GSE827 Education for Sustainable Development
About this Unit
Semester 2, 2008
Offered: D2 - Day; Second Half-Year (Block mode delivery)
Convenor: Wendy Goldstein
Prerequisites/corequisites: None
Credit Points: 4
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, and exploring its origins. 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, 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
Course developed by: Associate Professor Daniella Tilbury
Classes
Sessions will be held in E8A 386
| Date | Time | Session |
|---|---|---|
| August 8 | 6:30pm - 9:30pm | Introduction to Course Themes |
| August 9 | 10:00am - 5:00pm | Workshop Session 1 |
| August 15 | 10:00am - 5:00pm | Workshop Session 2 |
| August 29 | 10:00am - 5:00pm | Workshop Session 3 |
| August 30 | 10:00am - 5:00pm | Workshop Session 4 |
| September 5 | 10:00am - 5:00pm | Workshop Session 5 |
| September 20 | 10:00am - 5:00pm | Workshop Session 6 - Group presentations |
| TBA | Assignment Tutorials |
Unit web page
There is no web page for this unit.
Learning Outcomes
Through the successful completion of this unit the student will:
Specialist Outcomes
- Be able to conceptualise education for sustainable development
- Begin to understand how education can contribute to the process of change towards sustainable development
- Be able to demonstrate an effective grasp of the international literature relating to education for sustainable development
- Be aware of the principles of good practice in education for sustainable development
- Be able to critique the value of programs in education for sustainable development
- Be able to contribute to the education for sustainable development debate
- Be an advocate for education for sustainable development
Generic Outcomes
- Develop ability to write cogent and clearly structured reports, addressing defined issues
- Develop self-management and collaboration skills
- Develop ability to work effectively as part of a multi-disciplinary team
- Develop creative thinking skills to envision, create and discover
- Develop critical analysis skills to process, synthesise and evaluate
- Develop cultural understanding and respect at the professional and personal level
- Develop a capacity for independent learning and inquiry
- Develop a sense of social, ethical and professional responsibility
Teaching and Learning Strategy
The sessions will consist of three main activities
- Short presentations
- Practical workshops in which students are asked to complete a task
- Discussion groups
Schedule of Lectures
| Date | Session |
|---|---|
| Aug 8 | Introduction to Course Themes
|
| Aug 9 | Workshop Session 1 Conceptualising Education For Sustainable Development (EfSD)
|
| Aug 15 | Workshop Session 2 Conceptualising Education For Sustainable Development (EfSD)
|
| Aug 29 | Workshop Session 3 Designing EfSD II
|
| Aug 30 | Workshop Session 4 Capacity building for Sustainable Development
|
| Sept 5 | Workshop session 5
|
| Sept 20 | Workshop Session 6 Student Group presentations |
Relationship between Assessment and Learning Outcomes
The assignments 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 Report |
Facilitation 1000 words |
20% | Sept 20 |
| Assignment 2 | Journal/Portfolio: Track conceptual development of EfSD Develop a framework for planning or evaluating EfSD |
+3000 words | 40% | Sept 20 |
| Assignment 3 | Report: Using the framework developed in Assignment 2 critically evaluate a programme or describe how to develop a policy | 3000 words | 40% | Oct 13 |
A detailed Assignment Guide will be provided at the introductory session
Required and Recommended Texts/Materials
Key texts
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://www.aries.mq.edu.au/efsportal.htm)
Relevant Books and Articles
Cohen J and James S with Blewitt J (2002) Learning to Last: skills, sustainability and strategy. Learning and Skills Development Agency, United Kingdom
Day, B. and Monroe, M. (2000) Environmental Education & Communication for a Sustainable World: handbook for international practitioners Washington: Academy for International Development (US AID).
Environment Australia (1999) Today Shapes Tomorrow: environmental education for a sustainable future: a discussion paper Canberra, Environment Australia.
GreenCom (1996) Putting People into Policy: The role of Environmental Education and Communication Environmental Education and Communication Project, Washington, US Agency for International Development.
Hopkins, C., Damlamian, J. and Lopez Ospina G. (1996) 'Evolving towards education for sustainable development: an international perspective' Nature and Resources Vol. 32 No. 3 p.2-11.
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.
Keen, M. Brown,V.A. & Dyball, R. (2005) Social Learning in Environmental Management Towards a Sustainable Future London: Earthscan
Tilbury, D. and Wortman, D. (2004) Engaging People in Sustainability, IUCN Commission on Education and Communication, Gland and Cambbridge
Tilbury D, and Henderson K (2003) "Education for Intercultural Understanding in Australian Schools: A Review of its Contribution to Education for a Sustainable Future" in Australian Journal of Environmental Education, vol 19 pp 71-86
Tilbury D (2003) "The world summit, sustainable development and environmental education" in Australian Journal of Environmental Education, vol 19 pp 109-113
Tilbury, D., Stevenson, B., Fien, J. and Schreuder, D. (2002) Education and Sustainability: Responding to the Global Challenge Gland: IUCN.
Tilbury, D. (1995) 'Environmental Education for Sustainability: Defining the new focus of environmental education' Environmental Education Research Vol. 1 No.2 pp.195-212.
UNESCO (1997) Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action, Report of the International Conference on Environment and Society: Education and Public Awareness for Sustainability, Dec 8-12 p.5-16
Warburton, D. (1998) Community and Sustainable Development: participation in the future London: Earthscan.
Key Journals
Environmental Education Research
Australian Journal of Environmental Education
International Journal of Geographic and Environmental Education Research
Useful Internet Addresses
Plagiarism
The 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.
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
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