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Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany

Author

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  • Eva-Maria Waltner

    (Department of Biology and Pedagogy of Biology at the University of Education, Kunzenweg 21, 79117 Freiburg, Germany)

  • Werner Rieß

    (Department of Biology and Pedagogy of Biology at the University of Education, Kunzenweg 21, 79117 Freiburg, Germany)

  • Antje Brock

    (Department of Education and Psychology, Freie Universität Berlin, Fabeckstraße 37, 14195 Berlin, Germany)

Abstract

Education for Sustainable Development (ESD) is a core element of UNESCO’s Sustainable Development Goal (SDGs) Target 4.7, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development. The German Federal Ministry for Education and Research (BMBF) followed suit in 2015 and launched a high scale national monitoring of the current state of ESD implementation. In this context, suitable ESD indicators should be analyzed to inform policy and research agendas. The present project is part of the national monitoring within Germany’s Global Action Program (GAP) actions. The research team at the University of Education in Freiburg conducted a study to evaluate the accessibility of data and the measurability of ESD-relevant teacher training (TT). During the two-step procedure for data collection on ESD-relevant TTs in Germany, an extensive list of ESD related search terms first captured 66,935 TTs with possible ESD relevance in the evaluation period. Second, the collected data was analyzed using Mayring’s qualitative content analysis. The 66,935 TTs were thereby reduced to 3818 TTs with different degrees of ESD relevance. The results of the evaluation study show that suitable ESD indicators, the FESD (formula for the ESD-indicator for TTs) (basic), FESD (basic, rated) and FESD (pro), could be developed and calculated for 15 of 16 federal states in Germany. The gathered insights show a path towards ESD monitoring in TT to clarify the needs and achievements of ESD implementation in the field of continuing education of teachers. However, the presented indicators only show a possible path for ESD indicator development. A comprehensive set of ESD indicators should also focus on the micro or output (e.g., ESD competencies) level. These insights for the future seem worth striving for not only in Germany or on the national level but also internationally to foster ESD, Target 4.7 of the SDGs and the SDGs in general.

Suggested Citation

  • Eva-Maria Waltner & Werner Rieß & Antje Brock, 2018. "Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany," Sustainability, MDPI, vol. 10(7), pages 1-17, July.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:7:p:2508-:d:158522
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    References listed on IDEAS

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    1. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
    2. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    3. Nina Kolleck & Helge Jörgens & Mareike Well, 2017. "Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education," Sustainability, MDPI, vol. 9(11), pages 1-16, October.
    4. Klas Andersson & Sverker C Jagers & Annika Lindskog & Johan Martinsson, 2013. "Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students," Sustainability, MDPI, vol. 5(12), pages 1-18, December.
    5. Gemma Burford & Peter Tamás & Marie K. Harder, 2016. "Can We Improve Indicator Design for Complex Sustainable Development Goals? A Comparison of a Values-Based and Conventional Approach," Sustainability, MDPI, vol. 8(9), pages 1-38, August.
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    1. Jorrit Holst & Antje Brock & Mandy Singer-Brodowski & Gerhard de Haan, 2020. "Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System," Sustainability, MDPI, vol. 12(10), pages 1-19, May.
    2. Estibaliz Sáez de Cámara & Idoia Fernández & Nekane Castillo-Eguskitza, 2021. "A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country," Sustainability, MDPI, vol. 13(1), pages 1-19, January.
    3. Francisco Del Cerro Velázquez & Ginés Morales Méndez, 2018. "Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education," Sustainability, MDPI, vol. 10(10), pages 1-14, September.
    4. Ulrich Müller & Dawson R. Hancock & Tobias Stricker & Chuang Wang, 2021. "Implementing ESD in Schools: Perspectives of Principals in Germany, Macau, and the USA," Sustainability, MDPI, vol. 13(17), pages 1-16, September.
    5. Eva-Maria Waltner & Werner Rieß & Christoph Mischo, 2019. "Development and Validation of an Instrument for Measuring Student Sustainability Competencies," Sustainability, MDPI, vol. 11(6), pages 1-20, March.
    6. Vasile-Daniel Păvăloaia & Mircea Radu Georgescu & Daniela Popescul & Laura-Diana Radu, 2019. "ESD for Public Administration: An Essential Challenge for Inventing the Future of Our Society," Sustainability, MDPI, vol. 11(3), pages 1-27, February.
    7. Katja Scharenberg & Eva-Maria Waltner & Christoph Mischo & Werner Rieß, 2021. "Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?," Sustainability, MDPI, vol. 13(22), pages 1-22, November.
    8. Mandy Singer-Brodowski & Nadine Etzkorn & Janne Von Seggern, 2019. "One Transformation Path Does Not Fit All—Insights into the Diffusion Processes of Education for Sustainable Development in Different Educational Areas in Germany," Sustainability, MDPI, vol. 11(1), pages 1-17, January.
    9. Julia Stössel & Rebecca Baumann & Elisabeth Wegner, 2021. "Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education," Sustainability, MDPI, vol. 13(16), pages 1-25, August.
    10. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.

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