Sustainable development in schools

In Finland, education for sustainable development is aiming to increase the student’s readiness, motivation and awareness to the environment protection, human well-being, sustainable way of life style in order to build up our sustainable future (Ecologically, economically, socially, culturally sustainable solution).

Cultural identity and internationalism  (sustainable development in schools)

• Positive attitudes, and the awareness of the necessity of sustainable development are starting points for changes. The official national-level support in the form of framework curricula and various action programmes, on the other hand, are important for a change in attitudes.

• In-service training

• Material available for environmental education e.g. text books, exercise books, additional teaching material, bulletins, research reports, databases, study material on the Internet, and information in the media

• Different networks and parterships
• Help students understand Finnish and European cultural identity 
• Help students find their own cultural identity and to develop their capacity for cross-cultural interaction and internationalism

National level:

Sustainable development in legislation – every individual is responsible for nature and its biodiversity, environment and cultural heritage.

Vocational institutes:

- curricula include environmental know-how in vocational competence.

·   - materials relating to sustainable development are included in natural sciences, as well as treated in connection with social sciences, e.g. natural resources, food and catering industry, tourism and traveling, economics, social care, and health care, and subjects of the energy economy, vocational work, and technology.

·    - Periods of practical work implement SD best.

·   - Environmental education: awareness of SD, positive attitudes towards working for and sufficient knowledge and expertise to act in keeping with SD, as well as skills needed to pursue a sustainable way of life.

·     - Teacher guidance, learning materials and trainings for teachers.

·   - Encouraging teachers to work in co-operation with various experts. Information about nature schools and other interesting places for visits, projects and programs.

·     - Creating networks

·     - Setting criteria: schools can evaluate and develop management of environmental matters. The aim of the criteria and the environmental program for schools is to ensure that the principles of SD are included in all school activities, such as instruction, building maintenance, deliveries and transport, material usage, functions of the school kitchen and administration of safety matters.

·    - Curricular level: the best way to decide methods of cooperation with the teachers, other schools, teachers, as well as other relevant parties.

·   - School level: Various organizations cooperate with schools in the area of environmental education. Organizations can participate in planning short courses, projects, special theme days, competitions, work parties and camps on SD.

·  - Content: ecological sustainability is mainly associated with the syllabi of the natural sciences. Elements of economic, cultural and social sustainability are to be found in almost all subjects, which are important when dealing with the topics of population growth, urbanization, internationalization and family education, graphic arts, and personal and social education. Themes for studies in environmental education are those such as recycling, refuse disposal, immediate surroundings, traffic, and endangered species of animals.

·   - Local, regional, national or international projects and programmes are a popular way of carrying out projects relating to environmental education and SD, which may focus on doing research on the state of environment and comparing the results. Schools can draw up their own environmental program and plan ways of making the transition to an ecological lifestyle.

·    - The objective of many projects is to familiarise students with their surroundings and to take a stand on plans of its development:

o  Some projects include course planning, or revision of an entire curriculum.

o  The aim of leading a life according to the principles of sustainable development manifests itself most clearly in practising sorting and rubbish collection. Conservation of resources and recycling are also important forms of putting sustainable development into practice.

o   Ecological reforms in school kitchens and meals, keeping a watch on the use of water and energy, ecological and economic solutions in school purchases, environmentally friendly detergents, maintaining safety and pleasantness of surroundings, and traffic arrangements are also some of the commonly taken practical measures for sustainable development.

·   - Methods and organization: study methods depend on the topics which are being dealt with. Problem –solving process, cooperative learning, and participation in decision-making etc.

·    - Action programme for sustainable development:

o   A team takes responsibility for the organisation of sustainable development.

o   Teams or appointed persons take care of contacts outside school, events and many practical   matters. They have an important role in developing the curriculum, courses and learning. Headmasters lead, plan, delegate and take care of contacts to other organisations.

o   Teachers plan, teach and guide. Students plan, study and participate in many practical tasks   alongside staff.

o   Cooperation between staff-members in school manifests itself in discussing, planning and     integrating subjects.

STEPS TAKEN TO MAKE SCHOOLS MORE ENVIRONMENTALLY FRIENDLY:

1) Schools plan new interdisciplinary courses and extra optional courses concerning EE/ESD;

2) participate in projects and to join environmental networks. Network cooperation gives schools courage and ideas. Cooperation with local environmental experts, organisations and businesses offers plenty of opportunities for both developing teaching, and for changing everyday practices.  Organising recycling is normally the first step in changing day-to-day practices. Saving material, energy and water, and taking the environmental aspect into account in planning purchases is the second step in changing everyday practices of schools in more ecological direction. This stage is often reached as a result of cooperation between schools and local authorities.

3) The third step is revising curricula so that sustainable development is included in the contents of many or all subjects. Standardising teaching and everyday practices is considered important. A school can draw up its own environmental programme, and a method for evaluating it. An environmental programme of a school can be included in the school’s quality standard or be part of a local agenda. 

SUPPORT - changes in schools depend on the attitudes of the staff.
- Positive attitudes and the awareness of the necessity of sustainable development are starting points for changes.  The official national level support in the form of framework curricula and variou action programmes, on the other hand, are important for a change in attitudes.
- In-service training
- Material available for environmental education (e.g. textbooks, exercise books, additional teaching material, bulletins, research reports, databases, study material from the internet and information in the media.
- Various networks and partnerships