sou · GSB3104 · 2005-01-01 00:00:00 — Därmed menas en utveckling som innebär att nuvarande och kommande generationer tillförsäkras en god miljö och hälsa, ekonomisk och social välfärd och rättvisa. Förordningen (1991:977) om statsbidrag till folkbildningen förtydligas så att det framgår att verksamheten ska främja soci- alt, ekonomiskt och miljömässigt hållbar utveckling som inne- bär att nuvarande och kommande generationer tillförsäkras en god miljö och hälsa, ekonomisk och social välfärd och rättvisa, Läroplanerna på skolområdet behöver ses över så att de bättre stödjer utbildning för hållbar utveckling. Bilaga 2 till högskoleförordningen (1993:100), det vill säga examensordningen, bör ses över med avseende på krav på kunskap om hållbar utveckling för att examensbevis ska få utfärdas. Kriterierna för verksamhetsstödet till science center bör ses över så att dessa bättre stödjer lärande för hållbar utveckling. bör erbjudas möjlighet att etablera ett institut i som ska fungera som en nod i ett internationellt nätverk för utbildning för hållbar utveckling. Regeringen bör överväga om det behöver inrättas ett särskilt pådrivande och samordnande organ under FN:s årtionde för utbildning för hållbar utveckling. En långsiktig strategi och handlingsplan bör formuleras för arbetet med utbildning för hållbar utveckling . En pilotverksamhet bör inrättas som ger möjligheter för aktö- rer inom skolsektorn, högskolesektorn och folkbildningen att med statligt stöd ta fram metoder för hur utbildningsverksam- het kan genomsyras av perspektivet hållbar utveckling. Avslutningsvis i kapitel 6 diskuterar vi hur arbetet med att genomföra våra förslag bör organiseras. Vi menar att ska fortsätta att vara pådrivande i det internationella samarbetet för utveckling för hållbar utveckling. arbete för utbildning för hållbar utveckling behöver sättas in i ett internationellt samman- hang och bedrivas med koppling till pågående internationella pro- cesser. Inte minst som FN har bestämt att utbildning för hållbar utveckling ska vara ett prioriterat område – 2014. Vi menar därutöver att det är en viktig förutsättning för att arbetet ska bli framgångsrikt att pådrivande krafter som stimulerar och följer arbetet mobiliseras på olika nivåer inom och utanför ut- bildningsområdet. Erfarenheter från tidigare reformer pekar på att genomförandet tar . Vi menar därför att arbetet behöver få ett stöd som säkerställer långsiktighet och uthållighet. Regeringen bör överväga om de befintliga myndigheterna kan fullfölja upp- gifterna eller om tillfälliga organ behöver inrättas för ändamålet. The world is facing great challenges that are of concern to all people and all countries. Poverty, climate change, epidemics and war are examples of the problems barring the way to sustainable development, globally as well as nationally and locally. The problems are complex and embrace economic, social and environmental factors. Solutions presuppose a holistic approach in which measures that are undertaken in different areas are mutually reinforcing and in which everyone assumes responsibility. Developments in society, combined with the knowledge that the present generation bears the responsibility for ensuring that future generations in every country in the world will be able to meet their needs, demand immediate vigorous measures. Learning is a prerequisite if mankind is to be able to meet the challenges facing the world. What people learn and how they put it into practice is crucial for whether sustainable development can be achieved. At the United Nations World Summit on Sustainable Develop- ment in in 2002, Prime Minister announced that would host an international meeting on education for sustainable development. In 2003, the Government appointed a for sustainable development to review and analyse how education systems at all levels work to promote development that is economically, socially and environmentally sustainable.1 The assignment included the organisation of an international meeting on education for sus- tainable development. It also included submitting proposals to 1 has the designation U 2003:06. The assignment is described in Terms of Reference 2003:68. stimulate the spreading of ideas connected with sustainable development throughout the education system. The concept of sustainable development In many parts of the world today, people organise their societies in ways that create economic, social and environmental problems. Awareness of existential threats has increased over recent decades and has led to international efforts to find joint solutions to development issues. Certain progress has been made, but many problems remain unchanged – or have worsened. In Chapter 1, we attempt to clarify the concept of sustainable development. The concept became well known through the work of the which was appointed by the United Nations in the mid-1980s. The defined sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. The concept is based on a holistic view of the needs, situations and problems of people and their societies. The underlying principle is that economic, social and environmental conditions and processes are integrated – they are interdependent and mutually reinforcing. Sustainable development is about safeguarding the resources that exist. A sustainable society is a society that is permeated by democratic values. Citizens feel they can participate, that they can influence the development of society, and that they have the and ability to assume responsibility for doing so. Society is shaped within the framework of what the environment and human health can tolerate. Citizens have equal opportunities irrespective of sex, socioeconomic and ethnic or cultural affiliation. Sustainable development is also about the efficient use of resources and the long-term management of and investment in human, social and physical resources. In recent decades, a number of international meetings have been held in which solutions to development issues have been discussed. In this chapter, we detail five milestones in international efforts to achieve sustainable development: the on the Human Environment, held in ; the World Commission on Environment and Development (the ); the on Environment and Development, held in ; the United Nations Millennium Declaration and the Millennium Development Goals; and the World Summit on Sustainable Development, held in . Since the conference, educational issues have become increasingly important. The awareness that learning is central to sustainable development has emerged. has taken an part in international work in this area and has formulated a cohesive policy for just and sustainable global development and a national strategy for sustainable development.2 Education has a prominent role in the national strategy and is a theme in the main features of global policy, social development and security. The Government has also established a special unit at the Prime Ministers Office which is responsible for coordinating work on sustainable development at all the ministries and which will be proactive in national and international efforts. International consultation on education for sustainable development In accordance with the Committees terms of reference and Prime Minister initiative at the World Summit on Sus- tainable Development in in 2002, the Committee organised an international consultation on education for sus- tainable development in , , on 4–7 2004. Some 350 participants from 75 countries and five continents took part. The consultation was entitled Learning to change our world: International consultation on education for sustainable development. Lessons learned from the consultation are presented in Chapter 2. The consultation demonstrated that education for sustainable development is a concept open to many interpretations. A number of obstacles to education for sustainable development were identified during the consultation. The second part of the consultation focused on discussing strategies to overcome these obstacles. A number of suggestions at local, national, regional and global level were generated. Some of them were detailed and concrete, others more general. The participants expressed a strong to move forward the issue of learning for sustainable development. 2 Government communication 2003/04:129. The consultation may be seen as part of a process that uses broad international dialogue to chisel out the role that learning and education can play when societies are being reoriented towards sustainable development. The last ten years have seen the emergence of a global dialogue on education for sustainable development and there are signs that a common understanding is beginning to take shape. One important conclusion to be drawn is that there is great need to continue this dialogue at local, national, regional and global level. Together, stakeholders within as well as outside the field of education need to seek a common understanding of educations role in achieving sustainable development. Characteristics of education for sustainable development Education for sustainable development should aim to empower students with the ability and the to work towards achieving sustainable development locally and globally. We note that this places demands on what education covers and how it is designed. In our view, the content – the what – of education for sustainable development must be based on local as well as global perspectives and processes and on the connections between them. International dialogue has drawn particular attention to a number of key global areas that should have a central place in the content of education for sustainable development. These areas include, for example, peace and security, human rights, gender equality, cultural diversity and intercultural understanding, health, natural resources (such as water, energy, agriculture and biological diversity), climate change, and poverty reduction. In Chapter 3, we identify some of the features that should characterise education for sustainable development. Many multifaceted illustrations of economic, social and environmental conditions and processes should be dealt with in an integrated by using interdisciplinary working methods. Conflicting objectives and synergies between different needs and interests should be clarified. Content should have a long-term perspective extending from the past to the future, from the global to the local. Democratic working methods should be used so that students can influence the design and content of educational programmes. Learning should be reality-based with close and frequent contact with nature and society. Learning should focus on problem solving and stimulate critical thinking and readiness to act. Both the process and the product of education are important. Education for sustainable development in practice In Chapter 4, educational content, working methods and results are described and assessed from a sustainable development per- spective. The review is based mainly on material available from earlier studies. The choice of course content from a sustainable development perspective has not been studied to any great extent at national level. Accordingly, the data for working methods and results is stronger than the data for course content. The emphasis of the chapter is therefore on working methods and results rather than on content. Pre-school, school and adult education The overall assessment of pre-school, school and adult education shows that there is a great diversity of working methods and that there is a large variation between the different sectors. There are, however, indications that there is scope for broader implementation of the working methods we have highlighted as being key in education for sustainable development, that is to say working methods characterised by a high level of pupil participation and a democratic approach. The reality-based learning demanded by education for sustainable development appears to be inadequate. Contacts with the local community have been few and far between, although it would appear that the reform of adult education in recent years has resulted in the strengthening of such contacts. Many Swedish schools have formed international connections but these international efforts are, to a great extent, dependent on committed enthusiasts. International cooperation takes place largely within the EU and the and only to a lesser degree with developing countries. There appears to be scope for greater interdisciplinary cooperation. Interdisciplinary working methods appear to be most common in pre-school and the earlier years of compulsory school. In the later years of compulsory school and at upper secondary school, interdisciplinary cooperation is not so common. Many institutions have begun to focus on environmental issues and this has meant that important steps have been taken in education for sustainable development. We note, however, that the integration of economic, social and environmental dimensions that we consider necessary has still not made itself felt on any wider front. Teachers are expressing uncertainty about how the sustainable development perspective should be made more concrete in educational activities and teaching situations and are seeking relevant in-service training. Studies suggest that young people have good knowledge of the democratic system and of the basic values of society, but there are shortcomings in the application of these basic values. A holistic approach and critical thinking are considered to be poorly developed qualities among the young, according to the studies. The review in the chapter shows that young people in are more interested in taking part in political elections than young people in comparable countries. The tendency to take an part in social change is, however, less pronounced among young people than it is among adults. There are also signs that young peoples interest in politics is declining. But this could be connected to a distrust of traditional forms of activity since many young people say at the same time that they are interested in development issues and the environment. seem to have a more tolerant attitude towards homosexuals and immigrants than the young people in most other countries. Furthermore, young people are more tolerant than adults. Pupils do abuse each other, as do adults and pupils, even though most teachers and pupils say they are happy and feel secure in their daily activities. In the studies presented in the chapter, girls appear to be more motivated and better prepared to contribute to sustainable development than boys. Girls express a greater to influence their education, they know more about democracy and human rights, have a greater capacity for holistic thinking, are more tolerant and abuse others to a lesser degree. As regards higher education and education for sustainable development, the review in the chapter shows that the more or less comprehensive work being carried out at universities and colleges provides a good basis for promoting work on sustainable develop- ment. In our view, given the efforts made so far by higher education institutions, considerable development work is required. We note that many of the different working methods in higher education match the characteristics we have established for education for sustainable development. There is, however, scope to increase the influence undergraduates and postgraduates have on their courses of study. Higher education contacts with the local community are extensive but contacts further afield need to be better integrated into education. Universities and colleges have, in general, well- developed international contacts but one limitation is that these contacts are, to a great extent, directed at countries in the western cultural sphere. Sustainable development work is usually based on an environ- mental dimension where many important steps have been taken. Higher education work is aimed largely at direct environmental impact, whilst less attention is paid to the indirect impact that takes place through education. There are also difficulties in developing the interdisciplinary working methods that education for sustainable development demands. Educational results indicate that studies often lead to good general knowledge and reflection on personal values. Many students and postgraduates say, however, that their education has not led to any particular increase in their to become in social development. Liberal adult education has strong traditions in the use of democratic working methods. This ideal matches the characteristics we have established for education for sustainable development. The high level of voluntary participation and the low level of external demands appear to provide the prerequisites necessary for developing democratic working methods. great ambitions in policy documents and policy declarations seem difficult to fulfil, liberal adult education appears to be characterised by a high level of student influence, and democratic working methods seem to be common. Liberal adult education has traditionally been very in its contacts with the local community. Folk high schools and study associations have made good use of participants interest and have played an intermediary role between citizens and authorities. There are indications, however, that these contacts may have diminished in recent years. This applies particularly to activities. There are also signs that contacts with the local community have changed in character. In the past, liberal adult education served as a way of channelling collective processes aimed at bringing about social change. Nowadays, it seems to be more a way for individuals to realise their various aspirations. Folk high schools and study associations have many international contacts. Most common are contacts with Nordic and Baltic countries, , South , Eastern Europe, and . Liberal adult education provides a wealth of courses dealing with topics relevant to sustainable development. Recently, study programmes and courses focusing solely on environmental issues have given way to more interdisciplinary courses that combine economic, social and environmental aspects. There is much to suggest that the great importance of liberal adult education for those who take part has to do with helping increase their self-esteem and their capacity to act. The effects on students and ability to take action in achieving sustainable development are more difficult to demonstrate. Neither do students appear to be attracted to liberal adult education in order to develop their competence in democratic action. Studies suggest that the groups taking least part in the democratic process, primarily immigrants and the unemployed, are also the groups that are least represented in liberal adult education. It should be noted, however, that during the 2003 academic year, 30 per cent of participants in folk high school activities and 20 per cent of participants in study association activities were immigrants or people with disabilities. Governance for sustainable development In Chapter 5, the report concentrates on political governance. We present our assessment of whether the governance systems for the school, higher education and liberal adult education sectors pro- mote education for sustainable development. The common factor for the systems of governance for these sectors is that they are described as goal- and result-oriented systems. There are, however, essential differences between them as regards both their traditions and the level of state governance. The Governments role differs between the three types of education system, for example, and the degree of scope available on a local basis also varies. One interesting area for continued study is the prerequisites for education for sustainable development that the different systems of governance provide. The report shows that the systems of governance within the education sector provide good support for education for sustainable development in certain respects, but do not send sufficiently clear signals in others. For the most part, education sector provisions contain potentially great scope for those who teach and those who study in the different education systems to take an part in the choice of content and working methods. The elements of these provisions that can be described as basic values highlight the values that are essential for sustainable development, such as democracy, gender equality, respect for other people and respect for the natural environment.3 The concept of sustainable development is not highlighted in any of the provisions in the higher education sector or in liberal adult education. When sustainable development is addressed in statements of objectives for the school sector, it is from an environmental perspective. The necessary integration of economic, social and environmental dimensions is missing. A surfeit of objectives at many different levels creates problems in interpretation and setting priorities and this appears to be one of the reasons that the leadership provided by documents such as curricula and syllabuses is often weak. The resource distribution systems in the field of education are complicated. In our view, it is essential to focus further studies on the opportunities they provide for education for sustainable development. It is particularly interesting to consider how quality 3 The reference to respect for the natural environment is to be found only in the Education Act. enhancement can be more clearly linked to the distribution of resources and which combinations of qualitative and quantitative criteria best support education for sustainable development. The Committees assessments and proposals submits the following assessments and proposals. Instructions to agencies in the field of education should be amended so that their activities promote education for sustainable development. Dialogue on education for sustainable development between stakeholders within as well as outside the field of education needs to be developed and deepened. Inquiries should be conducted to shed light on the importance of informal and non-formal learning for sustainable develop- ment. Public research should be asked to provide further support to interdisciplinary research, particularly on sustainable development and education for sustainable development. Basic training and in-service training for those engaged in teaching activities in the field of education should aim to strengthen knowledge of sustainable development and how education can promote sustainable development. The Education Act (1985:1100) will be amended to specify that education will promote socially, economically and environ- mentally sustainable development. This means development to guarantee present and future generations a good environment, good health, economic and social welfare and . The Higher Education Act (1992:1434) will be amended to specify that activities will promote socially, economically and environmentally sustainable development. This means development to guarantee present and future generations a good environment, good health, economic and social welfare and . The Decree on Government Subsidy for Liberal Adult Education (1991:977) will be clarified so as to ensure that activities promote socially, economically and environmentally sustainable development, which means that present and future generations are guaranteed a good environment, good health, economic and social welfare and . School curricula need to be reviewed so they provide better support for education for sustainable development.