2005 – 2014United Nations Decade of Education for Sustainable Development 2000 - 2003Australian Government’s policy on environmental education: Environmental Education for a Sustainable Future – National Action Plan (NAP ESD) 2005Department of Environment and Water Resources commissioned National Environment Education Statement (NEES) 2006 – ’07 2009 New National Action Plan (NAP ESD) specifically targeting education at all levels Australian Sustainable Schools Initiative (AuSSI) Preservice Teacher Education Education for Sustainability (EfS) in schools
Selected Criteria Statement addressing criterion 2: Development of curricula, resources and services that reflect a command of the field Statement addressing criterion 5: Scholarly activities and service innovations that have influenced and enhanced learning and teaching
Preservice Teacher Education Research Literature: Australian Journal of Environmental Education Environmental Education Environmental Education Research Canadian Journal of Environmental Education Journal of Environmental Education Other Universities: Australian Association of Environmental Education (AAEE) ozEENews ARIES (Australian Research Institute in Education for Sustainability): A review of models for preservice teacher education Mainstreaming EfS into preservice teacher education What we do at ACU: Core Units: EDST 204 EDST 401 EDST 446 Fieldtrip Electives Other: Government Organisations Non-government Organisations Community Groups International Activities: UNESCO Journal of Education for Sustainable Development (JESD)
Education for Sustainability (EfS) in Australian Schools : some examples AuSSI (Vic) Schools St. Francis in the Fields Mildura West Primary School SiMERR (Science, ICT and Maths Education in Rural and Regional Australia) Research Galen College Frayne College ASISTM (Australian School Innovation in, Science, Technology and Mathematic Projects) Yarrawonga School Cluster Tasmania project Sustainability by the Bay project
Elements for addressing Criterion 2: In 2007 we were commissioned by the Victorian Department of Education and Early Childhood Development (DEECD), in conjunction with the Victorian Association for Environmental Education (VAEE), to conceptualise and develop an EfS curriculum for pre-service teacher education, as part of the Victorian response to the AuSSI.
The Australian Sustainable Schools Initiative (AuSSI Vic) modules 1. Core (background concepts including eco-footprints) 2. Energy 3. Water 4. Waste 5. Biodiversity/Habitat
AuSSI (Vic) Administered by: Sustainability Victoria http://www.sustainability.vic.gov.au Centre for Education and Research in Environmental Strategies (CERES) http://www.ceres.org.au/
On the strength of our pre-service AuSSI curriculum, we have been invited to represent pre-service teacher education on the AuSSI advisory group convened by the State Government body, Sustainability Victoria
The evaluations also provide clear evidence of transformational learning, exemplified in comments such as: “Thank you for this wonderful opportunity, it’s changed my way of thinking, and I now have so many issues and questions to work out and solve”, “I have learnt through this unit that I can personally make a difference which is something I never thought before” and “I am looking forward to educating in a future of changed attitudes and educated people regarding sustainability” (evaluation, 2007).
Elements for addressing Criterion 5: Science Education (ERA -A* publication) 2008 Professor Masakata Ogawa visit and return visit to Japan as an EfS scholar in 2008 Leading international scholars in EfS examine related doctoral theses researched and produced a substantial report titled ACU National: Providing Leadership in Transitions to a Sustainable Future. Completed research under the Federally funded Science, Information and Communication Technology and Mathematics Education for Rural and Regional Australia (SiMERR)
In-service professional learning to consultants, in- service teachers and their students. We have presented to a range of system-based professional organisations from all sectors and at all levels; examples are St Margaret’s School (’04), Sustainable Living Festival Schools’ Day (’05), Trinity Grammar and Carey Grammar (’06), Catholic Education Offices (Melbourne and Bendigo) (’06; ’07), Kambrya College (’07), the VAEE (’07) and Swinburne University of Technology (’08).
Together these activities give us a theoretical and practical command of this broad and rapidly developing field, and valuable insight into the ways in which sustainability is being enacted, all of which we are able to bring to our own students’ learning.
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