宮城教育大学 環境教育研究紀要

第 16 巻 (2014)

Overview of Education for Sustainable Development
Implementation in France
WALL Adeline A. J.*

Abstract: In response to the environmental problematic, the education for sustainable development(ESD) keeps raising in the world. As other countries France faces challenges concerning ESD
implementation. This paper gives an overview of French adaptation of its national education systemand the challenges schools and teachers face to integrate ESD concretely in their syllabus. Moreover,the education to environmental issues needs to be extended to everyone - the general public, thecompanies and industries - in order to raise collective consciousness and give a better understandingof sustainable development and its stakes for the needs of all.
Keywords: ADEME, Education for Sustainable Development, France, school teachers

1. Introduction

is called upon as a means to address the environmental

If the politics of the Education to the Environment (EE)

issues worldwide. In 1975, participants at the United

go back to 1970s, it is at the beginning of 2000s that

Nations Educational, Scientific, and Cultural Organization

European education systems integrated the concept of(UNESCO) workshop, proposed a global framework forsustainable development. This concept, promoted by theenvironmental education, referred to as the BelgradeWorld Commission on Environment and Development

Char ter. Since then, UNESCO pushed countries(WCED, 1987) and popularized by the Rio Conference

to the institutionalization of the education relative(UNCED, 1992), has been successful in starting a

to environment. Then International and European

dialogue between economic and environmental worlds.

institutions put into place regulatory frameworks to

According to the definition of Brundtland (WCED,

encourage governments to develop educational policy1987) the sustainable development is considered as "aresponses. The basis of the international frame of thedevelopment which meets the needs of generations of

ESD are represented in particular by the Agenda 21

the present without compromising the capacity of the(Chapter 36, UNCED, 1992) from the Earth Summit

future generations to be answered in theirs".

i n R i o d e J a n e i ro (1992) a n d m o re re c e n t l y t h e

Education for Sustainable Development (ESD) promotes

United Nations Decade of Education for Sustainable

sustainable thinking and acting. It enables children

Development (2005-2014) from the World Summit on

and adults to make decisions and at the same time

Sustainable Development (2002, Johannesburg).

understand how those decisions affect future generations«The French Committee on the United Nations’ Decade»and the life of others. While human activities pressure on

set up on October 2005, 11th defined four main thrusts

the environment, the need for sustainable development

in methodology: 1) modification of school curricula tois clear. Since 1972 (UN Conference on the Human

introduce sustainable development; 2) teacher training

Environment in Stockholm and Recommendation 96), EE

and the development of suitable educational tools* Researcher of Shimano laboratory, the Research Center of Environmental Education, Miyagi University of Education－ 45 －

Overview of Education for Sustainable Development implementation in France

and approaches; 3) setting up of committees in eachterms of education for compulsory school (from primaryeducational region to monitor the introduction of theand secondary schools). In 1977, circular No 77-300

system; 4) and creation of regional partnerships (UNECE

already integrated education relative to environment in& UNESCO, 2007). Later, in 2007, France initiated ateaching the pupils how to observe, understand and act

multiparty debate on environment called“Grenelle

responsible regarding the environment (Ministère deEnvironnement”(www.legrenelle-environnement.fr;

l’Education Nationale, 1977). The concept of sustainable

Delemasure, 2009), which for the first time brought

development was integrated to the curriculum after

together the state and representatives of civil society

1987 (Br undtland Repor t, WCED, 1987). Protocol(non-gover nmental organizations, trade unions,

between the Ministry of National Education and thecorporations, etc.) to define a route map towards ecology

Ministry of Environment (January 1993, 14th) « allows

and sustainable development and planning (Rio+20

to each pupil to gain a basic culture on problems related

Committee, 2011).

to the environment when they leave compulsor y

However the ways to approach ESD differ and evolve

school ». Then, according to the UN Decade, a policy ofaccording to the country and its education system.

generalization of the Education to the Environment for

Inevitably transverse, the educational initiative in ESD at

a Sustainable Development (EESD), called after ESD,

school implies the contribution of the various disciplines,

was defined in 3 phases: circulars of 2004, 2007 and 2011

and the acquisition of a common culture leaning on(Ministère de l’Education Nationale, 2004, 2007, 2011).

known and scientific knowledge. It is thus a question ofThus, since 2004, the EESD is an integral part of thetaking up a scientific and educational challenge (SNES,

children’s initial training from the nursery school to high2008).

school including specialized schools (professional highThis article provides an overview of main

schools, agricultural high schools, etc.) (EDUSCOL,

implementations in French educational policy to fulfill2013). From that time, the ESD is seen as“an importantthe goals described in the UN Decade of Education forcomponent of the initial training of the pupils, from their

Sustainable Development (2005-2014) and the challenges

youngest age and during their schooling, to allow them tofor establishments and teachers to enforce this policy.

acquire knowledge and necessary methods to be situatedin their environment and act there in a responsible way”

2. The place of ESD in French Schools(Ministère de l’Education Nationale, 2004 ). To entrust

Education often contributes to unsustainable living. ThisESD in the educational public service constitutes to acan happen through a lack of opportunity for learners

democratization of the information, not only accessible

to question their own lifestyles and the systems andby associations networks or Medias, and gives pupils the

structures that promote those lifestyles. It also happens

opportunity to be trained to critical mind.

through reproducing unsustainable models and practices.

•

In France, after the awareness of the necessity to educate

In 1992, after its return from the Rio Summit, thesociety to sustainable behaviors, ESD was gradually

Foundation for Environmental Education (FEE) adapted

integrated into the school learnings and establishment

the concept of Agenda 21 to school establishment.“Éco-lifestyle.

École”is an international program of EESD, and a label•that is recognized in elementary schools, junior and highFrom nursery school to secondary school

Éco-École and E3D labels

The French Ministry of National Education publishedschools that commit themselves toward operation that isreference texts at the Official Bulletin of National

ecologically responsible, and which incorporate the EESD

Education as circulars giving directives to teachers in

into their teaching syllabi. Its pedagogical effect therefore－ 46 －

宮城教育大学 環境教育研究紀要

第 16 巻 (2014)

contributes to the generalization policy of EESD. This

may request a label based on sustainable development

project also permit schools, teachers and their pupils tocriteria”(Gouvernement de la République Française,interact with other actors like local authorities, parents,2009). The“Green Plan project”and the“Green Plan

associations and others (FEEE France, 2012).

Reference Set”emerged as initiatives of the Conference

Born in Rio, and launched in 1994, this plan is currentlyof University Presidents and the Conference of“Grandes

running in 50 countries. 41,000 school establishments

Écoles”. For already several years, and in a more orat world level are engaged in this process, of which 1500

less structured way, universities and business schools

are in France. Once they have a label, the participants

have been launching initiatives to promote sustainable

can make international cooperation by taking contact with

development. By grouping all these initiatives underthe Éco-Écoles of other countries in order to exchange

a single banner, the Green Plan gives them additional

their experiences, organize linguistic exchanges, takelegitimacy. This plan not only recommends integrating

action in favor of development and solidarity, at the

ESD into curricula and diploma but also asks

local level or abroad (FEEE France, 2012). Results ofestablishments to act for sustainable development andexperiments carried out in 84 French schools over a one-suggests their research laboratories to favor studies

year period after 2 years of ESD implementation started

in connection with sustainable development (Rio + 20

in 2005, show a genuine trans-disciplinary approach; aCommittee, 2011).

gradual transition from EESD to ESD; a realization by
all involved of the need to adopt a broader approach to

3. Challenges faced by teachers and schools

the subject, both in and outside school. Local authorities

On the educational plan, challenges are the ones of theand companies are particularly involved in this projectinterdisciplinarity, of school planning, of evaluation ofthrough regional partnership agreements for promoting

knowledge, the question of the work in partnership andsustainable development through education, training andthe training of the teachers. On the ideological plan, theinformation (UNECE & UNESCO, 2007).

difficulty is to teach a question which stays“socially

From 2011, a new label E3D for the school establishments

alive”.

can be obtained for those which adopt an initiative of•sustainable development according to the requirements

ESD is not taught as a full discipline. If the contribution

explained in Note of 2013 (Ministère de l’Educationof various disciplines do not seems to be a problem

Nationale, 2011, 2013).

in primary schools where the same teacher teach all•

Higher education establishments (HEEs) and label

disciplines, it becomes more difficult to put in place in

The National Education institution has not a legislation

secondary schools with the disciplinary division. Indeed

rule on the educational content of university teachings

the transdisciplinarity of ESD supposes for the teachers(Barthes, 2011). Universities are free to decide their

to know well their discipline, to look for methodologicalcurriculum, but during the“Grenelle Environnement”

convergences and to collaborate with the other teachers

process (Conference held in France in 2007); it became

to make ESD projects. Essentially teachers of life andobvious that HEEs are also involved in raising awarenessearth sciences, civic education, history and geographyof sustainable development. In 2009, article 55 ofare involved in ESD. It appears that the more disciplines“Grenelle 1”included:“Institutions of higher education

are involved the better it is for pupils to integrate ESD

should draw up a‘Green Plan’for their campuses.

(EDD Académie Nancy-Metz, 2012).

Universities and‘Grandes Écoles’(prestige university-

Furthermore, ESD question to the professional andlevel College with competitive entrance examinations)educational practices. Which contents for this“education－ 47 －

Teachers involved in ESD

Overview of Education for Sustainable Development implementation in France

to”? The purpose of ESD is not actually translated into

other collective reflections are required. Lourdel et al.

a simple transmission of educational knowledge but it(2005) analyzed student's sustainability comprehension

is mixed of knowledge, citizenship values and behaviors

to reflect pedagogically ESD in engineers' curricula and(Pommier, 2011). For ESD, the teachings are based ongave a tool that can evaluate the student's understandingclass projects, personal project, outside class… It alsoof sustainable development concepts through cognitiveneeds collaboration between teachers, administrative

maps which assessment is based on an approach via

personnel, local authorities, and environmental

semantic category. This cognitive map method can beassociations. It takes time to put in place such teachinga useful tool to improve learning in quantitative terms

and collaborations. This is one a reason why things movebut also in qualitative terms. Technically the students

forward slowly.

are asked to write and connect by arrows all the terms•

that they associate with the concept of sustainable

Changes in reference texts on education

Education of environment gradually evolved in Frenchdevelopment. Then by identifying knowledge gaps andeducation system from EE to EESD and then ESD. Thismisunderstood ideas improvement in the training can be

rapid evolution of the reference texts (circulars) and laws

allowed.

make it difficult to teachers and schools to adapt their•teaching habits. Indeed the changes in teachers’ way of

Even if the National Education department (Ministère

teaching take time and in particular when they appearedde l’Education Nationale, 2007) asks teachers to give

finally adapted to the circular of 2004, the new circularteaching with explanations based on known scientificof 2007 brings a complete change in the philosophy

knowledge and insists that the search of scientificand professional approach of the teaching methods

objectivity has to remained the purpose of National(Leininger-Frezal, 2009). Moreover, reforms in schools

Education, a diversity of ESD teaching exists. Thissyllabus are adopted quite often. The necessary changes

can be explained by the ecological conviction andare in some way too fast for the teachers and schools

epistemological doubt of the teacher associated to a more

to adapt. The lack in basic training of teachers and theor less socialized vision of sciences and to an educationaldifficulty to give a trans-disciplinary view of the teaching

mission considered as more or less political (Urgelli andmay be on cause (EDUSCOL, 2011; Leininger-Frezal,

Simonneaux, 2011). Many projects and actions lead to2009).

make an «eco-friendly gesture», one identifies «the best

Also, different conceptions of environment, education

practices». Teachers face the challenge of not teachingand sustainable development coexist. These conceptions

the choices to pupils but to train them how to makeinfluence the way educators define and practicechoices by themselves and develop a critical mind. Thereenvironmental education (EE) (Sauvé, 1996). Then, as

is a risk for teachers to fall into propagandist speeches

a consequence to the vagueness in terminologies used

(SNES, 2008; Urgelli and Simonneaux, 2011).

in texts, every establishment sets up as it can in house,•

with support and collaboration of local authorities andIn order to help teachers to have an objective teachingassociations (SNES, 2008).

in ESD, training missions took place and evolved with•

Evaluate the work and comprehension of pupils

the regulation of National Education. Since the Circular

The evaluation of knowledge, essential in anyof 1977, EE was taken into account in the training of

educational process, is strongly questioned by thisteachers (Ministère de l’Education Nationale, 1977). If

theme of ESD. If the works available on the ministerial

teachers to-be have access to the update version of thewebsite EDUSCOL still constitute a first approach,educational policy, what’s about teachers in service? In－ 48 －The behavioristic risk

Training and documentation resources for teachers宮城教育大学 環境教育研究紀要

第 16 巻 (2014)

the academic training initiatives ESD updated training are

but also at a deep social change. This global process

proposed to teachers in service but are not compulsory.

allows acquiring knowledge, know-how and social skills

In face to the abundant information resources available

who allow developing knowledge to act and a will to

on internet, and to preserve the objectivity of theact convenient to the institution of a report human/

information, the Ministry of National Education put

society/ environment. There is also a real plurality ofin place a portal on the Internet with documents andplaces where it is set up and number of stakeholders

detailed programs for children education according to

involved. The sociocultural activities, the teachings, thetheir grades and for different disciplines: EDUSCOL

awareness campaigns, the information or the specialist(http://eduscol.education.fr, 2013). Sections dedicated toand vocational trainings, are some of the practices used

the ESD and documentation resources are also available

to educate the individuals to the environment. The

on the Ministry of Education, Ministry of Ecology,

public life, the television, the press, the public events,

Sustainable Development and Energy websites andthe conferences can all constitute spaces of ERE andother regional and departmental centers of educational

stakeholders (Leininger-Frezal, 2009).

documentation (EDUSCOL, 2011; CNDP, CRDP, http://

T h e Fr e n c h g e t m o r e a n d m o r e a w a r e o f t h e

www.developpement-durable.gouv.fr).

environmental impact of their energy consumption,

Moreover, as a resource for teachers, students or anyone

for example, and the economic benefits of reducing it.

who want to learn more, the Thematic Digital University:

Citizens and companies are also informed by programs

Environment and Sustainable Development Virtualfrom the government as the local waste prevention

University (UVED) was founded in 2005 supported byprograms or the development of extended producer

the Ministry of Higher Education and Research. (http://

responsibility programs. New ambitious waste prevention

www.uved.fr).

and recycling objectives have emerged from the•multiparty debate on environment (Delemasure, 2009).

The case of Universities

In the absence of a rigorous structuring of the knowledge

Five main materials: steel, non-ferrous metals, paper

taught, the risks of normative or relativist drift are

and cardboard, plastics and glass are collected (ADEME,

important, especially as the ESD reacts strongly to a2010).

social demand. Well formulated focuses are needed to

In order to help the population to get rid about

reduce the risks to commit the university education in aenvironmental issues, str uctures and centers ofrestrictive direction, as "education in the good gestures".

information were put in place. For instance, in 2001

Without structure, the teaching may become then athe first consultancy centers,“Espaces Info Energie”,

lesson of morality favoring "the politically correct" to theopened at the instigation of the French Environment

detriment of the knowledge (Legardez, 2006).

and Energy Management Agency (ADEME, 2012).

There still a lack of training to teaching methods inThose centers provide free, objective advice on energy

Universities. Professors are researchers in the firstmanagement and renewable energy to their visitors andplace and teach the way they believe to be the rightsupport households in their energy saving projects.

one according to the syllabus decided in-house by theWith the technical and financial support of the ADEME,

University (Barthes, 2011).

working closely with local authorities, the centers havemultiplied since then. In ten years, the network has

4. The general public education

grown from 81 to 240 centers, providing better coverage

The education relative to the environment (ERE) aimsof the territory. This has contributed to their success.

not only at the personal fulfillment of the individualMore and more people are visiting the centers to ask－ 49 －

Overview of Education for Sustainable Development implementation in France

for advice – 7 million since 2003 – proving that this local

6. Support of research on ESD

information service is meeting a real need (ADEME,

Continuously, research on environmental issues brings2012).

new elements to help individuals to act for a sustainable
development. Online resources on recent studies are

5. Industries and businesses management

available on the different internet portals like EDUSCOL

2012 was the year when the French gover nmentor Educasource (http://www.educasources.education.fr)

launched the ecological and energy transition. Thisfor teachers to build their lessons.

should see people moving towards a new development

Following the UN Decade ESD recommendations Frenchmodel that takes into account the challenges of climate

government and Research Agencies favor projects onchange and scarce natural resources (ADEME, 2013).

sustainable development. For instance, as part of thisHaving played a central role in environmental issues forwork ADEME helps financing projects, from research totwo decades, ADEME, is active in the implementation of

implementation, in the areas of waste management, soil

public policy in the areas of the environment, energy andconservation, energy efficiency and renewable energy, airsustainable development. The Agency provides expertise

quality and noise abatement. ADEME represents a public

and advisory services to businesses, local authorities

agency under the joint authority of the Ministry forand communities, government bodies and the public at

Ecology, Sustainable Development and Energy, and thelarge, to enable them to establish and consolidate their

Ministry for Higher Education and Research. (ADEME,

environmental action. Raising awareness and better

2009, 2013)

understanding linked to enterprise needs.
Whether through training or by publishing documents

7. Conclusion

or by organizing events, ADEME capitalizes and makes

The ESD is a global individual process, with multiple

available to professionals the knowledge that it generates

and varied expressions which concerns the environment

to enlighten choices and orient decision making by

taken in a wide meaning of a word and which questions

political, institutional and economic players (ADEME,

the inscription of each in its life environment, on its

2013)

connection with the others. In France the education

The circular economy represent an economic model

to environment has evolved over the years and stillthat tends towards the efficient use of all resources

evolving in accordance to international recommendations.

(materials, energy, water, air, land, etc.) through every

Unfortunately, if the process of generalization of ESD isstage of a product's manufacturing process, especially

now well integrated in French education system, all thethrough eco-design, reasonable consumption and the use

school establishments and collectivities in France areof used products as resources. Recycling is of course one

not committed equally in ESD. There are still difficultiesof the fundamentals of the circular economy, along withand debates on ESD between educational policy andeco-design, reducing waste at source and the functional

teachers to give an objective approach. But stakeholders

economy (replacing property ownership with the use of aof the French society are engaged in a way or another inservice, extended product service lives, etc.) (ADEME,a learning process to become a sustainable society.

2013). Also environmental labelling is possible andcan be a major tool in the ecological transition both byThis article does not aim to be exhaustive but wants brings

improving consumer information and thereby orienting

some examples of implementations by France concerning

their choices as well as truly becoming a lever in favor of

the ESD.

enterprise economic and ecological competitiveness.
－ 50 －

宮城教育大学 環境教育研究紀要

REFERENCES

第 16 巻 (2014)

Gouvernement de la République Française. 2009. LOI n

ADEME (Agence de l’Environnement et de la Maitrise° 2009-967 du 3 août 2009 de programmation relativede l’Energie). 2009. Strategic Orientation for Researchà la mise en œuvre du Grenelle de l'environnement (1).

and Development 2007-2010. Angers, France.

Available at: http://www.legifrance.gouv.fr/affichTexte.

ADEME. 2010. Recycling in France - 2008 data: Annual
Report. Angers, France.

do;jsessionid=673D30CFF95DCAF10E6AF79ED0D
CB121.tpdjo03v_1?cidTexte=JORFTEXT0000209495

ADEME. 2012. 20 Years: ADEME Yesterday, Today andTomorrow. ADEME et Vous, Special Issue. Angers,
France.

48&dateTexte=20120917
Legardez, A. 2006. Enseigner les questions socialement
vives, quelques points de repères ? In: Legardez, A.and

ADEME. 2013. Key Facts 2012: Activity report. Angers,
France.

Simmonneaux, L. L'école à l'épreuve de l'actualité,
enseigner les questions socialement vives, ESF Eds,

Barthes, A. 2011. Comment réintroduire les savoirs face19-32.

à l'éducation au développement durable ? Exemple

Leininger-Frezal, C. 2009. Le développement durable etdes filières professionnelles d'aménagement desses enjeux éducatifs : Acteurs, savoirs et stratégies

territoires. In : Alpe, Y. and Girault, Y. (Dir). Education

territoriales. Thèse de Doctorat en Géographie,au développement durable et à la biodiversité:

Université Lumière - Lyon II.

concepts, questions vives, outils et pratiques.

Lourdel, N., Gondran, N., Laforest, V. and Brodhag,

Conference proceedings, IUT de Provence, Digne les

C. 2005. Introduction of sustainable development

Bains, 206-227.

in engineers' curricula: Problematic and evaluation

Delemasure, B. (Dir.). 2009. Le Grenelle Environnement

methods. Int. J. Sustain. Higher Educ., 6: 254 -264.

: Première loi du Grenelle. Journal du Ministère :Ministère de l’Education Nationale. 1977. Circulaire

Ecologie, Energie, Développement Durable et Mer,

No 77-300 du 29 Aout 1977: Instruction générale surseptembre 2009. Paris, France.

l'éducation des élèves en matière d'environnement.

EDD Académie Nancy-Metz. 2012. Bilan de l'enquête

Bulletin Officiel de l’Education Nationale, 31. Available

sur les projets EDD au cours de l’année scolaire

at: http://cache.media.eduscol.education.fr/file/

2010/2011, Nancy, Metz. Available at: http://www4.ac-

EEDD/21/8/circulaire1977_115218.pdf

nancy-metz.fr/edd/IMG/pdf/Bilan_enquete_edd.pdf

Ministère de l’Education Nationale. 2004. Circulaire

EDUSCOL. 2011. Education au développement durable.

No 2004-110 du 8 juillet 2004 : Généralisation d'une

Available at: http://eduscol. education.fr/pid23360/éducation à l'environnement pour un développement

education-au-developpement-durable.html

durable (EEDD) - rentrée 2004. Bulletin Officiel de

EDUSCOL. 2013. National portal for professionals

l’Education Nationale, 28. Available at: http://www.

of the education, Ministry of National Education.

education.gouv.fr/bo/2004/28/MENE0400752C.htm

Available at: http://eduscol.education.fr/cid47866/

Ministère de l’Education Nationale. 2007. Circulaire

accompagnements-disciplinaires-edd.html

No 2007-077 du 29 mars 2007 : Seconde phase de

FEEE (Foundation for Environmental Education in

généralisation de l’éducation au développement

Europe) France. 2012. Stakeholder Leaflet: Eco-

durable (EDD). Bulletin Officiel de l’Education

Ecole +20. Ministère de l’écologie, du développement

Nationale, 14. Available at: http://www.education.gouv.

durable, des transports et du logement and Ministère

fr/bo/2007/14/MENE0700821C.htm

des affaires étrangères et européennes (Ed.), Paris,
France.

Ministère de l’Education Nationale. 2011. Circulaire No
2011-186 du 10 novembre 2011 : Troisième phase－ 51 －

Overview of Education for Sustainable Development implementation in Francede généralisation de l'éducation au développement

UNCED (United Nations Conference on Environment

durable. Bulletin Officiel de l’Education Nationale, 41.

and Development). 1992. Agenda 21 - Program of

Available at: http://www.education.gouv.fr/pid25535/

Action for Sustainable Development: Rio Declaration

bulletin_officiel.html?cid_bo=58234

on Environment and Development, United Nation

Ministère de l’Education Nationale. 2013. Note deConference on Environment and Development, June

service No 2013-111 du 24 juillet 2013 : Démarche

1992, Rio de Janeiro, Brazil. New York, United Nations.

globale de développement durable dans les écoles et

U N E C E a n d U N E S C O. 2007. G o o d P r a c t i c e s i n

les établissements scolaires (E3D) - Référentiel deEducation for Sustainable Development in the UNECE

mise en œuvre et de labellisation. Bulletin Officiel deregion, Education for Sustainable Development inl’Education Nationale, 31. Available at: http://www.

Action, Good Practices N° 2. From: 6th Ministerial

education.gouv.fr/pid25535/bulletin_officiel.html?cid_

Conference“Environment for Europe”, Belgrade,bo=73193

Serbia 10-12 October 2007.

Pommier, M. 2011. L’engagement des enseignants dans

UNESCO (United Nations Educational, Scientificl’éducation au développement durable: une «mise

and Cultural Organization). 2005. Education forà l’épreuve» de l’identité professionnelle ? Appuis–

Sustainable Development in Action, Guidelines andObstacles. In : Alpe, Y. and Girault, Y. (Dir). Education

Recommendations for Reorienting Teacher Educationau développement durable et à la biodiversité:

to Address Sustainability. Technical Paper, 2. Paris,

concepts, questions vives, outils et pratiques.

France.

Conference proceedings, IUT de Provence, Digne lesUrgelli, B. and Simonneaux, L. 2011. Réchauffement

Bains, 353-370.

climatique et développement durable - Quelle(s)Rio +20 Committee. 2011. Actor specification: «éthique(s) pour une éducation scientifique citoyenne?

The Green Plan ». Ministère de l’écologie, duIn : Alpe, Y. and Girault, Y. (Dir). Education audéveloppement durable, des transports et du logement

développement durable et à la biodiversité: concepts,

and Ministère des affaires étrangères et européennes

questions vives, outils et pratiques. Conference(Ed.), Paris, France.

proceedings, IUT de Provence, Digne les Bains, 229-

Sauvé, L. 1996. Environmental Education and Sustainable
Development: A Further Appraisal. Can. J. Environ.

253.
WCED (World Commission on Environment and

Educ., 1: 7-34.

Development). 1987. Our Common Future - The

SNES (Syndicat National des Enseignements de Second

Brundtland Report. Oxford University Press, Oxford.

degré). 2008. Education au développement durable(EDD). Available at: http://www.snes.edu/IMG/pdf/
ducation_au_developpement_durable.pdf－ 52 －