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Professor statistiek João Marôco (sept 2024) vond geen correlatie tussen curriculum en TIMSS-resultaten voor wetenschappen bij 13/14-jarigen. Helemaal verrassend is dat niet. 15 jaar geleden onderzocht ik de succes- en faalfactoren van onderwijsinnovaties, zoals het 'studiehuis' en de ‘Tweede Fase’ in Nederland en enkele ‘educational reforms’ in de VS. De conclusies van mijn thesis waren toen: ▶️ De leraar is dé sleutel tot verandering; niet de beleidsmaker, niet de ontwikkelaar, niet het curriculum. Leraren happen pas echt toe als ze weten wat ze anders moeten doen op dinsdagochtend om tien over negen, in lokaal 3.08 met 28 leerlingen. ▶️ Succesvolle innovaties rusten in het verlengde daarvan op concrete materialen, hands-on trainingen en directe toepasbaarheid voor leraren. Daarbij horen toegankelijke leermiddelen, voorbeeldlessen en ruimte om samen te ontwikkelen. ▶️ Leraren hebben bij elke innovatie ook baat bij permanente ondersteuning van lokale vakgenoten met praktijkervaring en didactische expertise. Eigenlijk heb je een netwerk nodig van vakinhoudelijke begeleiders die scholen concreet en blijvend ondersteunen. De weg met uitgeverijen en scholen ondersteund door lerarenopleiders van hogescholen en universiteiten is nog lang. Het zal turbulent, grillig, weerbarstig, soms ontmoedigend zijn, maar ook inspirerend.

This edited volume provides theoretical and practical resources relating to the ‘STEPWISE’ curricular and instructional framework. ‘STEPWISE’ is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address ‘critical socioscientific issues’ — that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE — and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems — such as dramatic climate change, preventable human diseases, species losses, and social injustices — associated with fields of science and technology.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our

Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same year as Vision I and II were first formulated by Roberts, there h...

Teacher education has been identified as one of the most significant pathways for innovating our educational systems and enabling social transition towards sustainability. This paper presents the f...

The 2022 Council Recommendation on learning for the green transition and sustainable development aims to foster greater cooperation at EU level to advance the deep and transformative changes needed in education. It presents a vision that requires ‘the purpose, policies, provision and practices of learning and teaching to be fundamentally re-examined’ so that it can contribute to a more sustainable future. It is within this context that the input paper identifies the innovation and changes needed to rethink and reframe spaces and places of learning, taking into account how learning environments can embody sustainability and shape the lived and educational experiences of pupils, educators and all involved with schooling. The paper also recognises the necessity of schools to adapt to changes in climate as many are experiencing intense winds, flooding and extreme weather conditions that make schools unsafe. Currently, adaptation and infrastructure resilience have become a reality for schools in many member states.

Members of the EU Working Group Schools: Learning for Sustainability held a meeting on sustainable infrastructure and learning environments in schools on 14-16 June 2023. The meeting, which took place in Madrid, was hosted by the Spanish Ministry of Education and Vocational Training. Numerous presentations on creating sustainable learning environments reflected a diverse set of experiences from across Spain and Europe. These presentations and a site visit to an early years education provider served to inform the dialogue at this meeting. Societal developments, climate change and 21st century learning needs require us to rethink how school spaces and places are developed and used. The school community must adapt and respond to these changing needs by re-thinking and re-purposing existing buildings, spaces and infrastructure so that they are more suitable and relevant to the educational expectations of today.

This input paper explores what we mean by the digital and green transitions in the context of education and learning. Numerous documents exist that outline the EU-level policy goals and priorities for the twin transitions and set a course for the education sector’s engagement with these agendas. Informed by these documents and a series of examples, the paper looks closely at how both agendas could be mutually supportive and where complementaries already exist in schools. These common points include: a quest for eduational innovation; a commitment to whole-school approaches; efforts to extend learning beyond the classroom; and, the opportunities offered for learner participation and competency based learning. The paper also examines tensions such as those relating to the carbon burden and e-waste, equality of access, wellbeing, security and safeguarding; teacher engagement and student preparedness. It proposes ways in which we can harness digital technologies to advance learning for sustainability in schools and in ways that can contribute to improving learner outcomes. Specifically, it seeks to offer insights on how to combine educational policy, action and investment in these areas.

More and more young people are raising their voices for issues that are important to their communities and their generation. However, research suggests that young people perceive a lack of opportunity to influence decisions and policy makers. This can generate concern and, in some cases, anxiety as many feel unable to address issues such as climate change or contribute addressing employment or cost of living issues shaping their daily realities. As a result of feeling disempowered by mainstream processes, some young people engage in protests or disruptive actions whilst others simply disconnect from social engagement as seen by the increasing numbers of young people intensely engaged in virtual reality gaming and other screen time activities. Significantly, researchers point to how engagement levels are lowest in youth from socio-cultural backgrounds that differ from that of the core cultural group of a school, town or city. Learning for sustainability (LfS) provides an opportunity to address this social challenge as well as advance the green transition. A first step may be to recognise that young voices hold a unique perspective on issues that affect them and that they can make a valuable contribution to more sustainable futures. Those engaged in education should consider not just the views and expectations of young people as they seek to actively participate in society, but also how best to fulfil the responsibility of equipping young learners with the skills and experience needed to effectively engage. The focus of this paper is on school education and learner participation with the intention of informing education policy-makers on how to assist in upscaling efforts and creating additional spaces for youth engagement in, and through, formal education.

This input paper offers an initial analysis of the links between citizenship education and learning for sustainability for the Working Group peer learning activity on 16-18 Oct 2024. It presents observations on some of the insights, discussions, and inspirational practices found in the literature and examples of EU and other projects and programmes in this area.

Europeans rank climate change among the most serious problems facing the world today. Education and training, like all sectors, must take action to respond to this planetary crisis.

This input paper presents a number of key issues and findings from recent literature on school leadership on sustainability and aims to open discussion on possible policy action in this area. For the purposes of this paper, school leaders are defined as holding a formal position of responsibility for the management of the school. School leaders are also teachers, as they are also still involved in learner development, both in and out of the classroom. ‘School head’ is the most senior school leadership position – the person with overall responsibility for the pedagogical and administrative management of the school or cluster of schools. This role might also be referred to as ‘head teacher’, ‘school principal’ or ‘school director’. They can also be included in the broad definition of ‘school leader’.

This input paper has been prepared to inform a meeting of EU’s Working Group Schools - education for environmental sustainability. This paper asks the question: ‘what has been learnt from the adoption of whole school approaches to sustainability? It addresses this question by summarising the latest research and leading experiences with the objective of informing policy development and related activities. It also gives a focus a selected number of the subthemes identified in the survey which are of interest to Working Group members.

This QAA Collaborative Enhancement Project (CEP) is led by the University of Gloucestershire in partnership with the University of the Arts, London and Kings College London. CEPs offer funding for small groups of member institutions to work together on projects to enhance the quality of the participating institutions’ student learning experience.

It is often assumed that young people are concerned about sustainable development and a sustainable future, although this is not always evident when teaching complex issues that are morally and pol...

Webinar #1 of the third season of "Climate change education for social transformation" webinars.

Talenten Academie Limburg

Learning for sustainability (LfS) encompasses holistic, interdisciplinary experiences that equip learners with essential sustainability competences. The 2018 Council Recommendation on key competences for lifelong learning emphasises improving, among others, basic skills (such as literacy and numeracy), competences in STEM, and digital competences, while fostering citizenship and appreciating cultural diversity. This study aims to explore how LfS contributes to those broader learning outcomes, particularly in (pre-)primary and secondary education. The present report reveals some broader learning benefits of LfS related to basic skills, transversal skills, psychological benefits, and institutional benefits. Many studies have reported these benefits within the context of outdoor, nature-based learning for sustainability settings.

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Research on organizational interventions needs to meet the objectives of both researchers and participating organizations. This duality means that real-world impact has to be considered throughout ...