribute the results of this research to international between the state and reporting on the Decade. civil society” In line with its role as lead ministry, the I am very pleased that we have been able BMBF also has a special responsibility for to produce a Plan of Action in Germany the Decade beyond these areas. Sustain - that reflects the notable activities and able development has clear relevance to 13

other areas of politics, such as for exam - Development” strategy at Vilnius in 2005 ple environmental conservation, develop - and have been monitoring its implemen - ment cooperation and consumer protec - tation. tion. The most recent report from the Federal Government shows that nearly all In 2007 the activities developed thus far government departments make contribu - will receive additional support through an tions to education for sustainable devel - “Education for Sustainable Develop - opment. My Ministry intends to continue ment” internet portal, financed by my and further extend this cooperation. How - Ministry through the German Commis - ever, it is of even greater significance for sion for UNESCO. Through this website achieving the Decade goals that efforts we hope to achieve a further concentra - Four strategic goals are made to provide functional structures tion of the competencies of the partici - and forums for all participants. The pants in joint projects, an increase in National Plan of Action names four strate - transparency and accessibility for poten - gic goals: tial users and a clear rise in public aware - ness of the Decade. In order to promote IFurther development and concentra - international networking, the portal will tion of the activities and broad dissemi - also provide English-language contents. nation of good practices; I see a special opportunity for the World INetworking of stakeholders in educa - Decade in intensifying international tion for sustainable development; exchange and entering into new partner - ships. Precisely because of the differ - IImprovement of public awareness of ences in cultural contexts and the diver - education for sustainable development; sity of ways in which sustainable Foto © UNESCO / MSC Waldo Jose Torres IStrengthening of international coopera - tion.

A Successful Balance Sheet: the First Years of the UN Decade

The structures thus far established and the initiatives set up together with the German Commission for UNESCO, in par - ticular the National Committee and the Round Table with its working groups, the countless national and regional events and the acknowledgement of Decade Projects, together with the measures contained in the Plan of Action, have resulted in the fact that we have come a lot closer to achieving these goals after just two years of the Decade: the various educational institutions and initiatives now have better opportunities to exchange good examples and learn from one another. The opportunities for coop - eration at national and regional level are being used intensively. Transparency and public impact have been promoted con - siderably. The rising level of international commitment is demonstrated by the par - ticipation of representatives of other National Commissions for UNESCO in the Round Tables in Erfurt and Bonn and the International Workshop on the Decade in November 2006 as well as by the cooperation of the Member States of the United Nations Economic Commis - sion for Europe (UNECE), which adopted a common “Education for Sustainable UNESCO 14 today 2007

devel opment is achieved, global dialogue ment so far and wish them further suc - provides opportunities for a mutual learn - cess in the future! The German internet portal ing process. Reinforcing international cooperation within the Decade is there - Dr. Annette Schavan, Member of the Federal “Education for Sustainable fore strongly supported by my Ministry. Parliament, is Federal Minister of Education Development” is to start and Research. in 2007 I should like to take this opportunity to thank everyone involved for their commit -

Learning to Shape Life

Decade Project by the Bavarian Regional Federation for the Protection of Birds

The aim of this project is to train kinder - transmit competencies in this area to chil - biodiversity, climate and resources. The gartens in the area of Education for Sus - dren at an early age. This includes social project can be extended to other federal tainable Development. Kindergartens get experiences, motor skills, respect and states. to know the contents and methods of participation skills. Thematic areas are: education for sustainability in order to building and living, health and nutrition, Foto: Horst Munzig 15

Ute Erdsiek-Rave From Global Ambition to Decen - tralised Implementation The UN Decade in the Federal States

The Decade of “Education for Sustainable Development” called by the United Nations has set itself ambi - tious goals. This “global vision” aims to “open up educational opportunities to all” and stimulate “positive societal transformations”; it calls for educational concepts and practices that are oriented towards the idea of sustainable development. These per se abstract and hardly uncontroversial foundations must now be filled with life, leave the paper and enter the hearts and minds of citizens to create a natural, lifelong humanitarian competency. While the German Commission for UNESCO has taken charge of organising the Decade at the national level, it is the educational authorities – the governments of the federal states – who are responsible for transferring it into the schools.

Education for Sustainable Development – as their perspectives have been signifi - this is hardly a completely new issue for cantly widened. It is no longer simply a our schools. The three classical dimen - question of taking responsibility for your sions of sustainability – environment, own immediate surroundings and envi - economics and social issues – have long ronment. At the same time, it is a ques - since been part of the curriculum, school tion of the insight that the future of the programmes and in countless extracurric - whole world depends, decisively, on ular projects and events. The Standing whether we are able to – at the very least Conference of Education Ministers sum - – preserve the basis for our survival and marised its learning goals in nine points in simultaneously make significant improve - its Declaration of the 25th May 1973; ments to political, social, economic and among other elements, it states that environmental conditions for people in schools should “raise pupils to show tol - poorer regions. The UN Decade of “Edu - erance and respect for the dignity of cation for Sustainable Development” thus other human beings and respect for dif - raises wider contexts and ties individual ferent beliefs” as well as for “freedom learning goals together on a higher level. and democracy”. It also states that schools should “awaken peace-loving A Natural Competency beliefs in the spirit of international under - standing” and a “readiness to act in soci - Consciousness of and responsibility for ety and take political responsibility” while sustainability in this wide-ranging sense “enabling pupils to become aware of should become a natural competency for their rights and obligations in society”. It us all. Sustainability must therefore was only some years later that the aspect become a fixed component of teaching of the environment found its way into the and education, be taught and learnt, and political debate and into the canonical val - as early as possible, in private, in families, ues: in 1980 the Standing Conference and in public, in the different educational agreed on a motion entitled “Environ - establishments. Increasingly, across Ger - ment and Teaching”. many, curricula for nursery schools are being developed which deal with the issue of sustainability in a way that is “Sustainability appropriate to the age group in question. must be a fixed In general and vocational schools this component of teaching goal should be more systematically and and education” more decisively implemented than has been the case to present. The framework for the implementation of the World These aims have now taken on a greater Decade is formulated in the Plans of order of priority thanks to the UN Decade, Action drafted by the federal states and UNESCO 16 today 2007

city states, which are represented in the vided by federal government and states, National Plan of Action. Beyond this, the or through TheoPrax, and not least through North German states of Hamburg, Meck - the many regional propositions from lenburg-Western Pomerania, Lower Sax - organisations and institutions that work ony and Schleswig-Holstein have set up directly with schools. the “North German Partnership in Sup - port of the UN Decade” (NUN), in order “Global Development” to exchange knowledge and experiences and take advantage of synergy effects. A project has also been dedicated to the reinforced integration of Education for A key concept of the National A key concept of the National Plan of Sustainable Development into the curric - Plan of Action is learning that is Action is learning that is relevant to every - ula of generalist and vocational schools, relevant to everyday experience day experience, with examples from which is currently being implemented pupils’ own immediate surroundings. If jointly by the Standing Conference of you recognise how your behaviour and Education Ministers, the Federal Ministry actions can contribute to sustainability, for Economic Cooperation and Develop - and not just on a one-off basis but con - ment and InWEnT (“International Training stantly, repeatedly, you have come a great and Development”). In the framework of step closer to the overall goal – better this project, an interdisciplinary and trans - quality of life around the world in material disciplinary reference curriculum for the and spiritual terms and more participation. learning area of ”global development” in the context of Education for Sustainable “Motivating young peo - Development has been put together. Hav - ple to undertake inde - ing been presented in mid-2006 at a spe - pendent initiatives” cialist conference, it is to push the imple - mentation process towards schools, providing teachers with concrete exam - Teacher training establishments A key role in this Education for Sustain - able Development falls to the adults: they ples and possibilities. Teacher training are also addressed are the disseminators. They are the givers establishments are also addressed, as of ideas, motivating young people to are school authorities, institutions and undertake independent initiatives. They businesses with their specific know-how can enthuse children and young people and relevance for practice. for a responsible and heavily networked sense of self-determination. Opportuni - Education for Sustainable Development is ties, catalysts for this are manifold, undoubtedly fundamental. The success whether these be developments in the oil of this UN Decade, however, depends price, tsunami, civil wars or refugee crises: not least on whether we succeed in filling this is why parents should recognise the this huge framework with convincing importance of the issues – also for their content and integrating it into the lived own benefit – and give their children cor - reality of children, young people and responding stimulation. Teachers should adults. If we approach it as a good role bring “sustainable development” into the model with good examples, if we scatter school, into the classroom, into all-day the issues widely, then we may just and extracurricular options. In order to do succeed. this, they need not only support, teaching materials and idea pools, but also contact Ute Erdsiek-Rave was Chairwoman of the addresses to possible non-school partners. Standing Conference of the Ministers of The National Plan of Action supports Education and Cultural Affairs of the Länder them in this task for example through in the Federal Republic of Germany in 2006. Transfer-21, the common programme pro - She is now its Vice-President. 17

Ulla Burchardt Change of Course for Sustainability The UN World Decade from the perspective of the German Parliament

Sustainable development means a change of course; it means thinking afresh and deciding to do things differently than before; it means break - ing out of old routines in the economy, science and politics; it means orienting yourself to the fact that preserving the natural conditions for survival is the precondition for any economic and social development with a future.

Sustainability as an ambition gives the and to developing a strategy aiming for rough bearing for this change of course. economically effective, socially just and At the beginning stands the insight that environmentally sustainable development. there is no prospect of a future in which everyone can live well if things go on the However, government resolutions alone way they have in the past. What must are not enough to enact a change of change is everyday choices, the way peo - course towards sustainability. What is ple satisfy their needs, the way they treat required is a pacesetter and driving force, each other and their natural environment. and in Germany these roles have been Less then becomes more: more prosper - performed primarily by the federal parlia - ity and more quality of life through less ment. This is where, over the last fifteen consumption of energy and resources, years, the substantive foundations have less pollution, emissions and waste. been laid and where the course has been decisively set for the institutionalisation “The resource called of the idea of sustainability. knowledge is the In first place, surely, this has happened ecisive factor” through the work of the two enquiry com- missions into “Protecting People and the This simple formula conceals a demand - Environment”. These digested the tasks ing task, a huge programme of innova - set by Rio, word by word, seeing them as tion. But innovation requires an ability to a task for German federal politics, from innovate, and this is why the resource the basic idea through to recommenda - called knowledge and drawing upon this tions for action. The studies published by “Government resolutions the Office for Technology Assessment – knowledge – in short, more and better alone are not enough to enact education – is the decisive factor. New our “own” scientific advisory board – also a change of course towards ideas do not come from out of the blue – proved decisive in driving forwards our they have to be learnt. Sustainability is own knowledge. sustainability” and always has been a task of changing paradigms: away from short-termism, In Parliament we have experienced it at away from the electoral cycle and first hand: sustainability means work, in towards the long-term perspective. particular a lot of additional work. You run up against resistance, venture into unknown terrain or disturb other people Parliament as Pacesetter going about their normal routine. But and Driving Force beyond the party divides, we have also had more inspiring experiences: this work The UN World Conference in Rio de brings us together, and successes spur Janeiro in 1992 was a quantum leap: For us on to continue. the first time, governments committed themselves to orienting their national And there has been no shortage of suc - policies towards the idea of sustainability cesses over the last fifteen years, as an UNESCO 18 today 2007

“The World Decade is not a project that can be executed by the Government”

It is nevertheless equally true that the World Decade, like sustainable develop - ment itself, is not a project that can be voted on by parliament and executed by the government. Without the engage - ment and participation of people from the most diverse areas of society, shaping a sustainable future is simply not feasible.

Learning Sustainability

When people talk about education in Ger - many, a particular image always comes to mind: that there are educators and edu - cated, and that implies: the former have the knowledge that the latter do not yet have but are to receive – by having a fixed canon of knowledge drummed in from textbooks in 45-minute chunks. Foto © BMU / transit / Härtrich Sustainability and education cannot be impressive list of parliamentary initiatives thought of in this way. Rather, the idea of and resolutions goes to show. The parties sustainability breaks through such cate - in Parliament have seldom been as united gories. Sustainability is no clearly defin - in any other area of policy as they have able and timetabled final state, and there - been in education for sustainability. Take fore there can be no meta-curriculum for example the common recommenda - drawn from it. There are good reasons for tion for a resolution on “Environmental making the World Decade an open Education and Environmental Science” process, and it is certain that the National which opened the way to continuous Plan of Action shall be regularly updated, reporting on education for sustainability evaluated and adapted in the light of the by the Federal Government. Or take the latest discoveries. inter-party recommendation for a resolu - tion on “Education for Sustainable Devel - “Shaping sustainability” has to do with opment”, in the year 2000, which lead to knowledge and abilities. Shaping the a widespread integration of the concept of future sustainably requires new qualifica - sustainability across all educational levels. tions in the widest sense: “sustain abili - Parliamentary resolution ties”! This also includes new practical on the World Decade This is also why Parliament did not have and specialist knowledge of the complex to start from square one when the Ple - interrelationships between human nary Session of the UN proclaimed the beings, nature and technology. World Decade of Education for Sustain - able Development in December 2002. On “Shaping the future the contrary: the unanimous resolution of the federal parliament on the World sustainably requires Decade falls seamlessly into a strong and new qualifications” long-lived parliamentary tradition. But in order for the vision of sustainability And with all due respect for the great to become reality, it is not just a question engagement of civil society and individu - of knowledge. “Sustain abilities” – this als in education for sustainability, it is implies the abilities to make practical use worth remembering: without this trail - of this knowledge. And these are pre - blazing resolution by the German parlia - cisely the abilities that have hitherto been ment, we could hardly have achieved so too little promoted at all educational lev - much success in barely two years of the els in Germany: networked and forward- World Decade in Germany. looking thinking, communicating problems 19

appropriately, showing empathy with oth - make up a society’s capacity for innova - ers, and not least the ability to continue tion in the age of globalisation. These lifelong learning. “sustain abilities” are the precondition if rapid social and economic transformation The World Decade as an are to be not just suffered and survived. Rather, they enable participation and the Innovation Programme ability to shape change actively through cooperation. The parliamentary resolution on the World Decade has clearly underlined the fact: Through its resolution on the UN World The World Decade is planned now the great opportunity presents itself Decade, the German Federal Parliament as an open process to integrate the idea of sustainability into has once again made clear that it sees informal educational processes as well as Education for Sustainable Development into the classical educational institutions as the decisive key to viability for the – from primary school to higher educa - future. However, education for sustain - tion, and in initial and continuing voca - ability will only become a matter of tional training. If this is achieved in the course when the path is cleared in the ten years of the Decade, it will be a quali - legislation and curricula of national and tative milestone for educational provision regional governments. How the change and practice in Germany. of course described in the introduction is dealt with is also a measure of the viabil - The significance of “learning sustainabil - ity of politics for the future. ity” goes far beyond the education sys - tem. The World Decade can also kick- Ulla Burchardt, Member of the Federal start a social process of innovation. For Parliament, is Chair of the Parliamentary the new skills and new knowledge from Committee for Education, Research and education for sustainability are what Technology Assessment.

Production and Use of Solar Lamps in Rural Areas of Developing Countries

Decade Project by the State Vocational School Berchtesgadener Land

The Solarprojekt Freilassing association is a development project created by the State Vocational School Berchtesgadener Land in Bavaria. Its aim is to initiate and promote the production and use of solar technology in rural areas of developing countries. In conjunction with competent partners from among the companies which provide apprenticeships for their students, a solar lamp was developed which is sent in kit form to developing countries, where it is assembled and used. The project’s partners in developing countries are provided with concepts and materials to widen the use of solar lamps, while workshop personnel and project leaders are trained. A number of solar workshops have already been created in Tanzania.

Foto: Solarprojekt Freilassing e. V. UNESCO 20 today 2007

Dieter Althaus Impulses for Education Policy in Thuringia The Federal State of Thuringia has approved a Plan of Action on Education for Sustainability

The state of Thuringia supports the aims and measures of this UN ini - tiative and is participating actively in their implementation. As Minister President I have become patron of the UN Decade in Thuringia.

“Whatever you do, may you do it pru - ple. Acting sustainably is something that dently, and look to the end”, reads an old can be learnt, and the way is through Roman proverb. And indeed: in every - education. The UN Decade of Education thing you do, it is important to think about for Sustainable Development is making a the consequences. There is no better contribution to raising people’s aware - way to describe what is meant by “acting ness of sustainable actions and to inte - sustainably”. Sustainability means ensur - grating the idea of sustainable develop - ing our quality of life and prosperity, while ment into all areas of the education at the same time preserving a liveable system. The aim is to provide individuals future for generations to come. with the knowledge and abilities along the way which will make it possible for Every generation has its own tasks to them to shape the future actively and solve, and must not pass them on to responsibly. future generations – a broad and exacting challenge. For acting sustainably does not The UN Decade in Thuringia just mean being sparing with natural resources, separating waste for recycling The state of Thuringia supports the aims or saving energy. Living your own life and measures of this UN initiative and is responsibly with an eye on future genera - participating actively in their implementa - tions is also a question of social justice tion. As Minister President, I have and economic growth. Prosperity, social become the patron of the UN Decade in justice, education and good health serv - Thuringia. This is because education is an ices for all are not to be taken for granted important focus of regional politics in in many parts of the world – and that is Thuringia. Education is the key to devel - something we should remember when opment and innovation, and thus to a we grumble about problems in our own society with viability for the future. I am Triad of sustainability country, or waste resources thoughtlessly. convinced of it: the UN Decade is giving important, farsighted impulses to educa - “It’s a question tion policy in Thuringia.

of intensifying What we have achieved so far is clear to responsible actions” be seen: the 6th Thuringian Environmen - tal Education Conference in 2004 marked If it is a question of intensifying economi - the start of the UN Decade in Thuringia. cally, environmentally and socially respon - Many representatives from politics, sible actions, all people are addressed. administration, business and non-govern - Sustainability for individuals means taking mental organisations spoke out in favour responsibility – for themselves and for of Thuringia’s participation in the UN others, at home and in other parts of the Decade and for a common plan for its world, for the current generation and for implementation. our children and grandchildren. This makes it important to instil awareness of In 2005, the “Week of Sustainability” this “triad of sustainability” in young peo - took place in Erfurt – with a number of 21

high points such as the session of the network of 12 Environmental Contact Round Table and the German National Schools was built up. This year [2006], Committee for the UN Decade, the 1st Thuringia is participating with 17 schools Thuringian Education Congress, and not – including five primary and so-called “all- least the approval of the Thuringian Plan day” schools – in the “BLK-21-Transfer”. Thuringian Plan of Action for of Action for the UN Decade. This made Our aim is to establish around ten per - Sustainable Development the Thuringian State Parliament the first cent of all generalist schools in the state regional parliament in Germany to as Environmental Contact Schools. As approve a cross-party plan of action to “Sustainability Consultants”, as knowl - make sustainable development, in future, edge conduits, these can have effects far a fixed part of education in Thuringia. beyond the school walls.

“To fill the idea of Passing on sustainable, future-oriented ways of acting is not just a task for edu - sustainability with cational institutions. The first place of life in Thuringia learning and teaching for our children is is a task for all” the family. This is where values, behav - iour and lifestyles are modelled. Parents play a particular role in bringing up chil - And not only that: to fill the idea of sus - dren to act responsibly. Through the tainability with life in Thuringia is a task Thuringian Alliance for Families and the that cuts across all departments. On behalf Thuringian Family Support Law, we are of the two competent departments – the reinforcing the educational partnership Thuringian Ministry for Agriculture, Nature between parents, nurseries and schools. Conservation and the Environment, and For learning and teaching sustainability is the Education Ministry – a non-governmen - a comprehensive task which can only be Environmental Contact Schools tal organisation is coordinating its imple - carried out effectively in unison. as “Sustainability Consultants” mentation: the Thuringian Environmental Education Working Group. The advantage: Nevertheless, Education for Sustainable the Working Group unites more than 100 Development also affects regional author - non-governmental organisations under ities, local councils, associations, one roof. This is a good basis to address churches, enterprises and clubs. For a wide public and raise interest for the example, the Thuringian Forestry Boards issue of sustainability. The more people organise adventure-based environmental that deal with this issue for the future, the education activities for children and better will be the implementation of the young people at forest education centres. Thuringian Plan of Action. In addition, the “Thuringian Forest as

Here we are taking up the national and international aims of the UN Decade. Foto © BMU / Bernd Müller Independent learning and acting for sus - tainable development should be made possible and promoted in all areas of life. Our education system naturally plays an important role. Education for Sustainable Development affects nurseries, schools and higher education institutions just as it does research institutes and further edu - cation colleges.

Model Projects go far beyond School

An example: one important project for sustainable development at our generalist and vocational schools is the “BLK-21” programme of the Bund-Länder Commis - sion, as well as the “BLK-21-Transfer” programme, which builds upon it. Thuringia has already been participating in the BLK programme since 2002 – and with suc - cess. In the course of this programme, a UNESCO 22 today 2007

School” programme prepared by the These examples of projects show that Forestry Boards and the Education Min - the issue of sustainability is already being istry is further deepening cooperation taken up in a variety of ways in Thuringia. between schools and forestry bodies. It is decisive for the success of the UN Decade to continue to raise broad aware - Another example: the German Institute ness of the issue among the general pub - for Adult Education has developed a proj - lic and to encourage educators to pass on ect entitled ”Environmental Communica - the necessary competencies and atti - tion with New Media – an Educational tudes. Therefore, I call on all citizens to Module for the Voluntary Environmental stand up for sustainable development. Year Out in Thuringia” in cooperation with Sustainability can be learned – for a the Thuringian State Institute for Geology future worth living in. and the Environment. The project was recognised for excellence by the German Dieter Althaus is the Minister President Commission for UNESCO in 2005. of Thuringia.

Sustainable Development in Vocational Training

Decade Project by the Association for Initial and In-service Vocational Training (BWAW), Thuringia

This project is directed at trainees, partic - ness among stakeholders for sustainabil - methods and processes are analysed, ularly in IT and electronics professions ity issues and to transmit competencies appropriate solutions are worked out and and in the area of media at small and and key qualifications for Education for presented to company representatives. medium-sized enterprises in Thuringia. Sustainable Development. In the course The aim of the project is to raise aware - of a check-up, complex tasks in working Foto: BWAW Thüringen 23

Herlind Gundelach It’s All Happening in the Regions Environment ministers from the Federal States are supporting the UN Decade of Education for Sustainable Development

The path to sustainability leads via education. The Federal States play a pivotal role in this process, as they are “nearer to the action”. Alongside schools, the extracurricular education sector in its many facets is taking on ever greater importance.

At the United Nations Conference on required is rather a process of transfor - Environment and Development in Rio de mation which affects all people and must Janeiro in 1992, 178 nations – including be lived out by each individual on the the Federal Republic of Germany – signed ground. The path to sustainability leads the “Agenda 21” framework agreement, through education, societal communica - placing the principle of sustainability firmly tion processes and the corresponding on the agenda for the 21st century. Ten democratic decisions. years later, at the UN World Summit in Johannesburg in 2002, the international The Federal States play a pivotal role in community was forced to admit that the this process, as they are not only “nearer implementation of sustainable develop - to the action” but are responsible for ment, for various reasons, had not made almost all areas of education. Alongside sufficient progress. Therefore, the United schools, the extracurricular education Nations called a UN Decade of Education sector in its many facets is taking on an for Sustainable Development (ESD) for ever greater importance. Here, the envi - Pivotal role of the the years 2005-2014, and entrusted ronment ministries in the Federal States Federal States UNESCO with its application. The German have shown a remarkable level of involve - government resolved unanimously to ment in supporting the UN Decade. support the World Decade, and pro - claimed a “Learning Sustainability Alliance”. The Extracurricular Sector takes on Greater Importance Between the goal of worldwide sustain - able development as proclaimed on the The environment ministers of the States world stage and its implementation in recognised this in good time, and as early people’s everyday lives, there remains a as November 2003 (61st session of the huge gap to be filled. This becomes espe - Standing Conference of Environment cially clear at the grassroots level, as it is Ministers in Hamburg, 19-20th Novem - here where efforts for sustainability col - ber) approved “Recommendations on lide with the most varied of interests. Environmental Education and Education Sustainable development can only suc - for Sustainable Development”. Here they ceed by regulating many, often compet - underlined the importance of environmen - ing, levels: it is not just a question of tal education for the process of sustain - conserving the physical environment, but able development and called on the states goes far beyond this to the cultural envi - to take part in the UN Decade of ESD. ronment, to productive economic growth, to social justice and environmental sus - The number of events, training courses tainability. and projects that have been held with the support of the state environment ministrie s Potential for fundamental changes may since the beginning of the UN Decade of exist in society in terms of sustainable ESD has been impressive. In the area of consumerism, sustainable mobility or cli - education and culture, the programme run mate protection, but they cannot all be by the Bund-Länder Commission for Edu - achieved through political or fiscal means. cational Planning and Research Promotion To achieve a sustainable society, what is (BLK), “Transfer 21”, has been operating UNESCO 24 today 2007

Foto © BMU / transit / Härtrich

successfully for many years, aiming to Built Environment” (Hamburg), to name a bring “Gestaltungskompetenz” – a pack - few. age of participation and practice-oriented skills for the future – to pupils. But out - States draft own Plans side school, too, there are many excellent examples of Education for Sustainable of Action for the UN Decade Development, including the “Learning to Shape Life” project at the nursery level The great interest aroused by the UN (Bavaria); the project by the Environment Decade and the engagement of many fed - Centre “Naturgut Ophoven” entitled eral states can be seen in the number of “Sunny Days – Green Classroom” (North start-up ceremonies that have taken or are Rhine-Westphalia); the competition due to take place, with considerable sup - “Young and Old for Development with a port from the environment ministries, since the beginning of the Decade in 2005. Future” (Mecklenburg-Western Pomera - These states include Bavaria, Baden- nia); the setting up of a coordination point Württemberg, Brandenburg, Hamburg, for the Decade at an environmental asso - Mecklenburg-Western Pomerania, Lower ciation (Thuringia); certification for institu - Saxony, North Rhine-Westphalia, tions and providers of environmental and Rhineland-Palatinate, Saarland, Saxony- development education (Schleswig-Hol - Anhalt, Schleswig-Holstein and Thuringia. stein); or the nationwide model project Many states have approved cabinet reso- “Sustainability in Initial and Continuing lutions in support of the UN Decade or the Vocational Training through the example Education for Sustainable Development. of Heat Conservation Measures in the Responsibility for supporting the UN 25

Decade of ESD was conferred on the envi - Since then, the Conference of Environ - ronment ministries, usually agreeing close ment Ministers has frequently taken on cooperation with the education ministry. issues of Education for Sustainable Devel - opment and reiterated the importance of It is particularly remarkable that four states Environmental Education and Education (Baden-Württemberg, Hamburg, Thuringia, for Sustainable Development in its resolu - North Rhine-Westphalia) have already tions, as well as distributing numerous Resolutions of the Standing approved their own Plans of Action for suggestions for action. Thus, better coop - Conference of Environment the Decade, and that other states (includ - eration between schools and non-school Ministers ing Bavaria, Hesse and Saxony-Anhalt) providers of Environmental Education, or have plans to do so. These plans gener- the development of concepts and quality ally contain guidelines for support of the standards, for example, can make an UN Decade and go on to list particularly important contribution to the UN Decade important plans at the state level. of ESD (UMK Resolution “Environmental Education at “All-Day” Schools”, 62nd The Conference of session, 6th-7th May 2004). Also in the nursery sector (UMK Resolution “Envi - Environment Ministers ronmental Education in the nursery sec - supports the UN Decade tor”, 63rd session, 4th-5th November Information on the Internet: 2004) – in the opinion of the Conference The environment ministers and senators – the theme of sustainable development www.umweltministerkonferenz.d from the states, at the 63rd session of should be integrated in initial and in-ser - e the Conference (4th-5th November 2004, vice teacher training, in the production of www.blak-ne.de in Niedernhausen), saw the need to be curricula at state level and in the quality represented over the long period of ten development of nurseries. years on the German National Committee for the UN Decade of ESD, given their great dedication to the topic. The National Staatsrätin Dr. Herlind Gundelach, of the Committee accepted this request and Town Development and Environment Author - named me Representative of the Confer - ity of the Free and Hanseatic Town of Ham - ence of Environment Ministers (UMK) on burg, represented the Conference of Environ - the German National Committee. ment Ministers on the National Committee for

World Ch@t – Environment and Development Topics in Teaching and at School

Decade Project by InWent, Regional Centre North Rhine-Westphalia, in cooperation with the regional State Institute for Schools

The “World Ch@t” project offers young people the opportunity to communicate directly with stakeholders on the ground in Africa, Asia and Latin America about sustainability issues that interest both sides. The project can be applied in an interdisciplinary manner at schools. Inte - gration in the regular curriculum is planned.

Foto: Ch@t der Welten UNESCO 26 today 2007

Bärbel Dieckmann Sustainability at the local level The City of Bonn and the UN Decade

Two years after the start of the UN Decade of Education for Sustainable Development we are living in a town where future issues have a high profile. The change in structures called for by politics has been success - fully mastered. The former federal capital has become a “centre for development policy, national, international and supranational institu - tions”. Bonn today has clearly positioned itself as the second political centre in Germany, Germany’s UN city, and a platform for international dialogue on worldwide issues for the future.

The preconditions for successful work on organisations or non-governmental organ - the Decade were good. Sustainability is isations. the central theme of the “new” Bonn. First of all, due to the 13 UN organisa - tions in Bonn, gathered together in their A Platform for Dialogue Common Information Space under the on Sustainability Issues motto “UN in Bonn – for Sustainability Worldwide”. And continuing in the min - Education for Sustainable Development istries and federal authorities, scientific has a long tradition in Bonn and is full of establishments, development services life. Since as early as 1996 the town has and over 150 non-governmental organisa - held its annual “solar week”, which in tions, the majority of which work in the 2000 was awarded the prize for “Promot - Foto: Michael Sondermann, areas of environment, development and ing Climate Protection in Local Authori - public relation office of the city of Bonn health. ties”. The “Solar Market” featuring infor - mation stands and presentations is a big “Sustainability is the draw, and not just for the construction industry. Talks, information brochures and central theme of the promotional events, “multiplier” pro - “new” Bonn” grammes such as the 50/50 energy sav - ing project at schools and innovative Bonn has also repeatedly proven its com - ideas such as the use of renewable ener - UN in Bonn – Conference centre petence as a conference centre and plat - gies at schools are helping to keep the and platform for dialogue on form for dialogue. International confer - issue of sustainability in the public eye. ences of states parties to conventions, Bonn’s activities to promote climate pro - sustainability worldwide for example, on climate and desertifica - tection and more sustainable use of tion, the International Freshwater Confer - energy were not only awarded with the ence in 2001, the Conference on Renew - European Solar Prize, but were also certi - able Energies in 2004 and the Early fied with the European Energy Award, Warning Conference are milestones on whose extensive catalogue of measures the way to sustainable development is currently being implemented. worldwide. A town that has dedicated itself to sus - Business, too, is becoming increasingly tainability to this extent, and which wants engaged for this goal. Companies in Bonn to live out its convictions, carries respon - are assuming their responsibility. They sibility far beyond its local radius. This is are integrating the concept of sustainabil - why the town repeatedly takes up the pri - ity into their business philosophies, pub - ority issues of the United Nations and lishing sustainability reports (so-called implements them as “multiplier” projects “Corporate Social Responsibility Reports”) for awareness raising. For example, in and cooperating with United Nations 2005 the Millennium Development Goals 27

were successfully communicated on ing and conference services sector. In a many different levels, from the Bonn town where conferences are held on the UN Debate with Eveline Herfkens, to the subject of sustainability, organisers and festival on United Nations Day, with over guests should meet in surroundings wher e 30 participating organisations in the info- this philosophy has been implemented tent village, through to the “Millennium and experienced, for example through Stones” art project, by which young transition to fair-trade products and stonemasons interpreted the Millennium consideration of environmental criteria. Development Goals in creative fashion. Sustainability in the Local “Genuine value” Authority’s Development ooperation Bonn has a sustainability network that could hardly be denser. The common theme unites UN institutions, national Sustainability takes concrete form in the organisations, non-governmental organi - local authority’s development cooperation sations, development cooperation serv - work. Bonn town council’s partnership Solar Market and projects make a real contribution to solv - ices, scientific institutions and businesses energy-saving project in Bonn. All participants get genuine value ing worldwide problems. For example, at schools from it – and abstract issues become tan - pupils from Bonn and Buchara (Uzbek - gible and understandable for the general istan) are currently working together in public. Thereby, the town that the legisla - the framework of an EU project on teach - tors designated for the purpose has made ing materials for energy efficiency and a substantial contribution to work on edu - renewable energy. cation in development issues. Project partnerships such as this one So what could be more obvious than have proven themselves. Real cooperation pushing the UN Decade of Education for in common tasks has proved to be Sustainable Development even further extremely fruitful for both sides in all of into the centre stage of Bonn’s activities Bonn’s project partnerships, such as and the public consciousness? Minsk (Belarus), Ulan Bator (Mongolia), La Paz (Bolivia) or Cuddalore (India). Through the exchange of experiences Local Initiatives and with local authorities throughout the Sustainable School Projects world we have gained valuable insights which could give impulses to the interna - Two years on from the beginning of the tional debate on sustainability. Decade there is already a large number of stakeholders who are implementing On the occasion of the founding of the Decade Projects in Bonn, including some World Mayors Council on Climate Change internationally oriented non-governmental in Montréal in November 2005, of which I organisations, but also local initiatives and am the Chair, I was able to observe this Bonn schools. once again. Local authorities are not only able to have influence on individual and The town council itself is marking the local issues, but this effect is amplified Decade firstly through existing event when our experiences are made useful to formats, such as the Bonn UN Debate, others. Furthermore, politics needs the United Nations Day (theme: Demanding experience and cooperation of local Sustainability – Promoting Sustainability), authorities if it is to put genuinely effec - and the annual partnership with the asso - tive regulations for climate protection in ciation “Help – help to self-help” in 2006 place. And the ICLEI Conference in Cape and the Association “Andheri-Hilfe” in Town has given me renewed strength to 2007. Alongside these, we have also continue to insist on cooperation at local developed further educational projects authority level. which we hope to reach a broad public over the next years. “The general public

Since the January 2006 we have been and publicity work are implementing a project financed by the the be-all and end-all” Federal Ministry for Economic Coopera - tion at the company Tourism & Congress To mark the start of the Decade of Educa - GmbH, which addresses the hotel, cater - tion for Sustainable Development, we Foto © BMU / B. Hiss UNESCO 28 today 2007

would like to raise the people of Bonn’s public as conduits for knowledge and of awareness for these issues. By means of course as implementers. The UN Decade an exhibition and a brochure we shall of Education for Sustainable Develop - present the goals, characteristics and ment should make us aware that global contents of the project partnerships. The problems affect EVERYONE and that touring exhibition is to be put on show in EVERYONE can make a contribution to To mark the start of the UN public buildings and especially in schools. solving them. The Decade Projects have Decade, a touring exhibition symbolic effect and act as role models. will be shown at schools The general public and publicity work are And I sincerely hope that every one of the be-all and end-all in issues of sustain - them will be able to set off a domino ability. Without the cooperation of the effect for sustainability. general public, even the best concept is doomed to failure – the public as elec - torate and the public in their daily lives, Bärbel Dieckmann is the public as a pool of knowledge, the Lord Mayor of the City of Bonn.

The Bonn Millennium Stones Foto: Rolf Rau 29

The UN Decade of Education for Sustainable Development as a Project for Politics and Civil Society By the National Committee for the UN Decade

People born in 25, 50 or 100 years time Institutional Ties Decade with its “Hamburg Declaration”. should have at least as good a chance of In July 2004 the German Federal Parlia - a fulfilled life as we do. But sustainable Education must play a greater role in our ment, in a unanimous resolution, called development is not just oriented towards efforts for sustainable development than on the Federal Government to take an the future. It is also about opening the hitherto. This was one of the most impor - active role in its implementation. The Par - way to a life of human dignity for all, tant declarations of the World Summit on liament proposed that the German Com - today. These demands constitute the Sustainable Development in Johannes - mission for UNESCO be entrusted “with core concept of sustainable develop - burg in 2002. Therefore, in the same year, the coordination of the national World ment. Sustainability – environmentally, the United Nations General Assembly Decade activities that extend beyond the economically and socially balanced devel - proclaimed the years 2005-2014 as the government level”. The Federal Ministry opment – is one of the great challenges UN Decade of Education for Sustainable for Education and Research, the lead of our time. It is a challenge for which we Development. In 2003 the German Com - agency for the UN Decade within the fed - will have to work ever more intensively in mission for UNESCO made proposals for eral government, then attributed three the coming years. the national implementation of the years’ funding to the German Commis -

Local Agenda 21 in Varel

Decade Project by the Agenda Office in Varel, Lower Saxony

The children’s and young people’s net - work and the regional young people’s net - work are two projects which have been implemented as part of the local Agenda 21 in Varel. The Agenda Office aims to host a fully comprehensive network for work with children and young people. In cooperation with schools in Varel, an increasing number of projects are being carried out in Education for Sustainable Development. International cooperation is being carried out through the partnership between the town of Varel and a commu - nity in Nicaragua. The regional qualifica - tion network provides careers advice and networking between pupils, parents, teachers and firms.

Foto: Schülerzeitung Schülerfloh UNESCO 30 today 2007

of stakeholders involved in the Decade from politics and civil society could come together: although the DUK works on behalf of the government, it is neverthe - less an organisation of members, in which the federal states, local authorities and a large number of civil-society organisations are also represented, in addition to fed - eral politics.

A Task for the Whole of Society

The proclamation by the United Nations General Assembly of a worldwide project such as the UN Decade is first of all just an appeal. Such a project will only become effective in Member States when the most important stakeholders take on responsibility for implementing it them - selves. Sustainable development addresses attitudes and lifestyles and thus cannot be implemented as a strategy decreed from “on high”, but only with the participation of as many citizens as possible. If, in the foreseeable future, the contents and principles of a form of development which is environmentally, economically and socially viable in the long term are to be among the self-evident aims of all educational establishments, then as many social groups as possible must share the goals of the UN Decade. In this respect, the cooperation of politics – at the federal, state and local authority levels – is indispensable. For Education for Sustainable Development shall only become self-evident when legislation and curricula set the course. Equally impor - tant for the implementation of the UN Decade of Education for Sustainable Development is the cooperation of repre - sentatives of civil society, such as non- governmental organ isations, private enterprise, the media and foundations. Alongside the state institutions, these latter make up the second pillar of stake - holders in ESD.

With the calling of 30 institutional repre - sentatives and individual experts from Foto © BMU / B. Hiss politics and civil society onto the National Committee for the UN Decade of Educa - tion for Sustainable Development, the German Commission for UNESCO has followed up on this conception of the sion for UNESCO for its coordination activities. The coordinating role of the Decade as a project for the whole of soci - activities. German Commission for UNESCO (DUK) ety. It also made the effort to reflect the in this country ensures that the German broad spectrum of ESD – from develop - On the international level, UNESCO – the activities for the Decade are tied in with ment education through consumer edu - world organisation for education, science, international developments. Thanks to its cation to environmental education – and culture and communication – is the lead particular profile, DUK also presented an to bring together contacts from all educa - agency for the coordination of Decade inclusive platform where a wide spectrum tional sectors – from the nursery sector 31

through to informal learning – in the National Committee. Universities and The National Committee for the UN-Decade other research establishments are provid - “Education for Sustainable Development” ing the scientific expertise. Moreover, the Committee comprises pupils’ representa - tives. In order to ensure the implementa - Volker Angres Prof. Dr. Lenelis Kruse-Graumann Chairperson of the German Commission tion of the decisions taken, it was impor - German ZDF television network for UNESCO 's Science Committee, tant to also win the cooperation of high- Petra Bierwirth, MdB University of Hagen ranking decision-makers. The National German Bundestag's (Parliament's) (FernUniversität in Hagen) Committee as a steering body should Committee on the Environment, Nature have a long reach and ability to assert Conservation and Nuclear Safety Thomas Loster itself. What role does the Committee play Munich Re Foundation Ulla Burchardt, MdB (Münchener Rück Stiftung) in the individual details of implementing German Bundestag's (Parliament's) the Decade in Germany? Committee on Education, Research and Dr. Barbara Meifort Technology Assessment Federal Institute for Vocational Training (BIBB) Consultation, Steering, Clearing Dr. Ignacio Campino – The Tasks of the National Deutsche Telekom AG Prof. Dr. Gerd Michelsen University of Lüneburg Committee for the UN Decade Prof. Dr. Gerhard de Haan Prof. Dr. Edda Müller Chairman of the National Committee, Federation of German With the help of the UN Decade, Educa - Freie Universität Berlin tion for Sustainable Development in Ger - Consumer Organisations (Verbraucherzentrale Bundesverband) many should take a clear step forward. Annette Dieckmann This will only succeed if the decisive Working Group on Nature and Environ - Ingrid Müller stakeholders come together to identify mental Education (Arbeitsgemeinschaft Federal Ministry for the Environment, Natur- und Umweltbildung) priorities and political measures for inte - Nature Conservation and Nuclear Safety grating ESD into all areas of education in MinDirig Dr. Volker Ducklau (BMU) Germany, and consult together on them. Federal Ministry for Economic Werner Netzel We – the specialists and decision-makers Co-operation and Development (BMZ) German Savings Bank Association represented on the Committee – see this Prof. Dr. Ing. Peter Eyerer (Deutscher Sparkassen- und Giroverband ) as the first task of the National Commit - Fraunhofer Institute for Prof. Dr. Dr. Franz Josef Radermacher tee. We are convinced that this commit - Chemical Technology (ICT) Research Institute for Applied Knowl - ment to common action for the Decade edge Processing (Forschungsinstitut für Marco George will further strengthen the integrative anwendungsorientierte Wissensverar - Pupil’s Union of the function of the concept of Education for beitung) Sustainable Development. In the process Federal State Brandenburg of voting on a common course of action Gertrud Sahler Eva Goris National Committee, the National Committee also functions as Bild am Sonntag (newspaper) a platform where the individual members Man and the Biosphere can raise their respective ideas. Thus, for Bettina Heinrich Staatssekretär Dr. Alexander Schink example, representatives of civil society German Association of Cities Länder Conference of Environment can use the discussion processes of the (Deutscher Städtetag) Ministers (UMK) Committee to demand stronger meas - MinDirig. Karl-Heinz Held Jörg-Robert Schreiber ures in support of ESD from the political Standing Conference of Ministers of VENRO – Association of German decision-makers. Education and Cultural Affairs (KMK) Development NGOs (Verband entwick - lungspolitischer Nichtregierungsorgani - Hendrik Hey As a consultation forum for measures sationen) World of Miracles that bring forward learning for sustainabil - (Welt der Wunder GmbH/H5B5 GmbH) Hubert Weinzierl ity in Germany, the National Committee Council on Sustainable Development also intends to function as a nerve cen - Klaus Hübner (RNE) tre, taking onboard current ideas and Bavarian Bird Protection Society trends for ESD coming from society. In (Landesbund für Vogelschutz Bayern) Dr. Ulrich Witte order to gain cooperation partners, the Federal Foundation for the Environment Julia Hüttenrauch (Deutsche Bundesstiftung Umwelt) National Committee called a Round Table Pupil’s Union of the Federal State of 100 stakeholders together right at the Baden-Württemberg Prof. Dr. Christoph Wulf beginning of the Decade. These latter are Chairperson of the German Commission to implement the Decade on the ground, MinDirig’in Dr. Christina Kindervater for UNESCO’s Education Committee, advise the National Committee and give Standing Conference of Ministers of Freie Universität Berlin Education and Cultural Affairs (KMK) impulses for the execution of the and (in an advisory role): Decade. The Round Table sits once annu - MinDirig. Hans Konrad Koch Dr. Roland Bernecker ally, while its working groups on the dif- Federal Ministry of Education Secretary-General of the ferent educational areas and the themes and Research (BMBF) German Commission for UNESCO of ESD assure continuity between sit - UNESCO 32 today 2007

tings. The aim of the “National Commit - represented in the Round Table. With its ties also means that the National Com - tee – Round Table – Working Groups” membership limited to 30, the National mittee takes on the role of a steering bodies is to provide a large number of Committee is an effective working body body in the implementation of the opportunities for participation. The that can also be seen as the political arm Decade. Making use of the specialist National Committee made well its first of the Decade, bringing together the expertise represented on the Committee, task as a consultation forum when it work of individual participants and repre - it views the ESD activities in Germany as compiled the National Plan of Action in senting it vigorously in national and inter - a clearing house – it evaluates them, autumn 2004 and described the central national politics and in the media. tests the political framework conditions, goals and strategic guidelines for the UN identifies unexplored territory and makes Decade in Germany, in consultation with Consultation and voting on common recommendations. This too should take one another and with the stakeholders measures and the identification of priori - place in consultation with the Round Table and the Working Groups, for which reason every UN Decade Working Group Foto © UNESCO / Martin Bobic has a contact on the National Committee who assures the connection with the Working Group.

One example for the steering function of the body is the identification of measures for inclusion in the National Plan of Action and the recognition of the official German Decade Projects. Measures and projects will be regularly evaluated from 2006 onwards, by which we mean to ensure that the Decade does not just consist of political goodwill declarations, but actually contributes to a genuine and measurable reorientation of the education system towards tackling sustainability more thor - oughly. In this undertaking we are con - cerned to ensure that the official German Decade Projects base their work on a suf - ficiently complex interpretation of sus - tainability. The identification of prioritised themes within ESD and the encourage - ment of corresponding working circles – for example on the topics of Water and Consumerism – and events is a further example of the work of the National Committee as a steering body. One precondition for the steering of the UN Decade by the National Committee is that the body also works as a laboratory of ideas, making innovative conceptual considerations on Education for Sustain - able Development.

The National Committee can only be suc - cessful to the extent that its members make the aims of the Decade their own and spread them outwards. Equally deci - sive is the readiness of all stakeholders who are not directly represented on the National Committee to take part in the work of the Committee and help to carry out its activities. Only as a true coopera - tion project can the UN Decade bring Education for Sustainable Development in Germany forwards.

This article was written jointly by the members of the National Committee. 33

Annette Dieckmann / Jörg-Robert Schreiber The Role of Non-Governmental Organisations in Implementing the UN Decade

Samba rhythms accompany the buzz of countless children’s voices as they present the results of their projects on stage and at exhibition stands in the Great Hall of Hamburg Museum. It is all about the production of bananas and chocolate, environmental protection and healthy eating, eating habits around the world, human rights and child labour, organic farming and fair trade, water as a basis for life, development projects in Mali… “World Breakfast” is the theme of the projects that 20 schools carried through in the run up to this common closing party. Education for Sustainable Development recognised education and awareness- can take many different forms when peo - raising work as the key to a form of ple with different experiences, perspec - development, which is viable for the tives and temperaments participate in it. future, and realised that environmental It seems to be particularly successful in protection and development cooperation those places – such as the “World Break - are also essential learning processes. fast“ projects organised by the Welt- hungerhilfe charity in Bonn, Berlin, NGOs possess two particular characteris - Leipzig and Hamburg – where it suc - tics in their self-understanding and public ceeds in uniting stakeholders from Global perception: they are considered a critical Learning and from Environmental Educa - early-warning system for fast-changing tion. It is clearly a promising new reality (worldwide) economic, social, environ - that non-governmental organisations mental and political frameworks, and they (NGOs) are cooperating with schools and were one of the first to passionately advo - other state education providers – as well cate participation as a basic precondition as holding their own education events. for democratic and sustainable develop - Who are these non-governmental envi - ment. The “empowerment” approach, ronment and development organisations, which VENRO (see Seitz/ Schreiber 2005) and which educational aims are they pur - and others are promoting as a fundamen - suing? tal development strategy, reflects the need for a valorisation of civil society, in similar to terms to that already described in the What are NGOs? Agenda 21. Sustainability requires empowerment and participatory politics. NGOs are non-profit organisations work - Empowerment in this sense describes ing at the local, national and international the process of self-motivated learning by leve ls, which stand up for specific objec - which people come to feel encouraged tives and are independent from the state. and enabled to take their own issues in Citizens involve themselves in NGOs on a hand and participate actively and cre - voluntary basis to further the goals which atively in processes of social change. are of particular importance to them: human rights, conservation of nature or NGOs are often the organisers of projects. the environment, the fight against They have networked with each other on poverty, development projects, climate many levels and have often associated protection and alternative energies, fair themselves with UN Organisations at the trade, sustainable consumerism, preserva - international level, where they are taking tion of biodiversity , and many other on an increasingly important role at world issues. As environmental and develop - conferences and counter-conferences. ment organisations, many of them have Their role as education providers and UNESCO 34 today 2007

Event for the 2nd White Band Day, “Your Voice Against Poverty”, on the 9th September 2005, in front of the Parliament in Berlin Foto: VENRO

cooperation partners for state-sector edu - Professionalisation and loyalty between professionalisation and loyalty cational establishments arises from their to the grassroots to the grassroots represents a serious specific social function, between the risk for them. Gathering the widest possi - state and the market. With considerable ble support among the population is not independence from political interests and Their success (given their limited person - just part of their approach, but rather a nel and funding resources) and their the economic pressure to maximise prof - precondition for their success. This is growing influence have raised the pres - its, NGOs can advocate the idea of sus - why programmes to train supporters in sure to become more professional. Mid- tainable development and take part in its project management, communication and sized and large NGOs are increasingly implementation. In this process they are having to resort to professional project public relations work are important. Such not limited to acting as role models, but management and appropriate strategic courses would also respond to a growing also have extensive opportunities to have planning, methodological competence interest in lifelong learning and personal their say in the shaping of social and polit - and evaluation skills – not least in their development among citizens with a readi - ical frameworks. It is on this basis that education work. They must face growing ness to get involved. The particular attrac - environment and development NGOs competition in many fields. They are well tion of NGOs is that these learning contribute to the Decade of Education for prepared to do this, but they must also processes are bound up with active Sustainable Development. recognise that the growing tension engagement, for example in climate pro - 35

tection, in local Agenda 21 groups or The major environmental associations – Involvement in the UN Decade regional marketing initiatives. and first and foremost their youth organi - sations – are actively supported by Both ANU and VENRO are represented The possibility of accompanying such numerous grassroots groups in their on the German National Committee for sustainability initiatives with specialist national campaigns, for instance on the UN Decade of Education for Sustain - advice, intermediary services and process renewable energies, mobility or land use. able Development and, through their monitoring was investigated in a project On the occasion of the “Youth Energy member associations, in the Working carried out by the Association of Environ - Summit” – a conference on renewable Groups of the Round Table. They have mental Education Centres (ANU). This energies for young people which took introduced important measures to the showed that citizens’ engagement in place on the fringe of the Renewables National Plan of Action, assuming respon - even the smallest projects – such as the Conference in 2004 – a combined “Youth sibility for their implementation, either cooks and connoisseurs of the “Home on Alliance for Future Energy” was set up, alone or in cooperation with other stake - a Plate” project, or the organic gardeners with the aim of stimulating young people holders. in the “Leaf and Root” allotment associa - to take a more active role. tion – can successfully be supported These measures contribute to organising using the tools of systematic organisa - Networking and Steering dialogue and networking between ESD tional development (see ANU 2005). stakeholders and developing concepts Successful self-motivated learning takes by Associations and action plans at the federal state level. place through these processes. In content terms, they should expand the NGOs working in the field of sustainable range of educational provision on the just The same goes for “world shops”, volun - development form such a large propor- shaping of globalisation, the Millennium teering services and development part - tion of civil society organisations that it is Development Goals and environmental nerships, which do not only aim to hard to get an overview. issues, as well as furthering the develop - change the world around them, but are ment of North-South partnerships. themselves an important site of demo - The ANU, the Association of Environmen - cratic learning. Furthermore, development and environ - tal Education Centres (www.umweltbil - mental NGOs are supporting a reinforce - dung.de), which is active across the ment of education for sustainable devel - Campaigns and Education Work country and has regional associations in opment in schools as cooperation 12 federal states, organises 680 environ - partners of state educational establish - NGOs are not limited to formal teaching mental centres alongside other providers ments – through their range of extracur - approaches in their education work, but of extracurricular environmental educa - ricular places of learning, through their achieve a significant public impact tion. The environment centres which teaching materials on a diverse range of through their campaigns and informal have been established in many places issues and through the provision of spe - education work – not least through the over the last twenty years are often oper - cialist speakers. media. For example, the development ated by nature conservation associations policy umbrella group VENRO, together or local clubs. Through model activities The ways in which the integration of sus - with its member organisations and a they intend to create a visible presence tainable development can take place in diverse range of similar initiatives around and combine their role as a place of learn - concrete terms is shown by the initiatives the world, was able to make an effective ing for schools with informal education in which have been recognised as “official contribution to publicising the United the leisure sector or support for informal Decade projects”. In this regard, NGOs Nations’ Millennium Development Goals learning processes. The ANU organises are right in the front line: half of all of the through its “Your Voice against Poverty” qualification, networking and public rela - projects recognised so far are operated campaign. With the support of famous tions work for extracurricular environmen - by non-governmental organisations. artists it was able to motivate German tal education, and supports the stakehold - ers involved in integrating the principles politics into making progress in meeting To take one example, the Deutsche of education for sustainable development its 0.7% goal, and announcing further Umwelthilfe environmental pressure into environmental education. debt write-offs. group (Northern Regional Association) is working to support schools in introducing Successive – though often disappointing Over one hundred member organisations sustainable purchasing policies. In stu - – political effects reinforce the conviction nationwide are brought together by dent companies or other kinds of proj - that effective public campaigns must be VENRO, the Association of German ects, pupils, with the participation of the deepened by sustained educational work. Development NGOs (www.venro.org). rest of the school community, pursue the The number of courses, workshops, proj - These include the NGO networks at the goal of supplying the school with organic, ects, offers of cooperation and teaching federal state level, in which around 1800 regionally-produced or fair-traded prod - materials coming from NGOs on the mostly small and medium-sized NGOs ucts. theme of the sustainable shaping of glob - are organised. VENRO primarily works for alisation and global learning has become the defence of human rights and combat - Another example is the “artefact” energy impossible to ignore. They are primarily ing poverty by influencing development adventure park in Glücksburg (www.arte - oriented towards central everyday areas policy, but also by coordinating and sup - fact.de), an education centre with a of action such as energy consumption, porting publicity campaigns and global guesthouse built from clay. In its courses consumerism and mobility. learning programmes. on insulation in house-building, toys UNESCO 36 today 2007

made from recycled materials or plant- absolute consensus as to what this Sources: based water treatment systems, it com - means should not be a source of discom - Klaus Seitz / Jörg-Robert Schreiber (2005): bines global learning with acting locally, fort, and nor should the fact that along - Kurs auf eine nachhaltige Entwicklung – Lernen and was recognised for its sustainable side low environmental impact, social jus - für eine zukunftsfähige Welt. Ein Diskussions - beitrag des Verbands Entwicklungspolitik business concept. tice and economic performance, deutscher Nichtregierungsorganisationen development NGOs often stress a fourth (VENRO) zur UN-Dekade „Bildung für nach - aspect, that of democratic political deci - haltige Entwicklung“ 2005-2014; VENRO- Development and Environment: sion-making (Good Governance). The very Arbeitspapier Nr.15, 2005. [On Course for Sus - Diversity and Common Goals point of education is to be able to make tainable Development – Learning for a World with a Future. A Contribution to the Debate by ideas your own in a spirit of critical respon - the Association of German Development NGOs Development and environment NGOs, sibility, and to fill them with content. In this (VENRO) on the UN Decade of Education for the NGOs have much in common, for Sustainable Development 2005-2014] their people and their projects, are as diverse and distinctive in their goals, example the fact that very different civil ANU (2005): Arbeitsgemeinschaft Natur- und emphases and experiences as can be society initiatives recognise the great Umweltbildung Bundesverband e.V & econtur imagined. And this diversity represents importance and challenge of culture as the Sustainability Center Bremen (Hg.): Nach - backdrop for sustainable development. haltigkeit im Alltag voranbringen. Ein Leitfaden immense potential for sustainable devel - für Umweltzentren und Nachhaltigkeitsinitia - opment and education processes for the tiven, Bremen, 2005 [Promoting Sustainability in future. In the past it was seen only in Annette Dieckmann is the Chair of the Everyday Life. Guidelines for Environment Cen - terms of NGOs stubbornly rebellious atti - Association of Environmental Education tres and Sustainability Initiatives]. tude towards attempts to bring them Centres (ANU) and represents the ANU on the under the roof of education for sustain - National Committee for the UN Decade. able development. What unites them all, Jörg-Robert Schreiber represents the however, is their orientation towards the Association of German Development NGOs idea of sustainable development. The fact (VENRO) on the National Committee for the that even in this point there is no UN Decade.

artefact Energy Adventure Park, Foto: artefact 37

Carl Lindberg The Need to Take Responsible and Long-term Decisions The UN Decade as a Golden Opportunity

We all know former United Nations Sec - The human driving forces for these retary-General Kofi Annan’s words: “Our changes – both proximate and ultimate – biggest challenge in this new century is are equally complex, interactive and fre - to take an idea that sounds abstract – quently teleconnected across the globe. sustainable development – and turn it The magnitude, spatial scale, and pace of into reality for all the world’s people”. human-induced change are unprece - dented in human history and perhaps in Perhaps not all of us also know what he the history of Earth; the Earth System is said in his last great speech in Nairobi in now operating in a “no-analogue state”. Nov. 2006: “Climate change is not just an (www.igbp.kva.se) environmental issue, as too many people still believe. It is an all-encompassing Responsible people all over the world threat. It is a threat to health (since a cannot ignore these fundamental facts warmer world is one in which infectious that also constitute the basis for the deci - diseases such as malaria and yellow sions taken at the Johannesburg Summit fever will spread further and faster.) It and for the UN Millennium Goals. It is could imperil the world’s food supply (as also about the greatest challenge of our rising temperatures and prolonged time: to eradicate extreme poverty from drought render fertile areas unfit for graz - the face of the earth. We know that the ing or crops.) It could endanger the very poorest of the poor are the most inno - ground on which nearly half the world’s cent victims of global climate change. population live (coastal cities such as Lagos or Cape Town, which face inunda - “We know that the tion from sea levels rising as a result of melting icecaps and glaciers.) … This is poorest of the poor are not science fiction. These are plausible the most innocent vic - scenarios, based on clear and rigorous tims of global climate scientific modelling … And as we con - change.” sider how to go further still, there remains a frightening lack of leadership.” One of the most important decisions taken at the Summit in Johannesburg, “This is not science subsequently taken up by the UN’s Gen - fiction. These are plau - eral Assembly, was to declare the years sible scenarios, based 2005-2014 a Decade of Education for on clear and rigorous Sustainable Development. The decision The decision to launch the implies an urgent call for the nations of Decade implies an urgent call scientific modelling” the world to completely change educa- for the nations of the world to tion in Pre-Schools, Schools and Higher completely change education in The current situation is also described by Education Institutions so that they are Pre-Schools, Schools and a group of famous scientists in the book better able to support sustainable devel - Higher Education Institutions “Global Change and the Earth System: opment. I consider that the requests A Planet Under Pressure” as follows: from Johannesburg and United Nations have not been taken seriously in most “The planet is now dominated by human countries. activities. Human changes to the Earth System are multiple, complex, interact - The reason why education is so impor - ing, often exponential in rate and globally tant is that the political will and the significant in magnitude. They affect responsible leadership for tackling the every Earth System component – land, major challenges facing humanity in all coastal zone, atmosphere and oceans. our countries can only be created by UNESCO 38 today 2007

informed public opinion: a public opinion as a perspective that is added to all which in democratic elections would vote school and university subjects. The sus - for political leaders who are able to take tainable development perspective can responsible and long-term decisions. This then be seen as an aid for teachers in is the point of education for sustainable selecting relevant content for the educa - development. tional process. Active pupil and student participation must be built in as early as The 2005–2014 Decade of The 2005–2014 Decade of Education for pre-school, and opportunities must be Education for Sustainable Sustainable Development is the golden provided to consolidate it by allowing stu - opportunity now offered to us all – com - Development is the golden dents to take part in planning activities mitted teachers at all levels, school and opportunity now offered throughout their time at school or univer - university heads, students, education to us all. sity. The development of a capacity for ministers and other education politicians all around the world – to take serious critical thinking and questioning is particu - matters seriously, to work with others to larly important, since there is no predeter - change all levels of our education sys - mined way in which to achieve sustain - tems, so that when the students have able development. completed their education they will really possess the ability and the will to work The students and their student organisa - actively for sustainable development in tions are extremely important in this con - our societies. text. It is essential we encourage them to tackle the issue of education for sustain - The need to change education is of great able development. Those who are study - urgency all over the world. But the need ing in higher education today are the is greatest in the wealthy part of the world. ones who will be building for the future Just as statistics are so convincingly tomorrow. They are the ones who will demonstrating that people in the wealthy have to bear the consequences of the part have the longest and most advanced wrong, short-term decisions that are education, their lifestyles are consuming taken today. A civil engineer who gradu - most of the world’s limited resources. ates this year will have an active working The population there is making by far the life until the middle of this century. A largest “ecological footprint”. Therefore, teacher who graduates this year will, we have to change education systems, during her or his teaching life, influence particularly in the wealthy part of our world. people who will live into the next century. The need to change Sustainable development must be the In Sweden, for example, the student rep - education is of great guiding light both in the everyday life of resentatives have considerable influence urgency all over the world. pre-schools, schools and universities, and in longer term planning. This requires on the university Governing Boards and everyone in schools and at universities – use it very constructively in a way that is teachers and researchers, pupils and stu - greatly appreciated by university leaders. dents, school managers, together with parents and representatives of the com - One year ago I participated in an interna - munity – to discuss and clarify how best tional conference in Gothenburg, Sweden to profile school and university activities on “Drivers and Barriers for Implement - in order to support the development of a ing Sustainable Development in Higher sustainable society. This presupposes, of Education”. Here are some of the com - course, that the laws, regulations and cur - ments from the participants: ricula that schools and the universities must follow are also designed to support “Sustainable Develop - such developments. ment is an ever-evolv - “Sustainable develop - ing concept.” ment must be the I Even if there have been several guiding light both in the attempts to make the concept of SD everyday life of pre- more operational it is clear that it can - schools, schools and not be exactly defined – and it should not be! It is an ever-evolving concept. universities, and in It can be compared with the concept of longer term planning.” health, as health cannot be defined in precise terms either, and yet everyone Sustainable development must not be has an idea about what health is and seen as a new field of study, but rather health is important for everyone. 39

I It must be hard to find anything else quite as multi- and transdisciplinary as sustainable development. It is also quite clear that the traditional disci - pline-based structuring of knowledge and research are here to stay. This combination constitutes a major chal - lenge for universities when implement - ing learning for sustainable develop - ment in higher education.

I A common experience from proactive universities is that some kind of organi - sation with supervision and responsibil - ity above and beyond the traditional disciplines is essential for making multi- and transdisciplinary ESD activi - ties become a successful and lasting activity. Such an organisation works as an engine for the issues that otherwise often end up as everyone’s interest but nobody’s responsibility. It therefore acts as an incubator for change and hence as a norm-supporting structure. Foto © bpa / Reineke I Both separate courses and pro - grammes and/or an integrated perspec - union organisations can play a particularly knowledge in all educational programmes tive throughout the whole education important and proactive role. and relevant courses; secondly, to process are needed. The separate improve the possibility for the student to course is needed to give the basic “I am convinced that the complete their education by taking addi - understanding of the challenges asso - companies and public tional courses on SD; and thirdly to pre - ciated with sustainable development; pare a central action plan on education for to deliver tools and conceptual models institutions that make sustainable development. He also decided for dealing with dynamic and complex sustainable develop - to instruct the board of a recently founded systems; and to gain a feeling of how ment the guiding princi - Centre for SD to follow up the work on things are interconnected. The sepa - ple of their personnel SD, to earmark certain development rate basic courses on sustainable resources, to offer a teacher training development delivered at universities training will soon realise course on SD at the university and to today often have an environmental the great advantages of develop support material for the teachers. focus. This needs to be balanced with this approach.” more integration of the social and eco - As early as the 1st of July 2004, the Ger - nomic aspects of sustainability. What has happened since the decision on man Parliament took a unanimous resolu - the Decade of ESD? Let me give you just tion welcoming the UN decision to hold The report from this conference is the a few good examples. the Decade. In Germany they have estab - Technical Paper No 3–2006, in a series lished an award conferring the title of called “Education for Sustainable Devel - The Swedish Parliament has amended the “Decade Project”, which can be assigned opment in Action” from the UNESCO Higher Education Act so that from Febru - for a two year period to schools, organi - Education Sector. ary 1st 2006 Swedish universities and uni - sations, churches or university depart - versity colleges have to promote sustain - ments, for example. So far, around 400 The sustainable development perspective able development in their activities. The projects have received this important must pervade all education that is carried change in this law implies that universities recognition. (www.dekade.org) out in society, including personnel train - “in their activities have to promote a form ing at companies and in the public sector. of sustainable development which means Regional Centres of Expertise on Educa - I am convinced that the companies and that current and future generations are tion for Sustainable Development are net - public institutions that make sustainable secured a healthy and sound environ - works of existing formal, non-formal and development the guiding principle of their ment, economic and social welfare and informal education organizations, mobilized personnel training will soon realise the justice”. At Uppsala University, Sweden’s to deliver ESD to regional communities. great advantages of this approach. Their oldest University, the Vice Chancellor They are mobilized by the United Nations staff will feel proud to be involved in decided in December 2006 to instruct the University in all parts of the world and operations that aim to make a responsi- boards of the Faculties firstly to be there were a total of 35 as of December ble contribution to the sustainable devel - responsible for the integration of SD as a 2006. (www.ias.unu.edu) Norway has opment of society. Here I believe trade perspective and as a component of created a very well-equipped and well- UNESCO 40 today 2007

developed network on the internet between universities and the school Ten proposals system to support SD, named Learning for the Environment. (www.miljolare.no) 1. Inform as many people as possible about the aims of the UN Decade of Edu - cation for Sustainable Development, (DESD 2005–2014), particularly journalists “Considering the huge who work on educational issues. scale and importance of the challenge of 2. Call on your Ministers of Education, and their Ministries, to develop action plans on ESD, giving government agencies clear roles and responsibility. Request changing education that all relevant legislation and regulation reflect the importance of ESD. systems, the current level of activities is far 3. Inform the general public about strategies for sustainable development and the from sufficient.” link between ESD with these strategies.

Many activities on ESD have been initiated 4. Inform government and other stakeholders of the UNECE (United Nations Eco - nomic Commission for Europe) strategy on ESD, adopted in March 2005. The all over the world. However, considering Strategy, published in all the UN official languages, is available at: the huge scale and importance of the www.unece.org/env./esd challenge of changing education systems , the current level of activities is far from 5. Call on your national governments to act as driving forces for ESD in different sufficient. international assemblies, for example within UNESCO, The Council of Europe, the UN Commission on Sustainable Development, and the EU. It is here that governments, and especially Ministers of Education, must take on 6. Call on Members of Parliament to raise the importance of ESD with the gov - much greater responsibility. Moreover, all ernment. of us must take on our share of responsi - bility for creating education systems that 7. Call on national government bodies and agencies for international aid and coop - support sustainable development. eration, in their negotiations with the countries receiving support in the educa - tion area, to impose the condition that educational activities be permeated by For that reason I will briefly present the perspective of sustainable development. 10 points of measures that must be taken: 8. Make politicians in local and regional government, especially those responsible for school issues, aware that ESD is an important dimension of issues of qual - ity.

9. Ensure that conferences dealing with any aspect of sustainable development always discuss the importance of the role of education.

10. Urge national and international NGOs to inform their supporters and staff about ESD and monitor how national governments meet their international commit - ments towards it.

I would like to conclude by quoting change our perspective continually and Muhammad Yunus, the Nobel Peace Prize reconfigure our mindset quickly as new Laureate, from his Nobel Lecture in Oslo: knowledge emerges. We can reconfigure our world if we can “We wanted to go to the moon, so we reconfigure our mindset”. went there. The development of a capacity We achieve what we want to achieve. So, therefore: We can and we must recon - for critical thinking and ques - If we are not achieving something, it is figure our education systems to genuinely tioning is particularly important, because we have not put our minds to it. support Sustainable Development. since there is no predetermined We create what we want. What we want way in which to achieve sus - and how we get to it depends on our Carl Lindberg is Special Advisor to the tainable development . mindsets. It is extremely difficult to Swedish National Commission for UNESCO change mindsets once they are formed. and Member of the High-Level Panel on the We create the world in accordance with UN Decade of Education for Sustainable our mindset. We need to invent ways to Development. 41

“We have to respect the different pace chosen by each country”

Interview with Aline Bory-Adams, Chief of the Section for Education for Sustainable Development at UNESCO Paris

UNESC O today : As chief of the section Aline Bory-Adams: The first two years for Education for Sustainable Develop - of the Decade have put in place the ment at UNESCO, you are the ‘task-man - mechanisms to facilitate and guide the ager’ for the UN Decade of Education for implementation of the DESD at the Sustainable Development (DESD). What, global, regional and national levels. For exactly, are your responsibilities? instance, reporting, monitoring and evalu - ation frameworks are being developed at Aline Bory-Adams: As the lead Agency regional level in Europe and Asia-Pacific. for the United Nations Decade of Educa - To advise on the monitoring and assess - tion for Sustainable Development, ment at the global level, UNESCO has set UNESCO has two related roles to play. up a Monitoring & Evaluation Expert The first one is of leadership, that is to Group (MEEG) for the DESD. catalyse, coordinate and support the global processes initiated under the International The UNESCO Action Plan for the DESD Implementation Scheme (IIS). Particularly guides the programmatic contribution of in supporting the re-orientation of national UNESCO to the DESD under the leader - Foto: © Axxi / Maike Schmidt education systems and policies in support ship of the Education Sector, coordinated of sustainable development and encourag - by the Intersectoral Working Group (IWG) ing civil society, the private sector and the on ESD. The IWG provides overall coordi - media to respond to the imperatives of nation and facilitates strong inter-sectoral - sustainable development. The second role ity in ensuring that ESD is embedded is as a substantive implementer of the effectively in the programmes of Decade. Through its programme sectors, UNESCO, keeping in mind the other orga - UNESCO helps to facilitate an enabling nizational priorities notably: Education for environment for the achievement of the All, Education for HIV and AIDS and Liter - objectives and goals of the DESD. acy.

The Secretariat for the DESD is ensured The UN Inter-Agency Committee (IAC) for by the Education for Sustainable Develop - the DESD has been established and it ment Section, which I am heading. The ensures coordination among the UN DESD Secretariat is located in the Divi - Agencies in the implementation of the sion for the Coordination of UN Priorities. DESD. The IAC had its first meeting in The main role of the DESD Secretariat is UNESCO Paris (mid-June 2006). The sec - to promote the vision of the DESD in ond meeting will take place during the facilitating discussion among stakehold - CSD 15 session and will be hosted by ers and within UNESCO. The main areas UNICEF. of work for the DESD Secretariat are: International coordination of the DESD; Furthermore, to facilitate the work of Cooperation and mobilization of ESD net - UNESCO in setting strategic directions works; Supporting the development of and mobilization of partners, UNESCO teaching and learning resources for ESD; Reference Group on the DESD has been Supporting inter-sectoral collaboration in established. The first meeting of the Ref - UNESCO’s response to the DESD; Sup - erence Group was held on 19 – 20 Octo - porting the publication and dissemination ber 2006 at UNESCO headquarters. of ESD good practices and guidelines; Monitoring and Evaluation. To advance the thinking of how research can create a foundation for the DESD, a UNESCO today: What results can you joint UNU/UNESCO meeting was held in see after the first two years of the Paris on 20-22 February 2006 to set the Decade? stage for a strategic research agenda for UNESCO 42 today 2007

Foto © UNESCO / Felipe Alcoceba

the Decade. The overall purpose of the visibility to local, national and international workshop was to exchange information Education for Sustainable Development and experiences on research and devel - activities, initiatives and events, and to opment issues in ESD and to initiate allow for exchange of information and work on the development of a research resources. UNESCO has two related roles agenda for the Decade of Education for to play: The first one is of lead - Sustainable Development. Specifically, UNESCO today: Could you give some ership, the second one is as a the meeting addressed the need for good specific examples of national imple - substantive implementer of the coherence in the development and steer - mentations of the Decades? Are there Decade ing of a research agenda for the DESD still any countries where the DESD does which links research on ESD to the needs not play a significant role, so far? of all types of formal/non-formal/informal learning environments and policies and practices. Aline Bory-Adams: It is obvious that education for sustainable development is not reflected equally throughout the These are only a few examples of the world. It is a process and needs to take types of cornerstones, which have been into account the specificities of each put in place at global level to ensure solid country. While it is possible to identify foundations upon which the DESD can countries where ESD has acquired visibil - rest. Of course much has happened at ity and is included in the educational prior - regional and country levels. Regional ities, we have to respect the different strategies for ESD have been developed pace chosen by each country. It is my or are in process in all regions. Many understanding that it is too early to dis - events dedicated to ESD and the DESD tribute “good” and “bad” points. Our are taking place at the regional, sub- task is to ensure that eventually all coun - regional and national levels, for which our tries will address in their respective learn - DESD Secretariat is often solicited to pro - ing environments the challenges set for vide documents or technical inputs, sug - us by the DESD. gest speakers, or to participate. The DESD website as well as our quarterly UNESCO today: What initiatives and “DESD Progress to date”, seek to give activities is UNESCO going to undertake 43

in the close future in order to promote provide intellectual leadership/guidance, the global process of the Decade? but UNESCO sees itself in many ways as being a partner with various stakeholders Aline Bory-Adams: Many challenges lie and helping provide guidance. ahead for the successful implementation of the DESD. As countries strive to inte - Learning processes grate ESD into already existing frame - works, they should work to clearly and It is crucial that we keep the focus on objectively state not only their specific Education for Sustainable Development. goals for the DESD, but also their particu - It is increasingly recognized at agency lar vision of ESD with regards to local meetings, workshops and government needs and diversity. While there are consultations that ESD is a complex issue UNESCO helps to facilitate an many other challenges facing all of us, I comprising many different facets. Devel - enabling environment for the would like to reflect upon some of them oping adequate teaching / learning achievement of the objectives such as the partnerships, teaching/learn - approaches are, thus, an immediate chal - and goals of the DESD. ing approaches, integrating ESD into lenge; education for sustainable develop - existing programmes, for instance: ment is about learning. Education sys - tems need to be reoriented to respond Partnership more effectively to the learning chal - lenges raised by ESD. How to change For anybody, even for the UN system, these systems towards more conducive the DESD is too big to do on one’s own. teaching/learning methods ? How to UNESCO recognizes the importance of ensure that culture is truly included as a partnerships and synergies in which each transversal dimension in all learning expe - stakeholder has something to offer. In riences ? How to teach those skills, val - line with the concept of partnership, ues, knowledge embedded in education UNESCO believes that its role is similar for sustainable development is a tremen - to that of a shepherd. UNESCO hopes to dous challenge to all.

“WORLD expedition” – Dialogue for Sustainable Development

Decade Project by the “expedition WELT” association

In February 2006, three students from the University of Witten/Herdecke left on an eight-month “WORLD expedition.” Around the world, they were visiting indi - viduals and initiatives who are working actively for sustainable development and conducting interviews. In the centre of the “dialogue for sustainable develop - ment” are socially-minded entrepreneurs who are contributing to the solution of a social problem. The experiences of the expedition team, including extensive interviews held on the ground, were made accessible live to school pupils in Germany on the website www.expedi - tion-welt.de. The aim of this project is to initiate a dialogue between schools in Germany and people in developing coun - tries.

Foto: Expedition Welt e.V. UNESCO 44 today 2007

Integrating ESD into existing key issues. What importance do you programmes attach to the DESD within this context? Are there co-operations with other There is a need to learn from what Decades within UNESCO? already exists and build on it. Many coun - tries have carried out ESD programmes Aline Bory-Adams: Creating synergies or activities. Identifying these, evaluating with other earlier international initiatives the results, and disseminating informa - has been, from the beginning, an impor - tion about them will allow for quicker tant feature of the DESD. The Millennium integration of this new vision of educa- Development Goals (MDGs), which are The Decade on Education for tion into national plans. UNESCO sees geared to poverty reduction, Education Sustainable Development is a collecting examples of “good practices” for All (EFA), which focuses on universal process and needs to take into and sharing them among interested par - access to education, and the United account the specificities of ties as an essential contribution. In collab - Nations Literacy Decade (UNLD), which each country. oration with UNECE, a first set of “good is devoted to adult education, and the practices” will be published, which will DESD share all a common vision: educa - provide an overview of where different tion is an essential component for sus - countries in the Europe and North Amer - tainable development. In this context, I ica region stand in addressing ESD. Simi - would like to draw the attention of the larly, UNESCO is also about to publish a readers to the UNESCO publication set of “good practices” in the area of “Links between the Global Initiatives in Teacher Education resulting from the sub - Education”, which clearly explains the stantial work conducted by the interna - complementarities of all these initiatives. tional network of Teacher educators under the leadership of the UNESCO Chair. UNESCO today: Are there any highlights ”Reorienting Teacher Education towards planned within this scope? What do you Sustainability“ at New University in expect from the end of the Decade in Toronto, Canada. 2014? What success, do you think, can be achieved and what tasks will we be Mobilizing the media facing in the future?

The media represents a powerful means Aline Bory-Adams: What is hoped from of raising and disseminating awareness. the Decade is a growing movement that Hence, we need to find innovative enables everybody in the world to live a approaches to involve and engage the decent life without putting the life and media in disseminating the DESD mes - the rights of future generations at risk. sage. Making the media an ally for trans - Throughout the Decade, ESD will have mitting quality information to citizens is a contributed to enable citizens to face the means to achieving success. challenges of the present and future and leaders to make relevant decisions for a UNESCO today: In 2009, the Decade comes to its ‘halftime’. What visions do viable world. In other words, these differ - you associate with the Decade? What ent actors will: results do you expect to achieve until • have acquired various skills (i.e. critical then? and creative thinking, communication, conflict management and problem solv - Aline Bory-Adams: The vision associ- ing strategies) to take an active part in ated with the Decade is the one stated in and contribute to the life of society; the IIS. The mid-decade represents a • be respectful of the earth and life in all great opportunity to review the progress its form and diversity; achieved, identify the gaps in the imple - mentation of the DESD and draw the les - • be committed to promoting democracy sons, which will enable us to move for - in a society without exclusion and ward. We will be particularly hopeful to where peace prevails. see the momentum picking up speed, particularly in those parts of the world This vision of the world is not an utopia, it where the Decade has started may be at is an ideal towards which to work. It is a slower pace. hoped that the Decade will have set a solid foundation, in which the ideals of a UNESCO today: At the moment, there sustainable present and future for all will are further Decades focusing on other be concrete. 45

UNESCO today: Do you think certain special importance for the Decade, in Aline Bory-Adams: Sustainable develop - educational sectors – for example school your opinion? ment is rooted in United Nations history education – should be particularly accen - in the environmental movement. Many tuated during the Decade? Aline Bory-Adams: I have to refer you to landmarks can be identified and are the International Implementation Scheme known of all. Progressively, it was recog - Aline Bory-Adams: While it is generally (IIS), which clearly states, “No universal nized that while some attention was acknowledged that younger minds might given to the social and economic aspects model of ESD exists. While there is over - be more susceptible to adopt new atti - inherent in the environmental issues, the all agreement on principles of sustainabil - tudes and values as well as assimilate main focus was largely on the ecological new knowledge and skills, it is our belief ity and supporting concepts, there will be issues. Experts agree to recognize that that learning for sustainable development nuanced differences according to local treating environmental concerns in isola - is a life long process. Focusing on school contexts, priorities, and approaches” (IIS tion might become self defeating. It is for education, without the proper attention to page 30). In other words, it is for each this reason that by the mid 1980, the UN the rest of the population might not be country to set its priorities, therefore the came up with a larger strategy and pro - the most efficient way to advance the emphases and processes must be locally posed the Brundtland Commission report cause of the DESD. Public awareness defined to respond to the local environ - “Our Common Future” in which sustain - programmes focusing on the population mental, social and economic conditions. able development was endorsed as an at large and on the young adults are an Essential characteristics of ESD have overarching framework. Education for essential thrust of ESD. The role of higher Sustainable Development therefore, like been outlined in the IIS and other publica - education and of the world of work can - all sustainable development programmes, tions to which I refer you. not be minimized in that they are the has to address all the three spheres of sus - source of innovations, research and tainability –environment, society and econ - development which will nourish our strive UNESCO today: Education for Sustain - omy with culture as a transversal theme. toward sustainable societies. able Development and Environmental Education are often considered as very UNESCO today: What is the role of ESD UNESCO today: ESD deals with differ- similar educational concepts. What, in and the Decade in relation to the ent topics. Which of those should be of your opinion, is the difference? UNESCO programme “Education for

© BMU/transit/Hästich UNESCO 46 today 2007

© UNESCO / Rocky Roe

All”? Are there any priorities or do you became the ‘task-manager’ for the Now, through the task-management of see potential conflicts within UNESCO? DESD? What do you consider as most the DESD, it is an opportunity to promote challenging and interesting about your job? a vision of development where all these Aline Bory-Adams: EFA and ESD are dimensions are equally considered and mutually supportive. Sustainable develop - Aline Bory-Adams: I am an education acted upon. It is both a privilege to be ment cannot be achieved without literate, specialist and I have had the opportunity associated with UNESCO’s efforts in this educated populations which is why the to first hand experience the important domain but also a formidable challenge. first ESD thrust in Agenda 21 is about role of education in bettering human lives quality education for all (EFA). While the through a number of years of work in the UNESCO-Website on the EFA promotes access to quality educa- academia and in the international arena. Decade of Education for tion for all, the DESD strengthens the Before coming to UNESCO to my current EFA agenda by bringing into focus the Sustainable Development: position, I was for many years with content, processes and quality of learn - UNICEF where I was the Regional Advi - http://www.unesco.org/ ing. It enables EFA to promote values sor in Education for West and Central education/desd such as peace, equality, and respect for Africa and afterwards, Chief of Education Download: International human rights, gender, environment, and for UNICEF – Ethiopia. cultural diversity through all aspects and Implementation Scheme (IIS) modes of education - thereby equipping Download: Publication “Links From my long field experience, I have citizens and their societies to develop in between the Global Initiatives in sustainable ways. UNESCO has the clear understanding of the intricate inter - responsibility for both and to achieve syn - play between the social, environmental Education” ergies between all the UN initiatives in and economic dimensions which impacts education; they have been placed under the realities on the ground and the situa - the Division for the Coordination of UN tions faced by the people. Hence, any Priorities in Education. approach we are seeking for bettering their lives have to address these intricate inter - UNESCO today: Finally, a personal ques - plays and different approaches will have to tion: What did you do, before you be found to address different situations. 47

Elmar Schüll Where the journey should lead The National Plan of Action for the UN Decade

Plans of action offer participants orientation and provide a reference framework for joint action. They pres - ent the context of the undertaking in a concise form and have a target-setting function: Plans of Action set out where the journey should lead, and state the steps that must be taken along the way. The National Plan of Action brings together the activities for the implementation of the World Decade of Education for Sustainable Development proclaimed by the United Nations.

The great vision of the World Decade is an unwieldy concept. It conceals, nev - to open up educational opportunity to all ertheless, the central challenges and people, allowing them to acquire the issues which our society faces. The knowledge and values as well as to learn intentions of Education for Sustainable the behaviour patterns that are required Development must therefore be more for a liveable future and positive societal strongly pushed into public awareness. change – this is how UNESCO formulates the goal of the UN Decade. Germany 4. Finally, more than ever before, we must should like to do its bit by integrating the think of the challenges of our future in concept and contents of sustainable global terms. The intensification of development into all educational sectors. international cooperation should there - How, though – runs the question at the fore be a constant ambition in our dawn of the UN Decade – are we to efforts to achieve Education for Sus - approach this great task? tainable Development.

Four Strategic Goals The political undertaking to develop these goals and to begin the drafting of a The National Plan of Action contains four National Plan of Action for the implemen - strategic goals, which are to serve as an tation of the UN Decade in Germany was orientation for concerted work: approved in summer 2004. In a unani - mous resolution, the German Federal Par - 1. In Germany there are already a wide liament called upon the Federal Govern - range of activities working towards a ment to develop its own contributions to more sustainable direction for our the UN Decade and to bring them society. Often, however, these are together in a corresponding Plan of only visible at the local level or are too Action. At the international level, strongly restricted to their own fields. UNESCO was named the lead agency In order to achieve development in and entrusted with the preparation and the direction of sustainability, the coordination of the World Decade. The existing educational initiatives must German Commission for UNESCO, in its be further developed in conceptual “Hamburg Declaration”, approved in terms; they must combine their summer 2003, had already given far- potential and divulge best practices reaching recommendations for the cre - more widely. ation of a National Plan of Action.

2. In order to achieve this, better cooper - From the very beginning, great value was ation and networking of educational placed on the participatory aspect in the initiatives is also necessary. Germany development of the National Plan of has a very diverse educational land - Action. Only if the partially differing inter - scape. The potential of close conceptual ests of all of the stakeholders involved and organisational cooperation is all were taken sufficiently into account too seldom taken advantage of. would the National Plan of Action be able to stake its claim as a reference docu - 3. Education for Sustainable Development ment accepted by all involved. This is is an unwieldy term and perhaps also why as many relevant and interested UNESCO 48 today 2007

still does not sound very specific, this is due to the circumstance that the National Committee wanted to bring the large number of stakeholders onboard at the point where they found themselves at the beginning of this 10-year journey.

However, from the very beginning great value was placed on one facet of the doc - ument’s contents: sustainability and Edu - cation for Sustainable Development were to be understood as future-oriented mod - ernisation concepts, thus overcoming the still-existing defensive posture motivated by – chiefly environmental – crisis situa - tions, and the striving towards a situation of balance and justice that is always situ - ated in the past. Sustainable development means development that is capable of giving a future to people in the 21st cen - tury, and this is hardly compatible with a backwards-looking orientation.

Thanks to the good political preparations and the cooperation of all stakeholders involved, the National Committee was able to present the National Plan of Action to the public right at the beginning of the UN Decade. As a reference docu - ment, it also serves as a model for the federal states. Thus, for example, Ham - burg, Thuringia and Baden-Wurttemberg have already got their own Plans of Action underway for the implementation Foto © bpa / Faßbender of the Decade in their specific states, in the very first year of the Decade. Other federal states are showing signs of fol - stakeholders from the field of Education improvements to the Plan of Action. lowing suit. Due to the fact that the fed - for Sustainable Development as possible Before a generally accepted document eral states have competence for educa - were to be involved in the process of could emerge from the draft version, all tion and due to the great importance of drafting the Plan of Action. perspectives had to be taken on board, regional structures, there is particular discussed and voted on. On the UN potential for the Decade in the federal The Round Table Decade website (www.dekade.org) the states, and it appears that the National Plan of Action was already available to Plan of Action has made a contribution to The first step in this direction was taken the public during its drafting. realising this potential. on the 2nd November 2004. Around 100 stakeholders in Education for Sustainable Different Perspectives The Catalogue of Measures Development from across Germany, including representatives of federal states of Stakeholders Since it was first published, the National and local authorities, businesses and Plan of Action has undergone significant non-governmental organisations, came This consultation phase was also a learn - expansion in terms of content, more together in Berlin for the first Round Table ing process for all involved. The range of specifically through the so-called “Cata - to develop a common agenda for the feedback received made clear to the logue of Measures”: this is a collection of implementation of the UN Decade in Ger - National Committee the wide spectrum 62 educational measures – at present – many. Right on time for this large conven - that exists within Education for Sustain - which now and in coming years are to tion, the German National Committee for able Development in Germany. Another further Education for Sustainable Devel - the UN Decade presented a draft text of thing which became clear were the vary - opment in structural terms. The Cata- the National Plan of Action. ing perspectives of the different stake - logue of Measures is a part of the National holders. At many points the text had to Plan of Action and should reinforce the The members of the Round Table and be reworked, critiqued, improved and political strength of the document by interested members of the public sup - improved over again. If it is true that the making binding and verifiable statements plied criticism, advice and suggestions for National Plan of Action at some points on implementation. In the Catalogue, for 49

each measure, alongside the responsibili - its current state still surely does not pres - I Diversity of stakeholders: The politi - ties, the respective starting situation and ent the full spectrum of structural educa - cal strength of the Plan of Action will the aims, concrete evaluation criteria are tional activities underway in this country. depend upon whether the stakehold - also stated, by which the future success It requires expansion and shall be ers, organisations and institutions or failure of the measure can be assessed. updated regularly. involved see their concerns reflected The Catalogue of Measures is thus to be in the Plan. In the course of the joint seen as the planning for the implementa - efforts, positions may converge. At tion of the strategic goals listed in the The National Committee shall additionally the beginning, however, the important National Plan of Action, and gives infor - incorporate new knowledge and experi - thing is to ensure that the different mation as to how the overarching visions ences into the continued writing of the opinions are “onboard”. and the various goals of the National Plan National Plan of Action, and shall assess of Action are to be pursued in detail. the implementation of the measures I Brevity: The shorter and clearer the announced. Plan of Action is, the more often it will Continuing the Plan of Action be read. From the current viewpoint, certain I The stakeholders involved in the imple - points have proved decisive in the draft - Speed: The National Plan of Action mentation of the UN Decade in Germany ing process thus far: was created in the minimum time pos - have already put in a great deal of work sible. Certainly, the procedures in the by creating the National Plan of Action. participating organisations and institu - However, the National Plan of Action I Transparency: So that each and every tions must be respected. Long drafting should not be seen as the result or end interested party can play a part in the periods, however, are often just long of a process, but rather as a contribution creation process, it must be clear to all waiting times. The consultation to the beginning and to the continuing the point the process has reached, process must be kept alive and pres - supervision of the UN Decade. Neither how the process is set to unfold and ent – as must the implementation of the text of the National Plan of Action nor where the journey is to lead. If there the UN Decade as a whole. the Catalogue of Measures are finished are good reasons why any given sug - documents. As part of Germany’s sus - gestion made by a stakeholder cannot Elmar Schüll is programme officer for the tainability strategy, the National Plan of be adopted or adopted in its entirety, UN Decade at the Berlin office of the Chair Action is repeatedly updated and this decision must be made compre - of the National Committee. He coordinated reworked. The Catalogue of Measures in hensible. the drafting of the National Plan of Action.

Systematic Integration of Education for Sustainable Development into Teaching and School Life

Decade Project by the Alexander-von-Humboldt Grammar School in Hamburg

The Alexander-von-Humboldt Grammar School is a school with a clear “sustain - ability profile”. The school has been audited and is itself intensively involved in the development of instruments for auditing schools. The entire teaching and administrative staff, 700 pupils and some thousands of local residents, external cooperation partners and parents are drawn into the schools wide-ranging sus - tainability strategy. Education for Sustain - able Development in the regular curricu - lum is being worked towards.

Foto: hot/HAN UNESCO 50 today 2007

Heidi Consentius The Recognition of Official German Decade Projects

One of the most important strategies for the implementation of the UN Decade in Germany is the support for individual stakeholders on the ground. The recognition of official Decade Projects places this strategy in centre stage. The Projects are model examples of innovative and effective implementation of Education for Sustainable Development.

Education for Sustainable Development of people. Through our recognition, we (ESD) equally affects learning in nurseries, want to make these activities and the schools and colleges, in vocational and in- engagement of the people involved in service training, at extracurricular educa - them visible. In the process, it is becom - tional and cultural facilities as well as in ing clear how broad the spectrum of research institutes, businesses and public stakeholders is, and where in the Repub - administration. ESD also takes place out - lic sustainability is being learnt, experi - side educational establishments, such as enced through play, tested and practiced in the family, among friends, through the with spirit and persistence. mass media and in consumer advice. ESD affects local authorities, associations, Diversity of Activities clubs, workplaces and families; it enriches every individual and opens up valuable The diversity of activities is extraordinarily opportunities for the future. wide and fascinating. Applicants have included: With the start of the UN Decade, the call went out to stakeholders and organisa - I a village that sees itself as an engine tions in Germany to apply for recognition of sustainable development in rural as an “Official Project of the United areas; Nations Decade of Education for Sustain - able Development 2005-2014”. This call I a range of cultural and media projects received a great response. In March 2007 for children at nursery schools; the 400th project was recognised. I schools with a marked sustainability There are three reasons why the National profile; Committee decided to start an initiative I projects on initial and in-service voca - for the recognition of Decade Projects: tional training for sustainable con - we want to make the activities of ESD struction; visible; to encourage others to take up exemplary ideas; and not least to express I initiatives for saving resources; our recognition for the people involved. I initiatives for sustainable develop - ment in chemical industry careers; The Spectrum of Stakeholders I universities (Sustainable Universities);

There are many deeply involved individu - I environment centres and outdoor als and institutions which want to set education centres, with ESD as all- themselves the challenge of spreading encompassing principle; the idea of Education for Sustainable Development or have been doing so for I small initiatives such as school pupils’ some time already. Many of these activi - solidarity and social projects, which ties, however, are only visible within local hold dialogue with countries from the limits or are only known to a small circle South; 51

I projects for senior citizens, where nised, making them visible means that granted. If a school reorients its profile older people are trained as knowledge others who are getting involved for the towards sustainability, or a group of senior conduits for ESD; first time or who wish to expand their citizens completes a full course pro - field of activities can better inform them - gramme and goes on to become active as I sustainable school companies; selves. By presenting the award-winning instructors in sustainability issues, then I art projects in the context of sustain - projects to the general public at major this represents an investment of engage - ability; awards ceremonies and on our website ment that goes beyond the call of duty. To (www.dekade.org), all interested parties teach sustainability, to offer courses, to I training programmes for young man - are given the chance to get the knowl - shape institutions from the perspective of agers who are active in global or mul - edge they need and take up direct con - sustainability means going beyond the ticultural areas; tact with the project organisers. norm in committing yourself to the cause at work and in your free time. If this is also I projects on mobility and consumer done with a great deal of creativity, high behaviour; What Does Recognition investment of energy and often scant I monasteries and churches in the as a Decade Project Mean? reward, then it is the least that we can do European network of Sustainable to create a culture of recognition. This is Churches It is an important task of the National what we are standing up for with these Committee to accord projects recognition awards. and many, many more. for their exceptional engagement by naming them Official German Projects for As only projects which are innovative the UN Decade. For this engagement on It also comes as no surprise that recogni - and/or have a model character are recog - behalf of ESD is hardly to be taken for tion as an official Decade Project holds a

Foto: © UNESCO / brendan O UNESCO 52 today 2007

How Do You Become a Decade Project?

We have developed a catalogue of criteria to this end and printed application forms, which are also available online (www.dekade.org). Any institution, organ - isation, business or project operator can apply if they have taken initiatives for ESD. These could be kindergartens, schools, universities, service companies and other businesses, authorities, associ - ations, non-governmental organisations, local action groups or doable projects to take up and imitate.

On its initial application, a Decade Project should fulfil the following selection crite - ria, among others:

It should

I have an innovative character;

I be widely transferable;

I fulfil high quality standards;

I involve at least two dimensions of sustainability – environmental, economic and social;

I make efforts to network with other projects;

I and have clearly left the planning stage.

The selection takes place through a spe - cialist jury made up of twelve members of the National Committee. As part of the celebratory award ceremony held two or Foto: DUK great deal of motivational potential for the three times annually, the projects and award-winners. People are proud of this initiatives are awarded their certificate, recognition, which is accompanied by the pennant and stamp with our Decade award of a certificate and a pennant. In Logo. addition, the projects receive the right to use our Decade Logo with the message Recognition as an official Decade Project that they are an Official Decade Project is valid for two years. Reapplications are and a member of the “Learning Sustain - encouraged. In a reapplication, it must ability Alliance”. There is also a very posi - be possible to identify a developmental tive side-effect for the projects: thanks to progress through the completion of a the recognition, it not only becomes eas - evaluation questionnaire. ier to attract new partners and visitors from the local area, as the award is often We hope over the ten-year course of the reported in the regional press. The recog - Decade to recognise 1000 projects that nition by the National Committee and the fulfil our criteria. The odds are looking entitlement to use the Decade Logo is good. also a door-opener. It makes it easier to make yourself heard and often to attract Heidi Consentius is a staff member at additional funding – which is always des - the Berlin office for the UN Decade and is perately needed. in charge of the Decade Projects. 53

Alexander Leicht From São Paulo to the Solomon Islands

Education for Sustainable Development around the world

There is hardly a political objective in which international cooperation is as decisive as it is in the case of sustainable development. As part of the UN Decade and with the support of UNESCO, projects around the world for Education for Sustainable Development are to be promoted and linked together. The aim is to create a global alliance for learning sustainability.

Three Examples vention and drug abuse. These issues are from Across the World identified in joint conversations.

The Brazilian megacity of São Paulo is An International Undertaking surrounded by an immense protected greenbelt. School pupils from poor fami - There is hardly a political objective in lies who live in the area are being trained which international cooperation is as deci - as tour guides for sustainable tourism in sive as it is in the case of sustainable this protected area. They acquire knowl - development. No one country alone can edge about the biodiversity of the place, cool down global warming. No country about recycling, about sustainable agricul - can be indifferent to the fact that the sea ture and forestry and receive a qualifica - level threatens to rise dramatically within tion in a rapidly growing professional area. the next ten years. No country can ignore Estimates suggest that sustainable tourism ever stronger economic interdependence in the region will more than double over and developments of this kind of scale: the next five years. should the Chinese economy continue to grow at current rates, it will have over - taken the US economy as soon as 2014. In the “Sandwatch” project, which was created as part of a school workshop on If environmentally, economically and the Caribbean island of Tobago and is socially balanced development is a global being implemented around the world in ambition, the same is true for Education small island nations, pupils are investigat - for Sustainable Development. The three ing the beaches that surround them. randomly-chosen examples from Brazil, They learn to assess environmental risks Tobago and the Solomon Islands give an and study the possibilities for a sustain - insight into the diversity with which Educa - able use of the resources of the sea. The tion for Sustainable Development is being pupils also see the beaches from the per - implemented around the world. spective of property rights, and work on The UN Decade of Education for Sustain - conflict resolution models for conflicts able Development lobbies for political sup - between different users. port for initiatives like these. UNESCO also hopes to initiate innovative educational In Tuvaruhu on the Solomon Islands, projects around the world and promote an 20 young people have come together in a exchange of experiences between the var - theatre group and trained themselves ious approaches and projects involved in through independent study. They create learning sustainability. The aim is a world - theatre performances with other young wide alliance of governments, businesses, people from surrounding areas; dealing non-governmental organisations and edu - with important issues for socially sustain - cational establishments which have recog - able development such as HIV/AIDS pre - nised that the natural conditions for life can UNESCO 54 today 2007

Foto © UNESCO

only be secured, and global justice can mentation of the UN Decade: firstly, it in May 2006, at which Germany was only be realised, if we set the right has the political task of giving the goal of invited to present its implementation of the emphases in education. Education for Sustainable Development Decade as an example of good practice. greater political weight. To this end, it Catalysts for a Global Alliance – produced an International Implementa - tion Plan during the first year of the Ideally, UNESCO plays the role of a global the Contribution of Decade, which states the key strategic laboratory of ideas through such activities, International Organisations guidelines and should serve as an aid in bringing forward the debate on political showing how the Decade can be realised and scientific issues of Education for Sus - Some of the most important tasks for through the joint actions of politics and tainable Development through its ability to intergovernmental organisations is to civil society. mobilise experts from around the world. provide a forum for discussion, to act as UNESCO also develops concrete propos - catalysts for international cooperation and als to serve as examples of good prac - to draft an outline of the principles for Additionally, UNESCO is also providing tices as an orientation to Member States. living together in a globalised world. stimuli in content terms through interna - The Brazilian project mentioned above, for What can UNESCO – which within the tional events on the Decade, including – to example, was created in a UNESCO Bios - United Nations is entrusted with coordi - name but two recent examples – an phere Reserve, and the “Sandwatch” natingthe UN Decade – contribute to a expert workshop on the question of the project in the framework of the UNESCO global alliance for Education for Sustain - most important research focuses in Edu - Schools Network. UNESCO also has an able Development? cation for Sustainable Development, held excellent network of National Commis - in Paris in February 2006, and a panel sions established in the 191 Member According to its mandate, UNESCO is debate on the fringe of the Commission States, and which in most cases allow a active at a number of levels in the imple - on Sustainable Development in New York direct channel to politics and civil society. 55

In the UN’s European Region – which ferences in emphasis become clear dur - also includes the USA and Canada – the ing the drafting of indicators of Education United Nations Economic Commission for Sustainable Development, which is for Europe (UNECE) in Geneva has taken being organised by UNECE for the Euro - on a coordinating role for the UN Decade, pean Region and by the UNESCO in consultation with UNESCO. UNECE, Regional Office in Bangkok for the Asia- the European regional commission of the Pacific Region. While some representa - UN Economic and Social Council, has tives would like to see quantitatively also been involved in Education for Sus - measurable changes to individuals’ tainable Development since 2003. In behaviour as the criteria for success, 2005 it approved a European strategy other countries – including Germany – paper and founded a steering committee see the aim of Education for Sustainable which meets annually. Development in providing people with the skills required to play an active and The UNESCO Regional Office in Bangkok, responsible role in shaping society, which to provide another example, is active in can also include a critical discourse on the Asia-Pacific Region for the implemen - concepts of sustainability. tation of the Decade. Among other activi - ties, it has compiled a comprehensive Beyond this, the question of political inventory that provides an overview of the priorities is raised. While countries like state of Education for Sustainable Devel - Sweden, the Netherlands, Australia and opment in each of the states in the region. France are implementing the Decade in an exceptionally active manner and have Challenges in many cases set up their own national committees, a number of other countries The greatest challenge in shaping the UN have, thus far, only acknowledged the Decade as a worldwide cooperation proj - Decade in theory. In addition, a number ect is surely coming to a consensus on of stakeholders feel that within UNESCO common goals and concepts of Educa - the Decade should be accorded more tion for Sustainable Development. This visibility. However, the entirely plausible becomes visible when Decade activities comment made by an education official from different countries are linked up. Dif - from a country from the South – “How

Global and Intercultural Learning

Decade Project by the Sixth-Form Centre for Office Management and Services, Berlin

This project is to give students a practical and theoretical awareness of conditions in other countries. They should act in culturally heterogeneous groups at the school and elsewhere, and recognise the economic, environmental and social effects of globalisation. Furthermore, they can make use of opportunities for student exchange. Tackling the issue of sustainability is seen as a task that must be embedded in a school programme and an overall curriculum.

Foto: Stefan Marien UNESCO 56 today 2007

are we supposed to educate for sustain - A Learning Process ability when not everybody even goes to school in our country?” – makes clear The differing emphases around the world how difficult it can be to defend giving in Education for Sustainable Develop- greater political weight to Education for ment are, however, also an opportunity. Sustainable Development. Sometimes, For in spite of the acknowledgement that Education for Sustainable Development development is in part culturally specific, can be seen as a synonym for promoting a basic consensus already exists as to sustainability by intensifying educational the overarching idea of worldwide and effort in general. Nevertheless, we need intergenerational justice. On this basis, to make sure that the core of the concept the UN Decade should also be seen as of ESD does not get lost. an opportunity to exchange ideas on the differing priorities and practices in Educa - A further challenge is of a structural nature: tion for Sustainable Development as part international exchange within UNESCO of a joint learning process. Learning and other intergovernmental bodies takes processes are open processes. But all place at government level. However, as are condemned to success: for in the can be seen from the German implemen - face of the great challenges which con - tation of the Decade, Education for Sus - front the countries of the world, there is tainable Development lives through the no choice other than to learn the pat - many activities carried out by civil society. terns of thinking and behaviour with On the international level, these are not which we can contribute to a future The most important international docu - always sufficiently integrated. One possi - worth living in. This is equally true in ments on the UN Decade of Education ble solution here, besides the necessary Europe and Brazil, in the Caribbean and for Sustainable Development are avail - systematisation and in addition to the in the Solomon Islands. able on the website www.dekade.org. “official” contacts and conferences, would be to promote exchange between Alexander Leicht works for the Further information at: individual projects in the various countries Secretariat for the UN Decade at the www.unesco.org/education/desd more strongly. German Commission for UNESCO.

Foto © UNESCO / Jean O'Sullivan 57

Bonn International Workshop on the Decade

Experts from more than 35 countries gathered in Bonn on the 28th and 29th November 2006 to discuss progress to date in implementing the UN Decade of Education for Sustainable Development (2005-2014), at the conference rooms of the German Savings Bank Association. The 50 participants – drawn from the fields of science and research, government ministries, national commissions, non-government organisations and international bodies – met at the invitation of the Ministry for Generations, Family, Women and Integration of the German state of North Rhine Westphalia and the German Commission for UNESCO, with support from UNESCO in Paris.

The aims of the conference were to dis - forum for a general debate on partici - cuss a common concept of education for pants’ approaches to ESD, and was sustainable development, to examine chaired by Aline Bory-Adams, Chief of examples of best practice and to identify Section for ESD at UNESCO in Paris. regional specificities and differences in Challenges and goals for future work on the implementation of the Decade. Partic - the issues of ESD were discussed and ular emphasis was placed on building dia - defined. Session II, “ESD – What is it that “A huge worldwide effort is logue between the countries of the South we need to learn?”, discussed the skills required to make ESD prevail.” and the “industrialised world”, and the and competencies to be learnt in ESD. Armin Laschet, Minister for the geographical origins of the participants The session was chaired by Maik reflected this. Representatives from over Adomßent from the Institute for Environ - Generations, Families, Women 35 countries took part, including repre - mental Communication at the University and Integration in North Rhine sentatives from Botswana, Côte d’Ivoire, of Lüneburg. The connection between Egypt, India, Japan, Senegal, Portugal, Westphalia ESD and the general learning goals for a Sweden and Australia. Among the partici - humane and forward-looking society was pants were Akpezi Ogbuigwe, Head of the starting point for a discussion that Environmental Education and Training at UNEP, Aline Bory-Adams, Chief of Sec- extended to wider thematic issues. Ses - tion for ESD at UNESCO, and Carl Lind - sion III addressed the questions: “What berg, a member of the High Level Panel are the key themes and focuses? Which which advises the General Director of regional specifications do we work UNESCO on the UN Decade. with?”, chaired by Akpezi Ogbuigwe of

The Minister for Generations, Families, Women and Integration of North Rhine Westphalia, Armin Laschet, used his greeting as an opportunity to honour the UN Decade as a contribution also to the struggle against hunger and poverty. In his introduction, Roland Bernecker, Secre - tary General of the German Commission for UNESCO, stated that, to date, only the most rudimentary of debates has taken place on the differing conceptions of sustainability in North and South. The Bonn conference, he added, provided a platform for discussion on what is to be understood by ESD. Werner Netzel, Exec - utive Director of the German Savings Bank Association, stressed the signifi - cance of the debate on sustainability for the private sector.

Session I focused on “ESD – A common from left: Roland Bernecker, Aline Bory-Adams, Carl Lindberg, vision, a common platform?”, providing a Akpezi Ogbuigwe, Gerd Michelsen Foto © Axxi / Maike Schmidt UNESCO 58 today 2007

I ESD is not only about a change of behaviour in individuals. It is also about teaching and learning to influ - ence the political level in order to fos - ter sustainable development. I Education for sustainable develop - ment makes an issue of our knowl - edge of existing problems and their possible solutions, changing the way we do things. But ESD is also empowerment for and implementa - tion of sustainable living, reflecting on human competencies and choices in a complex manner. I Most countries identified universities as the main promoters of ESD. Nonetheless, participants in the work - shops identified a need for school education and informal learning to make up lost ground in the implemen - tation of ESD. To date, the education system appears not to have done enough to rise to the challenges of ESD. I The participants in the conference were unanimous in the belief that from left: Rietje van Dam-Mieras, Derek Elias, Moacir Gadotti, Aline Bory-Adams ESD can only be successful when the Foto © Axxi / Maike Schmidt whole of society is involved. Genuine opportunities for participation must be created. A reorientation of school the UN Environmental Programme, from curricula in line with the aims of ESD Kenya. Commonalities and differences was suggested as a possibility. between strategies for the implementa - tion of ESD in different regions were A number of regional differences and “We need a new generation of identified. Debate also touched upon the focuses were also identified: innovative thinkers.” Linda Con - questions of how implementation has I ESD has to work within drastically don, National Centre for Sus - proceeded thus far, and which conclu - different education systems. sions from the workshops could be tainability, Melbourne/Australia I The role of non-formal and informal applied in the different regions. education is particularly important in countries where universal access to Commonalities and differences education across the life span is not possible. The following commonalities regard - I Many participants from the countries ing the concept of and approach to of the South criticised the dominance ESD were identified: of the European knowledge system in I ESD is an integrative, interdisciplinary, the worldwide discussion on ESD. and holistic concept of education that I In countries where implementation covers far more than environmental of the goals of ESD is not to be education. It is founded upon the expected from government, coopera - broad concept of sustainable develop - tion between civil society and the pri - ment as developed by the UN and vate sector was considered desirable UNESCO. as a “second best option”. I ESD also transmits a positive vision I The values on which ESD is built vary about how to build a humane future. widely, although it was also agreed It should not focus exclusively – per - that the concept of sustainable devel - haps not even mainly – on correcting opment provides a broad common Akpezi Ogbuigwe and Aline Bory-Adams at the wrongs of, e.g., industrialization, basis. Many concepts are controver - the Bonn Workshop although these wrongs do provide a sial or not clearly defined, and lead to Foto © Axxi / Maike Schmidt strong motivation for engaging in ESD. conflict. A value-based approach 59

would require consensus as to the and environmentally appropriate manner. “We should stress the idea that values to be passed on. While the participants often set different we don’t have a spare uni - emphases in their analysis of the political I The role of tradition and traditions verse.” Moacir Gadotti, Paulo strategies, there was agreement across within ESD varies widely from case to all continents that ESD is indispensable Freire Institute, São Paulo/Brazil case. for the conservation of our environment The debates at the workshop were pur - and for the protection of the planet – and sued with extraordinary enthusiasm to that the Decade must therefore be seen learn from each other and in a spirit of as a one-off opportunity that must be taken. partnership. It became evident that differ - ent approaches must be taken in differ - Many participants described the work - ent parts of the world, as actions are tak- shop as a unique opportunity to debate ing place in very different contexts. The worldwide ESD in a forum in which most diversity of the answers made it clear regions of the world were represented. “We need education as sustain - that it is impossible to reduce ESD to a All participants agreed that ways should able development rather than simple definition. There was broad con - be sought to continue the exchange of education for sustainable devel - sensus that learners must be supported views that the workshop was designed opment.” Kartikeya Sarabhai, in the development of specific compe - to enable. tences to enable them to respond to the Centre for Environment Educa - challenges of the future in a democratic Charlotte Schmitz, Lina Franken tion, Ahmedabad/India

Participants of the International Workshop Foto © Axxi / Maike Schmidt UNESCO 60 today 2007

Thomas Loster Facing Up To Fate Global natural hazards and Education for Sustainable Development

With a concept of sustainability that combines environment, society and economy, the extent and consequences of natural catastrophes can be minimised for those affected.

Ours is a world full of dangers. Whether change. But it lies in the hands of the through technical failure – in a plane human race to at least slow down its crash, for example – or through the onset progress. of natural disasters – such as hurricanes, earthquakes and volcanic eruptions – Although awareness is spreading that the there is probably no place on Earth where Earth is a whole, and that our existence is people should consider themselves truly dependent upon it, many countries in safe. With the population explosion, gath - their thirst for prosperity and develop - ered ever more closely in megacities, and ment show little care for the needs of the increasing use of precarious living others. Thus, the lion’s share of con - space, enormous potential for disaster sumption of raw materials takes place in has been built up around the globe. The a small number of industrialised coun - latest series of natural catastrophes is a tries, where oil consumption in particular clear sign of this. The international statis - has reached a level that endangers the tics speak all too clearly: every year they continued existence of this resource for break new records for damage caused – future generations. and, worst of all, for the huge numbers of victims. This context has brought a great deal of attention to the term ”sustainability” over “The statistics the last few years. It has simultaneously speak all too clearly” positioned debate on the environment on a new footing and ensured that increased value is placed on the issues of econom - The year 2005 was the year with the ics, the environment and socially respon - costliest natural catastrophes of all time. sible actions in politics, science, business The economic damage added up to and society. The term has often been around 220 billion US dollars, the insur - used with reference to “management” ance bill to around 95 billion. This broke or in societal contexts, but in connection the previous record from 2004 (145 billion with natural hazards, sustainability has / 45 billion USD) by a long way. The earth - received comparatively little attention. quake in Kashmir (Pakistan/India) on the 8th October 2005 claimed more than 80,000 human lives, and 2004 will go “Experts no longer down in the history books as a tragic count on being able to example: the tsunami in the Indian Ocean killed more than 200,000 people. stop climate change.”

Sustainability – as formulated by the UN The Social Component Commission chaired by Gro Harlem of Sustainability Brundtland many years ago – calls explic - itly for increased work on disaster pre- The concentrated appearance of catastro - vention. Indeed, in this definition, sustain - phes over recent years is no coincidence. able development means nothing other For there is a close relationship between than to satisfy today’s needs without the ongoing destruction of the environ - endangering the ability of future genera - ment and increased susceptibility to natu - tions to meet their own needs. The reali - ral phenomena such as flooding, hurri - sation of intergenerational justice leads canes and droughts. Experts are no longer directly to natural hazards: all human counting on being able to stop climate beings have an equal fundamental right 61

Major Natural Disasters, 1980-2005

Date Event Region Victims Damage Economic Insurance (Mio. US$ at 2005 values)

25th-30th August 2005 Hurricane Katrina USA 1,350 125,000 60,000

17th January 1995 Earthquake Japan, Kobe 6,430 100,000 3,000

17th January 1994 Earthquake USE, Northridge 61 44,000 15,300

23rd-27th August 1992 Hurricane Andrew USA, Florida 62 30,000 17,000

May to September 1998 Floods China 3,650 30,000 1,000

19th-24th October 2005 Hurricane Wilma Mexico, USA 42 19,000 11,500

26th December 2004 Tsunami South Asia > 200,000 10,000 1,000

29th -30th April 1991 Cyclone, storm floods Bangladesh 139,000 3,000 100

8th October 2005 Earthquake Pakistan, India 88,000 5,200

July-August 2003 Heatwave, forest fires Europe 35,000 13,000

© 2005 NatCatSERVICE®, Munich Re

to an intact environment and to a satis - As worldwide climate change and the mental and climate protection, and there - factory standard of living. The needs of over-consumption of natural resources fore of sustainable management, cannot future generations must be taken into favour the appearance of storms, floods be overestimated. Equally, the creation of account when taking decisions today. and droughts, the importance of environ - effective early-warning systems and pre - ventative measures are also demands of sustainability. The so-called Millennium Goal of combating poverty negotiated by the UN can only be achieved if people do not repeatedly see their homes, schools, streets and hospitals destroyed by natural catastrophes.

In order to prepare people in risk areas adequately for natural hazards, the United Nations declared the 1990s to be the “International Decade for Natural Disas- ter Reduction” (IDNDR). As a conse - quence, global efforts for catastrophe prevention increased significantly and at the end of the Decade clear successes were visible. It was possible to develop effective protective concepts in many countries. The best example can be seen in the storm flood protections in Bangladesh, where the number of people killed by flooding has fallen considerably. Nowadays, threatened people near the coast can get to safety – a warning system sounds the alarm in good time. Flooding in the old town of Dresden in August 2002. Thanks to insurance, local businesses were quickly able to repair the damage and continue trading. Long-term damage is limited. In the aftermath of the UN Decade, Foto: T. Loster numerous national and international initia - UNESCO 62 today 2007

The earthquake in the Kashmir region on the 8th October 2005 flattened large parts of the region. 88,000 people lost their lives. People will need years, if not decades, for reconstruction. For the poorest of the poor, it will be difficult to escape the cycle of poverty. Foto: A. Allmann

tives were founded, such as the German Catastrophe Response the living conditions of this and future Committee for Catastrophe Prevention in and Systems of Solidarity generations. Bonn or the International Strategy for Dis - aster Prevention in Geneva, which con - As natural catastrophes are not avoidable, Sustain Knowledge tinue to work to optimise catastrophe we must at the very least prepare for prevention to this day. them well. The social component of sus - Once people in an endangered region tainability further requires that the people are prepared for possible catastrophes, Catastrophe Prevention affected should be given the opportunity sustainability takes on a new dimension. Tailored to People to minimise the consequences of major For knowledge about prevention must be damage. That means rapid help and sup - sustained in the fullest sense of the The social and cultural components of port in rebuilding, so that people can get word, as warning systems, protective sustainability increasingly take centre back on their own two feet as quickly as facilities, logistics and infrastructure stage against the background of the possible and take responsibility for their require intensive maintenance. latest major catastrophes. Hurricane Kat - own lives. Left to their own devices, peo - rina, which swept across New Orleans in ple in developing countries after a natural Education has an absolutely central role August 2005, went to show that even in catastrophe have hardly any chance to in this regard. Education for Sustainability the USA, one of the world’s richest coun - break out of the “cycle of poverty” that is bears particularly ripe fruit when it begins tries with excellent early-warning sys - passed on from generation to generation. in childhood. This is as true for under - tems, the dangers cannot be underesti - In most cases the already wide-meshed standing of nature and ecology as it is for mated. Hundreds of people lost their social safety net is pulled away by natural basic ethical and moral attitudes – evi - lives because the evacuation measures catastrophes, so that existing social sup - dently also with regard to awareness of were not suitably designed for the port systems fail. Insurance solutions are natural hazards. As weather events are affected populations. A protective con - generally inexistent in the poorest coun - for the most part spectacular, passing on cept that pays heed to the risk percep - tries, and the development of microcredit related information tends to be easy. tions of different cultural groups and the or microinsurance systems is proceeding individual needs of human beings is thus slowly. These are precisely the instru - desirable. ments capable of significantly improving 63

“Seismic flood waves quakes, which the country must reckon were a topic at school” with due to its geological situation. This initiative ensures that the people affected know what to do should disaster strike. The tsunami catastrophe in South Asia In addition, awareness of natural hazards brought right before our eyes how impor - and possible damage is maintained at a tant early education can be. A little girl high level. from Britain saved many people at her holiday resort from drowning because her school teacher had taught her about Education for Sustainable Development the signs of seismic flood waves; earth must be a fixed component of school tremors – drop in the sea level – flood education. The issue is taking on a key wave. At the first warning signs on the role in an ever more volatile and complex morning of the 26th December, the girl world. The more effort we put into imple - told people on the beach to find higher menting sustainable solutions today, the ground. greater will be our success in overcoming natural hazards. In Japan, an annual Disaster Prevention Day is held, on which people are informed about preventative measures Thomas Loster is chairman of the Munich Re for earthquakes. In school drills, even Foundation and is a member of the German small children are prepared for earth - National Committee for the UN Decade.

Building with an awareness of the risks: the newly-built houses in the tsunami area around Khao Lak, Thailand, are built on stilts. This allows the inhabitants to get to safety when the flood warning sounds. The measure is sustainable, provided the building regulations are complied with. Foto: T. Loster UNESCO 64 today 2007

Badaoui Rouhban Preparing for Catastrophes UNESCO’s Education and Information Initiatives

In recent years, scientific progress and new technologies have made it possible to further develop strategies for overcoming catastrophes such as earthquakes, floods, landslides and storms through an integrated approach. Experiences from many catastrophes show the central role played by appropriate education and information work in minimising damage.

Training programmes in which children and strategies and teaching often come from adults learn to act correctly in a catastro - affected areas, from village communities phe, and gather information and training whose survival was assured by knowledge for political decision-makers, are the deci - passed down through generations. On the sive preconditions for any disaster preven - island of Surin in Thailand, all 196 mem- tion. In this process, contributions for the bers of the Monkens (also known as the improvement of catastrophe information “sea people”) survived the tsunami that

Shaping Vocational Education for Sustainable Development

Decade Project by the Saxony Educational Society for Environmental Protection (SBG) and the company Chemieberufe Dresden mbH

This project contributes to enabling spe - cialist staff, trained by the SBG, to fulfil their professional tasks with respect for environmental and safety regulations and for environmental criteria. They should comply with economic performance indi - cators and assume social responsibility. The teaching method for achieving these aims is a module entitled “Learning and Working in a Certified Company” to be taught in an integrative manner.

Foto: SBG 65

destroyed their settlements in December In recent years, UNESCO has launched a 2004, because they correctly interpreted number of initiatives along similar lines. the danger in the sudden fall in the sea A model example of these initiatives is a level and moved back to higher ground. project in which schools in Tijuana (Mex - ico), Antofagasta (Chile) and Kathmandu UNESCO, the Secretariat of the United (Nepal) are holding a joint training pro - Nations’ International Strategy for Disas - gramme in close consultation with the ter Reduction (UN-ISDR), Action Aid Inter - local authorities to assess the risk of pos - national and other organisations have sible natural catastrophes and minimise come together to create a worldwide their impact. alliance for education work in the field of disaster reduction. This alliance is currently A further model project for UNESCO is developing a Plan of Action to improve the “Disaster Information Kit for Media education work on disaster reduction at in the Caribbean”. This publication has the global level. The Plan of Action covers already run into its sixth edition, along- scientific, technical and economic issues, side other materials which have been and also takes cultural differences into specifically developed for the region. The account in the context of different regions information kit provides background infor - of the world. In concrete terms, the cen - mation for journalists reporting catastro - tral goal is to bring educational modules phes and potential natural hazards in the into the curricula of primary, secondary region. The publication is available online and higher education. In this manner, at www.cdera.org/media. awareness of disaster reduction should be raised among school pupils and among Badaoui Rouhban is Chief of the Section for the general public as a whole. Disaster Reduction at UNESCO in Paris.

Systematic Integration of Education for Sustainable Development into Teaching and School Life

Decade Project by the Hamburg Environment Centre

The Hamburg Environment Centre is integrating the concept of Education for Sustainable Development into teaching and school life. The aim is to integrate aspects of sustainable development into as many existing courses as possible. New educational provision in Education for Sustainable Development is being developed, and a catalogue of criteria is being drafted as an orientation frame - work.

Foto: Hamburger Umweltzentrum/BUND UNESCO 66 today 2007

Max Fuchs Education for Sustainable Development – Cultural Education – Cultural Diversity Will what belongs together finally grow together?

“Education” can well be defined as that individual disposition that enables people to shape their life in accordance with self-set goals. Edu - cation is thus always sustainable, to the extent that it either encourages the current and future shaping of lives, or it is not education at all.

This brief analysis of the term shows that pret all important concepts in very differ - the question to be dealt with seems very ent ways: in the context of human devel - simple at first sight. For, naturally, Cicero’s opment, in the framework of social justice, classical definition of culture as “care and but also from an economic perspective. nurturing” still rings true today.

It is also no coincidence that the cultura “If you talk to an animi, the cultivation of the mind, is economist about described in an analogy with agriculture development, (cultura agri). And where else can you development soon better learn to nurture and learn about sustainability than in agriculture? Thereby turns into growth” the objective connection between learn - ing, education, culture, nature and sus - The concept of development is a good tainability was made right from the first example of this. If you talk to an econo - appearance of the concept of culture. mist about development, in most cases development soon turns out to be syn - Interestingly, the first appearance of the onymous with growth. And this is rapidly concept of sustainability (allegedly) also transformed into cash flow. This is also fits into this context: namely, 300 hun - what happened on the 20th January 1949, dred years ago, when the mines inspec - when the American President Truman tor Carl von Carlowitz considered how described the greater part of the world as he was to secure the necessary timber “underdeveloped” in his inaugural supplies for his silver mines. The interna- address. The “developing countries” tional debate on the new concepts, which thus, were defined to be brought onto are constantly surfacing can be under - the right path to development – and this stood as individual aspects of a long- path was of course oriented politically, known whole successively taking centre socially and economically to the model of stage: nurture, development, the relation - the USA. ship with nature, diversity. Development is growth, according to The Idea of Development many points in Article 1 of the OECD, and growth of course always means: economic A second look, however, shows that this growth. “Development” (as growth) is not possible without contradictions. became the goal, and it was rather diffi - For Cicero, it was primarily a question of cult to go against the flow of the main - assuring future food supplies, but clearly stream and try to show the limits to such – in line with Roman pragmatism – also development. It is precisely the “develop - of obtaining good harvests. For Carlowitz, ing countries” which today often see economic motives are clearly in the fore - environmental concerns as a luxury for ground. It is of course possible to inter - the rich countries of the North. 67

Foto © UNESCO / Niamh Burke

World Decades are part of the political terms, but it also cost many human lives Nowadays, it is no longer news that the public relations armoury of the United – and it has not yet been completed. It definition founded in 1992 (“Sustainable Nations in this struggle for the right to is certainly valid to see the bitter conflicts development is development that meets interpret key concepts, to “put forward” being played out in the World Trade the needs of the present without com - other concepts, or to fight for established Organisation as a continuation of this promising the ability of future generations concepts to be interpreted differently. disagreement as to the correct under - to meet their own needs.”) was a com - Between 1988 and 1997, for example, standing of development. promise that secured the approva l of there was a World Decade for Cultural heads of state, but left important ques - Development. Prior to this lay decades tions open: Which needs? Whose needs? of failed “development policy”, during The Concept of (c.f. W. Sachs, in: Nachhaltige Entwick - which people gradually caught on that the Sustainable Development lung, Ed. K.-W. Brand, Opladen 1997). It modernisation process cannot be so sim - is also a question of the ever more press - ply prescribed by the World Bank, Inter - ing issue of justice, when most current It is altogether possible to be in full agree - national Monetary Fund and the major worldwide conflicts find a sensation of ment with the attempt to reconcile eco - industrialised nations. injustice and disrespect among their nomics and the environment through the concept of sustainable development, and causes. On the other hand, discovered through nevertheless find one or two drops of bit - experience that our certainty about know - terness. First of all, people should be clea r In the meantime, the already complex ing the right path to development was on that with these kinds of concepts they debate on sustainability has been further the wane. A role in this was played by find themselves in a complex muddle of extended by the consideration of “cul - the recognition that economic processes different discourses: philosopho-anthro - ture”. From now on, it is not just all about are often bound to social and above all pological, politico-strategic, practical and nature conservation, combating poverty cultural processes. This learning process economic interests and linguistic conven - and peace, but also about the protection was not just an expensive one in financial tions all mix together. of culture, and especially: cultural diversity. UNESCO 68 today 2007

Distance MBA Course in “Sustainability Management”

Decade Project by the “Centre for Sustainability Management” at the University of Lüneburg

The distance MBA course in “Sustainabil - ity Management” is aimed at graduates who wish to make a career change and would like to combine this with sustain - ability issues. Alongside business admin - istration knowledge and skills, the course shows how sustainable company devel - opment can be brought about. The dis - tance study course can be followed either part-time or full-time alongside employ - ment and is internationally recognised in line with the European MBA Guidelines.

Foto: University of Lüneburg

“The opponent of Sustainability and law. But in the first place, however, they cultural diversity was Cultural Diversity are political texts, which seek consensus around political objectives. the prevailing economic reductionism” At present, the most up-to-date and com - prehensive range of concepts in interna - “The concept of tional law is laid down in the new Con - sustainability has Nature conservation had already got a vention on Cultural Diversity (passed by head start, as there has been a Convention also been attracting the UNESCO General Conference in on Biological Diversity for many years now. October 2005), for which an extraordinar - more interest from This served as the model when a conven - ily complex structure of mutually inter - cultural policy” tion on cultural diversity came up for con - sideration. The arguments and motives related concepts (identity, human rights, were quite similar: the opponent was the development, diversity, sustainability, Against this background, it is possible to prevailing economic reductionism that heritage, innovation) was developed, the consider that as binding texts the conflu - cares as little for culture as it does for internal logic of which is not especially ence of cultural, environmental, political nature, and is also insensitive to issues of clear and which can justifiably give rise to and economic aspects has been a suc - social justice. The same arguments were suspicions of going round in circles. Here, cessful one. In particular, sustainability is employed once again: diversity is a source it is worth remembering the character of mentioned explicitly at certain points in of innovation and wealth. The connection these documents: these are indeed legal the new Convention (most prominently in was also made with human rights. texts which are binding under international point nº 3 of the preamble: Cultural Diver - 69

sity … is a mainspring for sustainable the justification for educational efforts, and the emotions is an effective way of development for communities, peoples but there are additionally the human learning and one that is popular with the and nations). The concept of sustainable rights of education and participation. learners. If we are to take UNESCO’s development as a whole has also been wide-ranging concept of culture seriously, attracting more interest from cultural Cultural Education and namely to add to the arts ways of life, policy in terms of a search for effective then cultural education is a good way to measures and structures. Environmental Education finding and building your own project for living a good life. Cultural education can, in this sense, be So then we have the aspect of education. understood as generalist education that Indubitably, with all political and social is acquired by means of culture-based Sustainability in societal terms will only activities one always ends up with the working methods. This kind of education be achieved when people, of their own individual, her activities, values, her is an area which is open to development, accord, follow a lifestyle which has one attitudes to life. All too often in political covering teaching in the traditional arts and eye on the classical definition of sustain - processes people have thought that it media as well as teaching through circus ability given above. Education is thereby was enough to make decisions from the or play activities. This has little to do with the development of the appropriate com - top down, assuming that the people the esoteric education in “the Arts” of petencies and attitudes. Cultural educa - lower down would take care of the imple - previous decades. Rather, a more classi - tion work has long placed itself at the mentation. cal definition of education is being taken service of this common aspiration. seriously: specifically, to create a con - It is perfectly justified to state that one of scious relation to the social, cultural and the causes for the abrupt end of state natural environment. “Environmental Prof. Dr. Max Fuchs is Director of the Rem - socialism was neglect for the subjective education” seen in this way is part of scheid Academy, Chair of the Federal Asso ci - factor. The subject and education right - education as a whole, and part of cultural ation for Young Persons’ Cultural Education, fully take centre stage, and we must be education in particular. Chair of the German Culture Council and especially careful in Germany not to Chair of the Institute for Education and Cul - make political or economic problems too Methods involving the use of cultural ture. As an educational and cultural scientist, heavily “educationalised”. It is perfectly work are applied with great success in he teaches cultural studies at the University of sufficient to make the right to human dig - many parts of education, as a working Duisburg-Essen. He is a member of the Ger - nity – as the most fundamental aim of all method that does not only call upon cog - man Commission for UNESCO and of its Cul - national and international value systems – nitive resources, but also upon the body ture Committee.

“RE-ART One”

Decade Project of the Association for Art, Health and Education

Through the exhibition of craftwork and abstract art in public places, children and young people are made aware of environ - mental protection and recycling. At the same time, workshops are provided to stimulate creativity, using the material of rubbish. 51 artists from 15 countries are now involved in RE-ART One. The project is also presented abroad. A selection of 128 works were shown in Nairobi.

From left: Samuel J. Fleiner, curator of the exhibition; Prof. Wangari Maathai, winner of the Nobel Peace Prize in 2004; Dr. Klaus Töpfer, former Director of the UN Environ - ment Programme (UNEP); and Dr. Anna Tibaijuka, Director of UN Habitat. UNESCO 70 today 2007

Heinz-Jürgen Rickert The Concept of Sustainability at the UNESCO Associated Schools Case study: the joint network in Lower Saxony and Bremen

The UNESCO Associated Schools are working to implement important sustainability measures and promote intrinsic engagement using “lean” concepts among pupils and teaching staff. The joint network between Lower Saxony and Bremen is attempting to place particular emphases in this field.

The UNESCO Associated Schools have Status Quo already positioned themselves on the front line. The spectrum of sustainability The UNESCO Associated Schools have can only be established in manner which the duty to produce an annual report. is viable for the future if the issues are Since 2004, every one of the member tackled comprehensively, are experi- schools in the network of Lower Saxony/ enced and reflected upon, and if respon - Bremen has been dealing intensively with sibility for global contexts is recognisable one aspect of school work with relevance in local actions. It should be highly ques - for sustainability each. This is a reflection tionable to carry out a “Run For Help” on of the effort that has been made so far, behalf of an orphanage in Bolivia if the and is also an opportunity to develop con - social, political and cultural determinants structive and promising ideas which it of the country are not first brought out, if may be possible to implement in coming the needs and living conditions of the years. In 2006, the International Project local population are at best hazy, and if Day and its consequences for the future school profile are being evaluated in the interdependences do not appear plausi - modules of sport, mobility, health and ble. nutrition.

The “Sustainability” project with its many During the recent Regional Conference, facets is a good opportunity to accom - many internal school initiatives were pany young people in the process already being presented in the area of towards liberation from egocentrism, and “sustainability”, and links with other not only to reinforce self-esteem through schools sought. The concept has long concrete experiences, but also to let them since distanced itself from its restriction discover and build upon their personal to the natural sciences, and has in the capacities. Taking on responsibility should meantime extended to a much wider not be seen as a burden: it should be per - spectrum. The building blocks for activi - ceived as a personal benefit. Schools ties are the keywords: preserve, protect, should also not fall into the trap of trying remember, promote, and regenerate. This to pass on all contents by means of the includes contributions on memorial work, increasingly stretched “fun factor”. A cer - recycling, contacts with migrants, lan - tain sense of seriousness is indubitably of guage learning, dealing with different lifestyles, partnership and sponsorship eminent importance when dealing with projects. This last area in particular has concrete issues and tasks. At the end of successfully led into regional cooperation their school careers, given such precondi - between various schools and external tions, pupils should not become smug partners. members of the bourgeoisie, conscien - tious strollers across a ballroom floor of vanities, but rather citizens, vocal, and International School Partner - critical members of society who take on ships responsibility for the common good and participate in it with heart and soul. In the southern part of Lower Saxony, a 71

number of schools are pursuing projects Beirut to make contacts with the in Southern Africa with a great deal of UNESCO Associated Schools. In particu - engagement, while in the north east of lar, the cooperation with the Lebanese Lower Saxony a similar network is being UNESCO Commission has given the ini - established with establishments in Rio de tiative on a sound footing. A pupils’ work - Janeiro; and in the west of Lower Saxony shop is planned for 2006, and in 2007 a a concept is currently in planning for major project for teachers and pupils is to intense cooperation with local schools be held in Alexandria, Egypt, with partici - and institutions in Ghana. Exchange pro - pants from a range of Arab and European grammes exist alongside fundraising and countries – once again initiated by the environmental projects. The opportunity Lower Saxony/Bremen network. shall soon be available for interested pupils to gain work experience through “Hand in Hand into the Future” local placements in the partner countries. At the state level, the UNESCO Associated Increasingly, over the last few years, Schools carried out the art project “Hand regional and state-wide network initia - in Hand into the Future” in the 2005/6 tives for sustainability have been imple - school year, in which pupils from the mid- mented. As early as 2003, the UNESCO secondary level expressed their responsi - Associated Schools in Lower Saxony and bility for the next and future generations Bremen decided to stimulate a Euro- by using artistic means. The artwork was Arabian dialogue with seminars and work - first presented at school, then marked shops. Since then, among other projects, and eventually exhibited in many different two internet magazines have been set up , places from summer 2006 onwards, produced by young people from Lebanon, before being awarded prizes by a special - Jordan, Palestine and Northern Germany. ist jury. Once this stage is complete, the In 2005, a group of teachers travelled to prize-winning pieces will be placed in stor -

Foto: Herderschule Lüneburg UNESCO 72 today 2007

Foto © BMU / Rupert Oberhäuser

age at a museum in Lower Saxony for a shortly before the première on the 1st The state network has decided to create num ber of decades. The teachers and stu - July 2006 in a project week. a clearly recognisable sustainability profile, dents involved in the initiative have the both internally and externally, in the com - opportunity to reflect on the work during “Where are you going?” inturprets youth ing years, combining binding standards a workshop at the Europahaus Aurich, issues and problems (the search for a with optional proposals, recognising the and set the course for appropriate follow- partner, conflicts with parents, longings contributions of the pupils and certifying up projects. The ”leading school” is the and fears) over eight scenes through the pupils’ achievements at the end of Astrid- Lindgren-Schule in Edewecht, a dance. The music, an original composi - their school career. The basic range of special-needs school with extensive tion by the American conductor, com - action extends from environmental aspects experience in arts education. bines elements of hip-hop and rap like “Turn It Off” to healthy options in the together with classical components. The cafeteria, recycling, memorial work (often Dance Project initiative sees itself as an innovation in with regard to the Nazi period) and inter - teaching and is intended to motivate cultural issues. young people to work individually to A further project with a high profile is the achieve collective success: a power sta - ambitious dance initiative “Where are you The second level is partially made up of tion generating sustainable self-confi - going? – Steps into the Future”, a very temporary initiatives, which are devel - dence for the participating pupils and free adaptation of Berlin’s famous oped and implemented in regional net - schools. “Rhythm is it” initiative. 100 young works or across the state. These include dancers from the four UNESCO Associ - the projects presented above, “Hand in ated Schools in the north eastern Lower Stages in the Process Hand into the Future” and “Where are Saxony region are the performers, and 30 you going? – Steps into the Future”, as music students provide the orchestra. The UNESCO Associated Schools in the well as existing or newly conceived part - Lower Saxony/Bremen network see the nership and sponsorship initiatives. The project crosses boundaries between concentration on the focus of sustainabil - ity as an ideal opportunity to lay the foun - subjects and school types, counts on The third level of activity offers each indi - dations for future school work. The the - close cooperation with the region’s cul - vidual school further opportunities in the matic options coming from the UN Decade tural infrastructure (the School of Theatre context of “sustainability”, preferably in of Education for Sustainable Development, and Music in Lüneburg), redefines the cooperation with local partners and tailor- the linkage of global and local contexts made for the local infrastructure. role of the teacher (simultaneously learn - and the need for cooperation with non- ers and mediators) and creates a profes - school partners are the catalyst for a sional foundation with a team of creative general transformation in school life and The fourth element is the ideas and activ - experts. The choreographer Kerstin school careers: connections become ities put forward by the pupils them - Kessel and the conductor Kathy Kelsh discernable, responsibility is encouraged, selves. They can, for example, make use created the artistic concept. It was imple - teaching more practice-oriented, of their experience in youth groups or mented in working groups at the partici - processes are pushed forward, perspec - associations and bring this creatively into pating schools and brought together tives developed. the classroom, for example through the 73

participation of non-school organisations In the north-east of Lower Saxony an 50 or 500 years from now. But sustain - in appropriate learning topics. alliance of a number of UNESCO Associ - able development also means doing your ated Schools is to carry out a sustainabil - best to ensure that here and now, in all The processes and discoveries of this ity audit (2006-2008). This represents a parts of the world, a life of human dignity work, which is currently being structured, qualitative raising of the “sustainability is possible, that resources are not only are to be regularly documented and eval - profile” that is aspired to and binding for used responsibly, but are also fairly dis - uated in the annual report of the UNESCO the whole range of UNESCO Associated tributed” – a summing up by Walter Associate Schools. The results shall be Schools in Lower Saxony and Bremen: in Hirche, President of the German Com - made transparent and when appropriate a number of steps the participating schools mission for UNESCO, which is accompa - published as a kind of “best practice”. shall analyse and evaluate aspects such nying the progress of the UNESCO Asso - This profile serves accent-setting inside as concept, competencies, school life, ciated Schools in Lower Saxony and the school on the one hand, and position - management, resources and existing Bremen. ing in the local educational landscape on cooperation – with technical assistance – the other – but above all the individual and draw conclusions for future school The network sees itself as an avant-garde accompaniment and motivation of pupils’ work on this basis. The audit accelerates in education policy, a creative motivator, a learning. the development of quality at the reliable cooperation partner and an instru - schools, makes connections, optimises ment for accelerating the clear change in Cooperation existing structures with a link to sustain - public consciousness by which sustainabil - ability, promotes independent learning ity is no empty term, but an expression of Close cooperation with local and supra- and creates a significant increase in pupils’ interest in and responsibility for this One regional partners is more than just oppor - and teachers’ identification with the school. World. tune – it is urgently required to bring together resources and improve the effi - Taking On Responsibility Heinz-Jürgen Rickert is the State Coordinator ciency of the work. The UNESCO Associ - of the UNESCO Associated Schools in Lower ated Schools in Lower Saxony and Bremen “On the one hand, sustainable develop - Saxony. are working intensively with the “BLK ment means being viable for the future. Transfer 21” programme, among others, We have the responsibility to shape or and are active partners of the whole net - live today in such manner that a life of work. human dignity is possible on the earth

Master Course in Sustainable Resource Management

Decade Project by the Faculty of Forestry Research and Resource Management at Munich Technical University

Professional resource management is the subject learnt by students on the Masters course in Sustainable Resource Manage - ment at Munich Technical University. In an international atmosphere, students get to know the many demands of profes - sional resource management. The aim is to learn and apply the key concepts of sustainable management.

Foto: TU München UNESCO 74 today 2007

Jasmin Godemann Young People and Sustainability – A Relationship with a Future?

You might think that young people are only interested in mobiles, ring - tones and iPods. And this impression seems to be empirically con - firmed: according to the BRAVO magazine survey “The Youth Factor” (2005), mobile phones rank alongside fashion and cosmetics as the “High Interest Areas” for young people. Technology and the media are a firmly established part of young people’s daily lives and life cannot be imagined without them. Almost every household where a 12-19 year old is growing up has at least one television, mobile phone, CD player or computer with internet access (JIM 2005). But is it justified to reduce the young people of today to their affinity for technology and mobile communications? What defines the young generation, and what moti - vates it?

The image of today’s young people is order and orientation are new additions, characterised by relative societal wealth almost cer tainly as a reaction to the inse - and a self-evident use of material curity which has taken hold in many areas resources of all kinds. Brand-name prod - of life (the job market, the economic situ - ucts are popular with young consumers, ation, the world situation). and express belonging to a group or a sign of differentiation. In the search for What youth actually “is” is not easy to your own personality, the need for an ori - define, especially in an age of increasing entation is especially strong, and young individualisation. Youth is a flexible people define themselves more through expression: it can refer to an age group brands than other age groups. However, range and apply to young people it can be observed that the creation of between 12 and 25; from a psychological new youth cultures, as was seen in previ - point of view it can describe a stage of ous decades (the punk movement, for maturity; or the space of opportunity for example), seems to have been “paral - development conceded by society to the ysed” and Dieter Rink (2002) has spoken up-and-coming generation. of a “worrying normalisation” of young people. “Generation X”, “Generation Work What characterises Experience” the young people of today? Against a background where only an Klaus Hurrelmann’s (2005) answer to the undifferentiated classification of young question “What characterises the young people to cultures or groups is possible, people of today?” goes in a similar direc - attempts have been made over the years tion: young people do not commit them - to describe young people with a kind of selves to anything too early, they keep as cultural diagnosis of the times. The result many options as possible open and take is labels like “Generation X” or “Genera - an increasingly egocentric attitude. Over tion Work Experience”. Whatever the the last few years, the basic value sys - different semantics and opinions about tem has shifted. Post-material values young people, there is consensus on one such as self-determination, enjoying life point: that this is the generation that is and cre ativity no longer take centre stage, shaping the future. The future-oriented but rather values that their grandparents concept of sustainability is unthinkable might have held: hard work, security, without the youth of today, and the ques - 75

Foto © bpa / Reineke tion of how young people feel about this questions cannot be given, for interest in societal vision is more than justified. Hith - environmental and future issues is partic - erto there have been no empirical studies ularly varied among young people. Many giving a direct answer to this question. young people get involved in “Green - Nevertheless, there are plenty of signs as teams” through Greenpeace or other to how young people feel about individual groups to protect the environment aspects of the concept of sustainability. together (Godemann 2001). Neverthe - less, for most young people the topic of the environment seems to be “out”. It is How do young people feel about clearly an expression that since its revival the concept of sustainability? in the 1980s has not retained its appeal. But a closer inspection raises the ques - One widely available access to questions tion of whether this aversion is just to the of sustainable development is involvement expression itself, or whether it extends to in environmental issues and problems. its contents as well. How do young people feel about the environment? And can this specific topic Comparing the results for the importance be used to transmit the idea of sustain - given to the environment and the actual ability? A one-size-fits-all answer to these involvement of young people reveals a UNESCO 76 today 2007

contradictory picture: the 14th Shell sur - on the occasion of the Rio follow-up con - vey from the year 2002 showed that the ference in Johannesburg, with the slogan environment is no longer attributed such “For a Different Consumerism”. The par - great importance, and that young peo - ticipants came from around the world and ple’s interest in getting involved has spent three weeks debating issues of waned considerably over the previous sustainable development. five years. “The issues no longer In the survey “Perspectives for Germany 2004/05”, improving the environment revolve exclusively came last place in the ranking of priori - around protecting ties, while in the “Environmental Con - nature and the sciousness in Germany 2004” survey, protecting the environment was in third environment” place. And nevertheless, many thousands of – mostly young – globalisation protest - Clearly, a change of perspectives has ers have demonstrated at the interna - taken place. The issues no longer revolve tional economic summits of recent years, exclusively around protecting nature and and the pressure group “attac” has seen the environment, but also social and glob - the greatest increase in membership ever alisation issues, while consumer issues seen by an NGO in the space of one year. and nutrition are also taking on greater The readiness of many young people to importance. The term “the environment” get active was shown at the “Youth and the narrow focus on “green topics” Action Summit” held in 2002 in Utrecht seem to have lost their powers of mobili -

Foto © BMU / Bernd Müller 77

Environmental Protection Working Group

Decade Project by Volkswagen Coaching GmbH Conditioned by the large scale of the structures at Volkswagen Commercial Vehicles, it has proven desirable to estab - lish a separate working group for initial vocational training. This working group, made up of one representative from each occupation group, ensures continuous concern for the issue. The members of the working group are the first point of contact for colleagues and apprentices in environmental concerns, are knowledge conduits for environmental information and are responsible for a wealth of envi - ronmental projects.

Foto: Volkswagen Coaching GmbH

sation and motivation. For most young Involvement cannot Bibliography people, they have been exhausted and be imposed by decree often too heavily “educationalised”. Envi - BRAVO Survey 'Faktor Jugend', November 2005 ronmental issues have been present in Godemann, Jasmin (2001): Möglichkeitsräume schools for some time now and seem to Today’s young people are well aware that schaffen – Gesellschaftliche Partizipation von have become self-evident. They are a participation in society cannot be imposed Kindern und Jugendlichen in Greenteams. [Creat - ing Space for Opportunity: Social Participation of fixed part of daily life, alarmist aware- by decree. In a Greenpeace survey (2005) Children and Young People in Greenteams] In: ness-raising about environmental catas - a clear third said that the motivation to do Kind, Jugend und Gesellschaft. Zeitschrift für trophes has long since been institution - something about environmental protection Jugendschutz 46. Volume 3, pp. 87-90 alised, and organisations like Greenpeace comes from themselves alone. In the Greenpeace Magazin 6/2005 enjoy a high level of trust: among 18-30 implementation of sustainability, this is Hurrelmann, Klaus (2005): Jugend 2005. [Youth year-olds, Greenpeace continues to be one of the central points of connection, 2005] Deutschland Online, 3/2005, www.maga - considered more trustworthy than the as sustainability involves helping to shape zine-deutschland.de federal government, and environmental society with a high decree of participation JIM 2005 – Jugend, Information, (Multi-)Media. activists are more trusted than politicians in a range of social fields. Sustainable Basisstudie zum Medienumgang 12- bis 19- (Neon 2005). development is a concept that combines jähriger in Deutschland. [Youth, Information, environmental issues with social and eco - (Multi)media. Base Study on Media Habits of 12-19 year-old in Germany] Ed. Medienpädagogis - nomic elements. The perspective on cur - chen Forschungsverbund Südwest “Among 18-30 year- rent problems has thus been expanded. Jugend 2002: 14. Shell Jugendstudie [14th Shell olds, Greenpeace is Youth Study]. Ed. Deutsche Shell, Frankfurt am Main considered more A similar shift in themes is also to be Neon Magazin 9/2005 trustworthy than the observed among young people when it Projektbericht "Perspektive Deutschland 2004/05 federal government” comes to their social participation. Inter - – die größte gesellschaftspolitische Online- est is increasingly directed towards social Umfrage". [Project Report “Perspective Germany 2004/05” – the biggest social policy online survey] and global problems, and is hardly contrary www.perspektive-deutschland.de Young people’s interest in global and social to the vision of sustainable development. Rheingans-Heintze, Anke; Kuckartz, Udo issues suggests that the issue of sustain - If this interest can be captured and if it ability could be capable of connecting with (2004):Umweltbewusstsein in Deutschland 2004. can be used to build a bridge to the issue [Environmental Awareness in Germany 2004] Ed. the younger generation. A student survey of sustainability, then we can assume Bundesministerium für Umwelt, Naturschutz und carried out by “Manager” magazine has that young people and sustainability is a Reaktorsicherheit. Bonn shown that more than 90% are convinced relationship with a future. Rink, Dieter (2002): Beunruhigende Normal - of the importance of participation in soci - isierung: Zum Wandel von Jugendkulturen in der ety, whether this be in the areas of social Bundesrepublik Deutschland. [Worrying Normali - issues, politics, or even sport or individual Dr. Jasmin Godemann works at the Institute sation: On the Transformation of Youth Cultures in causes. Barely a third already participate for Environmental Communication (INFU) at the Federal Republic of Germany] In: Aus Politik und Zeitgeschichte 5/2002, pp. 3-6 in this way. the University of Lüneburg. UNESCO 78 today 2007

Marion Schöberl Private Enterprise Promotes Education for Sustainability Deutsche Telekom’s Children’s Future Congress

Business has a fundamental interest in education and training. Germany is a highly developed country with a lack of raw materials, thus, education is an essential element for innovation and development.

Among other things, this is reflected in were lead by trained assistants. The topic the setting up of foundations and initia - was the shaping of the future at all levels. tives by businesses to promote education and make education more attractive to “How do you imagine the future?” was young people. In the context of debate the question that Deutsche Telekom, in on the sustainable society, a further fac - conjunction with the Schools-on-the-Net tor is that in the age of globalisation the Association, asked sixth-year pupils. Chil - private sector is a decisive player when it dren from across Germany were called comes to making our world viable for the upon to apply for one of the 100 workshop future in environmental, economic and places at this first Children’s Congress. social terms. Given the broad reach and Around 1000 pupils from the sixth year significant consequences of its decisions showed an interest. An expert committee and actions, business has a key responsi - selected 100 pupils. The most important bility for the sustainable development of criterion was not academic achievement, world society. The participation of busi - but a personal interest in one of the ten ness in the UN Decade of Education for workshop topics: One World, Your Music, Sustainable Development stresses the The Universe, Active and Mobile, Our importance of education for businesses Food, New Design, Politics, Good Busi - in a holistic context and represents the ness, Modern Communication or Intelli - particular responsibility of the private sec - gent Fashion. tor for sustainability. An expert advisory council, which The idea of a balance between economic, included Prof. Dr. Gerhard de Haan, Chair - environmental and social aspects has man of the German National Committee already fascinated many in the business for the UN Decade of Education for Sus - world. But between idea and reality stands tainable Development and Head of the the barrier of implementation, and this is Institute for Future Studies in Education where the problems lie. In part, these are Science at the Free University in Berlin, based on fact that sustainability is not supported Deutsche Telekom in choosing such an easy concept to explain. For it is the children. Other members included hard to gain an overview of all of the inter - Prof. Dr. sc. Hans-Dieter Burkhard, Head connected factors and their interactions. of the Teaching and Research area of Arti- ficial Intelligence at the Humboldt Univer - sity in Berlin; Dr. Erwin Brunner, Deputy “How do you imagine Editor-in-Chief of the Bilingual Science the future?” Programme for Children, ‘National Geo - graphic World’; and Dr. Claudia Haas, Founding Director of the Zoom Children’s That is why in 2005 Deutsche Telekom, Museum in Vienna. the national telecommunications opera - tor, started what you might call an experi - ment. This experiment was called: The “The TV News in 2015” Children’s Future Congress. 100 children between the ages of 12 and 14 were Together with educationalists and special - invited to Berlin to think about important ists, the children were able to develop issues for the future in ten groups. They visions and ideas for the world of tomor - 79

Foto: © UNESCO / Amy OTCHET row, and present them to experts, involvement and an unbounded imagina - celebrities and the media as part of a tion. major future exhibition at the Treptow Arena. Preventing wars, helping others, Under the patronage of Edelgard Bul - travelling through the universe, eating mahn, then Federal Minister of Education healthily, avoiding traffic jams – there and Research, the Future Camp was one were but a few of the visions that were of the first projects carried out in Ger - developed at the Future Congress in 2005. many as part of the UN World Decade of Education for Sustainable Development (2005-2014). Deutsche Telekom is a The presentations, in the form of films, member of the German National Commit - songs and entertainment, spanned from tee for the Decade, and is actively com - the “TV News in 2015”, to a “Journey in mitted to take on its role as a mediator in Time through the Universe” and “Partici - the process of influencing a change in our pating in Politics”. In centre stage stood society . the question of how children see their future in the light of sustainability. The Sustainability is closely bound with shap - Future Camp gave them a forum where – ing the future. Even if the word “sustain - with the help of experienced educational - ability” may not have been heard once ists and experts – they could create ideas that weekend in Berlin, the participants for their own future, with a great deal of worked together to secure the future. UNESCO 80 today 2007

The playful methodology and the way the affected will be today’s children and children’s ideas were taken seriously pro - tomorrow’s adults. duced a very attractive combination. The participants were enthused by the idea of At the second Deutsche Telekom Chil - being able to work on their own, and that dren’s Future Congress the selected chil - their thoughts and ideas would be taken dren were to tackle this topic, but also seriously. develop solutions to secure our society. The result could not be just a simple list - The Children’s Future Congress ing of catastrophes. There were serious attempts to deal with the issue of climate 2006 on Climate Protection protection and its consequences, and alternative solutions were worked out through the perspectives of the partici - Encouraged by the experiences from pants. For children should not get the 2005, a second Children’s Future Con - impression that they have no influence gress was held in 2006. In autumn 2006 on the process. The future belongs to in Berlin, only one topic took centre them – and they should get to feel this. stage: climate protection. For the global warming of the atmosphere is one of the greatest challenges of our time. It shall Marion Schöberl works in the area of Busi - not only change environmental conditions, ness Communication at Deutsche Telekom, but it will also have effects on business where she is responsible for Corporate Rela - and our private lives. The ones most tions / Corporate Responsibility.

In-Service Training for Continuing Education Staff in Schleswig-Holstein for Sustainable Development

Decade Project by the Continuing Education Association in Neumünster

In knowledge-conduit training seminars, teachers from continuing education insti - tutions are enabled to pass on and methodically implement contents of sus - tainable development. Training pro - grammes on organisational development and education for sustainability are held at three cooperation institutions. By means of training by knowledge conduits, the goal of sustainable development in businesses and among the general public should be promoted.

Foto: Weiterbildungsverbund Neumünster-Mittelholstein 81

At a Glance: The UN Decade of Education for Sustainable Development in Germany

On the basis of a unanimous resolution of the German Federal Parliament on the UN Decade of 1 July 2004, the National Committee, set up by the German Commission for UNESCO (DUK), coordinates the implementation of the UN Decade of Education for Sustainable Development in Germany. The DUK is supported in this task by the Federal Ministry for Educa - tion and Research (BMBF). Federal President Horst Köhler is the patron of the German implementation of the Decade.

The German National Committee for the UN Decade: The National Committee is the central steering and consultation commit - tee for the implementation of the Decade in Germany. It is made up of 30 institutions and experts, including representatives of the Federal Ministries, Parliament, regional State Ministries, non-governmental organisations, the media, private enterprises, scientific representatives, and school pupils. The Chairman is the educational scientist Gerhard de Haan from the Free University in Berlin. The National Committee is supported by a Secretariat in Bonn and an office in Berlin, set up with the financial assistance of the BMBF.

Round Table and Working Groups: In order to put the Decade together with the involvement of as many stakeholders as possi - ble and to initiate a “Learning Sustainability Alliance”, the National Committee has invited participation in a Round Table for the UN Decade. The Round Table, comprising around 100 stakeholders, sits once annually. Between sessions, the Working Groups set up by the Round Table contribute to the implementation of the Decade.

National Plan of Action: The Plan of Action states the key goals of the Decade in Germany, and contains the contributions and commitments of individual stakeholders in a Catalogue of Measures. The Plan was drafted by the National Committee in consulta - tion with many members of the Round Table, and was presented at the nationwide start-up conference on 13 January 2005, before 300 invitees from the public. It is regularly updated, evaluated and adapted to new knowledge.

The Plan of Action defines the overarching aim of the Decade to be the integration of the idea of sustainable development into all areas of the education system. More specifically, this is to be achieved with the help of four strategic goals:

1. Further develop the concept of education for sustainable development and broadly spread good practices 2. Forge stronger links between individual players and stakeholders in Education for Sustainable Development 3. Increase public visibility of Education for Sustainable Development 4. Strengthen international cooperation

The Catalogue of Measures that completes the Plan puts these goals into practice by naming specific stakeholders and describing the way towards integration into the whole education system. More than 60 measures have been included in the Catalogue so far.

Decade Projects: Successful and innovative projects in Education for Sustainable Development have the opportunity to apply for recognition as an “Official Project for the UN Decade”. This recognition, conferred by the National Committee, is valid for two years and comes with the right to use the Decade logo. The aim is to give visibility to local stakeholders on the ground and publicise the ambition of Education for Sustainable Development more widely. By March 2007, around 400 projects had been recognised.

The involvement of the German Decade activities in international initiatives and debates is an important element in the imple - mentation of the UN Decade by the National Committee. This includes continuous consultation with UNESCO, the worldwide lead agency for the Decade, as well as joint events with UNESCO national commissions and coordination committees in other countries, and cooperation in the European steering committee for the Decade set up by the United Nations Economic Commission for Europe (UNECE).

Contacts and further information: German Commission for UNESCO Arbeitstelle UN Decade Secretariat UN Decade Free University Berlin Langwartweg 72 Arnimallee 9 53129 Bonn 14195 Berlin Germany Germany Tel: +49 (0) 228-4468440 Tel: +49 (0) 30-83853178 Fax: +49 (0) 228-2425708 Fax: +49 (0) 30-83853023 E-mail: [email protected] E-mail: [email protected]

Internet: www.dekade.org UNESCO 82 today 2007

Members of the German Round Table for the UN Decade

I Adolf Grimme Institute, Society for I Federal Association of the German I DED – German Development Ser- Media, Education and Culture (Adolf Gas and Water Industry (Bundes- vice (Deutscher Entwicklungsdienst) Grimme Institut, Gesellschaft für verband der deutschen Gas- und Medien, Bildung und Kultur mbH) Wasserwirtschaft) I German Savings Bank Association – Deutscher Sparkassen- und Giro- I Information and Education Working I BDG – German Gardening verband Group of the Bund-Länder Commit - Association (Bundesverband tee on Develop ment Co-operation Deutscher Gartenfreunde e.V.) I IIZ/DVV – German Adult Education (AG Informations- und Bildungsarbeit Association and its Institute for Inter - des Bund-Länder-Ausschusses I BKJ – German Association for Youth national Co-operation (Institut für Entwicklungszusammenarbeit) Cultural Education (Bundesverband Internationale Zusammenarbeit des Kulturelle Jugendbildung e.V.) DVV) I Agenda Transfer/Federal level – Service Centre – Local sites I BANU – National Working Group of I DIE – German Institute for Adult State-funded Education Sites for Education I Agenda 21 Nature Conservation and Environmental I Education Services Organisation of I AWO – Workers' Welfare Associa - Protection the tion (Arbeiterwohlfahrt Bundesver - (Bundesweiter Arbeitskreis der German Federation of Trade Unions band) staatlich getragenen Bildungsstätten (DGB Bildungswerk e.V.) I im Natur- und Umweltschutz) AGU – Commissioners for Environ - I Didacta Verband e.V. – Association mental Questions in the Roman I BpB – National Centre for Political of Catholic Dioceses of Germany Education (Bundeszentrale für education services providers (Arbeitsgemeinschaft der Umwelt - politische Bildung) beauftragten der deutschen I Die VERBRAUCHER INITIATIVE e.V. Diözesen) I "UNI21" COPERNICUS CAMPUS – National consumer advocacy I organisation Commissioners for Environmental I DBU – German Environmental Questions in the Protestant Foundation (Deutsche Bundes - I Duales System Deutschland – Churches of Germany (Arbeitsge - stiftung Umwelt) Recyling company meinschaft der Umweltbeauftragten in den Gliedkirchen der evangelischen I DGfE – German Society for I Evangelical Organisation for Social Kirchen Deutschlan ds) Educational Science (Deutsche and Political Youth Education Gesellschaft für Erziehungs- (Evangelische Trägergruppe für I Bertelsmann Foundation wissenschaft) gesellschaftspolitische Jugend- I Dadalos – International UNESCO bildung) I GTZ – German Society for Technical Education Server for Civic, Peace Co-operation (Deutsche Gesellschaft I FechnerMEDIA GmbH and Human Rights Education für Technische Zusammenarbeit, I I The "Transfer-21" Bund-Länder GmbH) Fraunhofer Gesellschaft Commission Programme I DGU – German Society for Environ - I ICT – Fraunhofer Institute for I BUND – German national branch mental Education (Deutsche Chemical Technology of Friends of the Earth (Bund für Gesellschaft für Umwelterziehung I Umwelt und Naturschutz Deutsch - e.V.) Friedrich-Alexander-University land) Erlangen-Nürnberg I DKJS – German Foundation for I I BAK – Federal Chamber of Archi - Children and Young Persons Genanet – Focal Point Gender, tects, Germany (Deutsche Kinder- und Jugend- Environment, Sustainability stiftung) I 2005 National Garden Festival, I Georg Eckert Institute for International Munich (Bundesgartenschau I German Beneficence for Monument Textbook Research München 2005) Conservation (Deutsche Stiftung Denkmalschutz) I GEW – Union for Education and I BIBB – Federal Institute for Voca - Science (Gewerkschaft Erziehung tional Training I Youth and Social Affairs Department und Wissenschaft) at the German Association of Cities I BMZ – Federal Ministry for Economic (Deutsche Städtetag, Referat für I Goethe Institute Co-operation and Development Jugend und Soziales) I Alliance of Primary Schools I BMBF – Federal Ministry of Educa - I DAAD – German Academic (Grundschulverband – Arbeitskreis tion and Research (BMBF) Exchange Service Grundschule e.V.) 83

I Institute for Peace Education I Ecumenical One World Initiative, the (Wuppertal Institut für Klima, (Institut für Friedenspädagogik) co-ordinating agency for the interna - Umwelt, Energie GmbH) tional Earth Charter Initiative I Institute for Cultural Policy of the I Zeitbild Verlag (publishers) Association for Cultural Policy, I Robert Bosch Foundation House of Culture (Institut für Kultur - As representatives from ministries politik der Kulturpolitischen I Schering AG of the federal states: Gesellschaft e.V. – Haus der Kultur) I Schulen ans Netz e.V. (Organisation I Ministry for Environment and Traffic I and.Institute for Art, Culture and for connecting schools to the Inter - of the Federal State Sustainability net) Baden-Wuerttemberg

I Institute for Environmental Protec - I Standing Conference of Ministers of I Bavarian State Ministry for Environ - tion in Vocational Training (Institut für Education and Cultural Affairs in the ment, Health and Umweltschutz in der Berufsbildung) Länder (KMK) Consumer Protection I IZT – Institute for Future Studies and I SSWP/IDT-Hochschule St. Gallen I Berlin Senate Administration for Technology Assessment (Institut für Education, Youth and Sports I Zukunftsstudien und Technologie- Nature Conservation Fund (Stiftung bewertung, Berlin) Naturschutzfond) in Baden-Württem - I Brandenburg State Ministry for berg's State Ministry for Food and Education, Youth and Sports I International Human Dimensions Rural Regions I Bremen State Institute for Schools Programme on Global Environmental I Change (IHDP) Beneficence Bridges between North and South I Hamburg Authority for Environment I InWEnt (Stiftung Nord-Süd-Brücken) and Health I I I KLJB – Catholic Rural Youth Stiftung Warentest Hesse Ministry for Environment, Movement (Katholische Landjugend - Rural Regions and Consumer I TRUMPF Werkzeugmaschinen bewegung Deutschlands) Protection GmbH und Co. KG I Mecklenburg – West Pomerania I KNH Foundation (Kindernothilfe e.V.) I Department for “Environmental Ministry of the Environment Strategies and Research Planning” I Institute of Management and Design (Grundsatzreferat "Umweltstrategien I Lower Saxony State Department for Sustainable Development (Kolleg und Forschungsplanung") within the for Environmental Education and für Management und Gestaltung für Federal Environmental Agency Environmental Consultation nachhaltige Entwicklung gGmbH) I I I Umweltspione (Environmental Central Office for Environmental Leibniz Institute for Science Educa - project for schools) Education at the University of Essen, tion at the University of Kiel (IPN) North-Rhine Westphalia I UNESCO Associated Schools Proj - I Michael Haerdter, former head of ect Network I Ministry for School, Youth and Künstlerhaus Bethanien Children of North Rhine-Westphalia I University of Paderborn, Faculty for I Misereor Natural Sciences I Rhineland-Palatinate State Centre for Environmental Awareness I Administration of the National Park I vzbz – Federation of German Bavarian Forest (Nationalparkverwal - Consumer Organsations I Ministry for Environment of the tung Bayerischer Wald) Federal State Saarland I Verkehrsclub Deutschland e.V. I Naturgut Ophoven, representing the (Traffic club) I Saxony State Ministry for Cultural ANU working group on nature and Affairs environmental education I Weltladen-Dachverband (Interest association for fair-trade outlets I Saxony-Anhalt State Ministry for I "Nordländer" network project in sup - in Germany) Agriculture and Environment port of the UN Decade of Education for Sustainable Development I Werkstatt 3 – Bildungswerk I Schleswig-Holstein State Ministry for Education, Science, Research I ökom Verlag (publishers) I “Science in Dialogue” (Wis - and Culture senschaft im Dialog gGmbH) I Ökoprojekt – MobilSpiel e.V. I Thuringian Ministry for Agriculture, (Environmental education organisa - I Wuppertal Institute for Climate, Nature Conservation and the Envi - tion) Environment and Energy ronment UNESCO 84 today 2007

Publication Data:

UNESCO heute / UNESCO today (ISSN 0937-924X) Publisher: Deutsche UNESCO-Kommission e.V. / German Commission for UNESCO President: Walter Hirche Vice-Presidents: Dr. Verena Metze-Mangold, Prof. Dr. Hermann Schäfer Secretary-General: Dr. Roland Bernecker

Editorial Board: Colmantstraße 15, D-53115 Bonn Telephone: +49-228-604970 Fax: +49-228-6049730 E-mail: [email protected] Internet: www.unesco.de, www.dekade.org

Editors: Alexander Leicht (responsible), Lina Franken Assistance: Samera Zagala Translation: Peter Shepperson

This English version is published with support from UNESCO.

The editors reserve the right to carry out editing, image selection, titles and publication of the articles submitted. Articles attributed to an author do not always reflect the opinion of the editors.

Published twice annually. Free of charge and photocopiable. Citations: UNESCO today. Please provide a copy of article. Free subscriptions to private addresses are limited to one year.

Layout, typesetting and printing: Köllen Druck + Verlag GmbH, Bonn. Print run: 6,000 UNESCO today is printed on chlorine-free bleached paper. U3

“McMöhre – The Natural Food Bar”: Healthy, Environmentally- Friendly Nutrition at School

Decade Project by the Deutsche Umwelt- hilfe association (DUH), Northern Regional Group

Through the “McMöhre” (McCarrot) project, organic, fair-trade, regionally produced, fresh and seasonal foods are to be made more appetising to school students. The DUH supports the schools in the planning, installation and operation of the Natural Food Bars. At the same time, the estab - lishment of sustainable school companies and networking with organic farmers, environment centres, authorities and businesses is encour - aged. The close involvement of pupils in the vari - ous stages of the project is a prioritised goal.

Foto: Deutsche Umwelthilfe

Systematic Integration of Education for Sustainable Development into the “NaturGut Ophoven”

Decade Project by the NaturGut Ophoven Association

The NaturGut Ophoven in Leverkusen is a centre for innovative environmental education and Education for Sustainable Development. Over the last 20 years, practice-oriented environmental education has been carried out here for children, families and senior citizens. Daily, trained education staff lead numerous school classes around the grounds and the “EnergieStadt” adventure exhibition. Twice a year a programme is produced with more than 150 events on issues of nature and the environment for young and old. The “EnergieStadt” adventure exhibition model project and the “Green Classroom” stand out amongst the wide range of educational options.

Foto: NaturGut Ophoven