Lorem ipsum dolor Sunt, officius nessunditium nullat rempore sit volupta National Action Plan on Education for Sustainable Development The German contribution to the UNESCO Global Action Programme CONTENTS 1 Contents Preface 3 1. The National Action Plan on Education for Sustainable Development 5 Preamble ..................................................................................................................................................7 The Education Sectors in the National Action Plan ...................................................................................9 Early Childhood Care and Education .......................................................................................................11 I. Integrating ESD into curricula ........................................................................................................12 II. Establishing ESD as part of the institutional mission of ECCE providers ......................................14 III. Integrating ESD into initial and further training for ECCE professionals ......................................15 IV. Supporting ESD as the basis of professional action ......................................................................17 V. Establishing networks with informal and formal education spaces ..............................................20 School .....................................................................................................................................................23 I. ESD as a responsibility of the education system ............................................................................24 II. Teacher and educational assistant training for sustainable development ....................................29 III. Learning spaces/social spaces, collaboration and ESD ................................................................32 IV. Embedding of ESD in curricula and syllabuses .............................................................................35 V. Participation and ESD .....................................................................................................................37 Technical and Vocational Education and Training ...................................................................................41 I. Status review at all levels ...............................................................................................................41 II. Potential of TVET for ESD ...............................................................................................................42 III. Establishing workplaces and vocational schools as sustainable learning spaces ........................44 IV. Sustainability skills profile ..............................................................................................................47 V. Implementation of TVET for SD in curricula and teaching .............................................................49 Higher Education ....................................................................................................................................51 I. Aligning higher education funding and incentive systems with substantive and structural sustainability and ESD ...................................................................................................52 II. Systematically linking research and ESD using quality criteria ....................................................54 III. Supporting a diversified higher education system with a range of ESD paths, ESD pioneers and second followers ...............................................................................................59 IV. Encouraging, supporting and enabling real participation of students and graduates as key architects of sustainable development .............................................................62 V. Developing transformational narratives for ESD ..........................................................................66 2 NATIONAL ACTION PLAN ON EDUCATION FOR SUSTAINABLE DEVELOPMENT Non-Formal and Informal Learning/Youth .............................................................................................69 I. Effective participation of young people ...........................................................................................70 II. Diversity and inclusion ....................................................................................................................72 III. Promoting and recognising change agents and multipliers ..........................................................75 IV. Establishing ESD-focused educational landscapes .......................................................................80 V. Developing transformative metaphors and narratives ..................................................................82 VI. Opportunities for freedom of action and expression ......................................................................85 VII. Developing viable funding models and instruments ......................................................................86 Local Authorities ....................................................................................................................................89 I. ESD as a location factor ..................................................................................................................90 II. ESD skills building in policy-making, civil society and administration ..........................................92 III. ESD incentives and permanently establishing ESD in all local authorities ...................................94 IV. Networking and participation .........................................................................................................96 V. Developing a local authority sustainable development code .........................................................97 2. Education for Sustainable Development until 2030 – Conceptual and Policy Framework 99 3. Implementation of the UNESCO Global Action Programme on Education for Sustainable Development in Germany 103 Appendix 107 Overview of Commitments ....................................................................................................................108 Cross-cutting commitments ................................................................................................................108 Expert Forum on Early Childhood Care and Education .......................................................................109 Expert Forum on Schools .....................................................................................................................111 Expert Forum on Technical and Vocational Education and Training ...................................................115 Expert Forum on Higher Education .....................................................................................................117 Expert Forum on Non-Formal and Informal Learning/Youth ..............................................................125 Expert Forum on Local Authorities ......................................................................................................129 Members of the National Platform and the Expert Forums ..................................................................130 Members of the National Platform on Education for Sustainable Development ................................130 Members of the Expert Forums ...........................................................................................................132 References ............................................................................................................................................136 Imprint ..................................................................................................................................................137 PREFACE 3 Germany’s contribution is the National Action Plan on Education for Sustainable Development (ESD). The National Platform on ESD adopted the National Action Plan on 20 June 2017, chaired by the Federal Ministry of Education and Research (BMBF). It sets out the roadmap for transforming our education system to achieve greater sustainability. The overarching goal of the National Action Plan is the structural implementation of ESD in all sectors of the German education system. The 130 short, medium and long- Preface term goals in the National Action Plan identify where we need to start in the process of transforming our education system: for example, in the education and How can we ensure food security for the people on training of teachers, in curricula and syllabuses and on our planet? How can we achieve sustainable energy the ground in learning spaces – preschools, schools, supplies? And how can we attain more sustainability business enterprises, higher education institutions globally with our decisions and actions? These are and sports clubs – consistently involving young people questions which are crucial for our future and to which in the transformation process. All of this serves to we urgently need to find answers. Answers that don’t advance the one goal of enhancing the sustainability create a burden for future generations, but facilitate of our life on earth and so to improve our future sustainable development for our planet, as already livelihood. called for by the United Nations in 1992 and once again reinforced in the global Sustainable Development The National Platform on ESD, the Expert Forums Goals in 2015, resolved by all 193 member states as and the Partner Networks have earned respect