Graduate School of The Environment
GSE827 Education for Sustainable Development
About this Unit
Semester 2, 2009
Offered: D2 - Day; Second Half-Year (Block mode delivery)
Convenor: Wendy Goldstein
Prerequisites/corequisites: None
Credit Points: 4
Unit Description
This unit explores the role and scope of education as a learning, change and capacity building process in the attainment of sustainable development goals. During this unit students will develop an understanding of this emerging field drawing on research from the Macquarie University ARIES – Australian Research Institute of Education for Sustainability. The unit will explore the origins of education for sustainable development. International and Australian literature is used to develop an understanding of education as a process of change towards sustainability, to stimulate reflection upon different interpretations, and to critically examine a number of case studies from around the world. Students are required to identify principles of good practice and to develop a framework for planning and evaluating programs in education for sustainable development. They are asked to use this framework to critically evaluate an education program, and reflect on the efficacy of that framework. Students will also explore the significance of the UN Decade of Education for Sustainable Development, and critically review national and local strategies for education for sustainable development.
The unit exposes students to speakers from the workplace who explore strategic planning, policy and the strategic positioning of education in organizations.
Throughout the unit students are given the opportunity to consider education for sustainable development through an area of interest such as conservation and wildlife management, environmental health, consumerism, climate change, community development, Local Agenda 21, policy development or a specific professional sector e.g, NGO, national parks, government, school, university or corporate sector.
Teaching Staff
Convenor: Wendy Goldstein
Office: E8A 372
Phone: (02) 9850 6299
Fax: (02) 9850 7972
Email: wgoldstein@gse.mq.edu.au
The basis for this course was developed by: Professor Daniella Tilbury (2004) and has since been modified and adapted.
Classes
Sessions will be held in E8A 386
| Date | Time | Session |
|---|---|---|
| August 7 | 6:30pm - 9:30pm | Introduction to Course Themes |
| August 8 | 10:00am - 5:00pm | Workshop Session 1 |
| August 14 | 10:00am - 5:00pm | Workshop Session 2 |
| August 28 | 10:00am - 5:00pm | Workshop Session 3 |
| August 29 | 10:00am - 5:00pm | Workshop Session 4 |
| September 4 | 10:00am - 5:00pm | Workshop Session 5 |
| September 19 | 10:00am - 5:00pm | Workshop Session 6 - Group presentations |
| TBA | Assignment Tutorials |
Unit web page
There is no web page for this unit.
Technology Used and Required
Learning Outcomes
Through the successful completion of this unit the student will have the following learning outcomes that contribute to a Macquarie University graduate's capabilities (listed as headings):
1. Discipline Specific Knowledge and Skills
- construct a critical evaluation of the basis for and principles of education for sustainable development
- explain how education can contribute to the process of change towards sustainable development
2. Critical, Analytical & Integrative Thinking
- critique the assumptions underpinning education for sustainable development
- develop a set of useful evaluation criteria for education for sustainable development programs;
- analyse and critique the value of programs in education for sustainable development
- review and critique key ideas from international and national literature relating to education for sustainable development
3. Problem Solving and Research Capability
- apply knowledge of EfSD principles to plan and implement a workshop and evaluate it;
4. Creative and Innovative
- outline a vision of sustainable development and how it has been influenced
- design a framework of education for sustainable development based on the principles of effective practice
- present ideas in new and creative ways
5. Effective Communication
- display discussion and presentation skills
- plan and present written arguments in coherent, well structured and documented form
6. Engaged & Ethical Local and Global Citizens
- consider the ways in which values and ethical issues affect change for sustainable development
- reflect on how personal values and assumptions influence lifestyle;
- apply learning about EfS to your own practice
7. Socially and Environmentally Active and Responsible
- articulate strategies to bring about change for the environment and sustainability
8. Capable of Professional and Personal Judgement and Initiative
- recognise the strengths and limitations of education for sustainable development in bringing about change
- reflect on how personal experiences influence your own capacity for critical analysis
- present a convincing argument for education for sustainable development
- critique work undertaken by peers and offer helpful advice in education for sustainable development
9. Commitment to Continuous Learning
- demonstrate effective time management and work organisation skills
- demonstrate effective project management skills
- assess your own learning and performance in group work and class and your ability to work in cross disciplinary and multi cultural situations
Graduate Capabilities Developed
- Discipline Specific Knowledge and Skills
- Critical, Analytical & Integrative Thinking
- Problem Solving and Research Capability
- Creative and Innovative
- Effective Communication
- Engaged & Ethical Local and Global Citizens
- Socially and Environmentally Active and Responsible
- Capable of Professional and Personal Judgement and Initiative
- Commitment to Continuous Learning
Teaching and Learning Strategy
The class sessions are run as a series of workshops. The sessions provide an experience of a facilitated learning process to contribute to the student's understanding of the education for sustainable development process. The sessions include:
- Short presentations to orient the student to concepts and activities;
- Practical activities in small groups in which students are asked to complete a task by sharing knowledge and reflecting on their thinking;
- Presentations of student activities and engagement in peer feedback;
- Contribute to discussion and feedback on the group activities;
Students attend approximately 40 hours of class work (which is compulsory) and are expected to undertake 120 hours of personal study, reading and reflection to present the three assessment tasks. Students are responsible for managing their time for learning and the tasks for group work.
Students are invited to make an appointment/s for a tutorial from the convenor: wgoldste@gse.mq.edu.au
Schedule of Lectures
| Date | Session |
|---|---|
| Aug 7 | Introduction to Course Themes
|
| Aug 8 | Workshop Session 1 Conceptualising Education For Sustainable Development (EfSD)
|
| Aug 14 | Workshop Session 2 Conceptualising Education For Sustainable Development (EfSD)
|
| Aug 28 | Workshop Session 3 Designing EfSD programs
|
| Aug 29 | Workshop Session 4 Capacity building for Sustainable Development
|
| Sept 4 | Workshop session 5
|
| Sept 19 | Workshop Session 6 Student Group presentations |
Assessment Requirements
This is a summary of the assessment tasks students must undertake. More information on the criteria by which assessments will be judged will be handed out in the lectures. The assessments tasks have been designed to allow you to demonstrate to yourself and the unit convener that you have achieved the unit learning outcomes.
| Assessment | Description | Max. Length | Marks | Due |
|---|---|---|---|---|
| Assignment 1 | Group Workshop: designing and executing an EfSD workshop. Providing a facilitation plan for the session. Reflection on the session and experience of group work How does this assessment lead to the learning outcomes? (learning outcomes are in numbered brackets) This assessment challenges the students to apply knowledge of EfSD principles to plan and implement a workshop and evaluate it in a creative way (9, 10). Students are asked to undertake a peer evaluation of other students' workshops to develop experience in critiquing the work undertaken by peers and to offer helpful advice to colleagues in education for sustainable development and so develop ethical and professional responsibility (20). Working in groups for this assignment calls on the students to develop skills important to employers such as self-management and collaboration skills, work effectively as part of a multi-disciplinary team, to be creative and develop cultural understanding and respect at the professional and personal level. Students are asked to reflect on their experience of group work and draw up lessons from their own reactions and behaviour and about how to work with others. (21-23) |
Facilitation 1000 words |
20% | Sept 19 |
| Assignment 2 | Journal/Portfolio: to reflect on learning and relate it to the environment around you and practice. How does this assessment lead to the learning outcomes? The journal is to track the development of your understanding of EfSD as you progress through the course and undertake readings from international and national literature. (1, 2, 3, 5, 8,13, 14) You can unleash your creativity in the way that you present this work. You will reflect on the strengths and limitations of education for sustainable development in bringing about change (17) and reflect on how personal experiences shape your ideas (18). This task also tests your ability to think analytically, to integrate, be creative and innovative as you develop a framework for EfSD based on your understanding. (9, 19) The portfolio component provides an opportunity to collect ideas and examples of how you can use EfSD in your practice and how it relates to what is happening around you. (15) This journal/portfolio contributes to developing your professional skills for reflection and continuous learning. |
4000 words (not limited) | 40% | Sept 30 |
| Assignment 3 | Report: Using the framework developed in Assignment 2 critically evaluate a programme or describe how to develop a policy How does this assessment lead to the learning outcomes? In this task you demonstrate your understanding of the discipline of EfSD and its role in bringing about change (1, 2). You apply your framework to analyse and critique an EfSD program (5) and refine your criteria to evaluate a program after using them. (4) This activity contributes to you being able to articulate strategies to bring about change for the environment and sustainability (16) and to recognise the strengths and limitations of education for sustainable development in bringing about change (17) You will demonstrate your ability to review and critique key ideas from international and national literature relating to education for sustainable development (5). |
3000 words | 40% | Oct 26 |
A detailed Assignment Guide will be provided at the introductory session
How Do I Request an Extension?
Examination Conditions
Requirements to Complete this Unit Satisfactorily
Required and Recommended Texts/Materials
Introductory reading
Fien, John and Tilbury, Daniella. (2000). Chapter 1, The global challenge of sustainability in Tilbury, D., Fien, J., Stevenson, R.B., and Schreuder, D. (2000). Education and Sustainability: Responding to the Global Challenge. Gland: IUCN Commission on Education and Communication
Available at http://data.iucn.org/dbtw-wpd/edocs/2002-002.pdf
Hopkins, Charles and McKeown, Rosalyn. (2000). Chapter 2, Education for sustainable development: an international perspective in Tilbury, D., Fien, J., Stevenson, R.B., and Schreuder, D. (2000). Education and Sustainability: Responding to the Global Challenge. Gland: IUCN Commission on Education and Communication
Available at http://data.iucn.org/dbtw-wpd/edocs/2002-002.pdf
Tilbury, D. and Cooke, K. (2005) A National Review of Environmental Education and its Contributions to Sustainability in Australia: Frameworks for Sustainability - Key Findings. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES)
Available at: http://www.aries.mq.edu.au/efsportal.htm
Tilbury, D. and Wortman, D. (2004) Engaging People in Sustainability, IUCN Commission on Education and Communication, Gland and Cambridge
Available at: http://data.iucn.org/dbtw-wpd/edocs/2004-055.pdf
UNESCO (2002) Education for Sustainability From Rio to Johannesburg: Lessons learnt from a decade of commitment A report on the lessons learnt about the development of education to sustainable development over the decade between the United Nations Conference on Environment and Development and the World Summit on Sustainable Development (WSSD) Paris: UNESCO
Available at: http://unesdoc.unesco.org/images/0012/001271/127100e.pdf
Australian Government Department of the Environment, Water, Heritage and the Arts (2009) Living Sustainably The Australian Government's National Action Plan for Education for Sustainability Commonwealth of Australia
Available at: http://www.environment.gov.au/education/publications/pubs/national-action-plan.pdf
Australian Government Department of the Environment and Heritage (2007) Caring for our Future The Australian Government Strategy for the United Nation's Decade of Education for Sustainable Development 2005- 2014 Australian Government Department of Environment and Heritage
Available at: http://www.environment.gov.au/education/publications/pubs/caring.pdf
Stevenson, Robert B. (2000). Chapter 18, Conclusion: Education and sustainable development: perspectives and possibilities in Tilbury, D., Fien, J., Stevenson, R.B., and Schreuder, D. (2000). Education and Sustainability: Responding to the Global Challenge. Gland: IUCN Commission on Education and Communication
Available at http://data.iucn.org/dbtw-wpd/edocs/2002-002.pdf
Additional reading
Cohen J and James S with Blewitt J (2002) Learning to Last: skills, sustainability and strategy. Learning and Skills Development Agency, United Kingdom
Available at: http://www.ttrb.ac.uk/viewArticle2.aspx?contentId=13010
Day, B. and Monroe, M. (2000) Environmental Education & Communication for a Sustainable World: handbook for international practitioners Washington: Academy for International Development (US AID).
Available at: http://www.greenbiz.com/files/document/O16F8940.pdf
Environment Australia (1999) Today Shapes Tomorrow: environmental education for a sustainable future: a discussion paper Canberra, Environment Australia.
Available at: http://www.environment.gov.au/education/publications/discpaper/index.html
GreenCom (1996) Putting People into Policy: The role of Environmental Education and Communication Environmental Education and Communication Project, Washington, US Agency for International Development.
Available at: http://pdf.usaid.gov/pdf_docs/PNABY657.pdf
Hesselink, F. Van Kempen, P. Wals A. (2000) ESDebate International Debate on Education for Sustainabel Develiopment Gland: IUCN Commission on Education and Communication
Available at: http://data.iucn.org/dbtw-wpd/edocs/2000-034.pdf
Huckle, J and Sterling, S. (1996) Education for Sustainability. Earthscan, London
International NGO Forum (1992) Environmental Education for Sustainable Societies and Global Responsibilities International Council of Adult Education, Toronto.
Available at: http://www.prosus.uio.no/english/sus_dev/alternativ-agenda/Environmental_Education.html
Keen, M. Brown,V.A. & Dyball, R. (2005) Social Learning in Environmental Management Towards a Sustainable Future London: Earthscan
Jennings, V.E and Bird E (eds) 2008 Media as partners in education for sustainable development: A Training and Resource Kit, United Nations Educational, Scientific and Cultural Organization Paris
Available at: http://unesdoc.unesco.org/images/0015/001587/158787e.pdf
Key Journals
Environmental Education Research
International Research in Geographical and Environmental Education
Journal of Education for Sustainable Development
Recent Conferences
UNESCO World Conference on Education for Sustainable Development – Moving into the Second Half the UN Decade (31 March – 2 April, 2009 Bonn, Germany)
5th World Environmental Education Conference (10-14 May, 2009 Montreal, Canada)
The 4th International Conference on Environment Education 24 to 28 November, 2007, Ahmedabad, India.
Useful Internet Addresses
- ARIES EfS portal
- Australian Association for Environmental Education
- Education For Sustainable Development - ESD resources for educational development
- Education for Sustainable Development Tool Kit
- Environmental Education Resources (North American Association for Environmental Education NAEE)
- IUCN Commission on Education and Communication
- Second Nature: Education for Sustainability
- United Nations Economic and Social Development
- UNESCO Australia Teaching and Learning for a Sustainable Future
- UNESCO Education for Sustainable Development – Asia
- UNESCO Education for Sustainable Development
- World Bank: Sustainable Development
- Development Education Program - World Bank – Explore sustainable development
Academic Honesty
Macquarie University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. You must read the University's practices and procedures on plagiarism. These can be found in the Handbook of Postgraduate Studies or on the web at: http://www.student.mq.edu.au/plagiarism/
The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and / or referral to the University Discipline Committee.
The GSE recommends that students familiarise themselves with the information contained on the Georgetown University Honor Council website which discusses plagiarism in an easy to understand and comprehensive manner.
All assignments will be screened with "Turnitin" anti-plagiarism software
University Policy on Grading
Academic Senate has a set of guidelines on the distribution of grades across the range from Fail to High Distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).
On occasion your raw mark for a unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Under the Senate guidelines, results may be scaled to ensure that there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results.
It is important that you realise that the policy does not require that a minimum number of students are to be failed in any unit. In fact it does something like the opposite, in requiring examiners to explain their actions if more than 20% of students fail in a unit.
The process of scaling does not change the order of marks among students. A student who receives a higher raw mark than another will also receive a higher final scaled mark.
For an explanation of the policy see:
http://senate.mq.edu.au/rules/Guidelines2003.doc or
http://senate.mq.edu.au/rules/detailedguidelines.doc
Special Consideration Policy
The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability.
The Special Consideration Policy is instituted to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level.
Student Support Services
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.
Advice for Students with Disabilities/Health Conditions
The Equity Support Unit (ESU) provides support and assistance to students with a disability / health condition in aiming to ensure that they do not experience disadvantage in reaching their academic potential. Service provision is determined on a case-by-case basis following an assessment of a student's needs and the provision of supporting documentation. Service provision is also dependent on the availability of resources.
To register with ESU, download an Advice of Disability / Health Condition form from http://www.reg.mq.edu.au/academic-index.html. This form must be completed annually, irrespective of whether a disability / health condition is temporary, long-term or permanent. Students wishing to request support services from the ESU should make an appointment to see a Disability Advisor immediately after enrolling at Macquarie University.
Phone: (02) 9850 6494/7497
Fax: (02) 9850 6063
TTY: (02) 9850 6493
Email: equity@mq.edu.au
In person: Level 2, Lincoln Building (C8A), Macquarie University
Website: http://www.sss.mq.edu.au/equity