Teacher Training Curriculum on Environmental Issues | Page 24

SWEDEN
Keep Sweden Tidy Foundation
Stiftelsen Håll Sverige Rent
National Operator: Lisa
Adelsköld
Mail: [e-mail]

ENGLAND
Keep Britain Tidy
National Operator: Morgan
Phillips
Mail:
Morgan.Phillips@keepbritaintidy.
org
www.eco-schools.org.uk

Option B – the Sustainable Schools Framework (developed by English Department for Education
2006). This framework which continues to be supported in the UK by the Sustainable Schools
Alliance (http://sustainable-schools-alliance.org.uk/) See link above for more details.

In this paper, we, the eight project countries, have made an effort to illustrate how schools can
contribute to a sustainable future in the form of formal and non-formal education. Our purpose was
also to, through education, increase students' commitment to want to be involved in creating a
sustainable future.
In the beginning of the paper, we emphasised the importance and the need for a sustainable society
and how education is the only solution. We need a society that is ecologically, socially and
economically sustainable. How this can be defined is exemplified in this part of the paper.
The paper also highlights and discusses the obstacles on the path of education for sustainable
development in our schools. One such obstacle is, the educator‟s lack of time as the mandate
curriculum and syllabus goals have to be met, and that there isn‟t enough time to work on issues of
sustainable development. We therefore, through the guidelines, tried to illustrate that education for
sustainable development can be carried out hand in hand to the schools‟ mandate curriculum and
the goals of the course syllabus without additional burden on an already stressful school life.
As observed, the school curriculum for all the project countries, focus on the need for development
in the student´s ability to problem-solve, increasing creative curiosity and developing a willingness
to try their own ideas. It is evident, that education for sustainable development provides all this and
much more. This is why, in the guideline, we tried to bridge the school curriculum and course
syllabus with six thematic areas of the UN's Global Goal for sustainability. This was done by
investigating to what extent the mandate subjects we worked with include parts that coincide with
the UN's goals.
Finally, we tried to provide more concrete examples from each project country on how to work
across curriculum to achieve the selected UN goals. To make it easier for the members, we also
took up the topic on “whole school approach to ESD” and provided information and contact emails
to the local eco-schools authorities.
In conclusion, we do hope that we have managed to shed a little light on the path towards education
for sustainable development.

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