2012 International Symposium on Education Reform
International Trends on Education for Sustainable Development (ESD)
December 18, 2012

Contents

Opening Remarks
Haruki OZAKI

65
Presentations: Trends and Issues on ESD
Michel RICARD (Europe)

69
Charles HOPKINS (North America)

75
Fumiko NOGUCHI (Oceania and Asia)

83
Shigeki KADOYA (Japan)

93
Panel Discussion: The Past, Present, and Future of ESD
Appendix103
121

Opening Remarks
Haruki Ozaki *Director General, NIER
N.B.
・The * mark indicates that the original language of the speech was Japanese and that the transcript is atentative translation based on the simultaneous interpretation provided during the symposium.
・The transcripts include changes made after the symposium for purpose of publication.
・The aﬃliations and professional titles of the speakers are as of December 18, 2012.

Opening Remarks

Opening Remarks

Haruki Ozaki
Director General, NIER
Upon the opening of this yearʼs Internat ional

promoted around the world. In 2002, at the 57th UN

Symposium on Education Reform, I welcome you

General Assembly, Japan presented a proposal thatall. Ladies and gentlemen, thank you very much forthe 10 years from 2005 should be designated as thekindly attending despite your busy schedules. ThisUN Decade of ESD, and this proposal was adopted.

International Symposium on Education Reform is an

As a result, ESD is being promoted in a large

annual event to which we invite experts from abroad

number of countries around the world, but approaches

who are active in the front line of education reform.

vary from country to country. In some cases ESD

This is a forum intended to learn from other countriesʼ

is taught as moral lessons or under a whole-school

experiences and to make use of them in the practice ofapproach, and in other cases it is taught in relation

education reform in Japan. This has taken place sinceto DeSeCo planning (Definition and Selection of

2001.

Competencies project), environmental education, or
democracy education.

This year, the topic is international trends in ESD.
As you already know, ESD stands for education for

In Japan, in relation to the policies for the UN

sustainable development. From the environmental

Decade, ministries and agencies of Japan haveperspective, the economic perspective, and thecollaborated deeply in order to comprehensively andsocio-cultural perspective, this is an educational

effectively promote the program. In March 2006,

activity that tries to come up with new senses of values

the Japan Council on the UN Decade of ESD (ESD-J)and behaviors. In 1987, the United Nations (UN)was established. The implementation plan was

i s s u e d a r e p o r t b y t h e Wo r l d C o m m i s s i o n o ndrawn up, and relevant ministries and agencies,

Environment and Development. In this Brundtland

academic experts, education professionals, non-profit

report, the concept of development that fulfills theorganizations (NPOs) and companies joined in aneeds of future generations as well as the needs ofroundtable network. Capacity building, humanthe present generation was introduced. This was theresources development, and a variety of research

introduction of the concept of sustainable development.

and program development have taken place. So

W i t hi n t he i mp l e m e n t a t io n p l a n c o n d u cted i nactivities are still ongoing. In relation to theinternational areas, the importance of education for

Ministry of Education, Culture, Sports, Science andsustainable development̶which is ESD̶and theTechnology (MEXT), since 2011, the new Course

guidelines were included. To day ESD is beingof Study̶the new national curriculum̶has been

65

Opening Remarks

implemented. From the perspective of sustainable

challenges. As for Japanese circumstances, our speaker

development, instructions are to be provided. Someis Dr. Shigeki Kadoya, the Director of the Department

examples are as follows: In home economics at

for Curriculum Research in the Curriculum Researchelementary school, it is education to cultivate theCenter.

behavior of proactive and autonomous consumers.
In lower secondary school science, scientific

Originally, regarding Oceania and Asia, Prof. Johnobservation on nature conservation and the use

Fien was scheduled to be the speaker. Unfortunately,of science and technology are taught. There isdue to unforeseen circumstances, he was notcultivation of awareness about the importance ofable to come to Japan. Prof. Fien has extensive

creating sustainable societies. Depending on theknowledge and insight about education for

nature of the subject, these practices of ESD aresustainability. He was deeply involved in the ESD plan

expected.

drafting. Many of you might have been looking
forward to seeing him, but please be understanding

At NIER, research is ongoing in order to enable schools

about this change. With regard to Oceania and Asia,

to understand ESD and in order to promote theMs. Fumiko Noguchi will make a presentation. She

teaching profession to be able to develop ESD

is the Programme Coordinator for ESD-J, the Japan

curricula. Within that framework, the conceptualCouncil on the UN Decade of ESD. At the same time,components of sustainable development building

since 2011, she has been researching as a doctoralo r t h e a b i l i t i e s a n d a t t i t u d e s t h a t h a ve t o b ecandidate at the Royal Melbourne Inst itute ofemphasized in learning instruction based on the ESD

Technology in Australia under the supervision ofperspective have been identified. You can accessProf. Fien, who was originally in the program, and Dr.

the reports on our instituteʼs website. Please find an

Roberto Guevara. She is conducting research onopportunity to visit our site and view the reports.

ESD within the context of sustainable community
building. The final conference of the Decade of ESD

In this way, different types of ESD are taking place

shall be organized in Japan in 2014. Todayʼs event

depending on the country and region. During todayʼs

was organized with a view to that 2014 meeting

symposium, in order to learn about the status andand we hope that as many educators as possible will

challenges of ESD in different places, there are twotake an interest in ESD activities Japan and aroundeminent guest speakers from overseas; Prof. Michel

the world. May I conclude my brief remarks by

Ricard and Dr. Charles Hopkins. Prof. Ricard isexpressing our hope that todayʼs symposium will

Professor of the University of Bordeaux in France andbe another contribution to the promotion of ESD?

the UNESCO Chair “Education, training and researchOnce again, thank you very much.

for sustainable development” at the same time. He
is a member of the International Steering Group for
the UNESCO World Conference on Education for
Sustainable Development and the leader of ESD in
France. Dr. Hopkins is UNESCO Chair at York University
in Canada. As well as lecturing in the graduate program,
he coordinates an international network of teacher
education institutions from over 70 countries. Our two
guest speakers have kindly accepted our invitation andhave travelled all the way here to this symposium. Prof.
Michel Ricard will talk about Europe and Dr. Charles
Hopkins will talk about the North American status and66

Presentations:Trends and Issues on ESD
Prof. Mi chel Ri card
Professor, University Michel de Montaigne Bordeaux 3/UNESCO Chair

Dr. Charles Hopkins
UNESCO Chair, York University

Ms. Fumiko Noguchi *International Programme Coordinator, Japan Council on the UN Decade of
Education for Sustainable Development

Dr. Shigeki Kadoya *Director, Department for Curriculum Research, Curriculum Research Center, NIER

N.B.
・The * mark indicates that the original language of the speech was Japanese and that the transcript is atentative translation based on the simultaneous interpretation provided during the symposium.
・The transcripts include changes made after the symposium for purpose of publication.
・The aﬃliations and professional titles of the speakers are as of December 18, 2012.

Presentations

EuropeTrends and Issues of ESD in Europe

Michel Ricard
Professor, University Michel de Montaigne Bordeaux 3
UNESCO Chair Education, training and research forsustainable development

Monsieur le directeur, Mesdames et Messieurs, I will

Despite this alarming background in Europe andnot speak in French. I will speak in English. First ofelsewhere, few voices were emphasizing the scarcity ofall, I would like to thank Mr. Ozaki and NIER, for thethe planetʼs resources, with the exception of the reportinvitation and for giving me the opportunity to talkof the Club of Rome published in 1972. We had toabout the trends and issues of ESD in Europe. During

wait for the Brundtland report in 1987 to see the real

the following minutes, I would like to present theseawareness of the need to change our behavior and themain trends. First, the European policy for sustainable

real will of some European countries to appear as active

development and its application related to the UN

craftsmen to implement a sustainable development

Decade of ESD. Then, some consideration about thepolicy. Europe was deeply aﬀected by this crisis, which

different national policies, and finally some general

may explain that many or most of the citizens andprospects for discussion and reﬂection.

governments became aware of the need to implement
environmental and sustainable principles as widely

When considering ESD trends and issues in Europe,

as possible. This implementation was made easier by

it is important to consider first the socioeconomic

some quite similar ideas and closely corresponding

background that strongly evolved during the second

situations reflecting values shared by most of thehalf of the last century. Fifty years ago, the European

European countries. In reference to these shared values,

Community for Steel and Coal was forming the first

several EU countries early on developed actions tocore of the present European Union (EU). It was

educate, train and inform their populations, particularly

mainly based on coal, steel and agriculture. That waswhen Europe decided to implement the 2000 Lisbon

what constituted the three pillars of a prosperous

strategy and supplemented it with several othereconomy in Europe from 1945 to 1975. This period

important strategies, such as the European Strategy for

was called the 30 Glorious Years due to a strong

Sustainable Development in 2006. All these initiatives

industrial development and a permanent state of fullcame naturally to stand as a support for the UN Decade

employment, but suﬀered from the strong pollution of

given that in Europe there was already broad consensus

our environment as well. The 1973 oil crisis related toon the key role of education and training to facilitate

the Kippur War contributed to ending this period, whenthe emergence of a more sustainable society.

steel and coal more or less disappeared as structuring
European pillars, and the disappearance caused

The analysis of the implementation of the UN Decade

important socioeconomic and cultural damage.

in Europe might seem more obvious than it actually is,

69Presentations

because of the existence of two more or less parallelout in national and international debates.

processes resulting from a two-tier system. First, theEuropean Union was founded in 1951 by six European

When considering todayʼs results, we can highlightcountries under the treaty establishing the European

some very positive advances. First, innovation in

Coal and Steel Community and evolved into the present

content was the most recurrent element in the practices

European Union with 27 members. On the other hand,at the EU global level, including topics and issues

you have the UN Economic Commission for Europe

linked not only to globalization (for instance, human(UNECE), established in 1946 with 56 member states,rights and North-South relations) but also to healthierwith four of them (Canada, Israel, Turkey and the United

lifestyles and to energy consumption. We can alsoStates of America) not belonging to the geographicalunderline innovation in the delivery method that wasframe of Europe.

illustrated by different multi-stakeholder approaches,leading to the creation of new partnerships andThis situation has resulted in the existence of two

educational networks at European levels, including

parallel processes: A science and education processbusiness communities and experts.

developed at the EU level from 2000 constituted thebackground of the European strategy for sustainableAnd ﬁnally, we can say that Europe has been successful

development and involved 27 countries with close

in developing good practice cases. This is the main

political, economic and socio-cultural features favoring

asset. However, these practice cases need to be sharedcommon approaches. Alongside it was a broader

in order to mainstream the good practice into existingprocess referring to UNECE and known as the Vilnius

systems from primary education to university.

strategy, which was launched in 2005 and involves 56
countries, with half of them not belonging to the EU,

Despite these encouraging results, it is clear thatand often sharing very different economic and socio-

Europe must make enhanced efforts related to thecultural features.

equity gap, while early school dropouts, upper
secondary attainments, and key competencies continue

If we now focus on the EU and on school education,

to be problems in large parts of Europe. Data show

which constitutes the major component of the UN

that in the EU, too many people aged from 18 to 24

Decade, several broad trends can be determined. From

still leave school with no more than lower secondary

2000 to 2006, the EU set up its strategy for sustainableeducation and do not participate in any education

development and education for sustainable development

or training after this. Furthermore, Europe needs tothrough several stages̶the Lisbon Agenda in 2000,

develop competencies within the education sector to

the Göteborg Strategy in 2001, the European Strategy

define the role and profile of teachers whilst forging

for Sustainable Development in 2006, and so on. But

new partnerships between the worlds of education,

because each member state has the prime responsibility

business and civil society. Improving this situationfor education of its citizens, the European Commissionʼsrequires targeting support for teacher training, boosting

main purpose was giving both help and momentum totheir skills and building the capacity of decision makers

member states through four main initiatives: First, toand practitioners at regional, national and local levels;

aﬀord the same global framework to all member states;

but also making better use of skills and knowledge tothen, to support member states for the achievement

ensure a better guidance for Europe. As long as basicof the objectives and goals of the UN Decade; to better

obstacles linked to these challenges are not overcome,address sustainable development in specific European

Europe will not fully succeed in implementing ESD

programs for education of the young and adults suchbroadly.

as the Comenius, Grundtvig and Tempus programs; andalso to include the whole range of ESD activities carried70

If we now turn to the EU membersʼ national policies,

Presentations

the first point is that each member state has more or

overview and also a lack of competency to support

less clearly embedded environmental education issues

institutional reforms as they tend to remain focused on

in its curriculum framework in accordance with themessages related to green issues.

recommendations of the UN Decade. Given that eachmember state has developed its own scheme due to

Aside from these formal frameworks, several networks

its political and administrative specific construction,

have developed in EU and beyond in the field of ESD.

it is not possible to give an overview of all theFirst, the Environment and School Initiatives (ENSI),

processes developed in each member state in the ﬁeld

which was founded in 1986 under the auspices ofof education, training and research, and we will be

the Organisation for Economic Co-operation andconﬁned to describing the main outlines.

Development (OECD). It is an international network
supporting educational developments, environmental

Considering school education, the European education

understanding and active approaches to sustainablesystem is extremely diverse and complex, and it isdevelopment teaching and learning. The second consists

not possible to describe a single standard model, butof the Regional Centres for Expertise (RCEs), which werea wide variety of school systems can be grouped intocreated for the promotion of expertise on ESD and arethree main categories. The first one is centralized

very active in Europe. They have been acknowledged

school systems under the direct supervision of thein the 2009 Bonn Declaration. The third is the Eastern

Ministry of National Education. This construction

Europe, Caucasus and Central Asia (EECCA) network,g reatly contributes to a quick intro duct ion ofwhich is a block of countries supported by OECD sincesustainable development in new syllabi, as in France,

the 1990s and carrying out important work despite afor instance, where the “common core of knowledge

lack of adequate instruction materials, a shortage ofand competencies on ESD” was implemented as earlyskilled educators and insufficient awareness raising.

as September 2006. This system also facilitates the

Remarks about school education also apply to higher

coordination between the educational programs and theeducation. In Europe, there is no single standard model

assessment of results. The second model is a regional

for higher education institutions. They oscillate between

pattern where responsibility is assumed by a regional

entirely autonomous universities and state universities

authority that decides its own educational policy,

subject to state control. In spite of all the calls for policy

whereas the central government plays a minor role.

shifts to embrace sustainability, the integration ofThis is the case, for instance, in Germany with whatsustainability into education often remains problematic.

we call Länder, in Spain with provinces, in Switzerland

Among the many hindrances to infusing sustainability

with Kantons, and so on. And ﬁnally, the third model isis the fact that in spite of government interest in ESD,

what we could call “free” schools, such as “freedom of

specific roadmaps are often lacking to further infuse

education” in the Netherlands, where ESD is not always

ESD in the higher education sector. Moreover, there

structurally embedded in the school plan since there

are still difficulties in going beyond the academic

are few ministerial recommendations on this issue.

frame to really implement sustainability developmentin curricula even if ESD is part of in-service training in

The first two models are the most common, whereas

most EU member states, with a tendency to go beyond

the third one has been essentially adopted in countries

the environmental dialogue.

characterized both by strong action of associations
and developed social learning in the attainment of

Besides these various processes at national or European

sustainable development. This last model favors

levels, various initiatives aside or complementary to the

networking and cooperation between all the actors,

Lisbon and Vilnius strategies have occurred, such as

especially asso ciat ions and non-governmental

the Baltic Universities network, the “Euromed” networkorganizations (NGOs), but often implies a lack of anof virtual schools, and the “Copernicus Alliance,” the71Presentations

European network on higher education for sustainable

there are still important inequities in this respect if wedevelopment.

refer to UNECE. Countries less developed industriallyare favoring initial education, whereas developed

If we refer to progress toward education for

countries are also taking into account the education ofsustainable development, it is necessary to assess its

adults.

implementation with the help of appropriate indicators.
The question of indicators for education arose inReferring to this conclusion, we can consider some

2000, when the OECD started the ﬁrst PISA Survey ofgeneric prospects for discussion and reflection with

15-year-old students in the industrialized countries.

a view to a future ESD strategy beyond 2014. The EU

Later, the development of indicators for ESD wasand UNECE need to develop new strategies intended

discussed in many national and international forums,

to overcome the main obstacles by implementing new

but mainly focusing on school and too often neglecting

pilot approaches and key actions. A common deﬁnition

higher education and vocational training. Most of theof sustainable development and its related educational

indicators brought out uneven results.

action have to be adopted, just like the deﬁnition andthe application of a real strategy in the field of ESD,The development of ESD indicators increased during

to bring all the European countries to a comparable

the last years in relation with the UN Decade and aside

level of sustainable development. Enhanced efforts

from national or institutional initiatives, emphasis

are needed to develop any form of education on ESD

should be put on the group of experts of the UNECE

to adapt citizens to a changing world and these rely

steering committee who elaborated on the set ofon a larger use of Web 3.0 technology to harness

indicators as early as 2006. UNECE indicators refer tothe collective intelligence to win this challenge.

large activities ranging from quantitative to qualitative

Competencies in ESD must be improved to address theand include sub-indicators. UNECE indicators andinterdisciplinary and holistic nature of ESD and to adapt

reporting mechanisms are not developed to compare

institutional, legislative and policy frameworks to thecountries but to bring information to each country toneeds of ESD.

help develop its own policy.
Finally, sustainable development and related action in
In conclusion, we can say that education processes

the ﬁeld of education, training and information cannot

developed in Europe have contributed significantly

exclusively rely on public action and all the actors

to the implementation of the UN Decade and to theshould be involved to propose new ideas and to taketransition between a society of consumption and a

action.

society more respectful of our planet. When analyzing
the implementation of ESD in the EU and UNECE
regions, I would like to highlight some signiﬁcant points.
Harmonization of the action in all European countries
is difficult and sometimes hinders the progression ofprocesses, in particular when considering countries withpending economic development. ESD implementation in
the EU might appear out of sync among some UNECE
countries due to different levels of development or
different views on sustainable development. Although
EU member states have established education systems
with professional educators, ensured access to basic
education and granted equal rights to education for all,72

Thank you.

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ƐƵďũĞĐƚ ƚŽ ƐƚĂƚĞ ĐŽŶƚƌŽů͘ƐŝĚĞ ĨŽƌŵĂů ĨƌĂŵĞƐ͕ ƐĞǀĞƌĂů ŶĞƚǁŽƌŬƐ ŚĂǀĞ ĚĞǀĞůŽƉĞĚŝŶ h ĂŶĚ ďĞǇŽŶĚ ŝŶ ƚŚĞ ĨŝĞůĚƐ ŽĨ ^ ͗/Ŷ ƐƉŝƚĞ ŽĨ Ăůů ƚŚĞ ĐĂůůƐ ĨŽƌ ƉŽůŝĐǇ ƐŚŝĨƚƐ ƚŽ ĞŵďƌĂĐĞ ƐƵƐƚĂŝŶĂďŝůŝƚǇ͕ ƚŚĞŝŶƚĞŐƌĂƚŝŽŶ ŽĨ ƐƵƐƚĂŝŶĂďŝůŝƚǇ ĞĚƵĐĂƚŝŽŶ ŝŶ ŚŝŐŚĞƌ ĞĚƵĐĂƚŝŽŶ ƐĞĐƚŽƌ ƌĞŵĂŝŶƐ
ŽĨƚĞŶ ƉƌŽďůĞŵĂƚŝĐ ͘͘͘͘͘͘͘͘͘

ͻ E^/ ͗ ĨŽƵŶĚĞĚ ŝŶ ϭϵϴϲ ƵŶĚĞƌ ƚŚĞ ĂƵƐƉŝĐĞƐ ŽĨ K͕ ŝƐĂŶ ŝŶƚĞƌŶĂƚŝŽŶĂů ŶĞƚǁŽƌŬ ƐƵƉƉŽƌƚŝŶŐ ĞĚƵĐĂƚŝŽŶĂů
ĚĞǀĞůŽƉŵĞŶƚƐ͕ ĞŶǀŝƌŽŶŵĞŶƚĂů ƵŶĚĞƌƐƚĂŶĚŝŶŐ ĂŶĚĂĐƚŝǀĞ ĂƉƉƌŽĂĐŚĞƐ ƚŽ ^ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ͖ĞƐŝĚĞƐ ƚŚĞƐĞ ǀĂƌŝŽƵƐ ƉƌŽĐĞƐƐĞƐ Ăƚ ŶĂƚŝŽŶĂů Žƌ ƵƌŽƉĞĂŶ ůĞǀĞůƐ͕ ŚĂǀĞŽĐĐƵƌƌĞĚ ǀĂƌŝŽƵƐ ŝŶŝƚŝĂƚŝǀĞƐ ĂƐŝĚĞ Žƌ ĐŽŵƉůĞŵĞŶƚĂƌǇ ŽĨ ƚŚĞ >ŝƐďŽŶ ĂŶĚsŝůŶŝƵƐ ƐƚƌĂƚĞŐŝĞƐ ƐƵĐŚ ĂƐͲ ƚŚĞ ĂůƚŝĐ hŶŝǀĞƌƐŝƚŝĞƐ ŶĞƚǁŽƌŬ͖Ͳ ƚŚĞ ƵƌŽŵĞĚ ŶĞƚǁŽƌŬ ŽĨ ǀŝƌƚƵĂů ƐĐŚŽŽůƐ ďƵŝůĚŝŶŐ ƵƉ ďƌŝĚŐĞƐ ďĞƚǁĞĞŶ
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ĐŽŵŵŝƚƚĞĞ ǁŚŽ ĞůĂďŽƌĂƚĞĚ Ă ƐĞƚ ŽĨ ŝŶĚŝĐĂƚŽƌƐ ĂƐ ĞĂƌůǇ ĂƐ ϮϬϬϲ͘/Ŷ ƵƌŽƉĞ͕ ŝŶĐƌĞĂƐŝŶŐůǇ ŶƵŵĞƌŽƵƐ ŝŶŝƚŝĂƚŝǀĞƐ ŚĂǀĞďĞĞŶ ĚĞǀĞůŽƉŝŶŐ ĨŽƌ ƚŚĞ ƉƌŽĚƵĐƚŝŽŶ ŽĨ ŵƵůƚŝŵĞĚŝĂ
ĐŽŶƚĞŶƚ ĂŶĚ ƚŽŽů ĨŽƌ ƉƌŽŵŽƚŝŶŐ ƚŚĞ ƵƐĞ ŽĨ /dƐ ĂƐ ĂƚŽŽů ĨŽƌ ĞŶĂďůŝŶŐ ^͘ tŝƚŚŝŶ ƚŚĞ ĨŽůůŽǁŝŶŐ ǇĞĂƌƐ͕h ƐŚŽƵůĚ ĞŶŚĂŶĐĞ ĨƵŶĚŝŶŐ ĞĂƌŵĂƌŬĞĚ ŝŶ ƚŚĞĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĂŶ ƵƌŽƉĞĂŶ ĚŝŐŝƚĂů ƐƚƌĂƚĞŐǇ͕ ĂƐǁĞůů ĂƐ Ă ŶƵŵďĞƌ ŽĨ DĞŵďĞƌ ^ƚĂƚĞƐ͘hE ŝŶĚŝĐĂƚŽƌƐ ƌĞĨĞƌ ƚŽ Ă ůĂƌŐĞ ƚǇƉĞ ŽĨ ĂĐƚŝǀŝƚŝĞƐ ĂŶĚ ƌĂŶŐĞ ĨƌŽŵƋƵĂŶƚŝƚĂƚŝǀĞ ƚŽ ƋƵĂůŝƚĂƚŝǀĞ ĂŶĚ ŝŶĐůƵĚĞ ƐƵďͲŝŶĚŝĐĂƚŽƌƐ͘ hE /ŶĚŝĐĂƚŽƌƐĂŶĚ ƌĞƉŽƌƚŝŶŐ ŵĞĐŚĂŶŝƐŵƐ ĂƌĞ ŶŽƚ ĚĞǀĞůŽƉĞĚ ƚŽ ĐŽŵƉĂƌĞ ĐŽƵŶƚƌŝĞƐ
ďĞƚǁĞĞŶ ĞĂĐŚ ŽƚŚĞƌ ďƵƚ ƚŽ ďƌŝŶŐ ŝŶĨŽƌŵĂƚŝŽŶ ƚŽ ĞǀĞƌǇ ĐŽƵŶƚƌǇ ĂƐ ŚĞůƉĨŽƌ ĚĞǀĞůŽƉŝŶŐ ŝƚƐ ŽǁŶ ƉŽůŝĐǇ͘

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ŵĂŝŶ ŽďƐƚĂĐůĞƐ ďǇ ŝŵƉůĞŵĞŶƚŝŶŐ ŶĞǁ ƉŝůŽƚ ĂƉƉƌŽĂĐŚĞƐ ĂŶĚ ŬĞǇĂĐƚŝŽŶƐ͘ Ă ĐŽŵŵŽŶ ĚĞĨŝŶŝƚŝŽŶ ŽĨ ^ ĂŶĚ ŝƚƐ ƌĞůĂƚĞĚ ĞĚƵĐĂƚŝŽŶĂů ĂĐƚŝŽŶƐ ŚĂǀĞ ƚŽďĞ ĂĚŽƉƚĞĚ ũƵƐƚ ůŝŬĞ ƚŚĞ ĚĞĨŝŶŝƚŝŽŶ ĂŶĚ ƚŚĞ ĂƉƉůŝĐĂƚŝŽŶ ŽĨ Ă ƌĞĂůƐƚƌĂƚĞŐǇ ŝŶ ƚŚĞ ĨŝĞůĚ ŽĨ ^ ƚŽ ďƌŝŶŐ Ăůů ƚŚĞ ƵƌŽƉĞĂŶ ĐŽƵŶƚƌŝĞƐ ƚŽ ĂĐŽŵƉĂƌĂďůĞ ůĞǀĞů ŽĨ ^͘ ĞŶŚĂŶĐĞĚ ĞĨĨŽƌƚƐ ĂƌĞ ŶĞĞĚĞĚ ƚŽ ĚĞǀĞůŽƉ ĂŶǇ ĨŽƌŵ ŽĨ ĞĚƵĐĂƚŝŽŶ ŽŶ^ ƚŽ ĂĚĂƉƚ ĐŝƚŝǌĞŶƐ ƚŽ Ă ĐŚĂŶŐŝŶŐ ǁŽƌůĚ ĂŶĚ ƚŚŝƐ ƌĞůǇ ŽŶ Ă ůĂƌŐĞƌ ƵƐĞŽĨ tĞď ϯ͘Ϭ ƚĞĐŚŶŽůŽŐŝĞƐ ƚŽ ŚĂƌŶĞƐƐ ƚŚĞ ĐŽůůĞĐƚŝǀĞ ŝŶƚĞůůŝŐĞŶĐĞ ƚŽ ǁŝŶƚŚŝƐ ĐŚĂůůĞŶŐĞ͘ ĐŽŵƉĞƚĞŶĐĞƐ ŝŶ ^ ŵƵƐƚ ďĞ ŝŵƉƌŽǀĞĚ ƚŽ ĂĚĚƌĞƐƐ ƚŚĞŝŶƚĞƌĚŝƐĐŝƉůŝŶĂƌǇ ĂŶĚ ŚŽůŝƐƚŝĐ ŶĂƚƵƌĞ ŽĨ ^ ĂŶĚ ƚŽ ĂĚĂƉƚ ŝŶƐƚŝƚƵƚŝŽŶĂů͕ůĞŐŝƐůĂƚŝǀĞ ĂŶĚ ƉŽůŝĐǇ ĨƌĂŵĞǁŽƌŬƐ ƚŽ ƚŚĞ ŶĞĞĚƐ ŽĨ ^͘ ^ ĂŶĚ ƌĞůĂƚĞĚ ĂĐƚŝŽŶƐ ŝŶ ƚŚĞ ĨŝĞůĚ ŽĨ ĞĚƵĐĂƚŝŽŶ͕ ƚƌĂŝŶŝŶŐ͕ ĂŶĚŝŶĨŽƌŵĂƚŝŽŶ ĐĂŶŶŽƚ ĞǆĐůƵƐŝǀĞůǇ ƌĞůǇ ŽŶ ƉƵďůŝĐ ĂĐƚŝŽŶ ĂŶĚ Ăůů ƚŚĞ ĂĐƚŽƌƐ
ƐŚŽƵůĚ ďĞ ŝŶǀŽůǀĞĚ ƚŽ ƉƌŽƉŽƐĞ ŶĞǁ ŝĚĞĂƐ ĂŶĚ ƚŽ ƚĂŬĞ ĂĐƚŝŽŶƐ͘ ^ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ŝŶ h ŵŝŐŚƚ ĂƉƉĞĂƌ ŵŽƌĞ Žƌ ůĞƐƐ ŝŶƌƵƉƚƵƌĞ ǁŝƚŚ ƐŽŵĞ hE ĐŽƵŶƚƌŝĞƐ ĚƵĞ ƚŽ ĞŝƚŚĞƌ Ă ĚŝĨĨĞƌĞŶƚ
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ĞƋƵĂů ƌŝŐŚƚƐ ƚŽ ĞĚƵĐĂƚŝŽŶ ĨŽƌ Ăůů͕ ǁŚŝůĞ ƚŚĞƌĞ ĂƌĞ Ɛƚŝůů
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ĞĚƵĐĂƚŝŽŶ ǁŚĞƌĞĂƐ ĚĞǀĞůŽƉĞĚ ĐŽƵŶƚƌŝĞƐ ĂƌĞ ĂůƐŽ ƚĂŬŝŶŐ ŝŶƚŽĂĐĐŽƵŶƚ ƚŚĞ ĞĚƵĐĂƚŝŽŶ ŽĨ ĂĚƵůƚƐ

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Presentations

North America

The Past, Present, and Future of ESD
in Canada and the USA

Charles Hopkins
UNESCO Chair, York University

Thank you very very much. It is wonderful to be backand replace the current products or ideas. Let us deal

here in Japan. I think this is my fourth trip this yearwith education for sustainable development, or ESD,

and I really appreciate coming here and learning alongfor example. In 1992, we recognized that the world's

with you. Japan is a real hotbed of ESD, and for thoseeducation, public awareness and training systemsof us who are called upon to facilitate professional

would be valuable tools in implementing sustainable

development, it is important for us to have access anddevelopment. We thought that rather than using ourto discuss these kinds of things with people who are

education systems for traditional development that

also extremely interested. So thank you very much for

was proving to be unsustainable, we needed to shift tothis opportunity. Director General Ozaki and fellow

education for sustainable development. Instead of justspeakers, honored guests, ladies and gentlemen, it is agross national product (GNP) as the goal of national

pleasure, as I say, to be here.

education programs, we hoped to look at the broader
aspects of sustainable human development, including

I am going to be talking about the United States andsocial justice and environmental sustainability.

Canada, as opposed to North America, but even in that,

However, a swift conversion and adaptation to ESD wasboth the United States and Canada have no central

not the case. For the ﬁrst 4 years, we limped along andministry of education. You have 50 states and inalmost no one with the authority to make the necessary

Canada 10 provinces and 3 territories, so there are 63

changes even heard of ESD, let alone embraced thedifferent independent bodies. Within them there arechange. And then slowly, it started to move. In 1996,

several thousand school districts, each with a great deal

the United Nations itself identified ESD as one of theof autonomy, and a large number of private schools infour really crucial aspects of bringing in sustainable

the United States. So it is very difﬁcult to try and give

development. Of the 40 topics in Agenda 21, four were

you the picture. It is almost the same as Prof. Ricard

identiﬁed as crucial, and education, public awarenesstrying to cover Europe. But I will talk about some trends

and training was identiﬁed as one of the four key ones.

that are there.

But no ministry of education was told that or engaged,
and the slow evolution of ESD continued almost below

First of all, let me comment on the global emergence

the radar of formal education.

of ESD. Normally when we think of either a new
product, a new business or a new idea coming forward,

Eight years later, in 2000, we started the international

we hope that the innovation will quickly be accepted

network of faculties of education, which now has spread

75

Presentations

to 74 countries, and some of your higher education

Commission and so on. The Canadian government eveninstitutions are members of that international network.

created an auditor of sustainable development where

Miyagi University is one of the leaders in this Japanese

every government agency had to ﬁle their sustainablegroup. In 2002, with the World Summit on Sustainable

development plan, and so we went ahead and called it

Development and the announcement of the UN Decade,education for sustainable development.

suddenly ministries of education heard of ESD andmore became involved. Then in 2009, halfway throughIn the early years from 1992 to 2002, the first ten,the decade, in Bonn, Germany, a UNESCO Worldit was largely seen as part of the Ministry of theConference on ESD was held. We had 50 ministers

Environment, because Rio itself was largely given toof education, many from the leading PISA-scoring

ministries of environment around the world to be

countries around the world, and suddenly ministries ofthe shepherd. Oftentimes though, ministries of theeducation caught on. Now we are concerned about whatenvironment are the weakest of ministries in many

will happen at the end of the decade. Will we continue?

governments, and ministries of education largely

Or like so many businesses that have a launch, slow

around the world were not really involved.

evolution and then hit a critical phase where resources
are desperately needed for training and retooling, will

No one really knew and understood what education

ESD also drop off? To date all countries as well as thefor sustainable development was, so they put it in

UN agencies are pledging to continue after 2014. We

a context that made sense to them, just adding it aswill see what happens.

another one of what we call adjectival educations.
Whenever we have an issue in society, we create an

The acceptance in our two countries of sustainableeducation program around it, be it peace education,

development varies quite differently. As you know,

global education, etc. For instance, there is a list of ain the United States, there is a huge suspicion of

hundred of these adjectival educations. I used to be agovernment, even to begin with, and there is evensuperintendent of curriculum for the Toronto Board

larger suspicion of the United Nations. The public doesof Education and every week someone would come to

not want any kind of international imposition upon

me with a binder and say, Would you just put this inthem, and so largely in the United States they did not

the curriculum? When society gets a cold, the poor

want sustainable development, right from 1992 on.

education system gets pneumonia. We have to react toThey did not like the social aspect, so the environmentit. But in the early days, not understanding, we createdand economic growth were fine, but no social. And

something called sustainability education, or we put

so they identified smart growth as sort of similar to

it in as part of environmental education or part ofsustainable development. This was at the federal level.

outdoor education, etc. In the early days also in Canada,

As well, they did not want to call it then education forby 1991, we created a large NGO across Canada calledsustainable development, and in the United States,

Learning for a Sustainable Future, and this was sortlargely, it is called education for sustainability.

of Canada getting off to a fairly early start in ESD,
whereas in the United States, ESD was largely carried

The opposite was true in Canada. Oftentimes people

as a little subset of environmental education. I think it

think of Canada and the United States as the same. We

was something similar here in Japan, where in the early

are largely, except that Canada is sort of a decaffeinatedyears it was largely seen as a part of environmental

version of the United States̶a much calmer kind of

education.

thing. So in Canada, we played a very large role in the76

development of the concept of sustainable development.

These adjectival educations, whether it was global

It was a Canadian, Maurice Strong, who chaired theeducation or environmental education, contributed

whole thing. We chaired the writing of the Brundtland

a great deal and we are extremely thankful for that,Presentations

because in those ﬁrst 10 years if it had not been for theranked no. 1 in the world for MBAs and sustainable

environmental education groups, etc., ESD would havedevelopment. It is the only university in the whole ofdied. But it was global education and peace education

Canada that has been ranked no. 1 in the world forthat kept the notion there. Under their help, curriculum

anything, so it is interesting that it is there for MBAs

development went on in service of teachers andand sustainable development.

research into ESD began in the environmental education
journals and the development education journals, andNow what we are seeing is that a lot of professions̶so the thought was there and moved forward. But now

the engineering professions, the heating, ventilating andit is being driven a bit more. In the beginning, in thecooling professions, purchasing professions̶are now

first four or five years, we tried to engage̶because

looking into what they can do to try and address theI was one of the writers of Agenda 21, I have been

issues in sustainable development. We are now seeing

involved in this from 1987 on̶but in the beginning,

ESD emerge as we originally thought of it in the late

we tried to change school systems, saying, The United

1980s and up until 1992 when we were writing Agenda

Nations wants you to change.

21. So what is education as we originally thought?

Of course, that did

nothing.

We did not see it as mainly content. We saw it as the
purpose of education. If the world had to switch from a

So then we moved a bit further and we said, Look atgoal of development to one of sustainable development,

the world we are going to leave our children. Morally,

instead of bigger, better, faster, cheaper̶you know,

if we know we are going to leave them a world where

increase the gross domestic product (GDP)̶into morethey are going to have to look after roughly 50% morewell-being for all, then what was the role of education

people due to population growth, using less land, lessin trying to do it? ESD, as we saw, was the contribution

water, less ocean products, quadrupling the energythat the world's formal education system could make,without carbon̶morally, we need to prepare them

the role that the world's public awareness systems,

for that. That moved a number of education systems,

media and so on could play, and the role of training̶

but now we are moving beyond that̶and again, I will

all of the various training programs that are around thebring that up in a minute. It was popular in schools, but

world̶what could they contribute to our trying to ﬁnd

we were also seeing the collapse of ﬁsheries of Canada

a way forward?

and the United States. We saw in the high Arctic theeffects of climate change, the rapid shrinking of theWe said there are four big areas of ESD. The ﬁrst one

ice caps and so on. There was some funding for ESD̶of these is access and retention̶addressing school

not very much, but some̶and in Canada, as opposed

dropouts and so on̶in quality education. What isto the United States, there was tremendous interest in

quality education for the world our children are going

indigenous knowledge and wisdom, and that is seen as

to inherit? Is it simply excellence in mathematics

part of ESD.

and language? Or are these simply tools? It is the
purpose. Why are we educating people and for what

Now what is happening after the beginning of the UN

purpose? I will come back to that in a moment. The

Decade is that we are seeing the involvement not justsecond big area, though, was the whole idea that it isof the NGOs and groups but of ministries of education.

our most educated countries that are often leaving theThat is linked to the core; it is linked to history,

deepest ecological footprints and creating the greatest

geography, science, biology, physics, and so on. Higher

sustainability issues on the planet. So the idea is, how

education is now moving, because higher education

can we as education leaders reorient our education

does not see itself linked just to environmental

systems to address the social, environmental, andeducation. What we are seeing is professional

economic issues that are coming? The third area isdevelopment. For instance, my university, York, ispublic awareness and understanding. We are not going77Presentations

to bring about the profound change that is needed towhere the whole community, the schools, preschools,

move from development to sustainable development

universities and so on are all working together in aunless we have a knowledgeable voting citizenry whoconcerted way.

will support it. We often look to governments sayingthat governments should change, but you know theThat level is now emerging. Earlier, I asked what thefirst goal of any government is not good governance.

purpose of education is. Now probably the leading

The first goal of pretty well any political party̶

example in Canada and the United States would be thecertainly in Canada, maybe not here in Japan̶isProvince of Manitoba. Prof. Ricard talked about UNECE,

holding on to power, so governments are not going

and the working group there on ESD is now chaired

to bring in legislation or do things that will threatenby the Deputy Minister of Education for Manitoba. In

their hold on power, so we need that public awareness

Manitoba, this is the goal for the education system. Yes,

and understanding. Lastly, the training programs thatthey are working on excellence in mathematics andI mentioned in the various professions̶training inlanguage and so on as tools, but the goal of ESD is toservice, lifelong learning, and so on.

produce people who will actually live a sustainable life.
It is a very amazing trend. Finland is now moving in

There are seven ways. I know many of you are in formalthat direction and so are Bolivia and other countries.

education, so I would like to just draw this generaltrend that you can find throughout Canada and the

Presently, we still have the moral obligation, which

United States. There are seven big stages of ESD in ourmuch of ESD is based on, but what we are now ﬁnding

schools. The ﬁrst one is that it is ignored. Many schools

with the school systems that moved early because

simply ignore it and say "I'm sorry, we are working onof the moral obligation and that have been reallyour PISA scores" or no one really has heard of it, no

implementing ESD for the last ﬁve or six years, is that

one really knows and understands and accepts it. The

the quality of their education is showing to be superior.

second level up is where you form a club or you start

It is being improved. So, now we are coming back anda project, you are raising funds for school in anothertalking to the school systems that we can link to, notcountry or you are going to recycle paper in a certain

just because the United Nations says so and becauseroom̶that sort of thing. The third is an eco-school ormorally it is right, but also because it will actuallygreen school, etc. where a whole school begins to sort

improve the quality of the education system. So that isof work its way up to where sustainable developmenta major factor.

is taught within geography or science, etc. The nextlevel up is where the principal and all the teachers get

Teacher education is moving. We are now coming up

together to form the whole-school approach: they startwith even master's programs in ESD. Across Canada,

to teach for a more sustainable community where they

there is broad teacher education in many of theare. But you know the schools do not have any realfaculties of education. The United States just started it

control over the curriculum, that is, what gets taught.

two years ago and now has a small network of faculties

That is done at a higher level, at the ministry level.

developing indicators, competencies and so on.

Schools do not have much say in the kind of building

78

that will go up, the purchasing policies, heating andProbably the biggest change that we are making andcooling, and those kinds of things. So that is wherethat may be unique to Canada is that we have started

we need a whole-school system approach and that is

a training program for senior education leaders̶

the next level. Finally, there is the whole community

people in ministries of education, people in faculties

level, because school systems are not owned by theof education, and the superintendents and directors

school leaders. Schools are community institutions, soof our large school systems. In Manitoba, for instance,

the regional centers of expertise are at that top levelin order to bring about that change of creating people

Presentations

who will actually live in a sustainable manner, we bring
the senior leaders into residential programs for three
to ﬁve days, where they are trained on how to reorient
their entire school system, from transportation andpurchasing, to buildings and so on. We are working
on this and developing indicators around these five
big areas: governance, changing policy and so on;
curriculum; human capacity building; facilities andoperations; and community partnerships. This has
proven to be a major change agent, because if thesenior education leaders do not understand what they
are talking about, the change just will not happen.

Now we have an awful lot going on in non-formal
education, including corporate social responsibility
in both countries. It is very large, except in small to
medium-sized enterprises. Public awareness is growing
and so is the demand for it. This non-formal education
is especially moving at the municipal level, rather
than at the federal level. In both the United States
and Canada, the federal governments are reluctant;they both pulled out of the Kyoto protocol and otheragreements, but at the city, state and provincial levels,
things are changing greatly, with much more awarenessof things like carbon and greenhouse gas emissions.

Now I would like to close at this point because I will
have a chance again in the discussion to talk about the
future, but basically let me say that I think the future
for ESD in both Canada and the United States looks
quite bright. I think that it will continue to grow; but
sadly that is largely because our sustainability issues
are growing and are not going away. As long as things
continue to get worse in our societies, there will be
a greater and greater need, and my hope is that our
education systems will have the capacity to deal withthose problems.

Thank you very much for this opportunity to begin
our discussion and I look forward to the questionand discussion period later on. Thank you so much,
everyone.

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Presentations

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PresentationsŽŶƚƌŝďƵƚŝŽŶƐŽĨƚŚĞĚũĞĐƚŝǀĂůĚƵĐĂƚŝŽŶƐ

^ƌŝǀĞƌƐϮϬϬϮͲ ϮϬϬϱ DŽƌĂůŝƐƐƵĞ WŽƉƵůĂƌŝƚǇŝŶƐĐŚŽŽůƐ ^ŽĐŝĂůŝƐƐƵĞƐũŽŝŶŝŶŐĞŶǀŝƌŽŶŵĞŶƚĂůŝƐƐƵĞƐ ŽůůĂƉƐĞŽĨĨŝƐŚĞƌŝĞƐ hƐĞĨƵůƚŽƚŚĞĂĚũ͘ĞĚƐ &ƵŶĚŝŶŐĨŽƌ^ /ŶƚĞƌĞƐƚŝŶ/ŶĚŝŐĞŶŽƵƐ;Ϳ <ĞƉƚ^ŝĚĞĂĂůŝǀĞ ƵƌƌŝĐƵůƵŵĚĞǀĞůŽƉŵĞŶƚ
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PresentationsWƌĞƐĞŶƚůǇʹ ďĞĐŽŵŝŶŐŵŽƌĞĐĞŶƚƌĂů

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17

82

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18

Presentations

Oceania and Asia

Australian ESD
its policy and trends
particularly in formal education sector
Fumiko NoguchiInternational Programme Coordinator, Japan Council on
the UN Decade of Education for Sustainable Development

Good afternoon, ladies and gentlemen. Thank you forequivalent to 15% of the population of Japan, live there.

the introduction. I am Fumiko Noguchi, International

There are eight states and territories. The capital is

Programme Coordinator for the Japan Council on theCanberra. Just like Canada, as Dr. Charles Hopkins has

UN Decade of ESD. Since July of last year, I have beenreferred to, Australia is one of the two countries of thein Melbourne in Australia at the Royal Melbourne

world whose constitution stipulates multiculturalism.

Institute of Technology as a PhD candidate. One week

There are policies for the Aboriginals and the Torresago, I received a phone call from Dr. Goto at NIER in the

Islanders, and immigrants from more than 200 diﬀerent

middle of the night telling me that it was not possible

backgrounds are proactively accepted into this vastfor Prof. John Fien to travel and asking me to make up

land.

for his absence since it so happens that I authored acouple of papers in this area last year. I was concerned

In Australia, the issues related to sustainability areabout whether I could be informative for senior experts

common to those faced in most developed countries,

such as Dr. Charles Hopkins and the audience here.

such as unemployment, the rich-poor gap, rapid

However, even with my small experience I thought

urbanization, and environmental destruction due

there might be something I could do for Prof. John Fien,

to intensive agriculture, industries and lifestyles orwhom I deeply respect, and I decided that I must ﬁll thiscompetitive society. These issues are probably observed

gap. So I am going to talk about ESD and the educationin Japan as well. But in addition to that, there is a very

sector trend in Australia to the best of my knowledge.

different climate and cultural background that makes
the sustainability challenge in Australia unique. The

Australia is a vast land known for koalas, kangaroos

issues include how people can live without destroying

and football, but this is the oldest continent on Earth.

the environment, how to maintain the fragile ecosystem,

Due to this fact, as well as the harsh environment, there

how to have diverse cultures coexist, how to live

is erosion of the land and lack of nutrition in the soil,

together with increasing immigrants and refugees, andand droughts, floods and forest fires were frequent

how to re-establish the relationship with indigenous

even before the visible changes due to climate change.

Australians.

Because of this environment, a unique ecology has
been developing, and is known for marsupials including

In the 1960s, with a view to overcoming environmental

koalas and kangaroos and for eucalyptus. The area isissues, the debates on development and the environment

21 times larger than Japan and only 21 million people,

started. Out of that, the debate related to sustainable

83Presentations

development expanded. By moving together with that,

half of the 1990s. As you can see on Slide 5, this is a list

the role of education was discussed, which led to ESD as

of major policy paper declarations from the 1990s up

we know it today. Along with this international debate,to this time. Please look at the items written in orange,

domestic discussions on development, environment

these had a direct impact on the national promotion.

and sustainability and the role of education were heldin Australia, like the case of Canada, as Dr. Charles

Based on the national plan of 2000, three

Hopkins mentioned. These domestic discussions inorganizations to promote EfS were established. The

turn were reflectedin international debates. Thanksﬁrst organization is the National Council on Education

to the efforts of environmental educators, ESD and

for Sustainability (NCEfS), formerly known as NEEC

related policy proposals were consistently presented(National Environmental Education Council), which was

since the 1970s, from the perspective of environmental

established in 2000. In 2009, under the new action

education. As a result, from the second half of theplan, the name was changed. Related to environmental

1990s, domestic policies were established. The

education and EfS, this is made up of businesses,

Australian Association for Environmental Educationindustries, local community, schools, vocational(AAEE) took the leadership role. ESD is not the termcolleges, universities and NGOs. The Council holds two

used in Australia. The mainstream terminology is calledmeetings each year, where the national program and

EfS (education for sustainability). I asked Dr. Hopkins

the teaching resources are reviewed, the priority issues

whether there is any other country that uses the term

for national action and research are identified, andEfS, and he said that the United States does. There is

working groups are formed. The members composing

nothing wrong with ESD, but there are some reasons

the working groups include the members of external

for not using the term. First of all, within the debate

regions and NGOs. These members can get a letteron sustainability, the concept of Ecological Sustainableapproved by the minister in order to participate andDevelopment was established in the 1990s in Australia.

therefore people working in universities and schools

That ESD, if you take the abbreviation, was already used

would have official permission to take leave to attend

in policy documents. In order to avoid confusion, ESD

these working groups. The findings of the working

was not adopted as the terminology.

groups are shared by all the members of this council tobe approved as the opinion of the council. That is the

The second reason is that the EfS debate took a very

procedure.

long time and the term ESD came afterwards. EfS wasextensively used during the long debate and people

The second organization is the National Education

were more familiar with EfS than ESD. Another reason

for Sustainability Network (NEfSN). Based on theis that, just like the US case, the word “development”

action plan in 2000, it was first established in 2001

is sometimes not accepted and therefore EfS is

as the National Environmental Education Network

mainstream in Australia, but whichever you use̶ESD(NEEN). NEEN was renamed NEfSN in 2009. This isor EfS̶the meaning is almost the same in Australia.

an inter-governmental network consisting of people

The term ESD in Australia would be used in thein a supervisory position with a background ininternational context where UNESCO has to be kept inenvironment and education at the federal, state, andmind.

territory levels. The aim of this network is to improvecoordination between the ministry of education and84

Of the EfS debate and research, 80 % targets school

ministry of sustainability, between federal and state

education. The outcomes of the discussions I havegovernments, and between state and inter-statebeen talking about have been reflected in EfS policies

organizations. They exchange paper-based and online-

particularly focusing on schooling, and the promotion

based information, and share some teaching materials,of EfS has become more structured since the second

support the development of government programs andPresentations

materials, and establish the theoretical foundations for

These three organizations are collaborating, which

environmental education and EfS. Also, this network

means that research and actual implementation areis providing management support for registration andclosely linked.

implementation of the AuSSI school program.
Now, I would like to briefly overview the education
The third organization is the Australian Researchs y s t e m i n Au s t r a l i a . I n Au s t r a l i a , t h e F e d e r a l

Institute in Education for Sustainability (ARIES).

Government develops education policy and adopts

This organization was established in 2003 underguidelines. On the other hand, the state and territory

the auspices of Macquarie University in Sydney. I

governments have the right to make decisions on

checked the website the other day and found that

education and develop speciﬁc curriculum frameworks

the terminology EfS has been eliminated from theand teaching guidelines. The ﬁrst step is kindergarten

name, and it is now the Australian Research Instituteand preschool, and then grades 1 through 6, or 7 infor Environment and Sustainability. The acronym is

Queensland, are covered in primary education. Then,the same, but the name seems to have been changed.

from grades 7 or 8 to 10 are junior secondary, andI was not able to investigate why they changed thegrades 11 and 12 are senior secondary. Grades 1

name and also I do not know specifically when they

through 10 are compulsory education.

did it, but it was probably after 2009 or 2010. ARIES
was initially established as a national institute andWith regard to the subjects, eight key learning areas

was receiving government funding up until 2009. It(KLAs) are defined: English; mathematics; science;has been conducting pilot programs recommended bystudies of society and the environment; the arts;

the Federal Government and carrying out analyses of

personal development, health and physical education;

factors that promote and hinder EfS, evaluation of thelanguages; and technology. Besides these, since theexisting national educational programs and methods,

1980s and 1990s, some comprehensive or integrated

as well as development of teaching materials. The

studies have been introduced in each state. That

research ﬁndings were integrated into implementation

actually is very similar to the Japanese type ofof the programs led by the Federal Government

integrated study.

and formulation of the plans at the federal, state,
and territory levels. ARIES has been an independent

There has to be some link among the different

research institute since 2010 and I suspect that is the

subjects in order to find out the meaning of learning

time when they changed the name slightly. However,such subjects. For example, the capacity for actively

in regard to EfS, they are focusing on programs

acquiring knowledge and skills is nurtured throughrecommended by the Federal Government.

inquiry-based learning in these classes. Inquiry learning
is an approach in which students identify the issues,

What is interesting is that these three organizations

investigate them in detail, summarize information,

are closely intertwined. The NCEfS picks up thebring out conclusions and solutions, take action, andissues on the ground, in the schools, universities andreview their conclusions and solutions. So teachersbusinesses, and reports to the Federal Government.

are not actually lecturing, but are expected to serve as

ARIES analyzes issues and conducts pilot studies

facilitators solely to instigate and promote discussion

on issues put forward by the NCEfS. The results areamong the students.

reported back to the Federal Government and the policy
papers and priorities are reviewed, and then the NEfSN

In such initiatives of preparing all the documents,

will review such policy papers and propose priorities

policies and systems as I mentioned earlier, what isand communicate with the Federal Government, state

started by the Federal Government is the Australian

government and others, and coordinate with them.

Sustainability School Initiative (AuSSI). The basic

85

Presentations

conceptual framework of the program is the national

A structure to support the AuSSI scheme has also

action plan issued in 2000 and it is based on goals set

been established. A working group within the NEfSN isout in the statement called Educating for a Sustainablesupporting the registered AuSSI schools. The Federal

Future in 2005.

Government is allocating a budget to the states to
employ the facilitator for supporting AuSSI schools.

In the state of New South Wales, where Sydney is

These facilitators are professional promoters of EfS

located, and in the state of Victoria, where Melbourne

based in NGOs or consulting and other companies. They

is located, an 18 month pilot study was conducted,

are employed by the state governments for enhancing

followed by the full-fledged start of the program inunderstanding of EfS and contributing to system and2005. The whole-school approach mentioned by Dr.

program development of schools.

Hopkins is the emphasis in this plan. It is not justthe curriculum or subjects that are emphasized, but

We have collected examples of AuSSI programs. This

also how to operate schools in a more sustainable

is the AuSSI school case study, if you search for AuSSI

way, including how to run a school cafeteria, how toon the Internet, you will come up with a variety ofstrengthen the links to local communities, and how

examples. Please take a look later.

to design the schoolyard. Sustainable development is
considered in all aspects regarding schools.

Now, let me present some of the achievements of the
AuSSI schools. Quantitative outcomes include savings in

There are about 9,600 schools in Australia, including

water, energy and waste̶and that actually reduced theprivate schools and public schools, and about 30% , whichcost of schools as well. On the other hand, there are also

is about 3,000 schools, are registered with the AuSSI

immeasurable benefits, such that all students start toschool program. Schools are not expected to come up

feel proud about the school and refrain from vandalismwith a new program on their own for EfS, but to referand stealing. Also, there is a cooperative atmosphereto the existing environmental learning programs towithin the schools, and parents and communities arepromote EfS. They are also encouraged to be engaged

now more proactively involved. Numeracy and literacy

in the Learning-Through-Action Cycle.

skills improved, and the level of leadership increased
among boys. Moreover, attendance rates have increased

Although the UNESCO school program is internationallyand the atmosphere of schools has changed drastically.

spread in promoting ESD, the number of UNESCO
schools is very small in Australia. The reason is that theOn the other hand, there are some challenges as well.

AuSSI school program was started earlier and it seems

Overall, there are not enough teachers or facilitatorsthat Australia is not really keen to promote the UNESCO

with a full understanding of EfS. There are also otherschool initiative for ESD promotion. In fact, the AuSSI

academic subject barriers and obstacles to taking anschool program is more active.

interdisciplinary approach, and information and skills
are still lacking in comprehensively promoting EfS.

There are four steps in the Learning-Through-Action

Moreover, sustainability as a concept itself is not well

Cycle I explained earlier: audit and collect baseline data;

understood at schools. There are differences between

develop goals and action plans; implement, monitor andstates in terms of understanding, passion, and policies

evaluate the action plans; and then critically reﬂect on

regarding EfS. In order to overcome such obstacles,

progress and improve the action plans. Through such athere are some initiatives as well. For example, thecycle, all the stakeholders of the school will be expected

ARIES program is now providing a pilot program forto make a whole-school commitment to becoming moretraining school teachers so that they can acquire skills

sustainable.

to promote EfS, and five universities in Queensland
State developed such programs in 2006, Based on the86Presentations

results of the programs and other studies conductedin some universities, analysis has been conducted toaddress challenges in proceeding with EfS on a wholeschool basis. Based on such results, “Sustainability
Curriculum Framework: A guide for curriculum
developers and policy makers” has been published.

I would like to briefly talk about the out of formal
education. The action plan for the Federal Government
revised in 2009 specifies the enforcement andpromotion of EfS in all sectors, including non-school
entities. Of course there is a variety of sectors involved,
but from the EfS point of view, educational effectsof these activities have not yet been analyzed in a
sufficient manner. Efforts are made in businesses,
national parks, and natural reserve areas. There are also
initiatives by municipalities for the local community.
For example in New South Wales State, there is a
program dedicated to multiethnic communities. In
addition, environmental education centers in states andenvironmental and community development NGOs areproviding several programs. We may need a little bit
more time, however, to label these diversiﬁed initiatives
as EfS and to ﬁnish our analysis on theimpact of suchactivities.

Lastly, I would like to share with you some major
news that I have heard recently. Our current education
minister, and former environment minister, Peter
Garrett, who used to be a rock star, is quite active in
EfS as well as in environmental education. In such acontext, it has been decided that sustainability, Asia
and Indigenous peoples have to be three major pillars
in education in Australia. Toward 2015, the education
program is now being reorganized along with thesethree pillars.

If you have any questions or perhaps some points thatyou hoped to hear but I have not included, please write
such points in the question form so I can talk about
them later. Thank you very much.

87

Presentationsᵟᶓᶑᶒᶐᵿᶊᶇᵿᶌᴾᵣᵱᵢᴾ
ᶇᶒᶑᴾᶎᶍᶊᶇᶁᶗᴾᵿᶌᶂᴾᶒᶐᶃᶌᶂᶑᴾᶎᵿᶐᶒᶇᶁᶓᶊᵿᶐᶊᶗᴾᶇᶌᴾᶄᶍᶐᶋᵿᶊᴾᶃᶂᶓᶁᵿᶒᶇᶍᶌᴾᶑᶃᶁᶒᶍᶐ
㪝㫌㫄㫀㫂㫆㩷㪥㫆㪾㫌㪺㪿㫀㪽㫌㫄㫀㫂㫆㪅㫅㫆㪾㫌㪺㪿㫀㪗㫉㫄㫀㫋㪅㪼㪻㫌㪅㪸㫌㪩㪤㪠㪫㩷㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㪃㩷㪛㫆㪺㫋㫆㫉㪸㫃㩷㪚㪸㫅㪻㫀㪻㪸㫋㪼㩷㪆㩷㪜㪪㪛㪄㪡㩷㪠㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷㪧㫉㫆㪾㫉㪸㫄㫄㪼㩷㪚㫆㫆㫉㪻㫀㫅㪸㫋㫆㫉

8 States andTerritories:
NSW, VIC, QLD,
WA, SA, TAS, ACT,NT

1ᵡᶍᶋᶋᶍᶌᴾᶇᶑᶑᶓᶃᶑᴾᶒᶆᵿᶒᴾᶋᶍᶑᶒᴾᶂᶃᶔᶃᶊᶍᶎᶃᶂᴾᶁᶍᶓᶌᶒᶐᶇᶃᶑᴾᶄᵿᶁᶃ
Unemployment, richͲpoor gap, drastic urbanisation,
environmentaldestructionbyintensiveagriculture,industriesandhumanlives,competitivesociety…

+

ᵟᶓᶑᶒᶐᵿᶊᶇᵿᶌᴾᶓᶌᶇᶏᶓᶃᴾᶁᶊᶇᶋᵿᶒᶃᴾᵿᶌᶂᴾᶁᶓᶊᶒᶓᶐᵿᶊᴾᶀᵿᶁᶉᶅᶐᶍᶓᶌᶂ

2

1960sͲ
Debateson“Environment”,“Development” and
“RoleofEducation” developedbyinteractingwiththeinternationaldebatesonthese
1970sͲ
Policyproposals=>EEandEfSpolicy,
institutionaldevelopment
ͲAustralianAssociationforEnvironmental
Education(AAEE)playsthecentralroleᵱᶓᶑᶒᵿᶇᶌᵿᶀᶇᶊᶇᶒᶗᴾᶇᶑᶑᶓᶃᶑᴾᶇᶌᴾᵟᶓᶑᶒᶐᵿᶊᶇᵿ
•harshbutuniquenaturalenvironment•veryfragileecosystem
•multiͲculturecoͲexistence•AboriginalandTorresStraitIslanders

3

4

MajorPolicyPaperandDeclarations
TheAdelaideDeclarationonNationalGoalsforSchoolingin
theTwentyͲFirstCentury
EnvironmentalEducationforaSustainableFuture:National
2000
ActionPlan
EducatingforaSustainableFuture:ANationalEnvironmental
2005
EducationStatementforAustralianSchools
CaringforOurFuture:TheAustralianGovernmentStrategy
2007 fortheUnitedNationsDecadeofEducationforSustainable
Development,2005Ͳ2014
TheMelbourneDeclarationonEducationalGoalsforYoung
2008
Australians
LivingSustainability:TheAustralianGovernment’sNational
2009
ActionPlanforEducationforSustainability
SustainabilityCurriculumFramework:Aguideforcurriculum
2010
developersandpolicymakers
1999

5

88

• ᵬᵿᶒᶇᶍᶌᵿᶊᴾᶁᶍᶓᶌᶁᶇᶊᴾᶍᶌᴾᵣᵣᴾᵿᶌᶂᴾᵣᶄᵱ• ᵫᶃᶋᶀᶃᶐᶑᵘᴾᶀᶓᶑᶇᶌᶃᶑᶑᵊᴾᶇᶌᶂᶓᶑᶒᶐᶇᶃᶑᵊᴾᶊᶍᶁᵿᶊᴾᶁᶍᶋᶋᶓᶌᶇᶒᶗᵊᴾ
ᵬᵥᵭᶑᵊᴾᶑᶁᶆᶍᶍᶊᶑᵊᴾᶔᶍᶁᵿᶒᶇᶍᶌᵿᶊᴾᶁᶍᶊᶊᶃᶅᶃᶑᵊᴾᶓᶌᶇᶔᶃᶐᶑᶇᶒᶇᶃᶑ
• ᵲᶕᶍᴾᶋᶃᶃᶒᶇᶌᶅᶑᴾᶎᶃᶐᴾᶗᶃᵿᶐ– ᵭᶔᶃᶐᶔᶇᶃᶕᴾᶍᶄᴾᶌᵿᶒᶇᶍᶌᵿᶊᴾᵣᵣᴾᶎᶐᶍᶅᶐᵿᶋᶑᴾᵿᶌᶂᴾᶒᶃᵿᶁᶆᶇᶌᶅᴾᶐᶃᶑᶍᶓᶐᶁᶃᶑ
– ᵧᶂᶃᶌᶒᶇᶄᶗᶇᶌᶅᴾᶎᶐᶇᶍᶐᶇᶒᶗᴾᵣᵣ ᶇᶑᶑᶓᶃᶑᴾᶄᶍᶐᴾᶌᵿᶒᶇᶍᶌᵿᶊᴾᵿᶁᶒᶇᶍᶌᴾᵿᶌᶂᴾᶐᶃᶑᶃᵿᶐᶁᶆᴾᶌᶃᶃᶂᶑ
– ᵱᶃᶒᶒᶇᶌᶅᴾᶕᶍᶐᶉᶇᶌᶅᴾᶅᶐᶍᶓᶎᶑᴾ̄ ᶇᶌᶔᶇᶒᶇᶌᶅᴾᶒᶆᶃᴾᶋᶓᶊᶒᶇᶑᶒᵿᶉᶃᶆᶍᶊᶂᶃᶐᶑᴾᶄᶐᶍᶋᴾᶔᵿᶐᶇᶍᶓᶑᴾᶄᶇᶃᶊᶂᶑᴾᵛᵜᴾᶒᶆᶃᴾᶍᶓᶒᶁᶍᶋᶃᶑᴾᵿᶐᶃᴾᶑᶆᵿᶐᶃᶂᴾᶒᶍᴾᵿᶊᶊᴾᶒᶆᶃᴾᶋᶃᶋᶀᶃᶐᶑᴾᶍᶄᴾᵬᵡᵣᶄᵱᴾᶄᶍᶐᴾᶒᶆᶃᴾᵿᶎᶎᶐᶍᶔᵿᶊ

6

Presentations• EstablishedinMacquarieUniversityinSydney• RenamedtoAustraliaResearchInstitutefor
EnvironmentandSustainability• Receivedthebudgetuntil2009fromthenational
government• ConductingresearchesandpilotprojectsidentifiedandprioritisedbyNCEfSandNEfSN• NetworkforenvironmentalmanagersfromFederal,StateandTerritoryenvironmentandeducation
agencies.
• ImprovesinterͲgovernmentalcoordinationofthedeliveryofenvironmentaleducationͲ between
MinistryofEducationandMinistryofSustainability,
betweenFederalandState/TerritoryGovernments,InterStates/Territory– AnalyzingEfSpromotionandobstaclefactors– Evaluationofexistingprogramsandapproaches– Developmentofeducationalmaterialsandprograms– ᵣᶖᶁᶆᵿᶌᶅᶇᶌᶅᴾᶇᶌᶄᶍᶐᶋᵿᶒᶇᶍᶌᴾᶒᶆᶐᶍᶓᶅᶆᴾᶃᶊᶃᶁᶒᶐᶍᶌᶇᶁᵿᶊᶊᶗ
– ᵱᶆᵿᶐᶇᶌᶅᴾᶐᶃᶑᶍᶓᶐᶁᶃᶑ
– ᵱᶓᶎᶎᶍᶐᶒᶇᶌᶅᴾᶒᶆᶃᴾᶂᶃᶔᶃᶊᶍᶎᶋᶃᶌᶒᴾᶍᶄᴾᶅᶍᶔᶃᶐᶌᶋᶃᶌᶒᴾᶎᶐᶍᶅᶐᵿᶋᴾᵿᶌᶂᴾᶋᵿᶒᶃᶐᶇᵿᶊᶑ
– ᵲᶆᶃᶍᶐᶃᶒᶇᶁᵿᶊᴾᶄᶍᶓᶌᶂᵿᶒᶇᶍᶌᴾᶄᶍᶐᴾᵣᵣᴾᵿᶌᶂᴾᵣᶄᵱ– ᵟᶓᵱᵱᵧᴾᶑᶁᶆᶍᶍᶊᴾᶋᵿᶌᵿᶅᶃᶋᶃᶌᶒᴾᵿᶌᶂᴾᶑᶓᶎᶎᶍᶐᶒ

• Researchoutcomesareintegratedintothenationalandstates’ initiativesandprogramimplementation.
• Becameindependentresearchinstitutein2010

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%QQTFKPCVKQPCPF5WRRQTV• FederalGovernment:developmentofeducation
policyandguidelines.
• State/TerritoryGovernment:hasrighttomake
decisiononeducation,developmentand
implementthecurriculumframeworkandteaching
guidelines

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8– KindyorPrep– Primaryschool:Grade1Ͳ6(or7)– JuniorSecondaryorMiddleschool:Grade7(or8)to10
– SeniorSecondary:Grade11to12

ARIES

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㹢 Compulsoryeducation:Grade1to10,WUVNKMGCPCEVKQPTGUGCTEJCVVJGPCVKQPCNNGXGN

910IntegratedStudy• 8KeyLearningAreas(KLA)– English,Mathematics,Science,Societyandthe
Environment,theArts,PersonalDevelopmentand
HealthandPhysicalEducation,Languages,and
Technology• 6steps• Teacheractsasafacilitator(KPFKPIQWV• IntegratedStudy– Introducedin1980Ͳ1990sineachState/Territory– Relatedifferentsubjectsinordertoimprovetheteachingandlearning– Basedon“InquiryLearning” todeveloptheleaningcapacityforknowledgeandskill

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89

Presentations• NationalActionPlan(2000)asitsconceptualframework;
basedontheconceptsandactionsidentifiedinEducatingforaSustainableFuture(2005)• PilotstudyinNWS andVIC(2003Ͳ05)㹢startedfrom2005• Wholeschoolapproach• Almost3000outof9600schoolsacrossAustralia
participatinginAuSSI
• linkstoandcomplementsexistingprograms• engagedinanactionlearningcycle
Australian Government, AuSSI Fact Sheet13• NEfSNworkinggroup:supportAuSSIschools• FacilitatorsfromNGOsandbusiness:
employedbyStatesandTerritoriesinorderto
providesupportforraisingunderstandingof
EfS,management,andprogramdevelopment• Facilitators:employedbyStatesand
Territories

14

QLD
Prep – 7 yr old and care takers
Environmental management activities: Cleaningaround school and community, study about
native species, water and energy savings
VIC
Grade 1-6: Environmental management
policy development, water and energy
saving, CO2 emission, tree-planting withthe city council, farmingNT
Tree-planting with local business and NGOs. Maintainthe plant garden to learn the indigenous people’s foods
and life. Became the opportunities for the indigenous
children to be connected to the indigenous knowledge
http://www.environment.gov.au/education/aussi/case-15

16• Measurableoutcomes– Waterandenergysavings,wastereduction=>schoolcostsavings• Immeasurablebenefits– Obtainedtheproudabouttheschoolculture– Reducedthevandalism– Developedthecooperativeatmosphereamongsttheschoolstakeholders– Parentsandcommunityinvolvement– Improvednumeracyandliteracy– Improvedtheleadershipcapacity,inparticularoftheboy
students– Improvedthestudents’ attendancetotheschool– Improvedtheschoolatmosphere,etc.

1790• Lackofteachersandfacilitatorswhounderstand
EfS• Subjectbarriers• LackofinformationandskillforinterͲdisciplinaryapproach• Lackofunderstandingofsustainabilityatschool• Differenceinunderstanding,passionandpolicy
onEfS,betweenStates/Territories

18

Presentations

NonͲ andinͲ formalEfS• ARIES:PilotprogramforpreͲservicetrainingfortheskilldevelopmentforwholeschoolapproachat5
universitiesinQLD(2006)
QueenslandUniversityofTechnology,AustralianCatholicUniversity,JamesCookUniversity,UniversityofSouthernQueensland,
UniversityoftheSunshineCoast䋩• ARIES:Analysisoffactorsandchallengesfor
promotingthepreͲservicetrainingprograms (2010)• AustralianGovernment(2010)Sustainability
CurriculumFramework:Aguideforcurriculumdevelopersandpolicymakers• Businesssector– EfSprogram(Westpac,ToyotaOceania,Holden)
– EcoͲtourism
– Greenloanandinvestment(MCU)– Corporatesustainabilityreport• NationalparksandNaturalreserveareas• Localcommunity– MultiethnicEfSprogram(NSW)• NGO– EnvironmentaleducationcentresinStates/Territories,
EnvironmentalandcommunitydevelopmentNGOs

19

FortheFuture20䈅䉍䈏䈫䈉䈗䈙䈇䉁䈚䈢Thank you

• Curriculumreform:ThreepillarsofAustralian
Education– Sustainability,Asia,Australian
AboriginalandTorresStraitIslanders• Tobeimplementedfrom2015䈅䉍䈏䈫䈉䈗䈙䈇䉁䈚䈢Thankyou.

21

22

91

Presentations

Japan

What is Education for Sustainable
Development (ESD)?

Shigeki Kadoya
Director, Department for Curriculum Research,
Curriculum Research Center, NIER

Good afternoon. What I am going to discuss now is theFirst of all, why ESD now? A liaison committee amongst

essence of a thick pad of reports and a smaller report

relevant ministries agreed in 2006 that “all people

that our institute published, plus a pamphlet thatmust enjoy the benefits of a high quality education;

was printed this year. The context would be slightlythat principles, values, and actions required for

different from what has been discussed so far by thesustainable development are included in all educational

three speakers.

and learning processes; and that transformation of
behaviors is provided so that a sustainable future will

In terms of why our institute has published thosebe realized in environmental, economic and social

reports, as Mr. Ozaki mentioned, there were inquiries

aspects.” In order to realize this, in diﬀerent disciplines

from schools about how exactly classrooms can beand subjects, how could ESD be practiced? Or in ordertaught with ESD included in the national curriculum

to form a sustainable society, and in order to solveor the Course of Study. Therefore, we had to propose

the problems, what has to be taught? Against this

how to teach ESD in classrooms. We started by raisingbackground, we are asking why ESD now?

questions about what components constitute ESD andabout how to apply them in the classroom.

Once the question had been set out, since the focus
of our institute is primarily on school education, theI will talk about basically four points. First of all, why

next issue was how to practice ESD in the school

ESD now? Why is ESD an important issue? Second, what

setting. We collected actual examples of learning

exactly are the objectives of ESD? Third, what is an ESD

instructions conducted in the name of ESD. A variety

class or a lesson? If there is no diﬀerence between anof topics has been taught, but those related to

ESD class and a non-ESD class, it would mean that ESD

environmental education accounted for a large part.

is not provided. Therefore, we consider three factors: (1)We also found classes related to energy, natural

the conceptual components, (2) abilities and attitudes

disasters, disaster reduction, and disaster preparedness

or behavior, and (3) special considerations required inamongst many others, such as human rights, peaceclasses. On top of that, based on these three factors, theeducation, international cooperation, and international

fourth point to be discussed is the learning guidance

understanding. However, if practice is related toprocess speciﬁcally for ESD through questioning how toenvironmental education, is this really ESD? If practice

implement it in classrooms.

and topics are related to disaster prevention anddisaster preparedness, is this ESD? Or, if international

93

Presentations

understanding is a topic in the class, does thatbe acquired by the learners. By surveying various

constitute ESD?

references describing the aims of ESD, we extracted andidentified six common concepts: diversity, mutuality,

Earlier, Dr. Hopkins talked about many adjectival

limitation, fairness, cooperation and responsibility.

educations and introduced a long list. In Japan, theThis is not exhaustive, but it is a fairly comprehensive

situation is the same in primary schools, in which

aggregation. This classifies the environmental aspect

there are more than 30 diﬀerent adjectival educations,and the human decision and behavior aspect, in otherincluding, for example, monetary education. In thiswords, objects which children are actively inﬂuencing,

case, the problem, however, is not what you call it,

and internal thoughts and behaviors of the children,

but that there is no explanation about what has tofrom the perspectives of components, interactions

be taught in monetary education. In a similar way,

and changes. Then we labeled each component

we were wondering whether education about energy

diversity, mutuality, limitation, fairness, cooperation orreally constituted ESD, or whether education on natural

responsibility: these were the key concepts. This is thedisasters and disaster preparedness was really ESD.

gist of the conceptual component, but teachers foundThis was where we focused. We have to define how

it difficult to understand, so researchers and teachers

each of the themes should be handled in order to label

got together to translate them into easier-to-understandthe education as ESD. That would clarify the elements

Japanese.

or components required to constitute ESD.
The next question is then: What is the foundation ofThis was the thought process, and then we had tothis thought process? At the liaison committee, eightdeﬁne the objectives of ESD. We collected and analyzed

concepts were listed as a basis for sustainability, anddocuments, and eventually we came across an idea

ﬁve of them are to be acquired by learners. We listed

that the aim would be defined as follows: To nurture

concepts that appeared in a British document publishedcapacity and values appropriate for builders of ain 2005 (Department for Education and Skills), andsustainable society by discovering issues of sustainableclassiﬁed them in terms of similarities and diﬀerences.

society building and acquiring abilities and attitudes
necessary to solve the issues. We established such a

We applied similar procedures for the abilities andcore aim as it was impossible for us to make progress

the attitudes. First of all, based on the aim of ESD, theuntil we had deﬁned the aim of ESD.

abilities and attitudes that have to be emphasized in
instruction were identified. There are seven items: (1)What is the most important keyword? We thought thatcritical thinking̶maybe this is not exactly the best

the most important component that defined ESD wasterm, but it means to think in a critical way; (2) thesustainable society. We emphasized sustainable society

ability to predict the future and to make a plan; (3) the

as a key.

ability to think in a multifaceted and comprehensive
way; (4) the ability to communicate; (5) the ability

We attempted to clarify the elements required for ESD,

to cooperate with other people; (6) the ability toparticularly in the context of the ministryʼs official

respect connections and links; and (7) the attitude to

instruction process. We aimed to clarify firstly theproactively participate. The grounds for these abilities

concepts to be acquired by the learners, secondly, theand attitudes are found in the British document. Whatabilities and attitudes to be emphasized, and finally,

are the important points that have to be kept in mind

points to be considered̶points of emphasis afterin designing a curriculum? One of the important tools

identifying those important points.

is teaching materials, which include the learning tasks
and contents that have to be linked in terms of content,

First of all, we considered the concepts that need to94

space and time. It is important to link learners to eachPresentations

other, to other people of various generations, and to
the local community. It is also important to translateabilities and attitudes that have been acquired into
action. So the keyword is “link.” Therefore the points
to be considered are how to link contents, space, time,
people, actions and behaviors together. Links are what
are required.

How exactly can teachers plan a class? How does an
ESD class differ from traditional classes or a non-ESD
class? While diﬀerent teachers may have diﬀerent waysof referring to the material components they teach in
ESD classes, the names of the unit or the themes inwhich these components are categorized would not
differ much. However, we would have to clarify the
viewpoint of ESD in terms of component concepts orabilities and attitudes to be acquired. Those component
concepts should be incorporated into a class, or in aparticular unit, in order to make an ESD class. Basedon these viewpoints, teachers are expected to prepareteaching plans for each unit or theme and to teachaccording to the plans.

In this way, we recommend that teachers apply theframework our institute has developed, and there are
actually educational practices based on the framework,
as Dr. Goto will talk about later. This probably meansthat the framework is valid. Having said that, it is not
perfect and therefore we have to revise and improve it.

Thank you very much for your kind attention.

95

Presentations

What is Education for Sustainable
Development (ESD)䠍 Why ESD Now?
䠎 What is ESD 䠄Education for Sustainable
Development䠅?
䠏 How is ESD established?
䠄䠍䠅 Concepts

Shigeki KADOYA䠄䠎䠅 Abilities and attitudes(National Institute for Educational Policy Research of Japan)

䠄䠏䠅 Points to be considered䠐 Establishment of the Learning guidance
process for ESD

1

䠍

2

Why ESD Now?

Ძ
WHY ESD NOW?
PRACTICE OF ESD IN SCHOOL EDUCATION

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596

What is ESD?

6

Presentations

ᲭFOR ESTABLISHING ESD

䠏 For Establishing ESD

Clarifying the elements for establishing ESD at schoolЎ Learning Instruction Process

䠄䠍䠅 Concepts to be acquired by learners

䠄䠍䠅Clarify the concepts to be acquired by learners:
Conceptual components
䠄䠎䠅Clarify the abilities and attitudes emphasized䠄䠏䠅Clarify the points to be considered for learning
instruction

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ᲢᲫᲣ CONCEPTS TO BE ACQUIRED BY LEARNERSᲵCONCEPTUAL COMPONENTS

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16

ᲢᲭᲣPOINTS TO BE CONSIDERED
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䠐 Exemplifying the learning instruction
process for ESD
䠄䠍䠅Unit name (theme name)䠄䠎䠅Clarification of viewpoints of ESD
䠄䠏䠅Objective of unit (theme)
䠄䠐䠅Plan of unit (theme)
䠄䠑䠅Development of the lesson

2199Panel Discussion
The Past, Present, and Future of ESD
Panel ists
Prof. Mi chel Ri card
Professor, University Michel de Montaigne Bordeaux 3/UNESCO Chair

Dr. Charles Hopkins
UNESCO Chair, York University

Ms. Fumiko Noguchi *International Programme Coordinator, Japan Council on the UN Decade of
Education for Sustainable Development

Dr. Shigeki Kadoya *Director, Department for Curriculum Research, Curriculum Research Center, NIER

Coordinator
Dr. Masakazu Goto *Senior Researcher, Curriculum Research Center, NIER
N.B.
・The * mark indicates that the original language of the speech was Japanese and that the transcript is atentative translation based on the simultaneous interpretation provided during the symposium.
・The transcripts include changes made after the symposium for purpose of publication.
・The aﬃliations and professional titles of the speakers are as of December 18, 2012.

Panel Discussion

The Past, Present, and Future of ESD

Panelists

Prof. Michel Ricard

Panel Discussion

Panel Discussion

Coordinator

Dr. Masakazu Goto

Dr. Charles Hopkins
Ms. Fumiko Noguchi
Dr. Shigeki Kadoya
Dr. Goto: Good afternoon. We have 90 minutes tothem. Actually this question also goes to Dr. Hopkins.

discuss the global trends of ESD. This is a busy time at

In terms of the analysis of the attitudes and the abilities

the end of the year, so thank you very much for taking

Dr. Kadoya presented, do you have similar processes

the time to be here. We shall try to make this panel

for making classes in the EU and in the United States? If

discussion as meaningful as possible.

you know of similar cases in Europe, how many classes
are provided?

We have four panelists. First of all, thank you very muchfor your wonderful speeches. In this panel discussion,

The next question for Prof. Ricard relates to the EU

I would like you to answer questions that have beencommon policy on ESD. What is the departmental

submitted in writing ﬁrst. Then I will open the ﬂoor toorganization of the EU that looks after ESD? Whatfurther questions and answers. ESD is not only about

is enforced upon the member states? What are theschool education or formal education, but also aboutobligations of the member states regarding ESD?

informal and non-formal education, NPOs and NGOs.
Within the time limit of 90 minutes, however, we need

These are the ﬁrst two questions.

to focus on a particular area. Therefore, this time thefocus will be school education. There are, of course,

Prof. Ricard: I will try

non-school settings, including museums and NPOs, but

to answer the second

just for these 90 minutes please do keep in mind thatquestion first, as it

we will focus on the school environment and school

seems to be the mosteducation.

complicated. What you
must understand, inQuestions have been submitted, and I will select someorder for me to clearlyquestions for speciﬁc speakers. First of all, Prof. Ricard,

explain the functioning

there are some questions for you, and I will pick two ofof the European

Prof. Michel Ricard

103

Panel Discussion

community, is that the EU is, in fact, a government. You

France. We implemented ESD̶in fact it was Education

have two levels: firstly, there is a political level withfor Environment towards Sustainable Development̶the representatives of each of the 27 countries, whoin 2005. At that moment it was just the beginning ofare political representatives giving political strategies,

the implementation of ESD and we had to formalize thisdirections and goals. They meet and they constitute thepreliminary approach. We worked through three stages.

European Council. Aside from that, you have people

First, a document signed by the Ministry of Education

who are in charge of applying these directives, or thesaying that the Education for Environment towards

political direction.

Sustainable Development became compulsory in two
school programs. The second step was how to change

It is a problem in Europe and I think in numerous

the approach inside schools to move from teachingc o u n t r i e s t h a t w e h a ve g e n e r a l d i r e c t i o n s f o r

discipline-by-discipline towards a global approach ofenvironment, education, research, energy and so on.

sustainable development through every discipline.

After the general directions have been received on

We started in 2005, 2006, and 2007 what we call a

how to work and what direction to go, the difficultycommon approach for knowledge and practices. This

is to have a transversal application of these decisions.

was implemented before 2009. In 2009 and 2010 all

The situation is the same in sustainable development

the school programs were modified in order to takewhen you consider it discipline-by-discipline, andinto account sustainable development. It was more

afterwards you have to work transversally to build

or less well explained, but normally even sustainablebridges between all the disciplines. So in fact we havedevelopment was not clearly mentioned, all teachers

several stages with treaties and they can be used aswere asked to take into account the global approach. So

processes to put forward sustainable development and

now in France we are at the end of the evolution, and

ESD. I mentioned in my presentation that the European

the problem now is to assess the results all along thestrategy for sustainable development, issued fromschool program and to try to overcome the gap between

the Lisbon agenda, considers education as the best

the school system and the higher education system thatway to really implement sustainable development inseem to operate independently of one another. In fact,

Europe. It is also important to note that you cannot

my position is to have a continuum for education fromhave the same directives at the European level andprimary and secondary schools to higher education, andat the national level, because there are sometimes

also to take into account a global approach to educationsome notable differences from one European country

for all and lifelong education. Thank you.

to another, which shows that you can observe twocomplementary and sometimes overlapping schemes: aDr. Goto: Thank you very much. The next question will

scheme of implementation by the EU and a scheme of

go to Dr. Hopkins. I will ask three questions. First of all,implementation by every state. I also mentioned what

what is high-quality education in terms of ESD?

is occurring when you have EU and the UNECE side byside, which is a bit diﬃcult. In fact it is not easy, but I

The next question is, where people are concerned, iswould say since the Lisbon agenda in 2000, we havethe provision of ESD compatible with a higher score or

made progress. But I hope that the next step from 2015

a higher level of compatibility in terms of examination

will be something clearer also for Europe, because

passes or higher scores? Is it concomitant with higher

very often people say at the government level that itscores or higher achievement?

seems there are two strategies running side by side,
one implemented by UNESCO and one implemented byThird, you mentioned that there is a bright future in

UNECE.

terms of North America. Can you elaborate on that?
What are the good prospects? Thank you.

Concerning the ﬁrst question, I will take the example of104Panel Discussion

D r. H o p k i n s : Ye s ,trying to change how they are preparing new teachers,

there are two aspects

etc. So thank you, I will stop at that point.

to the quality that weare finding. One of theDr. Goto: Thank you very much for giving us examples

aspects is for instance inof where ESD is playing a role in raising studentsʼ

west Beijing, the schoolacademic performances. Thank you very much.

system had really deeply
The next question goes to Ms. Noguchi. There are two

moved in this direction

questions. In the integrated studies courses in Australia,

about six years ago, andnow their graduates

Dr. Charles Hopkins

what exactly are the teaching materials used thatcoming out of high school are getting into the very

constitute ESD classes? In Japan, in order to realize

top universities that they were never able to get intothat type of ESD, what improvements do you think will

before. In China some of the universities take the top

be required if best practices could be introduced from

1% of marks. So they are ﬁnding that by moving in thisAustralia?

direction, their students seem to be scoring better. The
same is true in Mongolia, that the very top secondary

The next question: you mentioned the boundaries

and elementary schools are ones that have moved inof subjects. If ESD is a pipe that goes through all

this direction a number of years ago and are reallydisciplines, the boundaries between disciplines or

focusing on it. Anecdotally, when we talk to school

subjects would not be an issue. So what exactly is theprincipals in some countries, in Canada, Finland, thechallenge or the boundary of subjects that hinders the

Netherlands, Ireland and so on, they are saying thatspread of ESD?

student intellectual engagement has gone up, school
attendance has gone up, school spirit has gone up, there

Ms. Nogughi: Thankis much less in the way of school violence between

you very much for thegroups, and so on. So that is not necessarily academic

questions. First of all,achievement in math and language scores, but it is an

about the integ rated

overall improvement in what we think of as the quality

study, I would like toof the education for all students within the school,

give an example. I would

instead of it just appealing to a few of the brighter

like to answer to thestudents. So the quality factor is back and forth.

best of my knowledge. In
Australia, as I mentioned
Ms. Fumiko Noguchi

The other question, why am I saying that thingsin my presentation,

look bright? It is because in Canada in particular ourimmigration and multicultural coexistence have been aministers of education for the 10 provinces and threemajor issue in society. Personally speaking, my children

territories have all agreed that just as you are struggling

go to an Australian school and are taking an intensive

here with coming up with a national framework, we too

English course. While they are taking regular classes

need to come up with that and we have been working

they also have to attend the English courses. At thisfor the last two years on building a framework. It

school alone, there are 30 refugees in the English

is not going away, it is something that students arecourses, but there is only a similar number of refugees

demanding as well and parents are demanding. So

to Japan each year. So the number of refugees to theas I say, our biggest problem is going to be having

whole country of Japan is the same as the number of

our institutions, our senior leaders, able to rise to the

refugees now located in a single school in Australia.

occasion, because in most of our faculties of education

Using the integrated study sessions, and on these core

the professors themselves need an awful lot of help instage classes they are sharing some experiences. For

105

Panel Discussion

example, in the lower grades they are singing songs

in regard to the relationship between the schools andor doing a play on stage, and those are the common

the local community, and the research group at RMIT

aspects across the grades. In each grade we pick up

University consisting of Professor John Fien and otherssome country of the origin of the immigrants and thenis making a very important announcement. I would

we learn about the countries and present what welike to elaborate on several points. Linked with thelearned in the form of songs or plays. Those are theregional communities, schools have to proceed in that

initiatives conducted in the school and that is a whole-

direction; hence, schoolsʼ attitudes and cultures haveschool approach.

to be changed accordingly. Also, schools have to gain
the reputation of being active ESD promoters, which

There are integrated study sessions specificallymy lead to increased understanding about the school.

designed for those refugee children who are

The implementation of ESD or EfS is a little diﬃcult if

participating in the intensive English course as well.

a school is too large, so smaller schools actually ﬁnd it

There is a variety of workarounds for refugees. Someeasier to link to the local community. A local network

are coming to Australia via airplane but some areof schools should be created to engage in EfS. Local

taking a boat to get to the coast of Australia, so thegovernments have to participate. Flexibility and thechildren have many backgrounds, and we do have tosense of distance is very important̶in particular

listen to their experience and understand each other.

walking distance is perhaps very important̶, and all

At the same time we have to understand the horrificthese factors are addressed.

experience that refugee children have been through, thetrauma they are undergoing, and the turnaround theyDr. Goto: Thank you very much for the comprehensive

have to make in their lives. We use the classes for such

explanation. Now, the framework of NIERʼs was

opportunities. In integrated study, they are not justintroduced by Dr. Kadoya, so these questions go to Dr.

learning about the environment but also doing more

Kadoya. In the Japanese educational setting I do not

activities with regard to the multicultural aspects. Self-

think ESD has taken root. What is your observation?

esteem of the refugee children has to be fostered morein the classes.

A similar question: in schools, in terms of social
education and lifelong learning, what is the level ofNow, regarding the second question, how we areprevalence of ESD? Are schools widely accepting? If it

going to overcome the boundaries of the academic

is not spreading enough in schools, what might be thesubjects? In a whole-school approach, there are someinhibitors? What might be the reasons? How serious

outcomes and challenges being analyzed by the federal

is the government about promoting ESD in the school

government of Australia. In such initiatives, EfS needs

environment?

to be in the mainstream.
Dr. Kadoya: Thank you for the three good questions.

106

There are five focus points. The first focus was to

There was a common

change the curriculum. For that, all the correlations

keyword associated withamong the relevant parties have to be made. We alsoprevalence, spreading

have to nurture the culture of continuous study. EfS

or dissemination. Why

aspects have to be provided in a continuous way, so weis it not spreading inhave to provide time and space for that. Also, we havean ideal manner? Has

to provide more experience-based learning. So in one

it been disseminatedsubject, all these factors have to be linked. But we also

or not disseminated?

have to provide an overall environment that allows the

Is it prevalent orclasses to be organized in that way. A relevant topic is

not prevalent? The

Dr. Shigeki Kadoya

Panel Discussion

deﬁnition might diﬀer according to diﬀerent people. In

environmental-issues education, just teaching aboutsocial studies in high school there is explicit language

environmental issues and how to resolve them. In theof ESD in the course of study or the curriculum. If it iscase of school education, there must be an addition

explicit in the ministryʼs curriculum it has to be taught,of educational value so that students understand why

so in that sense its dissemination is already prevalent.

they learn about the environment as opposed to simply

Does it mean that ESD is prevalent or disseminatedlearning how to resolve the environmental issues. The

in all subjects, in all the schools? That is a different

presence of educational value is required; otherwisequestion because there are different characteristics

ESD will only end up as a short-term buzzword. The

across schools. Therefore, it is not realistic to assume

school educators will have to distinguish schoolthat all the schools are teaching ESD in every subject.

education with particular value added, in terms of

However, to go in between those two scenarios is to

educational value. Some may find the framework

utilize integrated studies or comprehensive studies indifficult, but we proposed it in terms of abilities,

order to leverage ESD. That could be one approach, toattitudes, and links. Thank you very much.

go in the middle.
Dr. Goto: Among the audience today, there are someDr. Goto: Another question related to the framework. In

people who have been implementing ESD. I mentioned

school, is ESD compulsory or better to be put in place?

Wakayama UNESCO school earlier, and I would now likeDo you think ESD should be taught, or should be put

to ask for more details about UNESCO schools in Japan.

in place? The concept is theoretically difficult. ThereAmong the UNESCO schools, some schools are using

might be opinions on whether it is diﬃcult or easy to

the ESD framework proposed by NIER and Dr. Okamoto

understand, but awareness will not be spreading if

has written a report. So, I would like to have Dr.

the concept is difficult. “Link,” as in the Points to be

Okamoto talk about this point. He has been a member

Considered mentioned earlier, is a simple word, butof the program for developing the framework and I

is difficult to practice. So what is the evidence to say

would like to know about the feeling or impressionthat this ESD is spreading in schools? You said that it isof implementing our framework. Dr. Okamoto, please

successfully spreading in Japanese schools.

make a statement on behalf of all the other users.

Dr. Kadoya: The evidence for my statement is that

Dr. Okamoto: My name is Okamoto from Okayama

there is a continuum in mathematics from primary to

Science University. I participated in the research project

secondary education. Please remember the textbook or

Dr. Kadoya has explained for four years as a guest

the teaching material. In science there is continuity inresearcher at NIER. The research was completed at

the teaching materials in textbooks. Therefore in thethe end of last year. However, we wanted to expand

teaching material, in terms of course study, there is a

the framework further, so we were asking schools

continuum and there is a link of what ESD is. What is

to use this framework more. Of course, I am notimportant is to link school education to out-of-school,

actually implementing the framework myself, but

community education. How can we link those two

we are collecting information regarding experiences

forms of education? The objectives of school educationof implementing it. At the very end of the materialand community education ought to be different. As

attached in the double-clipped document there arelong as it is school education, educational value has

two examples. One of them is the initiative conducted

to be interpreted ‒ in other words, students need toby UNESCO schools. An elementary school in Toyama

understand the significance of what they learn. If it

back in 2009 was designated as a UNESCO school

is out-of-school education, this way of understanding

and started to implement ESD. As you know, UNESCO

is not the top priority. By taking the example of theschools have to adopt the annual plan of implementing

environment, if it is out-of-school education it could be

ESD starting in April and ending in March, so they had

107Panel Discussion

to prepare an annualguidance plan for each academic

generation, as Dr. Kadoya mentioned, how can ESD be

subject. That is what we call an ESD calendar. This

implemented in classes? NIER tried to integrate withelementary school was also covering issues such as

ESD the aim of the Japanese aim of education: “Zest forhuman rights, globalization and environment, andliving,” in other words, the capability, will and volition

including it in the ESD calendar. The number of classes

to live, as you can see in the pamphlet. That is one

including ESD activities in the calendars actually ﬁts thestrategy at our institute. Another is to integrate key

six concepts and the seven types of abilities deﬁned incompetence under the OECD with ESD, just like thethe framework. So they are clarifying the positioning

international ability, which should be compatible. As Dr.

vis-a-vis the framework and trying to enhance theirCharles Hopkins mentioned, with the provision of ESD,

activities. Of course, their initiative is still underway

not only the academic score but the school atmosphereand they need to improve more, but through the

improved, so the lifestyle of the students was improved.

schoolʼs eﬀorts, the objectives and goals that need to be

I have taught in schools for 16 years. There are someachieved academically by each grade are more clariﬁed.

schools with a nice, calm atmosphere that can provide

Also, the types of abilities children need to gain during

ESD̶already excellent schools. Naturally, the academic

the specific grade are now clarified. On top of that,score also tends to improve when already-excellent

close interdisciplinary activities are also conducted. Of

schools add ESD concepts to their teaching.

course, this program is still underway, so we need tokeep doing the research activities, but the challenge

The diﬃcult thing is how to explain ESD to teachers in

now is that the framework is a quite largely defined

the classroom, to the ordinary people̶how to make it

scheme, so it can accommodate elementary schools andunderstandable. Ms. Noguchi brieﬂy mentioned that in

middle schools as well. Perhaps in the future we may

Australia a framework and guidelines already exist. If it

be able to prepare an elementary school version of thewas possible to introduce them in Australia, what mightframework or even more tailored versions depending

be diﬀerent there?

on different developmental stages. So involving suchspeciﬁc schools and implementing frameworks, we will

Dr. Hopkins, you touched on a national framework, so if

probably be able to improve and revise them to speciﬁc

you have some observations or assessment or comment

frameworks from now on.

regarding the NIER framework, that would be helpful.

Dr. Goto: Thank you very much. In Okayama andProf. Ricard, from the European perspective, NC also

Aichi practices have been introduced and they will be

has nice reference materials, so from your European

the real observations. Aichi will host the 2014 World

experience, let us hear any easy-to-understand advice

Conference on ESD and, therefore, we would like toor comments you may have about the NIER framework?

know about the many opinions and comments on theframework. The users of the NIER framework in Tokyo

Letʼs start with Ms. Noguchi.

are in Setagaya, Tama, Nerima and Edogawa. Outsideof Tokyo, Wakayama prefecture from primary to highMs. Noguchi: As far as Australia is concerned, we

school is using the framework. Aichi is extensively

have a document, called Sustainability Curriculum

using the framework. The framework is spreading

Framework, and it is a guideline for curriculum

across Japan and we are considering upgrading it, sodevelopers and policymakers. That was published inyour feedback is welcome.

2010. In this framework, in an eﬀort to help students
learn deeper according to their ages and stages of108

As was discussed earlier, the concept of SD in ESD isschool education, the schools are divided into three

too abstract, too difficult to understand. So to fulfillgroups: from preschool to the second grade; from thethe needs of the future generation as well as todayʼs

third grade to the sixth grade; and the seventh grade

Panel Discussion

to the tenth grade. What needs to be achieved duringjunior grades, the students are way more interested in

the course of the years? The three-part framework is

the environmental aspect. Then when you get into thecomposed of a sustainability-action process, knowledge

middle school years it is more about the social aspect,of ecosystems and human systems, and repertoires ofand that is where the big issues of relationships andpractice. Themes include life cycles, local environments,

being able to relate to one another are. Then in theor evolution of life, and these are metrics. As asenior secondary years, perhaps more of an emphasis

whole, the environmental aspect is highlighted. The

is on the economics, because that is when they are

center of EfS discussions in Australia seems to bereally into purchasing, acquiring, and thinking of jobs,

talking about various aspects, but when it comes toof social enterprise, those kinds of issues. These aspects

the implementation of EfS they tend to focus on theare all interrelated, so I am not saying that you should

natural and environmental issues, as well as on school

do only one and then the other.

education. So these are what I believe are the focuses.
But I find that within the framework, it is important
When we compare the Australian framework with thealso to look at that first aspect, the first thrust of the

NIERʼs, although it is limited to school education as

four that I put up, and that is access to and retention

well, NIERʼs framework has a wider perspective, andto quality education. That is a discussion that every

is not biased toward environmental issues, so various

school should have. The schools that seem to be theﬁelds, such as human resources, poverty and so forth,

best performing in the world are ones where the local

for example, can be covered, and it has a good potential

staﬀ and the local school have a fair bit of say in what

for further development in various ﬁelds.

gets taught. They know what the real issues are facing
their community and their students. The ones that do

Dr. Goto: Thank you very much. When we make a

the poorest are the ones that are highly centralized

framework according to the stages of education inand have an awful lot of testing involved, like theJapan, which Dr. Okamoto described as a challenge

United States, which is ranked way down in the OECDearlier, I think that Australia can be a good example.

countries. They are caught in that testing trap where

In the NIER framework, the six components shownstudents are forced to be looking at their weaknesses

earlier are divided into two categories: the ones related

and very little time is given to the individual strengths

to environmental nature and the others related toof the student, and what happens is that you drive

humanity. In terms of those areas, I think we have ayoung boys in particular out of schooling and out ofquality framework in Japan.

education. So every leader, every teacher is interested
in a quality education for their students, and especially

Dr. Hopkins, please.

if they have some sort of say in what should be taught,
then the question is, what do they really need andDr. Hopkins: For every country, trying to develop a

how can we boost them? The answer is ESD. But mostframework is extremely difficult because it is hard topeople still think that it is just about recycling or energy

explain that really you are talking about the purpose ofconservation. So remember those seven steps and try to

education and not trying to bring in additional content

work as far up that list as you can. Thank you.

or change the content. So that is one of the big issues̶teachers are just not used to that kind of discussion,

Dr. Goto: Thank you very much. If you have any

and often our school leaders really do not understandadditional comments about the Japanese frameworkthat either. It is quite diﬃcult.

later, we would be grateful. Prof. Ricard.

I would suggest that within the framework̶you justProf. Ricard: Okay, I will give some remarks following

mentioned the idea̶ what we are ﬁnding is that in theon from what Charles said. Concerning the quality109Panel Discussionof education, in fact what is important and what we

ESD from outside the school. I would like to hear her

try to do in France is to leave an abstract model ofopinions also.

education. I referred before to what common goals,
knowledge and competencies were implemented

When NIER prepared the framework, we decided

several years ago, but even there we are talking about

to focus on school education only. But the ministrycompetencies; it is still an academic form of teaching.

of environment also has the initiative of the ESD

In fact we developed another program which is an

promotion office. Using the NIER framework theapplied program with three levels. It means that weenvironmental ministry is also doing activities as well.

are considering first the school with the students inorder to follow the recommendation of the school

I would like to invite Mr. Kushida from Aichi toprogram. After that, we are considering the institution

elaborate on his initiatives.

as a whole, in other words, all the actors inside theschool, including not only teachers, but also staff and

Mr. Kushida, Aichi Prefectural Education Center: I am

people from the outside. The third level, we consider

Kushida from Aichi Prefectural Education Center. As

the inscription of the school, of the institution in

Dr. Goto has explained, in 2014 Aichi is going to hostits territory. It means the relationship between thethe World Conference of ESD, and we need to make asschool and the whole surrounding society, and withmuch progress with ESD as possible. Governor Omura

the local government, with all the people working

is also supporting our initiative. Our education is trying

with the school, with the association NGO, in orderto support ESD.

to have a three-level but complementary approach.
We developed the same system for universities

First, I explained the concept of ESD and so forth, but

through the green campus, but we are also always

the question was how we could actually implement

considering the problem of the relationship between

such activities in classes. Our center has been investing

the institution and its environment, in broad terms.

in and researching such possibilities of ESD, but as

When considering sustainable development, we have

Dr. Kadoya explained earlier, perhaps we could use

to take into account all the academic disciplines tothe integrated study classes eﬀectively for ESD so that

understand the functioning of the diﬀerent mechanisms

we can further introduce ESD activities in classes. We

and components, but also to make a link between whatstarted to investigate and we brought two panels to

has been taught at school and real life or real society. I

the exhibition. But when we try to implement ESD in

think this is very important.

classes, I like to use the NIER framework; it is quite
useful. Aichi prefecture is using it as follows.

Dr. Goto: Thank you very much. Aichi will organize
global conferences in 2014, so they are trying to holdWe can ﬁnd some points missing in implementing ESD

many international ESD conferences in Aichi before

by referring to the framework of NIER for the integrated

then. So Aichi is seeing some key issues and also key

study class. Looking at the framework, we tried tooutcomes on ESD. I would like to know about the

improve it, or ﬁll in the gaps. We use ESD in that way.

results and the problems. Mr. Kushida is spreading

Many students are asking us how they can implement

ESD ideas across Aichi, from an educational center, so

ESD in the classes, and I show them the framework

I would like to hear from him about the challenges andpamphlet. Then we recommend reviewing thethe outcomes of Aichiʼs initiative for ESD.

integrated study classes, referring to this framework.
So from that point of view, initially we thought that our110

Ms. Hara, from Okayama, who is not directly involved

own center would have had to prepare our version of

in school education but is trying to support it, isthe framework on our own. However, before we started

participating today. She is in a position to support

the initiative, NIER had started preparation of thePanel Discussion

framework, so I am very grateful for that.

last reached the seventh level or step to ESD in schoolsthat Dr. Hopkins discussed.

In Aichi, over 50 schools are either certiﬁed or in theprocess of being certified as UNESCO schools. The

In the city of Okayama, every school district has agovernor is taking a top-down initiative, and we also

local community learning center. The community

utilize the NIER framework on a top-down basis. If I

learning centers took leadership in linking multiple

may make one comment about the pamphlet, it is madestakeholders and schools together in order to promote

quite well, but there is only a download version and it

ESD. An advantage of this was that local people wereis very hard to make a lot of copies. This is just a very

involved from the beginning. It was the strength of oursmall point, but there is room for improvement.

activities that community learning centers and schools
were jointly trying to cultivate human resources who

Dr. Goto: Thank you very much. I am aware that there

can think about the community. On the other hand,are 1,600 schools in Aichi. Going forward, by 2014, I

there were some challenges. In order to carry out thiswonder how many schools can implement ESD. Thankkind of activity, we needed to ﬁnd a person who could

you very much.

act as a coordinator, which is difficult. In the case of
Okayama, community learning centers are expected

Ms. Hara from Okayama, please be very straightforward.

to play that role. We are asking ourselves how we

Ms. Hara, if you can talk about the achievements andcan contribute to resolving local challenges throughdiﬃculties so far.

listening to the people about their needs and thoughts,
and if we are addressing important community issues.

Ms. Hara, Okayama: Thank you. I am preparing for the

Another challenge is that children should acquire not2014 World Conference in Okayama city. In Okayama

only knowledge but also problem solving capability

since 2005 ESD activities have been carried out notby participating in their local community, but theby the board of education but by the department ofcurriculum has not reached that level yet. We are trying

environment in the city oﬃce. We expected and asked

to enhance the participatory nature of the program, so

schools, particularly those engaged in environmental

that the pupils and students can participate in problem-

education, to promote ESD, but most schools thatsolving and really feel that they are actually helping theshowed interest were in communities struggling tocommunity. Thank you.

sustain themselves due to depopulation triggered by
rapid urbanization and were facing a threat of closure.

Dr. Goto: Thank you, Ms. Hara, that was wonderful.

So they probably thought it as sustainable schools

That was a nice case of having external parties engaged

for themselves. Small schools ended up starting ESD

to support open schools, which is what the country is

because they were facing their own extinction.

looking for at the moment. It may not have been easy
for you but that was a big endeavor.

In the case of Okayama, the advantage was that it
was the department of environment, rather than the

The major issue to be addressed is what to do aboutboard of education, that started ESD. The department

coordinators or facilitators. We need coordinatorsof environment has multiple stakeholders working to

who can link parties inside and outside schools. How

protect environmental conservation. They presented

could zest for living, or the ESD capability to enquire

numerous cases in which reasons or rationales inor pursue, be cultivated in human resources likehuman society were conflicting with ecology andfacilitators or coordinators? This is a fundamental

the natural system. Therefore, from a sustainability

aspect.

approach for the entire ecology, there was collaboration
between schools. We started with communities that at

I would like to invite Mr. Miyazawa of the environmental

111

Panel Discussion

ministry to discuss six components and seven abilities

From that point of view, the Ministry of the Environment

and attributes originally developed by focusing on

is attempting to transform environmental education

school education but from the perspective of lifelong

or protection activities to ﬁt the framework of ESD. As

learning. This will lead to cooperation between the

Dr. Kadoya explained earlier, the six components andeducation ministry and environmental ministry.

seven attributes seem to be a very effective tool, andwe call them the 6+7. We made a check sheet together

Mr. Miyazawa, Director, Environmental Education

with MEXT and ESD-J, which I distributed in your hand

Promotion Office, Ministry of the Environment,out, so that NPOs themselves can review their own

Japan: Thank you very much for the introduction.

activities. We are recommending to them that they use

I am Miyazawa, from the Environmental Education

this check sheet so that they can consider introducing

Promotion Oﬃce. This slide shown on the screen is also

ESD. We are also asking them to introduce ESD.

included in your handout.
Dr. Kadoya already explained the six components andLet me elaborate on the circumstances around us.

seven attributes so I would rather not repeat them.

The Ministry of the Environment is one of the four

However, if we ask volunteers and professionals inministries together with the Cabinet Office, theNGOs to develop programs that include all these 6+7

Ministry of Foreign Aﬀairs and Ministry of Education,

aspects, it would be too difficult for them. We are

Culture, Sports, Science and Technology (MEXT) that

therefore recommending that they include at least one

promotes ESD, covering a wide range of issues relatedof those 6+7 aspects in their activities. So as long as at

to environment education, environment protection, andleast one of the 6+7 aspects is included then they are

human rights issues. There are various areas covered byupgraded to ESD. We are not asking them to achieve

ESD, but our jurisdiction is environment education andfull marks; we just want them to achieve a pass markenvironment protection. Ministries are always criticizedﬁrst. That is a realistic target and we are asking them tofor their sectionalist attitudes, but in regard to thismake some eﬀorts.

issue, I think that the Ministry of the Environment isgetting along with MEXT quite well. Across Japan, many

Having said that, perhaps some NGOs are now thinking

environmental protection activities, such as forestation,of implementing ESD, for example picking up garbage

biotech and wild animal protection, and environment

alongside a river. That activity itself is fantastic, but

beautifying activities such as picking up garbage andif people end up feeling satisfied with the cleaned up

recycling are widely conducted. Such activities areriverside, there is no learning or ESD perspective. If

also linked with environmental education supported

they start discussing who would deal with such garbage

by NGOs and other environmental councilors or often

or what we could do to prevent the garbage fromorganized as integrated studies or guest teachers

ending up at the river, that actually starts some learning

lecturing in classes. The issue is that, while the whole

and thinking. It is not just cleaning activities that wecountry has to now promote ESD, the environmental

are undertaking; we are trying to connect them to ESD

education aligned with ESD or environmental education

activities. We give such examples to people and try toactivities acknowledging the fact that they are part ofinﬂuence the NGOs and environmental councilors.

ESD are not extended. Good environmental education112

or protection activities are conducted across Japan, but

Now, we need to check all these programs anddo they all include the ESD perspective? The answer isactivities, such as environmental protection curriculums

no. So that is something that we need to reﬂect upon.

and programs, and also manuals released for the

The necessity of ESD and information about knowhow

environment protection activities once more so that wepertaining to ESD are not really conveyed to the people

can change all the activities into ESD. That is actuallyworking in the education area.

easier than starting from scratch. Itʼs like adding somePanel Discussion

spice to a recipe for better ﬂavor without having to buy

Prof. Ricard: Around 135.

or source all the ingredients from scratch.
Dr. Goto: I thought France had more UNESCO schools
The Ministry of the Environment can tie up withsince the headquarters of UNESCO is in Paris. In Japan,

MEXT from now on and utilize the 6+7 of NIER andas far as I know there were something like 20 UNESCO

try to change all available activities into ESD. Also, we

schools seven or eight years ago, but now the number

approach guest teachers and encourage them to gain

has increased; there are more than 500 UNESCO

an understanding of ESD so that they can be goodschools in Japan. The JNCU encouraged UNESCO

guest speakers in integrated studies. If the teachersschools to spread ESD by developing best practices.

understand ESD and NGOs still do not understandCould Mr. Iwamoto, a senior analyst at MEXT, please let

it, then none of these people can have a meaningful

us share the challenges and the diﬃculties experienced

dialogue.

by JNCU?

Last but not least, in January we will hold an ESD

Mr. Iwamoto, JNCU: Thank you. I am Iwamoto, and I

training seminar, inviting the school teachers and staﬀ

am based in JNCU. In order to promote ESD in Japan,

as well as NGO leaders. So both lectures and hands-

UNESCO schools were leveraged as a center foron training will be conducted at the Ministry of thepromotion. UNESCO-associated schools were introduced

Environment together with MEXT, and we expect toin the 1950s as a system in which schools that sharedhold that session. We have a webpage for that as well

the philosophy of UNESCO would be certified byso please participate in our initiative. Thank you very

UNESCO. Since the early 1950s, Japanese schools havemuch.

been participating, but as Dr. Goto mentioned, there
were very few of such schools at the beginning ‒ ﬁve

Dr. Goto: Thank you very much. In a society thator six years ago it was 24 schools. The JNCU hoped tois divided vertically, because of ESD there is moreutilize the accreditation of UNESCO schools as a centercollaboration between the Ministry of the Environment

to promote ESD, and as a result there are now 519

and MEXT, plus teacher education for ESD training isschools. Of the 47 prefectures in Japan, there are six

promoted. There is a lot more that could be discussed,

or seven prefectures that have no UNESCO school. We

but thank you very much. We hope that MEXT canhope that all prefectures will have UNESCO schools.

collaborate.

That is all thanks to the eﬀorts of principals, staﬀ, andteachers in the schools that applied to be associatedAs we can see, frameworks are being implemented.

schools.

There may be imperfections, but they are spreading
nonetheless. In Japan, ESD was promoted by theOn the other hand, what may happen when thoseJapanese National Commission for UNESCO (JNCU).

teachers leave is a concern. There are lots of schools,

JNCU designated schools as UNESCO schools to

but what about quality, not only quantity? That may

promote ESD. UNESCO schools were mentioned earlier.

be a valid question. Therefore, at JNCU last summer,

In Australia there are less than 20 schools. Dr. Hopkins,

guidelines were made in order to ensure the quality of

how many UNESCO schools in Canada and the United

UNESCO schools. I will try not to be too long, but theStates?

philosophy of UNESCO schools emphasizes networking.
Therefore UNESCO schools inside and outside Japan

Dr. Hopkins: About 35.

must be networking and understanding and respecting
each other. The social education institutions and NPOs

Dr. Goto: And Prof. Ricard, in France?

must be connected in an open network. In the policy ofschool management, there must be an explicit statement

113Panel Discussionthat they would follow the philosophy of UNESCO,

Dr. Goto: Thank you very much. You are actually very

there must be continuous and consistent activities thatmuch a front runner in all types of initiatives. Basically,

are conducive to UNESCO activity. In particular, as aissues such as how we can develop networks andcenter for the promotion of ESD, the important aspectnurture teachersʼ abilities to utilize such networks willis that issues should be identiﬁed and problem-solving

be very fundamental and we need to address them fromeducation process must be emphasized. All the school

now on.

curriculum planning should follow this philosophy of
ESD. These are the points to be kept.

Now, we have been sharing the issues and challenges
in applying ESD in Japan. In Europe, North America

The guideline is not to exclude under-performingand Australia, how are you nurturing teachers who

schools. This is a guideline to encourage all schools

are capable of implementing ESD in classes? Can you

to improve. With the provision of the guidelines,

nurture them at the undergraduate level or would

some local governments have said that all primary

the masterʼs level be good enough? Or in the case ofand secondary schools would like to become UNESCO

Japan, when I look at the teachers implementing ESD,

schools in some of the prefectures. Going back to

it is in-service training that they are receiving a lot.

what was discussed earlier, the topics to be covered

After becoming a teacher they are attending manyby ESD are not anything new; however, to take a newlectures and training sessions, and earning the ability

perspective of ESD will involve a common aspect of

to implement ESD. Many of them are quite productive

creating a sustainable community and there will be a

and well-spirited. By implementing ESD, studentsʼ

clearer direction in terms of ESD. We therefore hopeacademic outcomes are also improving. In order forthat teachers will not think that this is just an additionalthem to be able to implement ESD, what type of teacher

burden imposed by MEXT.

education and teacher training is being implemented inEurope? Please elaborate. Also, please elaborate on any

At the same time, how the NIER framework can beissues you can identify in Europe, North America andincorporated into the school curriculum will be another

Australia regarding teacher training and challenges forimportant, theoretical challenge.

networking using the local resources to implement ESD.
Please make comments for two or three minutes eachThis is my personal view, but rather than only

on these two points.

enhancing academic achievement, what are required
in a global community are capabilities to understandProf. Ricard: Perhaps I would like to very quickly comepeople from diﬀerent backgrounds in terms of religion,back to what was said by Director Miyazawa about Eco

ethnicity and race. Or maybe it is not easy to find aschools. You mentioned the good attitude of picking

job, but at least human resources will need problem-

up garbage at the beach. In the south of France wesolving capabilities. Therefore the position of JNCU

have a sandy beach that is 250 km long, and someon the current framework is that it is not quantity

associations are picking up garbage every year. And

that is important; it is not necessary for all schools toevery year the quantity of garbage was increasing. We

become UNESCO associated schools. However, since thesaid that the problem is not that you collect a larger

Course of Study and the Basic Plan for the Promotion

amount of garbage each year, but the fact that theof Education include the philosophy of ESD, hopefully

quantity of garbage is increasing. In fact, there is a need

all the schools will try to incorporate at least the spirit

for education for the young and for the population. We

of ESD. Then again, this is not only limited to licensed

developed synergy between the eco school, the local

teachers; there are other actors as well. There could be

association and the pupils.

liaison with community teaching institutions. That is
our viewpoint. Thank you.

114

Teacher training is a major problem in France, because

Panel Discussion

we changed our system of training. Previously, new

big issue is whether our senior leaders, school leaders,teachers were recruited after the first year of aprincipals, and vice principals can see how to put thesemasterʼs degree program, then they had to follow one-

different things together in a concerted way that will

year training performed in the class room under theactually serve the students. Thank you.

tutorial of a senior teacher; today, it has been decided
that future teachers had to get a two-year masterʼs

Dr. Goto: Thank you very much. Ms. Noguchi, can we

degree before being recruited as a teacher in order tohave your comment please?

offer better opportunities for those not recruited asa teacher at the end of the training. In this case, theMs. Noguchi: Well, I have heard that there is atutorial year was abandoned and new teachers had tomentoring program for in-service training of theenter a classroom without any training. The results

teachers, meaning once a teacher becomes a teacherof this reform were so bad that we are progressively

there is a system to go through. But in addition tocoming back to the former situation. In relation

the in-service training, links between the schools andwith this change, we also started a new program oncommunity will further improve the quality of teachersʼ

pedagogic research in several specialized institutions

abilities. So by acknowledging that, the link between

called "École Normale Supérieure ‒ ENS" to provide

the schools and community is being investigated at thisteachers with the best pedagogical tools.

point.

Dr. Goto: Thank you very much. Dr. Hopkins, if you

Dr. Goto: Thank you very much.

could please try not to be too long, thank you verymuch.

Now, because of the time constraints, I would like tomake a brief summary regarding the topics that weDr. Hopkins: What we have focused on in trying

have covered, and at the end we would like to haveto make a quick start is what we call the “strengths

another short comment from each of the speakers.

model.” The strengths model is simply this: no single
discipline owns all of ESD; no one can do it all. But

About the implementation of ESD, we learn verticallyevery discipline, every teacher, every person can

the disciplines of the subjects in university education,

contribute something. So we are not asking, forbut what is required is a more horizontal approach, forinstance, people interested in environmental education

example, for ESD and integrated studies. That cannot beto switch and become ESD; we are not asking thoselearned and covered completely within the four years

who are in the arts, who teach drama, to switch andof the teachersʼ university courses. In each discipline

become ESD. But what we are saying is that we needand subject the teachers have to be able to teach bothto find some way of building on the strengths thatvertically and horizontally. Facilitators and coordinators

beginner teachers already have, and getting them toof a course have to be well developed to promote ESD.

understand the big picture. But what does this do? How

That is a great challenge. In NIER, ESD may be easierdoes this contribute towards sustainable development,

to implement in integrated study, the NIER framework

and what are the issues? So practically, we are taking

aims to show what could be done in introducing ESD

our student teachers out into the communities, wherein each individual subject such as science and social

they are identifying and working with the students.

studies.

They never use the phrase “sustainable development”
but they ask students what issues they are facing, what

I worked as a teacher for 15 years. Let us take science

they are worried about, and what they are working on.

for example. When I taught Mendelʼs genetic theory

The student teachers then try to look at how schools

in a class, I also talked about the personal charactercan solve those kinds of problems for the students. The

of Mendel or the societal background that led up to115

Panel Discussionthat research of the genetic theory. There was nofor living.” Teachers together with the local community

ESD perspective when I taught in schools, but I justand experts in the region, by including students, canwanted to let children be interested in classes. We candevelop and provide some material for teaching. By

use these factors for ESD as well. By doing so, we candoing so, the teachers will develop a network and canenhance the sustainable development studies. ESD

structure the lessons and class education together withcould be implemented in usual academic subjects. Of

the local people as well.

course, regional communities have to be used more
for the subject of learning. This is a museum being

Since I have become a researcher, I now look back atused as a local resource. These are volcanic eruption

the value of education I referred to. I think this is notmodel experiments for local volcanoes. There are sofor exams. The education is to create the cultures ofmany examples of such things, but we had a massive

the local communities and cultures of your own. I thinkearthquake disaster back in March 2011, and we didthat the passing on of culture used to be the purpose

some demonstrations of a volcano. Educational materialof education before; however, now what is required at

has to be shared so that every teacher can share andthe school is to be able to create new culture. For thatuse such materials.

purpose, teachers will have to be learning all the time;
novice teachers understand the structure of a subject

Such education should not just be conducted at school,

and teach the contents of the subject for the ﬁrst year,

but by collaborating with other external bodies, forand over a ﬁve year or 10 year term, they will have toexample in regard to the material development, andgo through more training to learn anew about all these

also participation of local communities. We have tosubject areas and be trained systematically. If that isuse outside sources as well. We should put Ms. Haraʼspossible, then the teachers will be able to create theirposition in the center for the network in this slide andown materials and training methods as well and fully

that could be developed as well. Ms. Haraʼs point ofutilize external sources, such as coordinators, and they

view should be considered as well.

will also be able to do some research activities andteachers themselves will acquire some ability to serve

Now, what is often referred to is that of course teaching

as coordinators.

from textbooks is something that teachers have to do,
but what about the relationships among people andBut such education is not actually a new thing at all.

communities? Some students are very good at getting a

I would like to give you one example. I usually getgood score in tests, but not good at having relationships

asked who the prominent people for ESD are. I always

with other people or society. However, connections

introduce Kenji Miyazawa as a prominent personfrom person to person, from person to the community

for ESD. He used to be a geologist, but he dedicatedand person to the world have to be established usinghimself to the farmers. He studied the soil and genetic

our classes. Also, places where you played quite a lot

improvement of rice. So, his studies developed fromare areas that people are highly interested in, so you

geoscience to biology. On an occasion he took somecan ﬁnd some seeds for studies there, and by doing so

students to the Kitakami River, caught some fish, andyou can further nurture the learning capability of thecooked it on the riverside. You could call it Home

children. Unfortunately we could not cover very much,

Economics class. If he had the students write poems, it

but when you refer to childrenʼs hometown you canwould be Japanese class. If he had them paint pictures,

nurture aﬀection and pride toward their home countries

it would be Art class. So this type of education has been

and areas as well.

implemented in the past. There have been such greatteachers as him all over Japan, and such education

116

Across Japan, we are trying to implement integrated

practices would ultimately lead up to religions andstudy to enhance the power to lead life, so to speak, “zestother areas as well. But it is not just being based on thePanel Discussion

local community; by learning the local community, youron school education. We realized that it is not able

knowledge and capability will be developed to connect

to answer the expectations of our society. So it is

to local and global communities. So such education is,necessary to increase the development of permanentperhaps, local study and potentially developing andand multi-form educational approaches, from a long-cheering up local communities. That type of education

term perspective. A lot of scientists say that it will takemay be possible in schools, and that actually contains

two generations to evolve towards a sustainable society.

imagination and creativity to change and develop theI think that is not a good thing to say, because whenlocal community. So power to take action is required at

you say two generations, we will think that we havethis point.

enough time to consider the next generation within
the following 20 years. It is important to realize thisFor that purpose, after aiming to become a teacher

because it is not often said that changes in behavior

and then becoming a researcher, I believe that humancannot simply be legislated for. This is the ﬁrst thing.

resource cultivation is important. I studied physics
at university and then I was able to teach from a

The second thing is that it cannot be instantly absorbed.

textbook on physics. However, if I were asked, “What

So it is necessary to inscribe our action in a progressiveis this stone?”, then I would not have the knowledge

and multi-form education. I think this is very important.

to answer. Therefore, as was discussed in the Central
Education Council, there must be a policy to raise the

It is important also to realize that we have done thecomprehensive quality of teachers throughout theirbest part, because of course we have focused on school

teaching life. Teachers must share the joy of learning

education and school education is, I would say, easy,

together with their pupils and students. This is related

especially in a country like France when you haveto human resource cultivation, but universities, boards

ministers who decide what you have to apply and youof education, and museums will have to collaborate soapply what is told from the top down more or less. It isthat quality educators and teachers shall be trained.

easy. But in fact, after the initial phase of the process,especially if we consider education for production andAs part of that education, ESD, I believe, can be utilized.

consumption, I think that we have a huge amount of

What Japanese education requires, including the zest

work to do, especially to educate some components offor living and key competencies, is linked to ESD. The

our society. I am thinking of media. Media for instancefocus should not only be on the school, and withinhave a prominent role mainly through advertising.

school education, formal, informal and non-formal

Actually there is no possibility to really educate all theseeducation should be kept in mind so that children canpeople working in the field of advertising because we

continue to learn. This is my opinion and comment as I

are still taking an approach of over-consumption andhave practiced ESD.

profits from over-consumption are greater than thosefrom any approach related to sustainable development

I am aware that time is running out. Today, the topic

and the protection of renewable and non-renewable

was to think about the education of the future throughresources.

ESD. So I have finally given you my personal opinion
and comment about future education. So could each

Next year should start with a new program on

panelist give us your concluding remarks about futuresustainable production and consumption implemented

education through ESD, starting with Prof. Ricard?

by the United Nations Environment Programme (UNEP).
It is very important for this programme to have a better

Prof. Ricard: The present is diﬃcult and I do not know

link with the new decade on ESD than it did during theabout the future. What could I say if we are thinking

previous one, the Marrakech process. That was notabout the future? The ﬁrst decade was mainly focusing

really connected to the UN Decade, but both decades117Panel Discussion

focus on changing the behavior of our societies.

But there is no one who brings these various things
together. We need concerted leadership, and I think

My last remark referred to digital resources. If we wantthat is going to be the future of ESD̶that it is going toinitial training and continuous training of teachers, if

continue to rise, that it will be extremely important for

we speak only for teachers, it could be done simply

the future of humanity. Thank you.

through the use of digital tools or digital resources andself evaluation and self training. This is very important.

Dr. Goto: Thank you very much. In order to create a

Also because all the young people in school or outside

sustainable future, the concerting roles of coordinators

school are using new tools, mobile tools, and they are

and leaders are very important. I hope ESD will

not looking for what we call traditional information andcontribute to the advancement of education.

communications technology, but they are going on the
web and there are sometimes contradictory approaches

Now, Ms. Noguchi.

between information on the web and information at
school. It is necessary to have a really coordinatedMs. Noguchi: In many countries, including Australia,

approach through, for instance, this web information.

oftentimes ESD has been narrowly deﬁned as educationon the environment. But ESD in fact captures a wide

Dr. Goto: Thank you very much. Prof. Ricard has arange of scope. Sometimes political and systematic

digital university in France; he is the president. Hechanges may be required. ESD may require children toactually practices continuous learning. Thank you very

participate in such changes, as it is not just about themuch for your ﬁnal comments, Prof. Ricard.

regional communities but various problems of poverty
and global issues that children have to face, and as

Again, ﬁnal remarks about the future education of ESD,

Dr. Hopkins has just explained, how education will

Dr. Hopkins.

tackle such issues is questioned. Now we are putting
the schools in the center of our perspective, but there

Dr. Hopkins: In 1992, when we were inventing ESD, theare many people in the regional communities, whoquestion was, what can the worldʼs education systems

are involved in informal education or the formats that

contribute towards building a more sustainable future? I

never carry the terminology education, and they arethink now we may reverse that, and think, what can theproceeding with initiatives on regional development

search for a more sustainable future do to contribute towhile emphasizing human development. So the task

education? To revitalize education and bring purposeof ESD in the context of school education is to explore

and meaning to students who often do not even want

how we face formal and informal education, and how

to be there. I think that is an important thing to pursue

we design education in order to enrich the depth ofin the future. How can we explore the big issues that

education in a wide range of areas.

will be facing young people in a concerted way? Now
we have for instance education and the Ministry of

Dr. Goto: Thank you very much. Lastly, we would like to

the Environment together, but for the big issues wehave Director Kadoya summarize future education andneed other ministries as well, ministries with their own

ESD.

particular skills. I think for instance health. Right now,118

one of the big issues is climate change. We are putting

Dr. Kadoya: One point is that perhaps education ismillions and millions of dollars into understanding the

expected to serve ESD. In fact, the ultimate objective

physical and natural science behind climate, and almost

is to foster talents and richness in childrenʼs lives

nothing into the social sciences, into how to bringby providing ESD. That needs to be remembered allabout the behavioral change that is needed to address

the time. The rich development as a human being isthat. The experts in that are the ministries of health.

the purpose of having ESD. Giving some guidance toPanel Discussion

children by using ESD̶I think we need to revisit ourapproach from that perspective once again. When you
think about it this way, nurturing and training teachers,
and lifelong learning have to go through the program toenrich the lives of human beings. That is the point that
I needed to add at the end.

Dr. Goto: Director Kadoya, thank you very much.
Now, once again thank you all very much for yourenthusiastic discussion. Lastly, I would like to express
my deep appreciation once again. Please give a roundof applause for the panelists as well as those hostingand supporting organizations who are attending thissession. I would like to express thanks to them all.
The secretariat has been working so hard to make thisconference a success. Lastly, thank you very much tothe audience and participants for your participation.
Prof. Ricard, Dr. Hopkins, as you said, you are the ones
to initiate these activities, and there are many people
from schools and lifelong learning institutions here.
Letʼs look beyond 2014, to implementing ESD whileproviding high-quality education, particularly thatpertaining to growing the ability to lead a better life inJapan. With this note I would like to close the session.
Once again, thank you very much to all the speakers.

119

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参考資料

「ESDの学習指導過程を構想し展開するために必要な枠組み」を活用した教育実践
岡本弥彦（岡山理科大学）

城野

実井子（富山市立中央小学校）

五島

政一（国立教育政策研究所）

福田修武（和歌山県教育センター学びの丘）

Abstract
国立教育政策研究所が提案した「ＥＳＤの学習指導過程を構想し展開するために必要な枠組み」を活用した教
育実践の拡大や、その枠組みの有用性の検証を目指して、２種類の実践研究を行った。その一つは、小学校における教育課程全体を通したＥＳＤの実践である。年間指導計画としてＥＳＤカレンダーを作成し、その中にＥＳ
Ｄ学習の枠組みを取り込んで実践を進めた結果、ＥＳＤの視点に立った教科等の単元の目標や、児童に身に付けさせたい力を明確化することができた。もう一方の実践は、複数の小・中・高等学校における総合的な学習の時間などでのＥＳＤの実践である。各地域の特色・特徴を生かした地域学習の中にＥＳＤ学習の枠組みを取り入れて実践を進めた結果、地域学習にグローバルな視点を加えることや、多様な学習を「持続可能な社会の構築」に関連付けることができた。これら２種類の実践研究から、「ＥＳＤの学習指導過程を構想し展開するために必要な枠組み」の活用が効果的であることが検証されるとともに、その枠組みを教育課程全体に織り込むことや、小・中・高等学校を通して体系的に取り入れることの重要性を指摘することができた。

能な社会の構築に向けた教育に関する取組の推進」が示

１．はじめに現在、環境的視点、経済的視点、社会・文化的視点かされた。学校教育に関しては、2008 年に公表された中ら、より質の高い生活を次世代も含むすべての人々に

央教育審議会答申「幼稚園、小学校、中学校、高等学校

もたらすことのできる開発や発展を目指した「持続可及び特別支援学校の学習指導要領等の改善について」に

能な発展のための教育（Education

おいて , 社会の変化への対応の観点から教科等を横断し

forSustainable

Development；以下、ＥＳＤと略す）」が、世界の様々て改善すべき事項の中で、持続可能な社会を構築するこな国で行われている。

とが重視された。それを受け、2008 年に小・中学校の2002 年に開催された「持続可能な開発に関する世界

学習指導要領が、2009 年に高等学校の学習指導要領が首脳会議」、いわゆる「ヨハネスブルグ ･ サミット」で公示された。これら新しい学習指導要領には、持続可能は、我が国により 2005 年からの 10 年間を ｢国連持続可な社会の構築の観点が随所に盛り込まれ、ＥＳＤの視点

能な開発のための教育の 10 年｣ とすることが提案され、に立った学習指導の具体化が求められるようになった。

同年末の国連総会で採択された。その後、我が国ではこうした背景から、国立教育政策研究所は、学校に2006 年に、内閣府に設置された関係省庁連絡会議によおけるＥＳＤの定着と充実に向けて、カリキュラムやり ｢わが国における『国連持続可能な開発のための教育

教材、指導方法や評価方法の在り方などを明らかにし、の 10 年』実施計画｣ が策定されるとともに、2008 年に

ＥＳＤの指導に資する資料を提供することを目的に、策定された教育振興基本計画では、今後５年間に総合的2009 年度から「学校における持続可能な発展のためのかつ計画的に取り組むべき施策の一つとして、「持続可

教育（ＥＳＤ）の研究」を行い、2010 年に中間報告書

133

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（国立教育政策研究所、2010）を、2012 年に最終報告書

いた実践を更に広く進めることを通して、その枠組みの（国立教育政策研究所、2012）を刊行した。この研究で有用性を検証することを目的とした。

は、国内外におけるＥＳＤへの取組状況などに基づいて、「ＥＳＤの学習指導過程を構想し展開するために必

２．研究の方法

要な枠組み」（図１、表１・２）を構築・提案するとと上記の研究目的を達成するために、２種類の実践研究

もに、その枠組みに基づいた多くの実践事例を示すことを行った。小学校においてＥＳＤ学習の枠組みを取り入ができた。しかし、この研究は 2011 年度で終了したため、れた年間指導計画を立案・展開した実践（実践研究①）

この枠組みの有用性や課題などについて、実践的な研究と、小・中・高等学校において地域学習にＥＳＤ学習のを更に積み重ねていく必要があることが課題として残枠組みを取り入れて展開した実践（実践研究②）である。

された。

実践研究①は、１校での取組ではあるが、教育課程全体

そこで、本研究では、国立教育政策研究所が提案したに渡った実践であり、実践研究②は、テーマを地域学習「ＥＳＤの学習指導過程を構想し展開するために必要なに限定した取組ではあるが、複数の学校で展開した実践

枠組み（以下、「ＥＳＤ学習の枠組み」と略す）」に基づである。こうした二つのタイプの異なる実践を通して、

࠙(6'ࡢどⅬ࡟❧ࡗࡓᏛ⩦ᣦᑟࡢ┠ᶆࠚ ᩍ⛉➼ࡢᏛ⩦άືࢆ㐍ࡵࡿ୰࡛㸪ࠕᣢ⥆ྍ⬟࡞♫఍࡙ࡃࡾ࡟㛵ࢃࡿㄢ㢟ࢆぢ࠸ࡔࡋ㸪ࡑࢀࡽࢆゎỴࡍࡿࡓࡵ࡟ᚲせ࡞⬟ຊࡸែᗘࢆ㌟࡟௜ࡅࡿࠖࡇ࡜ࢆ㏻ࡋ࡚㸪ᣢ⥆ྍ⬟࡞♫఍ࡢᙧᡂ⪅࡜ࡋ࡚ࡩࡉࢃࡋ࠸㈨㉁ࡸ౯್ほࢆ㣴࠺ࠋ࠙ᣢ⥆ྍ⬟࡞♫఍࡙ࡃࡾࡢ
ᵓᡂᴫᛕࠚ ౛ 

࠙(6'ࡢどⅬ࡟❧ࡗࡓᏛ⩦ᣦᑟ࡛㔜どࡍࡿ⬟ຊ࣭ែᗘࠚ ౛ Ϩከᵝᛶ

޽ᢈุⓗ࡟⪃࠼ࡿຊϩ┦஫ᛶ

޾ᮍ᮶ീࢆண

Ϫ᭷㝈ᛶ

޿ከ㠃ⓗ㸪⥲ྜⓗ࡟⪃࠼ࡿຊ   ϫබᖹᛶ

߀ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⾜࠺ຊϬ㐃ᦠᛶ

߁௚⪅࡜༠ຊࡍࡿែᗘ      ϭ㈐௵ᛶ࡞࡝

߂ࡘ࡞ࡀࡾࢆᑛ㔜ࡍࡿែᗘ

ࡋ࡚ィ⏬ࢆ❧࡚ࡿຊ߃㐍ࢇ࡛ཧຍࡍࡿែᗘ ࡞࡝㻌࠙(6'ࡢどⅬ࡟❧ࡗࡓᏛ⩦ᣦᑟࢆ㐍ࡵࡿୖ࡛ࡢ␃ព஦㡯ࠚձᩍᮦࡢࡘ࡞ࡀࡾ  ղேࡢࡘ࡞ࡀࡾ  ճ⬟ຊ࣭ែᗘࡢࡘ࡞ࡀࡾ

㻌ᩍ⛉➼ࡢᤵᴗタィ࣭ᤵᴗᨵၿ 
図１

ＥＳＤの学習指導過程を構想し展開するために必要な枠組み（国立教育政策研究所，2012）表１Ϩከᵝᛶ
ϩ┦஫ᛶ
Ϫ᭷㝈ᛶ
ϫබᖹᛶ
Ϭ㐃ᦠᛶ
ϭ㈐௵ᛶ

134

持続可能な社会づくりの構成概念（国立教育政策研究所，2012）⮬↛࣭ᩥ໬࣭♫఍࣭⤒῭ࡣ㸪㉳※࣭ᛶ㉁࣭≧ែ࡞࡝ࡀ␗࡞ࡿከ✀ከᵝ࡞஦≀㸦ࡶࡢࡈ࡜㸧࠿ࡽᡂࡾ❧ࡕ㸪ࡑࢀࡽࡢ୰࡛ࡣከ✀ከᵝ࡞⌧㇟㸦ฟ᮶஦㸧ࡀ㉳ࡁ࡚࠸ࡿࡇ࡜ࠋ
⮬↛࣭ᩥ໬࣭♫఍࣭⤒῭ࡣ㸪஫࠸࡟ാࡁ᥃ࡅྜ࠸㸪ࡑࢀࡽࡢ୰࡛ࡣ≀㉁ࡸ࢚ࢿࣝࢠ࣮ࡀ⛣ື࣭ᚠ⎔ࡋࡓࡾ㸪᝟ሗࡀఏ㐩࣭ὶ㏻ࡋࡓࡾࡋ࡚࠸ࡿࡇ࡜ࠋ
⮬↛࣭ᩥ໬࣭♫఍࣭⤒῭ࡣ㸪᭷㝈ࡢ⎔ቃせᅉࡸ㈨※㸦≀㉁ࡸ࢚ࢿࣝࢠ࣮㸧࡟ᨭ࠼ࡽࢀ࡞ࡀࡽ㸪୙ྍ㏫ⓗ࡟ኚ໬ࡋ࡚࠸ࡿࡇ࡜ࠋ
ᣢ⥆ྍ⬟࡞♫఍ࡣ㸪ᇶᮏⓗ࡞ᶒ฼ࡢಖ㞀ࡸ⮬↛➼࠿ࡽࡢᜠᜨࡢாཷ࡞࡝ࡀ㸪ᆅᇦࡸୡ௦ࢆΏ
ࡗ࡚බᖹ࣭බṇ࣭ᖹ➼࡛࠶ࡿࡇ࡜ࢆᇶ┙࡟ࡋ࡚࠸ࡿࡇ࡜ࠋ
ᣢ⥆ྍ⬟࡞♫఍ࡣ㸪ከᵝ࡞୺యࡀ≧ἣࡸ┦஫㛵ಀ࡞࡝࡟ᛂࡌ࡚㡰ᛂ࣭ㄪ࿴ࡋ㸪஫࠸࡟㐃ᦠ࣭༠ຊࡍࡿࡇ࡜࡟ࡼࡾᵓ⠏ࡉࢀࡿࡇ࡜ࠋ
ᣢ⥆ྍ⬟࡞♫఍ࡣ㸪ከᵝ࡞୺యࡀᑗ᮶ീ࡟ᑐࡍࡿ㈐௵࠶ࡿࣅࢪࣙࣥࢆᣢࡕ㸪ࡑࢀ࡟ྥ࠿ࡗ࡚
ኚᐜ࣭ኚ㠉ࡍࡿࡇ࡜࡟ࡼࡾᵓ⠏ࡉࢀࡿࡇ࡜ࠋ

資
表２

料

ＥＳＤの視点に立った学習指導で重視する能力・態度（国立教育政策研究所，2012）޽ᢈุⓗ࡟⪃࠼ࡿຊ޾ᮍ᮶ീࢆண ࡋ࡚ィ⏬ࢆ❧࡚ࡿຊ
޿ከ㠃ⓗ㸪⥲ྜⓗ࡟⪃࠼ࡿຊ߀ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⾜࠺ຊ߁௚⪅࡜༠ຊࡍࡿែᗘ
߂ࡘ࡞ࡀࡾࢆᑛ㔜ࡍࡿែᗘ߃㐍ࢇ࡛ཧຍࡍࡿែᗘ

ྜ⌮ⓗ㸪ᐈほⓗ࡞᝟ሗࡸබᖹ࡞ุ᩿࡟ᇶ࡙࠸࡚ᮏ㉁ࢆぢᢤࡁ㸪ࡶࡢࡈ࡜ࢆᛮ៖῝ࡃ㸪ᘓタⓗ㸪༠ㄪⓗ㸪௦᭰ⓗ࡟ᛮ⪃ุ࣭᩿ࡍࡿຊ
㐣ཤࡸ⌧ᅾ࡟ᇶ࡙ࡁ㸪࠶ࡿ࡭ࡁᮍ᮶ീ㸦ࣅࢪࣙࣥ㸧ࢆண᝿࣭ண ࣭ᮇᚅࡋ㸪ࡑࢀࢆ௚⪅࡜ඹ᭷ࡋ࡞ࡀࡽ㸪ࡶࡢࡈ࡜ࢆィ⏬ࡍࡿຊே࣭ࡶࡢ࣭ࡇ࡜࣭♫఍࣭⮬↛࡞࡝ࡢࡘ࡞ࡀࡾ࣭࠿࠿ࢃࡾ࣭ࡦࢁࡀࡾ㸦ࢩࢫࢸ࣒㸧ࢆ⌮ゎࡋ㸪ࡑࢀࡽࢆከ㠃ⓗ㸪⥲ྜⓗ࡟⪃࠼ࡿຊ⮬ศࡢẼᣢࡕࡸ⪃࠼ࢆఏ࠼ࡿ࡜࡜ࡶ࡟㸪௚⪅ࡢẼᣢࡕࡸ⪃࠼ࢆᑛ㔜ࡋ㸪✚ᴟⓗ࡟ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⾜࠺ຊ௚⪅ࡢ❧ሙ࡟❧ࡕ㸪௚⪅ࡢ⪃࠼ࡸ⾜ື࡟ඹឤࡍࡿ࡜࡜ࡶ࡟㸪௚⪅࡜༠ຊ࣭༠ྠࡋ࡚
ࡶࡢࡈ࡜ࢆ㐍ࡵࡼ࠺࡜ࡍࡿែᗘ
ே࣭ࡶࡢ࣭ࡇ࡜࣭♫఍࣭⮬↛࡞࡝࡜⮬ศ࡜ࡢࡘ࡞ࡀࡾ࣭࠿࠿ࢃࡾ࡟㛵ᚰࢆࡶࡕ㸪ࡑࢀࡽࢆᑛ㔜ࡋ኱ษ࡟ࡋࡼ࠺࡜ࡍࡿែᗘ
㞟ᅋࡸ♫఍࡟࠾ࡅࡿ⮬ศࡢⓎゝࡸ⾜ື࡟㈐௵ࢆࡶࡕ㸪⮬ศࡢᙺ๭ࢆ㋃ࡲ࠼ࡓୖ࡛㸪ࡶࡢࡈ࡜࡟⮬୺ⓗ࣭୺యⓗ࡟ཧຍࡋࡼ࠺࡜ࡍࡿែᗘ

ＥＳＤ学習の枠組みの有用性などについて考察を深め「学び合う楽しさが実感できる学校づくり」を学校運営た。

の重点目標に掲げ、具体的な取組の一つとしてＥＳＤを設定している。2009 年度にユネスコスクール（詳細は、

３．実践研究の内容

http://www.unesco-school.jp/ を参照）に指定され、地＜実践研究①「ＥＳＤ学習の枠組みを取り入れた教育課

域や自然、人とのかかわりや豊かな体験を重視し、各学程の編成・実施」＞

年が特色ある活動を展開する中で、ＥＳＤ全体計画（Ｅ

実践研究①は、小学校における教育課程全体を通した

ＳＤカレンダー）を作成してＥＳＤを推進している。まＥＳＤの実践である。実践校は、富山市内の市街地にた、ＥＳＤ総括を校務分掌に位置付け、ＥＳＤに関する

位置する、児童数約 390 人、学級数 14 の小学校である。

研修の計画・運営や外部機関との調整を行い、学校全図２

ＥＳＤの視点を取り入れたＥＳＤカレンダー（第６学年の例；一部抜粋）
注）単元名の下にある略記は，構成概念／能力・態度を表す。

135

資

料
表３

ＥＳＤの視点に立った学習指導で重視する能力・態度（第５学年の例；一部抜粋）

ᢈุⓗ
䛻⪃䛘䜛
ຊ

ᅜㄒ
ࠕㄝ᫂ࡢࡋ࠿ࡓ࡟ࡘ࠸࡚⪃࠼ࡼ࠺ࠖࠉ➹⪅ࡀఏ࠼ࡓ࠸ࡇ࡜㸪ㄽࡢ㐍ࡵ᪉㸪ᅗ⾲࡞࡝ࡢά⏝࡟ࡘ࠸࡚ឤ᝿ࢆⓎ⾲ࡋྜ࠸㸪⮬ศࡢ⪃࠼ࢆᗈࡆࡓࡾ῝ࡵࡓࡾࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

♫఍⌮⛉ࠕࡇࢀ࠿ࡽࡢ㣗ᩱ⏕⏘࡜ࢃࡓࡋࡓࡕࠖ
ࠕ᳜≀ࡢⓎⱆ࡜ᡂ㛗ࠖࠉᡃࡀᅜࡢ㣗ᩱ⏕⏘ࡢࢹ࣮ࢱ࠿ࡽ㸪㣗 ࠉ✀ᏊࡢⓎⱆ࡟ࡘ࠸࡚ᐇ㦂ࢆ⾜࠸㸪ࡑᩱ⮬⤥⋡ࡢྥୖ࡟ࡘ࠸࡚ࡼࡾࡼ࠸ゎỴ ࡢ⤖ᯝࢆ᝟ሗ஺᥮ࡋ㸪௚⪅ࡢពぢࡸ᝟⟇ࢆ⪃࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࠋሗࢆ᳨ウࡋ࡚᥇ࡾධࢀࡿࡇ࡜ࡀ࡛ࡁ
ࡿࠋయ⫱ࠕᚰࡢ೺ᗣࠖ
ࠉ୙Ᏻࡸᝎࡳ࡬ࡢᑐฎ࡟ࡣ㸪኱ேࡸ཭㐩࡟┦ㄯࡍࡿ㸪௰㛫࡜㐟ࡪ㸪㐠ືࢆࡍࡿ࡞࡝࠸ࢁ࠸ࢁ࡞᪉ἲࡀ࠶ࡿࡇ࡜ࢆ▱ࡾ㸪ࡼࡾࡼ࠸ゎỴ⟇ࢆ⪃࠼ࡿࡇ࡜ࡀ࡛
ࡁࡿࠋ

ᮍ᮶ീ
䜢ண 䛧
䛶ィ⏬䜢
❧䛶䜛ຊ

♫఍
ࠕỈ⏘ᴗࡢࡉ࠿ࢇ࡞㟼ᒸ┴ࠖࠉỈ⏘㈨※ࡢῶᑡ࡞࡝ࡢၥ㢟ࢆᢪ࠼㸪Ỉ⏘㈨※ࡢᮍ᮶ࢆண ࡋ࡚Ỉ⏘≀ࡢ㍺ධࡸࡘࡃࡾ⫱࡚ࡿ⁺ሙࡀቑ࠼࡚࠸ࡿࡇ
࡜ࡀ⌮ゎ࡛ࡁࡿࠋ

⌮⛉ࠕ㨶ࡢࡓࢇࡌࡻ࠺ࠖ
ࠉ࡝ࡢࡼ࠺࡟ࡍࢀࡤ㸪࣓ࢲ࢝ࡣ༸ࢆ⏘ࡴࡢ࠿ࢆண ࡋ㸪࣓ࢲ࢝ࡢࡍࡳࡼ࠸⎔ቃࢆᩚ࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

ᐙᗞࠕඖẼ࡞ẖ᪥࡜㣗࡭≀ࠖࠉẖ᪥ࡢ㣗஦ࡸ౑ࢃࢀ࡚࠸ࡿ㣗ရ࡟㛵ᚰࢆࡶࡕ㸪ᰤ㣴⣲ࡢయෆ࡛ࡢാࡁࢆ⌮ゎࡋ㸪ࣂࣛࣥࢫࢆ⪃࠼ࡓ㣗஦ࢆࡍࡿࡇ
࡜ࡀ࡛ࡁࡿࠋ

㐨ᚨࠕࡦ࡜ࡩࡳ༑ᖺࠖ
ࠉ⮬↛ࢆ◚ቯࡍࡿࡇ࡜ࡣ⡆༢ࡔࡀ㸪ྲྀࡾᡠࡍࡇ࡜ࡣ㞴ࡋ࠸஦࡟Ẽ࡙ࡁ㸪⮬↛⎔ቃࢆ኱ษ࡟ࡋࡼ࠺࡜ࡍࡿពḧࢆࡶࡘࡇ࡜ࡀ࡛ࡁࡿࠋ

ከ㠃ⓗ
⥲ྜⓗ䛻
⪃䛘䜛ຊ

ᅜㄒ
ࠕⓒᖺᚋࡢࡩࡿࡉ࡜ࢆᏲࡿࠖ
ࠉᥥ࠿ࢀ࡚࠸ࡿே≀ࡢฟ᮶஦㸪➹⪅ࡢࡶࡢࡢぢ᪉࣭⪃࠼᪉࡟ࡘ࠸࡚㸪ከ㠃ⓗ࣭⥲ྜⓗ࡟⪃࠼㸪ឤ᝿ࢆࡶࡘࡇ࡜ࡀ
࡛ࡁࡿࠋ

♫఍
⌮⛉
ࠕᅜᅵࡢẼೃࡢ≉Ⰽ࡜ேࠎࡢࡃࡽࡋࠖ
ࠕኳẼࡢኚ໬ࠖ
ࠉᅜᅵࡢᆅᙧࡸẼೃࡢᵝᏊࡀᅵᆅ࡟
ࠉ㞼ࡢᙧࡸ㔞㸪ືࡁ࡟ࡼࡗ࡚ኳẼࡀኚࡼࡗ࡚㐪࠺ࡇ࡜ࢆ⪃࠼ࡿࡇ࡜ࡀ࡛ࡁ
໬ࡍࡿࡇ࡜ࢆ⥲ྜⓗ࡟⪃࠼ࡿࡇ࡜ࡀ࡛
ࡿࠋ
ࡁࡿࠋ

㡢ᴦ
ࠕ࠸ࢁ࠸ࢁ࡞ࡦࡧࡁࢆ࿡ࢃ࠾࠺ࠖ
ࠉḷኌࡸᴦჾࡀ㔜࡞ࡾྜ࠺࠸ࢁ࠸ࢁ࡞
㡪ࡁࡢ≉ᚩࡸ㐪࠸ࢆឤࡌྲྀࡾ࡞ࡀࡽ㸪ᛮ࠸ࡸពᅗࢆࡶࡗ࡚⾲⌧ࡋࡓࡾ᝿ീ㇏
࠿࡟⫈࠸ࡓࡾࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

ᅜㄒࠕ኱㐀ࡌ࠸ࡉࢇ࡜࢞ࣥࠖ

࡛ࡁࡿࠋ

⌮⛉
ࠕࡩࡾࡇࡢࡁࡲࡾࠖ
ࠉࡩࡾࡇࡢᐇ㦂࠿ࡽࡩࡾࡇࡢ㸯 ᚟ࡍࡿ᫬㛫ࡣ࡝࠺ࡋࡓࡽኚ࠼ࡿࡇ࡜ࡀ࡛ࡁ
ࡿ࠿௰㛫࡜ពぢ஺᥮ࡍࡿࡇ࡜ࡀ࡛ࡁ
ࡿࠋᅗ⏬ᕤసࠕឤࡌࡓࡇ࡜ࢆఏ࠼ࡓ࠸ࠖ
ࠉ⮬ศࡀឤࡌࡓ᝟ᬒࡢࡼࡉࡀఏࢃࡿࡼ
࠺࡟㸪ᮦᩱࡸ⏝ලࡢ≉ᚩࢆ⏕࠿ࡋ࡚౑ࡗࡓࡾ㸪⾲⌧᪉ἲࢆᕤኵࡋࡓࡾࡋ࡚
⾲ࡍࡇ࡜ࡀ࡛ࡁࡿࠋ

㡢ᴦࠕ༊ᇦ㐃ྜ㡢ᴦ఍ࠖࠉḷኌࡸᴦჾࡀ㔜࡞ࡾྜ࠺࠸ࢁ࠸ࢁ࡞
㡪ࡁࢆព㆑ࡋ࡞ࡀࡽ௰㛫࡜ྜၐࡸྜዌ
ࢆࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

య⫱ࠕࢱࢢࣛࢢࣅ࣮ࠖ
ࠉᨷࡵ᪉㸪Ᏺࡾ᪉ࢆ௰㛫࡜ヰࡋྜ࠸㸪⮬ศࡢᙺ๭ࢆ⪃࠼࡞ࡀࡽྲྀࡾ⤌ࡴࡇ࡜
ࡀ࡛ࡁࡿࠋ

㐨ᚨ
ࠕᫍ㔝ྩ࡜ᐃ㔠ྩ㸫ᫍ㔝௝୍㸧ࠉ஫࠸࡟ಙ㢗ࡋ࡚཭᝟ࢆ῝ࡵ㸪௰Ⰻࡃ༠ຊࡋຓࡅྜ࠾࠺࡜ࡍࡿᚰ᝟ࢆࡶࡘࡇ
࡜ࡀ࡛ࡁࡿࠋ

Ꮫ⣭άືࠕᐟἩᏛ⩦ࡢィ⏬ࢆ❧࡚ࡼ࠺ࠖࠉᐟἩᏛ⩦ࢆ㏻ࡋ࡚㸪᫬㛫ࢆᏲࡗ࡚⾜ືࡋࡓࡾ㸪཭㐩࡜༠ຊࡋࡓࡾ࡛ࡁࡿࡼ
࠺࡟ࢢ࣮ࣝࣉࡢࡵ࠶࡚ࢆỴࡵ㸪⮬ศࡓࡕ࡛⏕άࢆసࢁ࠺࡜ࡍࡿពḧࢆࡶࡘࡇ࡜ࡀ࡛ࡁࡿࠋ

ᅜㄒࠕࡢ࡝ࡀ࠿ࢃ࠸ࡓࠖ
ࠉ཭㐩࡜ࡢඹ㏻Ⅼࡸ┦㐪Ⅼࢆぢࡘࡅ㸪୍ே࡛ࡣẼ࡙࠿࡞࠿ࡗࡓࡇ࡜ࢆ☜ㄆࡋ㸪ே࡜ே࡜ࡢ࠿࠿ࢃࡾྜ࠸࡟ࡘ࠸࡚
⪃࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

♫఍ࠕ⡿సࡾࡢࡉ࠿ࢇ࡞ᗉෆᖹ㔝ࠖࠉ⡿ࡀᵝࠎ࡞ேࡢ㢪࠸ࡸᛮ࠸㸪⮬↛ࡸ࿨ࡢࡘ࡞ࡀࡾࡢ࡞࠿࡛⏕⏘ࡉࢀ㸪ᅜẸ⏕άࢆᨭ࠼࡚࠸ࡿࡇ࡜࡟Ẽ࡙ࡃࡇ࡜ࡀ
࡛ࡁࡿࠋ⌮⛉ࠕⰼ࠿ࡽᐇ࡬ࠖ
ࠉⰼ࠿ࡽᐇ࡬ኚ໬ࡋ⏕࿨ࢆࡘ࡞࠸࡛࠸
ࡃࡇ࡜ࡸ㸪⹸ࡸ㫽࡞࡝࡜࠿࠿ࢃࡾྜࡗ
࡚ཷ⢊ࡍࡿࡇ࡜ࢆ▱ࡾ㸪ࡘ࡞ࡀࡾࡸ࠿
࠿ࢃࡾࡀ࠶ࡿࡇ࡜࡟㛵ᚰࢆࡶࡘࡇ࡜ࡀ
࡛ࡁࡿࠋ㐨ᚨࠕ࿨ࡢ࢔ࢧ࢞࢜ࠖ
ࠉ࠿ࡅࡀ࠼ࡢ࡞࠸⏕࿨ࢆ኱ษ࡟ࡋ㸪⢭୍ᮼ࡟⏕ࡁࡼ࠺࡜ࡍࡿᚰࢆࡶࡕ㸪⏕࿨ࡢࡘ࡞ࡀࡾ࡟Ẽ࡙ࡃࡇ࡜ࡀ࡛ࡁࡿࠋ

♫఍ࠕ⡿సࡾࡢࡉ࠿ࢇ࡞ᗉෆᖹ㔝ࠖࠉ⡿సࡾⓎᒎࡢࡓࡵ࡟㸪⮬ศ࡟࡛ࡁࡿ
ࡇ࡜ࢆ⪃࠼㸪ᐇ⾜ࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

㐨ᚨࠕୡ⏺ึࡢࢺࣥ࣎ಖㆤ༊࡙ࡃࡾࠖ
ࠉ⮬↛࡟✚ᴟⓗ࡟࠿࠿ࢃࡾ㸪⮬↛ࢆᏲࢁ࠺࡜ࡍࡿពḧࢆ㧗ࡵࡿࡇ࡜ࡀ࡛ࡁ
ࡿࠋ㐨ᚨࠕࢩ࣏࣮ࣥ࢞ࣝࡢᛮ࠸ฟࠖ
ࠉබᚨᚰࢆࡶࡗ࡚ἲࡸỴࡲࡾࢆᏲࡾ㸪㐍ࢇ࡛⩏ົࢆᯝࡓࡑ࠺࡜ࡍࡿẼᣢࡕࢆࡶࡘࡇ࡜ࡀ࡛ࡁࡿࠋᏛ⣭άືࠕ㧗Ꮫᖺ࡜ࡋ࡚ࠖ
ࠉ㸳ᖺ⏕࠿ࡽጞࡲࡿጤဨ఍άື࡟⮬ぬ࡜㈐௵ࢆࡶࡗ࡚ྲྀࡾ⤌ࡵࡿࡼ࠺࡟ពḧࢆࡶࡘࡇ࡜ࡀ࡛ࡁࡿࠋ

䝁䝭䝳䝙 ࠉ⮬ศࡢᛮ࠸ࡸ⪃࠼ࡀఏࢃࡿࡼ࠺࡟㡢䜿䞊䝅䝵䞁 ㄞࡸᮁㄞࢆࡍࡿ࡜࡜ࡶ࡟㸪ඃࢀࡓླྀ㏙䜢⾜䛖ຊ࡟ࡘ࠸࡚⮬ศࡢ⪃࠼ࢆࡲ࡜ࡵࡿࡇ࡜ࡀ

௚⪅䛸
༠ຊ䛩䜛
ែᗘ

䛴䛺䛜
䜚䜢ᑛ㔜
䛩䜛ែᗘ

㐍䜣䛷
ཧຍ䛩䜛
ែᗘ

体でのＥＳＤの推進に当たるとともに、2010 年度から

እᅜㄒάືࠉⱥㄒ࡛⮬ᕫ⤂௓ࢆࡋࡓࡾ㸪┦ᡭࡢᵝᏊࡸẼศࢆᑜࡡࡓࡾࡋ࡚㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆᅗࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

習の展開」＞

は、全教職員が共通理解する場を定期的に設けるための

実践研究②は、地域学習にＥＳＤ学習の枠組みを取り組織として「ＥＳＤ校内推進委員会」を設置している。

入れた実践である。実践の場は、和歌山県である。和歌

この実践校のＥＳＤカレンダーは、「自然にやさしい（環山県では、県内の多くの小・中・高等学校が、各地域の境・生命尊重）」「人にやさしい（人権・福祉）」「地球に特徴・特色を題材に取り上げた地域学習「ふるさと教育」

やさしい（国際理解・地域文化）」の３点から、該当すを展開している。そこでは、児童生徒に、郷土の自然、る単元を区分し、時間軸に沿って実施時期の順に並べた

歴史、文化、産業など、郷土のすばらしさに気付かせるものを基本としている。

とともに、郷土を愛し守り育てる意欲や態度を育成する

今回の実践研究では、このＥＳＤカレンダーにＥＳことを目指している。

Ｄ学習の枠組みを取り入れた。その例（第６学年の例）

今回の実践では、県教育センターが協力校を指定し、を図２に示す。ＥＳＤに関連付けられた各教科等の単元

その指導のもと、各校で実施されてきた地域学習（教育が時間列に沿って並べられており、単元ごとに重視する

課程上の位置付けは、総合的な学習の時間や選択教科・ＥＳＤ学習の枠組みが位置付けられている。図２におい科目）に、ＥＳＤ学習の枠組みを取り入れた。各実践でて、各単元名の下に付してある表記は、持続可能な社会取り上げたＥＳＤ学習の枠組みを表４に示すとともに、づくりの構成概念（表１）とＥＳＤの視点に立った学習

各実践の概要を次に述べる。

指導で重視する能力・態度（表２）を表している。例えば、「多様／批判」は、「多様性」と「批判的に考える力」

実践校Ａ「地域学習−いま昔プロジェクト−」：小学校を表す。さらに、ＥＳＤの視点に立った学習指導で重視

第１〜６学年する能力・態度については、各教科等の単元ごとに具体

この実践は、「共に学び・共に育ち・共につくる」をテー的な能力・態度も設定している。その例（第５学年の例）

マとし、地域についての認識を深め、郷土愛を育てるこ

を、表３に示す。

とを目指して展開したものである。児童は、地域の歴史や文化遺産などについての調べ学習を行ったり、地域の＜実践研究②「ＥＳＤ学習の枠組みを取り入れた地域学

136

人々へのインタビューや学習成果の発表を行ったりす

資
表４

୺࡞ෆᐜ

䕿

ᩥ໬
⎔ቃ
㹁ᑠᏛᰯ
⏘ᴗ㸪㣗⫱
㹂ᑠᏛᰯ
ᅜ㝿⌮ゎ
㹃୰Ꮫᰯ
ほග
㹄୰Ꮫᰯ
㜵⅏
㹅㧗➼Ꮫᰯ
ᩥ໬
㹆㧗➼Ꮫᰯ
ᩥ໬
㹇㧗➼Ꮫᰯ
ほග

䠡䠯䠠䛾どⅬ䛻❧䛳䛯Ꮫ⩦ᣦᑟ䛷㔜ど䛩䜛⬟ຊ䞉ែᗘ

ᢈุⓗ
䛻⪃䛘䜛
䊠ከᵝᛶ 䊡┦஫ᛶ 䊢᭷㝈ᛶ 䊣බᖹᛶ 䊤㐃ᦠᛶ 䊥㈐௵ᛶ ຊ

㸿ᑠᏛᰯ
㹀ᑠᏛᰯ

実践校が取り上げたＥＳＤ学習の枠組みᣢ⥆ྍ⬟䛺♫఍䛵䛟䜚䛾ᵓᡂᴫᛕ

ᐇ㊶ᰯ

䕿

䕿

料

䕿

䕿

ᮍ᮶ീ
䜢ண 䛧
䛶ィ⏬䜢
❧䛶䜛ຊ

ከ㠃ⓗ
⥲ྜⓗ䛻
⪃䛘䜛ຊ

䕿

䕿

䝁䝭䝳䝙 ௚⪅䛸䜿䞊䝅䝵䞁 ༠ຊ䛩䜛䜢⾜䛖ຊ ែᗘ

䕿

㐍䜣䛷
ཧຍ䛩䜛
ែᗘ

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䛴䛺䛜
䜚䜢ᑛ㔜
䛩䜛ែᗘ

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

䕿

るなど、地域の人々と交流しながら地域学習を進めた。

の感謝の気持ちや郷土愛を育成することを目指した。こ

児童は、自分が地域社会の一員であることを自覚するこの「マイ醤油造り」を、学校という狭い枠内の活動から、とや、積極的に地域にかかわろうとする態度などを身に地域に支えられ、地域と交流した活動へと広げていっ

付けることができた。また、家庭・地域・学校が連携し、た。その際、保護者や地域の幅広い支持・支援の存在が地域ぐるみで子どもを守り育てることの推進に役立っ大きかった。協力し合って問題を解決することや、関わた。

りある人々に感謝し、進んで活動することなど、他者と協力する態度が着実に育ってきた。

実践校Ｂ「ショウロは健全な松林のシンボルだ」
：小学
校第４学年
この実践は、町のシンボルである「煙樹ヶ浜の松林」

実践校Ｄ「国際理解−トルコとの交流−」：小学校第６
学年のもつ役割と、その保全活動の大切さについての認識を

この実践は、1890 年に近海で起きたトルコ軍艦の遭深めることを目指して展開したものである。県農林水産

難事故の際の島民による救助活動を通して始まったト

総合技術センター林業試験場の職員による指導や、振興

ルコとの交流に基づいている。人に対する優しさや思い

局林務課、町役場産業建設課、煙樹ヶ浜保安林保護育成

やりの心、人と人とのつながりや生き方を学び、この地会等の協力のもとに、ショウロの発生誘導試験（健全なで育ったことを誇りに思える心情の育成を目指し、先人松林にしか生えないとされる食用キノコ「ショウロ」のが続けてきた「慰霊碑を守る」活動や「追悼する」心を菌を散布すること）に取り組んだ。児童は、自分たちの受け継ぎ、未来につなげていくことを重視した。こうし松林を守るために自分ができることは何かを考えながた学習を通して、先人の活動を受け継ぎ、守っていこう

ら体験学習を進め、地域の松林を大切に守っていこうととする自覚や責任感が児童に芽生え、地域の人々やトルする態度を身に付けることができた。

コの人々とのつながりなど新たな人とのつながりが生まれた。

実践校Ｃ「マイ醤油造り」：小学校第５学年
この実践では、地域の特産品である醤油を児童の手で作ることにより、地域の多くの人々との関わりで醤油が製造さていることや働く人々の苦労を実感させ、ものへ

実践校Ｅ「ふるさとの観光プランを立てよう」
：中学校
第２学年
この実践は、ふるさとを知り、ふるさとの良いところ

137

資

料

を対外的にアピールするために、観光プランを立案する習を行ったりして、地域社会に生きる市民の一人としという学習である。旅行会社の担当者から指導を受けツて、各自が理想とする地域の未来像を描き、その実現のアーの組み方を学習したり、役場の観光の担当者などために自分自身が何をすべきなのかということを考えから情報を得て地域に関する資料を集めたりしながら、させた。生徒は、この学習を通して、自分自身と地域と１泊２日のツアープランを作成した。また、それをポスのつながりを自覚することを促し、未来の地域社会の担

ターにまとめ、学習発表会でも発表した。この学習を通い手としての責任感を身に付けることができた。

して、生徒は、情報収集能力やコミュニケーション能力を身に付けることができ、ふるさとを愛する心や誇りに実践校Ｉ「高校生観光プラン立案コンテスト『観光甲子思う気持ちを高めることができた。

園』への取り組み」：高等学校第３学年
この実践は、学校設定科目「観光業務」における学習

実践校Ｆ「新庄地震学」：中学校第３学年である。地域で活躍する外部人材を授業に招聘するとと

この実践は、地域の課題である地震・津波の防災に関もに、現地での体験学習を行い、外部機関と連携しながする学習である。自然災害の起こる仕組みと自分を取りら地域振興のためのプランを作り上げていくという展

巻く環境との関わりを学習し、将来起こりうる災害に対開で進めた。この学習過程の中で、「地域の魅力に気づする減災対策、地域が期待する防災啓発、災害後の対

く」「地域に誘客するための方法を考える」「自分たちの応や未来づくりについて考え、生徒が将来の地域のリー考えたプランをプレゼンテーションする」という活動をダーとして活躍できるようになることを目指している。

行った。こうした学習の成果の一つが、高校生観光プラ

生徒は、地震・津波の被害を最小限度にするためには一ン立案コンテスト『観光甲子園』への出場である。生徒

人一人の防災への意識を高めることや、地域や行政機

は、地域や全国大会等で高い評価を得ることができ、地関、専門的機関等の取組を知り連携・協力することが重域の復旧・復興の力として地域から頼られる存在になっ要であることを認識できた。また、生徒同士の協力と責てきた。

任を重んじたグループ学習を行ったことにより、地震・津波に備えて自分ができることの自覚を高めることができた。

４．実践研究の結果と考察
以上述べたように、実践研究①では、一つの小学校において全ての教育課程での指導計画にＥＳＤ学習の実践校Ｇ「世界遺産教育」：高等学校第１・２学年

枠組みを取り入れて学習を展開することができ、実践

この実践は、世界遺産についての基本的な概念を学

研究②では、「ふるさと教育」という共通のテーマのもび、地域の世界遺産「紀伊山地の霊場と参詣道」に焦とに、各学校・各地域の特徴的な題材を取り上げ、小・点を絞って調べ学習を行ったものである。現地調査と中・高等学校に渡ってＥＳＤ学習の枠組みを取り入れた

して、年間で２〜３回のグループによるフィールドワー

学習を展開することができた。図３・４は、実践研究①

クも実施した。また、更なる学習の深化や遺産の保全を

及び②について、それぞれ取り上げられた持続可能な社担っていくリーダーの育成を目標に、希望者を募り、生会づくりの構成概念（以下、「構成概念」と略す）とＥ

徒自らが道普請や古道の清掃活動にも取り組んだ。生徒

ＳＤの視点に立った学習指導で重視する能力・態度（以には、他者の意見を聞き、それらを踏まえて自らの意見下、「能力・態度」と略す）の数を集計して表したもの

を伝える能力の向上が見られるともに、現状の課題を多である。どちらの実践研究においても、構成概念と能力・面的な視点で捉え、地域社会の活動に主体的に取り組む

態度のすべてが取り上げられている。

姿勢や態度が身に付いた。

実践研究①では、ＥＳＤカレンダーにＥＳＤ学習の枠組みを取り入れたことにより、学習活動の目標を明138

実践校Ｈ「21 世紀を自ら歩く−地域学習を通じて−」：確にすることができ、児童に、学習活動のどの場面で、高等学校第３学年

どんな力を付けたいのかを明確にすることができた。そこの実践は、地域を多面的、総合的に捉える中で、地して、各学年の重点課題を明確化し、教科等を超えた横域には先人が遺してくれた誇るべき文化遺産があるこ

断的・総合的な指導が展開できたことが大きな成果であとを知るとともに、地域が抱える今後の課題についてもる。実践研究②では、従来実施してきた「ふるさと教育」

認識を深めるという学習である。高野山信仰の歴史文化

をＥＳＤの視点に立って整理したことにより、学習のね

的価値についての認識を深めたり、地域に関する調べ学

らいと評価の観点をより明確にすることができた。そし資図３

実践研究①で取り上げられた構成概念と能力・態度

図４

実践研究②で取り上げられた構成概念と能力・態度

料て、地域学習に広がりをもたせることができ、ローカル

入れることの重要性を改めて示すことができた。さらな視点だけでなくグローバルな視点を加えることもでに、今回の実践では、各学校で多くの教員が関わり、多きたことが大きな成果である。

様な学習を「持続可能な社会の構築」に関連付けることこのように、タイプの異なる実践において、ＥＳＤ学
習の枠組みを無理なく取り入れることができ、ＥＳＤ学ができたため、学校全体にＥＳＤの考え方を広げられたことも大きな成果となった。

習の枠組みに基づいた実践を効果的に進めることがでしかし、図３に示されるように、実践研究①において、きた。ＥＳＤ学習の枠組みの有用性は概ね検証できたと構成概念では「有限性」が、能力・態度では「批判的言える。また、ＥＳＤ学習の枠組みを教育課程全体に織に考える力」が比較的少ないという結果になっている。

り込むことや、小・中・高等学校を通して体系的に取りまた、図４に示されるように、実践研究②においては、

139

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中・高等学校と比較して小学校において偏りが大きくなっており、実践研究①と同様に、小学校では「有限性」と「批判的に考える力」が少ないという結果になっている。これらのことから、例えば、小学校では低学年・中学年・高学年ごとに、「有限性」の具体例を設定したり、「批判的に考える力」の指導方法を工夫したりするなど、児童生徒の発達段階に応じて構成概念と能力・態度を更に細かく設定したり、小・中・高等学校を通して関連付
けて指導する方策を検討したりすることが今後の課題
と言える。

引用文献
国立教育政策研究所 (2010)：「学校における持続可能な発展のための教育（ＥＳＤ）に関する研究」〔中間報告書〕，pp.211．
国立教育政策研究所 (2012)：「学校における持続可能な発展のための教育（ＥＳＤ）に関する研究」〔最終報告書〕，pp.354．
「ＥＳＤの学習指導過程を構想し展開するために必要な枠組み」を活用した教育実践※ 本 論 文 は、「The Education Practices Utilizing
theFramework Necessary to Design and Develop

Learning Instraction Processes for Education for
Sustainable Development (ESD) 」（国立教育政策研究所
紀要 第142号）の和訳である。

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環境省

料

環境教育推進室＜ NPO、企業、教育機関、その他民間団体の皆様へ＞＋ＥＳＤプロジェクトに是非ご協力をお願いします！！
下記のウェブサイトから今すぐ登録できます。

⇒

http://www.p-esd.go.jp/top.html○地球温暖化や貧困などの地球規模の問題から、里山の荒廃や地域コミュニティーの衰退などの地域レベルの問題に至るまで、様々な問題が社会・経済活動を取り巻いています。
○これらの問題を解決し、持続可能な社会をつくる担い手づくりのために必要なＥＳＤ（持続可能な開発のための教育（Educationfor

Sustainable

Development）の略称）の活動を推進するため、個々の活動を見えやすくし、活動者同士をつなげる手助けをして、地球規模・地域社会の問題を解決することを目指すプロジェクト、それが、＋ＥＳＤプロジェクトです。
★世界では、2002 年の国連決議に基づき、各国でＥＳＤに取り組んでいるところです。
★日本では、国内実施計画を策定し、＋ＥＳＤプロジェクトを推進しています。
★また、2014 年には、日本で、ＥＳＤに関する世界会議を開催することが決まっています。

＜課題＞○環境保全、自然体験、環境教育などの活動はたくさんありますが、ＥＳＤの視点で適切にとらえられているものは、まだ多くはありません。
○活動を広げようとしても、協力相手を見つけることが困難な状況です。
○ 2014 年のＥＳＤに関する世界会議が近づく一方、産学官民の盛り上がりに欠けています。

＜＋ＥＳＤプロジェクトに参加すると ･･･ ＞○ＮＰＯなどの民間団体にとっては、自分たちの取組を広く知ってもらえ、環境教育などの社会活動を行っている仲間とのつながりが生まれ、イベントに参加してもらう機会が増えます。
また、学校とのつながりも生まれれば、学校教育への進出、提案もしやすくなります。
○企業にとっては、自社のＣＳＲ活動等を他の活動者向けに情報発信できます。
○大学などにとっては、実施している環境人材の育成プログラムを登録することなどにより、教育方針
や地域社会への貢献をアピールすることができます。
○地方自治体などにとっては、地域のプログラムの知名度が上がり、参加者の拡大や地域の振興が期待できます。
○基金や支援法人にとっては、支援内容が広く知られることにより、優良な案件の応募や採択につながります。
あなたの活動や取組が＋ＥＳＤプロジェクトにあてはまるかどうか、チェックするポイントは、６つの概念７つの能力です。まずは裏面のチェックシートで点検してみてください。

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チェックシート
あなたの活動を、ＥＳＤの視点でとらえてみてください。
ポイントは、６つの概念（Ⅰ〜Ⅵ）と７つの能力（①〜⑦）です。
Ａ．持続可能な社会づくりに関わる以下の６つの概念のいずれかを扱っていますか？
□Ⅰ

多様性（例：社会は多種多様な物事から成り立ち、多種多様な現象が起きていること）□

Ⅱ

相互性（例：社会は互いに働き掛け合うシステムであり、物質等が循環し、人と人が互いに関わり合っていること）□

Ⅲ 有限性（例：社会を成り立たせている資源やエネルギーには限りがあること）□

Ⅳ

公平性（例：持続可能な社会には、基本的な権利の保障などが、地域や世代を渡って公平・公正・平等であることが大切であること）□

Ⅴ

連携性（例：持続可能な社会は、多様な主体が状況などに応じて順応・調和し、互いに連携・協力することにより構築されること）□

Ⅵ

責任性（例：持続可能な社会は、多様な主体が将来像に対する責任あるビジョンをもち、それに向かって変容・変革することにより構築されること）

Ｂ．Ａの課題を見いだし、解決するために必要な７つの能力のいずれかを身に付けることができますか？
□①

批判的に考える力（例：客観的な情報や公平な判断に基づき、物事を思慮深く思考・判断する力）□② 未来像を予測して計画を立てる力（例：過去や現在に基づき、あるべき未来像を予測し、他者と共有しながら物事を計画する力）□③ 多面的、総合的に考える力（例：人や物などのつながりや広がりを理解し、それらを多面的、総合的に考える力）□④ コミュニケーションを行う力（例：自分の気持ちや考えを伝えるとともに、他者の気持ちや考えを尊重し、コミュニケーションを行う力）□⑤ 他者と協力する態度（例：他者の立場に立ちその考えや行動に共感し、他者と協力・協働して物事を進めようとする態度）□⑥ つながりを尊重する態度（例：人や物などと自分とのつながりに関心を持ち、それを尊重しようとする態度）□⑦ 進んで参加する態度（例：集団や社会における自分の言動に責任を持ち、物事に主体的に参加しようとする態度）

例：

自然体験・自然観察（Ⅰ⑥）、地元の川の清掃活動（Ⅱ⑥）、環境を軸としたまちづくり（Ⅵ②）
環境に関する映画鑑賞と製作者との座談会（Ⅰ①）、地域の子ども・高齢者見守り活動（Ⅴ④）
地域の食材を義務的に学校給食に使用（×）、エコグッズの販売・促進のみ（× )注：ＥＳＤにおける概念、能力は、上記に限定されるものではありません。

2014 年には日本で「ＥＳＤに関する世界会議」が開催されます。
2014 年に世界から来日する人々に､ ＥＳＤ先進国､ 日本をアピールしましょう！

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平成２４年度教育改革国際シンポジウム「ＥＳＤの国際的な潮流」
日 時：平成 24 年12 月18日
（火） 会

場：文部科学省講堂

プ ログ ラ ム
13：00−13：15 主 催 者 挨 拶
尾﨑春樹

国立教育政策研究所長

13：20−14：55 各地域におけるＥＳＤの現状と課題についての発表【ヨーロッパ地域】

ミッシェル・リカード
フランス ミシェル・ド・モンテーニュ＝ボルドー第３大学教授、ユネスコチェア

【北米地域】

チャールズ・ホプキンス
カナダ ヨーク大学ユネスコチェア【オセアニア・アジア地域】

野口扶美 子
認定NPO 法人持続可能な開発のための教育の10 年推進会議（ESD-J）
国際プログラムコーディネーター

【日本】

角屋重樹
国立教育政策研究所教育課程研究センター基礎研究部長

14：55−15：15 コーヒーブレイク
15：15−16：45 パネルディスカッション ＥＳＤの過去・現在・未来
パネリスト
ミッシェル・リカード、チャールズ・ホプキンス、野口扶美子、角屋重樹
コーディネーター
五 島 政 一国立教育政策研究所教育課程研究センター基礎研究部総括研究官

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2012 International Symposium on Education Reform

International Trends on Education for Sustainable Development (ESD)
Ministry of Education, Culture, Sports, Science and Technology (MEXT), 3F Auditorium
December 18, 2012

Program
13：00−13：15 Opening Remarks
Haruki Ozaki Director General, NIER

13：20−14：55 Presentations: Trends and Issues on ESD【Europe】

Michel Ricard
Professor, University Michel de Montaigne Bordeaux 3（Ｆｒａｎｃｅ）
UNESCO Chair Education, Training and Research for Sustainable
Development【North America】

Charles Hopkins
UNESCO Chair, York University (Canada)【Oceania and Asia】

Fumiko NoguchiInternational Programme Coordinator
Japan Council on the UN Decade of Education for Sustainable Development【Japan】

Shigeki Kadoya
Director, Department for Curriculum Research, Curriculum Research Center, NIER

14：55−15：15 Coffee Break
15：15−16：45 Panel Discussion: The Past, Present, and Future of ESD
Panelists
Michel Ricard, Charles Hopkins, Fumiko Noguchi, Shigeki Kadoya

Coordinator
Masakazu Goto
Senior Researcher, Curriculum Research Center, NIER

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平成２４年度教育改革国際シンポジウム「ＥＳＤの国際的な潮流」

登壇者のプロフィール
ミッシェル・リカード
ミシェル・ド・モンテーニュ＝ボルドー第３大学教授、ユネスコチェア
ミッシェル・リカード氏は、科学博士で、ボルドー大学教授（生態学および生物学）
である。
「持続可能な開発のための教育・訓練・研究」のユネスコチェアであると同時に、
環境・持続可能な開発のためのデジタルユニバーシティ学長、ユネスコの ESD 世界会
議の国際運営グループのメンバー。さらに、環境・学校イニシアティブ（ENSI）の国際
ネットワークの副議長、毎年開催の「科学と海洋倫理」会議議長、国連欧州経済委員会（UNECE）
運営委員会及び「国連持続可能な開発のための教育の 10 年」の理事会メンバー
であり、学生を対象としたヨーロッパの TEMPUS ESD プログラムのフランス国内を担当している。
リカード氏は、15 年間にわたり、パリのフランス国立自然史博物館で生態学および生物学の科学プログラムを監修した。大学に赴任後、フランス国内の大学２校の総長となり、その後自然資源高等研究所長に就任。この間、生態学・生物学の数々の学位論文を指導、百本近くの科学論文や何冊もの本を出版、数々の国内・国際科学イベントを企画。
2002 年からは、フランス首相直属の２つ組織、持続可能な開発のフランス国内カウンシル及び国連 ESD の 10
年のフランス国内委員会のチェアとして、ESD に主に従事している。この枠組みで、フランスの学校システムに
持続可能な開発の必修プログラムを導入した。2004 年から 2008 年には、ESD の国際会議を３つ企画。国連のESD10 年の UNESCE 運営委員会ではフランスの代表者として参加。ヨーロッパ環境諮問委員会持続可能な開発
ワーキンググループ議長も務めた。
また、リカード氏はレジオン・ドヌール勲章、フランス国家功労賞、学術功労賞、農業勲章を受賞している。

Michel RICARD has a doctorate in Sciences and is a professor in ecology and biology at Bordeaux
University. In charge of the UNESCO chair "Education, training and research on sustainable
development", he is also the president of the digital university for environment and sustainable
development (UVED) and a member of the International Steering Group for the UNESCO World
Conference on Education for Sustainable Development. In addition, he is vice-chair of theinternational network Environmental and School Initiatives (ENSI), chair of the yearly conference"Sciences and ethic of the sea", member of the UNECE steeringcommittee and board of the UN

Decade of education for sustainable development (DESD) and in charge for France of the European
Tempus program on ESD for licence's students.
Michel RICARD spent 15 years at the French Museum of Natural History in Paris where hesupervised several scientiﬁc programs on ecology and biology. After moving to the University, he
was the Chancellor of two French universities, then the director of a higher Institute on natural
resources. During all this period, he supervised several thesis, published about a hundred ofscientific papers and several books on ecology and biology and organized several national andinternational scientiﬁc events.
From 2002, Michel RICARD was mostly involved in educations for sustainable development (ESD)

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as the chair of two bodies attached to the French Prime minister, the French council on sustainable
development and the French committee of the UN Decade on education forsustainable development.
In this framework, he notably introduced a compulsory program on sustainable development in the
French school system. From 2004 to 2008, he organized three international conferences on ESD;
furthermore, he was the representative of France at the UNECE steering committee of the UN ESD
Decade and the chair of the SD working group of the European Environmental Advisory Council(EEAC).
Michel RICARD is a holder of several awards: knight of the French Legion of Honour, of the French
National Merit, of the Academic Palms and of the National Order of Agriculture Merit.

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チャールズ・ホプキンス
ヨーク大学ユネスコチェア
チャールズ・ホプキンス氏は現在、カナダのヨーク大学（トロント）において、大学院課程で教鞭をとりながら、ユネスコチェアとして、初等中等教育段階の教師教育に持続可能な開発を取り入れようと協働する、70 カ国をこえる国々の教師教育機関の国際ネットワークで調整役を担っている。また、2014 年に愛知県名古屋市で開かれる持続可能な開発のための教育（ESD）ユネスコ世界会議に関し、ユネスコ、国連大学、および日本政府に対する ESD のシニアアドバイザーを務めている。
カナダ国内においては、持続可能性に取り組む学校システムへの転換に携わる教育分
野の高官やリーダーたちを補助するために作られた共同職業能力開発プログラムである、
持続可能性と教育アカデミー（SEdA）の共同所長である。また、ジョン・ディアネス
環境協会の議長も務める。
過去には、教師の他、校長、教育課程指導主事、トロント教育委員会地方委員長の経験もある。1960 年代より
環境教育に従事し、カナダで初となる宿泊設備完備の環境委教育センターのセンター長を務めたこともある。
ホプキンス氏は、教育、ESD の分野における長年のリーダーであり、70 以上の国において、講演や論文発表を行ってきた。エコロジーの教科書の著者であり、数々の本の章や学術論文を執筆。教育、環境、持続可能な開発を取り扱
うドキュメンタリー番組にも出演経験がある。

Charles Hopkins is currently the UNESCO Chair at York University in Toronto, Canada where as wellas lecturing in the graduate program, he coordinates an international network of teacher education
institutions from over 70 countries collaboratively working upon the reorientation of elementaryand secondary teacher education to address sustainable development. Hopkins is a senior advisor
regarding education for sustainable development to UNESCO, the UN University and the Governmentof Japan regarding the UNESCO World Conference on ESD to be held in Aichi Nagoya in 2014.
Within Canada, Hopkins is the Co-Director of the Sustainability and Education Academy (SEdA)
which is a collaborative professional development program designed to assist senior educationoﬃcials and leaders in reorienting school systems to address sustainability. He is also Chair of theBoard of the John Dearness Environmental Society. Previously, Charles was a teacher, a principal,
a superintendent of curriculum and a regional superintendent with the Toronto Board of Education.
He has been involved in EE since the 1960's and at one point was the Director of Canada's ﬁrst
residential EE Centre.
A long time leader in the ﬁelds of education, and ESD, Hopkins has lectured and presented papers
in over 70 countries. He is the author of a textbook on ecology, of numerous book chapters, journal
articles and has appeared in television documentaries dealing with education, the environment, andsustainable development.

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野口

扶美子

認定 NPO 法人持続可能な開発のための教育の 10 年推進会議（ESD- J）
国際プログラムコーディネーター
1992 年津田塾大学国際関係学科卒業。卒業後、シティバンク銀行で金融企画商品開発・信託業務などの業務に携わる傍ら、地元葛飾区の国際理解教育や国際交流団体の設立など、地域での市民活動を継続。92 年の「環境と開発に関する国際連合会議（リオサミット）」で「持続可能な開発」を知り、ライフテーマとすることを決意。
持続可能な開発に向けた地域コミュニティのエンパワーメントや伝統知・先住知の重要性に気付き、環境教育を学ぶために渡豪。ジョン・フィエン教授による指導のもと、
2000 年グリフィス大学環境教育学修士課程修了。大学院を含め、約 7 年オーストラリ
アに滞在。タイ環境省でのインターン、オーストラリアでの先住民族アボリジニの文化的視点に根差したエコツアーの企画・実施の他、多言語放送コミュニティラジオのディレクター、バースチョイス ( 出産の選択権 ) 運動等の市民活動にも従事。
2004 年より、認定 NPO 法人持続可能な開発のための教育の 10 年推進会議（ESD- J）に勤務。アジアの持続可能な地域づくりとそのための人づくり、NGO の果たす役割を基軸に、アジアの NGO の ESD ネットワーク構
築（2005 〜）、実践活動の事例化・分析事業（AGEPP：2006 〜 2008）、日本の国際協力 NGO のネットワー
ク構築および政策提言（2009 〜 2012）、北海道洞爺湖サミット（2008）、生物多様性条約第 10 回締約国会議（CBDCOP10：2010）、国連持続可能な開発会議（リオ＋ 20：2012）等国際社会へのアピール、海外 ESD 情報の国内への情報共有、国際会議の企画・運営、ワークショップファシリテーション等を行ってきた。一方、2009
年より北海道紋別市で、先住民族アイヌの権利回復を基盤にした ESD 活動に関与。2011 年より、ジョン・フィ
エン教授、ロベルト・ゲバラ博士の指導のもと、オーストラリア、ロイヤルメルボルン工科（RMIT）大学院博士課
程に在学。
オーストラリアの環境教育・ESD 政策に関するペーパー、アジアの NGO による ESD 活動の分析
論文等の執筆、ESD 国際実施計画、ESD ボン宣言文の翻訳なども行う。

Fumiko Noguchi is a doctoral candidate at RMIT University, Australia, as well as International
Programme Coordinator for the Japan Council on the UN Decade of Education for Sustainable
Development (ESD-J). She obtained a Bachelor of Arts in International and Cultural Studies from
Tsuda Colledge, Tokyo, in 1992. After ﬁve years experience of working for Citibank N.A. in Tokyoand volunteering at NGOs in her local community, she pursued and completed a Master's ofEnvironmental Education from Griﬃth University, Brisbane, Australia, under the supervision of Prof.
John Fien.
Since the Rio Summit in 1992, she has devoted her life to seeking sustainable development througheducation. In particular, she has been working on EE, EfS and ESD, from the local community,
indigenous, and civil perspectives. She has designed and coordinated projects and programmes
for local communities, and worked with governments, businesses, NGOs, and local and indigenous
peoples in Australia and Japan.
In the last nine years, she has been committed to working for ESD-J and conducting projects forthe documentation and analysis of local community-based ESD activities particularly by NGOs in
Asia including Japan, networking with NGOs in Asia on ESD, and engaging in policy advocacy ininternational communities, including the G8 Summit in 2008, CBD COP10 in 2010 and Rio+20 in
2012.

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She is currently pursuing her PhD study at RMIT University, Melbourne, Australia, from July 2011,
under the supervision of Prof. Fien and Dr. Roberto Guevara. Her published articles cover topics
such as EfS trends and policy in Australia and ESD eﬀorts by civil society organisations in Asia.
She has translated EE, EfS and ESD related policy papers, including the UN DESD International
Implementation Scheme and the Bonn Declaration from the ESD World Conference in 2009.

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重樹

国立教育政策研究所教育課程研究センター基礎研究部長
昭和 24 年三重県生まれ｡ 広島大学大学院教育学研究科教科教育学 ( 理科教育 ) 専攻
博士課程単位取得退学｡ 博士 ( 教育学 )｡ 広島大学教育学部助手､ 文部省初等中等教育局
教科調査官､ 広島大学大学院教授教育学研究科教授を経て、現在､ 国立教育政策研究所
教育課程研究センター基礎研究部長。
主な著書 ; 理科学習指導の革新 ( 東洋館 )､ 新しい理科教育の理論と実践の方法 ( 現代
教育社 )､ 小学校理科の単元展開と評価 ( 文溪堂 )、理科の学ばせ方 ･ 教え方事典 ( 教育出版 )､ ベネッセ発親子で伸ばす ｢本物の学力｣ ( 日経 BP 社 )､ 小学校新教育課程 教科･ 領域の改訂解説（明治図書）、活用力を育てる授業の考え方と実践（図書文化）、新教育課程で充実すべき重点 ･ 改善事項（ぎょうせい）、学習指導要領の解説と展開（教育出版）、
小学校理科 確かな学力を育てる PISA 型授業づくり（明治図書）、小学校理科 重点指導事項の実践開発（明治図書）、
新理科の考え方と授業展開 ( 文溪堂 )､ 新理科で問題解決の授業をどうつくるか ( 明治図書 )､「ことば」で伸ばす子
どもの学力 ( ぎょうせい )、実践教育評価事典 ( 文溪堂 )、観察 ･ 実験の指導 ( 文溪堂 )Shigeki Kadoya is Director of the Department for Curriculum Research in the Curriculum ResearchCenter, National Institute for Educational Policy Research (NIER) of Japan. He was born in Mie
Prefecture in 1949. He completed his doctorate studies at Hiroshima University's Graduate Schoolof Education with a focus on science education in March 1980 and holds a doctorate in education.
Before joining NIER, he held positions such as Research Associate at the Faculty of Education at
Hiroshima University, Senior Specialist for Curriculum at the Elementary and Secondary Education
Bureau of the Ministry of Education, Culture, Sports, Science and Technology (MEXT), and Professor
at the Graduate School of Education of Hiroshima University.
His publications in Japanese include Pedagogy for Observation and Experimentation (2012), The
Practical Encyclopedia of Educational Evaluation (2010), Developing Children's Academic Abilities
through Language (2010), How to Plan a Problem Solving Class in Science (2009), Approaches
and Teaching Strategies for Science (2009), Science in Elementary Schools: Practice Developmentof Key Instruction Points (2009), Science in Elementary Schools: Ensuring Academic Development
through PISA Oriented Class Teaching (2008), A Commentary on the Course of Study (2008),
Important and Improved Items to be Enriched in the New Curriculum (2008), Teaching Strategies
and Practices to Develop Application Abilities (2008), A Commentary on the Revision of theCurriculum for Elementary Schools by Subject and Domain (2008), Parents and Children in Tandem:
Benesse's Program for Nurturing

Genuine Academic Abilities(2006), The Encyclopedia of

Learning and Teaching (2009), Teaching Strategies and Evaluation in Science for Elementary
Schools (2004), Theory and Practice in New Science Teaching (2003) and Innovation in Science
Education Guidelines (1998). *Titles are tentative translations.

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