UN Global Action Programme and Education for Sustainable Development: A Critical Appraisal of the Evidence Base

Autor/inn/en	Fischer, Daniel; Aubrecht, Elisabeth Lena; Brück, Maria; Ditges, Laura; Gathen, Lea; Jahns, Maximilian; Petersmann, Moritz; Rau, Jörn; Wellmann, Christiane
Titel	UN Global Action Programme and Education for Sustainable Development: A Critical Appraisal of the Evidence Base
Quelle	In: Discourse and Communication for Sustainable Education, 6 (2015) 1, S.5-20 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.1515/dcse-2015-0001
Schlagwörter	International Organizations; International Programs; Sustainable Development; Program Evaluation; Educational Practices; Educational Policy; Evidence Based Practice; Program Implementation; Training Objectives; College Students; Literature Reviews; Research Projects; Educational Research; Curriculum Design; Holistic Approach; World Views; Role of Education; Educational Methods; Evaluation Criteria; Empowerment; Teacher Student Relationship; Active Learning; Student Projects; Self Efficacy; Participative Decision Making; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Nachhaltige Entwicklung; Programme evaluation; Programmevaluation; Bildungspraxis; Politics of education; Bildungspolitik; Training objectiv; Ausbildungsziel; Trainingsziel; Collegestudent; Forschungsvorhaben; Bildungsforschung; Pädagogische Forschung; Lehrplangestaltung; Holistischer Ansatz; World view; Weltanschauung; Bildungsauftrag; Educational method; Erziehungsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Schulprojekt; Self-efficacy; Selbstwirksamkeit; Ausland; Deutschland
Abstract	The United Nations (UN) proclaimed the years 2005 to 2014 the World Decade on Education for Sustainable Development (ESD). As a follow up on the World Decade, the UN launched a Global Action Programme (GAP) that is designed to set the framework for international activities on ESD. The GAP focuses on five priority areas that are of high relevance for further implementation of ESD in educational systems. The research presented in this paper results from a training research course that was conducted with advanced bachelor students in environmental and sustainability science. This project pursued two main objectives on different levels: the aim of the research aspect was to identify well-documented success factors for specific research questions associated with the GAP designated priority action areas by means of conducting systematic literature reviews. The aim of the training was to enable students enrolled in the university course to experience systematic review and critical appraisal of the current state of research in the various fields of ESD. As a result, the paper summarizes and discusses both the findings of the research projects and university course. Inclusive is the potential of the teaching approach and its contribution to advancing higher education for sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01