Tools & Resources

Useful Tools & Ideas
In Framework Form

The original plan for my journal article was gargantuan, to say the least. I was very excited to relate Education for Sustainable Development (EfSD) to so many things I experienced and relate it to throughout everyday life. Unfortunately with the final draft having many other assignments in the way, it was not possible to include everything that I wanted, but at least its' enough to cover a well rounded framework. 
These are tools & ideas that may or may not have been used in the final draft of the journal, but they are nevertheless useful for teaching and may be used to facilitate execution of a framework. Therefore, this is somewhat of a short framework-database for a beginning reflective-practitioner.  Tools & ideas that encompass all pillars in their usefulness are stated first,  while those that are more specific are organized under the pillar they can assist.

• Decade for Education on Sustainable Development (DESD), here.The UN's official DESD website. Full of upcoming events, world wide updates on EfSD, Publications, Resources, Courses on Sustainable Development (SD), and more DESD details. 
• The Earth Charter & Education, here.
  Their education page includes a guide on how to use The Earth Charter in education, includes a center on strategic priorities, ideas for projects and activities, a networking portal *to develop partnerships, ding-ding-ding*, a review of The Earth Charter & Education so far, and a description of The Earth Charters partnership with The University of Peace in Costa Rica.
• Intercultural Understanding, here.
  The Intellectual 'Cumbiera' Video is just one example I happened to come across that really addresses  intercultural understanding. However there are many other examples that can be found in Literature, Movies, Short Films, YouTube videos, Commercials, Music, Games, etc, especially in the globalizing world that we have today. Doing an exercise to identify some sort of intercultural understanding, or lack there of, can help participants relate this concept outside of the classroom and into part of their everyday life.
• Schools of Thought, here.
  By using the resources stated above, it is possible to find examples of differing schools of thought when it comes to the environment. This post gives examples of the two main schools of thought when viewing the natural environment and sustainability, Utilitarian-Anthropological and Intrinsic-Ecocentric.
• Practicing Beyond Words, here.Understanding the constraints of our cultures and language is an important skill for Sustainable Development (SD).  There was one old, ultra-American fellow in one of my classes, who was never able to understand this, "how can we work towards SD if it is not solidly defined?" he would ask.  In a very scientific way he was right. However, how can something ever truly be defined? It cannot, because it would merely be one interest groups' perspective prescribed to understand something from their point-of-view. We forget sometimes, that what we create socially to understand the world is, and will always be, an abstraction.
  This post assigns a few activities to understand such a thing. 
• Art
  Art is used in many instances throughout the journal-portfolio. Referring to the art, artists, and the power they hold in society is an important part of learning for my framework. 
• The Gestalt Effect on Many Levels, here.
• La Nature se Dévoilant à la Science, here.
• Artists Mentioned
• Julie Mehretu
• Casper David Friedrich
• Aldo Leopold
• Albert Einstein
• Jaque Fresco
• Barnett Newman
• Jonas Correa'
• Julie Doyle
• David Harradine
• Shel Silverstein.
• Yann Martel
• Kevin Johansen
• Louis-Ernest Barrias
• Emily Campbell
• Melissa Robelo Salazar
• Marcella Bunge
• Layra Giovanna

Pillars
Critical Thinking & Reflection

• This post reviews what critical thinking and reflection are, their importances, and real life examples of organizations that advocate them. 
• RSA: 21st Century Enlightenment, here. 
  This organization is an excellent tool for instigating critical thinking. Their mission and public debates surround prospects for the future of the human race and seek to answer critical questions of our time. The videos on their website, and the RSA jounral provide such thought provoking questions that they are innevitably followed by reflective thinking, creating a personalized understanding of each of their proposed topics. To give an idea, a gist of their topics include "Changing Education Paradigms", "The Empathetic Civiliazation", and "What Really Motivates Us".
• Art
  The videos provided on the above site combine critical/ reflective thinking inducing information in an audio-visual compilation.  The fast animation developing in coordinance with the second-to-second topic provide a more holistic context for understanding and reflecting. It also provides an anchor for information association. RSA videos provide an example of how art can be used to promote EfSD.
• Learning Outcomes: 
• To realize that giving the brain more context to latch on to in understanding something will help remember things.  
• Evaluation Questions - "Can you recall something from childhood that involves more than one of your 5 senses? Why might this be?"
• Understand the relation between RSA's teaching method and SD and EfSD 
• Evaluation Questions - "Which senses does RSA use? Does it work?  When learning about SD how might we be learning holistically? What kinds of aspects do we relate what we learn about to? How does this relate to learning in EfSD?"
• The RSA organization is a tool for change?
• Evaluation Questions - "How is RSA challenging current systems? How is RSA similar to artistic processes?"

• Analyzing adverts is an activity that encourages participants to critically question and reflect what they are exposed to (likely) everyday of their lives without previously paying special attention to consciously. Advertising campaigns make way into our subconscious making us unconsciously give preference to their products, although they may be irresponsible and unsustainable. By exercising the ability to analyze adverts the power to consciously decide is given. Affecting the market though the forces of knowledge and consciousness is an important part of promoting sustainable development and a more 'self-aware' society. 
• Art
  Advertising is a form of artistic practice. The act of reaching our subconsiouc and relating to each individual personally is deliberate ...ever seen Mad Men?
  Understanding the way that this practice deliberately reaches the public is what the exercise is about. Hit the jump to see an example of a 'boss' 1950's advert sales pitch. Mark Your Man. 
• Greenpeace's Website Stop Green Washing is another tool that may be useful in planning the Analyzing Adverts activity. They provide easy-to-remember steps in green washing identification. 
• Learning Outcomes: 
• Realize that adverts are a part of everyday life & likely provide personal bias to certain products.
• Evaluation Questions -  "Where might you find advertisements in your everyday life? Since when might you have been exposed to them? Can you recall any particular advertisement from early in life? What about from your home or earlier today? How might these advertisements affect your consumer choice? Might it affect how people act beyond consumer choice? How can we see the power of advertising embodied in society today? How can this change?"
• Understand how to dissect an advert by asking questions (Greenpeace's guide can help here) 
• Evaluation Questions - "What is the ad trying to say? Who is it trying to appeal to? How? Is there any reference to nature? How are they referring to it? Why might this be?" 
• Creative thinking to promote sustainable business & transparent advertising (refer to Greenpeace's effort)
• Evaluation Questions - "How might advertising be encouraged to change? 
• Art - This is another artistic method to help exercise the creative side of the brain through divergent thinking & 'brainstorming'. Increasing skills with divergent thinking will help logical and creative thinkers in solving problems or challenges that they encounter, thus is an essential part of critical and reflective thinking. In my four years of intensive art classes mind-mapping was a part of beginning any project and solving any problem/ mental block that I encountered.  (In fact, part of my course was to keep a journal for all four years in which we were encouraged to use mind-mapping for critical thinking and reflection on art project ideas.) However, other methods of convergent and divergent thinking exist and are mentioned on the Critical Thinking and Reflection Post, here.
•  Learning Outcomes: 
• Increase creative thinking through divergent and convergent thinking. (More of an art exercise)
• Evaluation Probe - Many same size circles on two pages. One page for divergent thinking, the other for convergent thinking. In divergent thinking all circles must have sketches of things that fit in a circle shape, yet are completely un related. In convergent thinking all circles must have sketches of things that fit in a circle shape and are clearly all related to each other. (This is a sketching example, but it can be done with poetry, sketching, puzzles, mind-maps, and more)

Envisioning

• This post reviews what envisioning is, what it is enables for participants, my reflection, and different processes to go about it such as Future Trees, A History of the Future, Timelines, & Futures' Thinking. Futures' Thinking is shown in more details in its' following post, but you can see that here.
• Envision.org.uk, here.This UK-based organization is a National Level education charity that seeks to provide young people with the opportunity to make a difference. They provide an empowering perspective on youth, show case-studies from their own envisioning and empowering processes with follow-ups, show appropriate news (aha!), and provide resources and tools for educators & businesses to carry out envisioning projects. 
• Future's Thinking, here.
  This post provides details on running a Future's Thinking activity.
  (***Questions to guide the activity are provided there.)
• ArtArt  can play an important role here because during the Future's Thinking exercise participants are given a large paper to express their personal vision. As I specified in my post, this can be done through drawing or writing. I chose drawing, but in my class there were many combinations of drawing and writing together. Multiple forms of medium should be provided to simultaneously allow the participant to understand how they work and combine with one another. Moreover, focusing more on their vision rather than their drawing techniques will help participants not be self-conscious of their perceived skill level. Something that stops many from  expressing themselves creatively early on in life. 
• Learning Outcomes: 
• To create the future we must imagine it first.
• Evaluation Questions - "What happens when you enter a project without a plan or a vision for its final outcome? How might this affect the trajectory to a final outcome? How can envisioning an end product help in planning for the final outcome? In what ways were the things around us imagined at some point? Might envisioning the future facilitate an outcome we desire? How?" 
  Quotes about the future are on the Envisioning Post, here, and the Future's Thinking Post, here. They might be helpful and engaging.
• This exercise will help develop, envisioning, creative thinking, and artistic skills in any given medium or form. 
• Evaluation Probe - The success of all the envisioning/ futures' thinking exercise will be seen through the activity at the end. Students will be able to sketch, draw, paint, and/or write their visions for the future. Facilitator can observe the final works and listen to conversation around the room. 
• Reflect on their visions personally before the sharing process. 
• Evaluation Questions - "Have you portrayed the five key words related to sustainability? How?   Are there any assumptions that influenced your vision (values clarification**)? Do any assumptions underpin it? What elements would need to be present to create this vision? What implications does this  vision have for what you or your community does now?  What are the implications of this vision for your life, work, and future actions?"
• Realize the importance of sharing their visions with others. 
• Evaluation Questions - "What was the purpose of sharing your work with your neighbors?  How does your  neighbors vision differ from yours? Why might your neighbors vision differ from yours? What do your vision and your neighbor's have in common? Why might this be? Why is it important to communicate visions with others?"

• The Venus Project, here.
  The Venus Project (TVP) is a true-life example of envisioning-gone-wild! Jaques Fresco, is a 90 + year old man who has dedicated much of his life to a vision he has for a future that truly practices sustainable development. His ideas may seem totally far out today, but this is what envisioning is about (in summary): setting a personal vision of our future, setting a process to get there, and then working towards it.
  His project takes sustainability a step future and practices what it preaches. The project actively seeks input from the community and has dedicated volunteer focus groups that spread the idea of this project in their own directions (while in-line with TVP aims & proposals) .
  See summary post here.
• Learning Outcomes: 
• Realize that it is possible to take visions and push them towards reality, constructively build on Fresco's methods of engagement, & empower participants to move their visions forward.
• Evaluation Questions - "How is Fresco engaging in the envisioning process? How is he sharing his vision with others? Is it effective? What is he doing well? Why is it important to collaborate with others and form partnerships? What could he do better? How might you promote your idea? Remember to include partnerships" 
• Understand and be prepared for the struggles that face avant-guard artists.
  This is important because if not prepared, or very strong, ideas can be shattered by criticism. I've seen art students drop out of art programs first hand because of it, and have myself gone through low stages of disempowerment and solitude in my own ideas. Those who get through these stages or harness artistic vision because of them succeed, those who don't smother their creative ideas in the back of the mind...a problem to never be resolved
• Evaluation Questions - "Why might Freso be receiving criticism? Might his idea be considered before his time? (Review avant-guard.)
  What is art? (Review the 'swinging pendulum' analogy of patterns of art within society)
  How can art help society 'get ahead' in their ideologies? (Might go well with an art history course :)  Give examples from the past.)
  Who are artists? Are they only painters and writers? Or are they those who think out of the box? Give some examples? (write on the board to visualize)
  Why are artists criticized? What would happen if every artist listened to criticism?
  What is the difference of constructive criticism? (Tie into art critiquing sessions)

Values Clarification

• This post reviews what values are, what values clarification is, how it relates to EfSD, my own take on it, examples of organizations that advocate it, and techniques to do it. 
• Beyond Words, here.
  This post has helpful activities for values clarification. The post addresses the issues behind Western prescriptive definitions as opposed to a holistic grasp of a context. 
• Art Art can be used in values clarification by identifying a dictionary definition of any given object then comparing it to the the multiple cultural & ecological perspectives. These can be presented in a list form similar to a poem, through acting, or through visual representation as in a drawing or 'sculpture-like' form.
  Class can be separated into smaller groups at tables. Members of each table will get a different definition of the same thing without sharing at first. Each table will have a different object of definition. At the end tables will share, then class will share.
• Learning Outcomes: 
• Realize that things/qualities are not necessarily constrained to the definitions we know.
• Evaluation Probe - the act of the participant doing the 'mini activity' and the outcome will show the students questioning of definitions, thus the understanding or the activity.
• Evaluation Questions - (For personal reflection before activity) "Who wrote your definition? Why might they have wrote it this way? Does it focus on anything in particular? What is constraining about the definition you have? What does it leave out? What other perspectives can be viewed; living/ non living; cultural?"  (give examples, many people might not consider ecology, which is essential) 
• Learn new perspectives on things and understand their validity.
• Evaluation Questions - "When considering each possible 'definer', consider its/their validity. For example, why might an invertebrate have a say in 'defining' a rock?" (Examples should be given before the exercise)
  (For sharing time) "What definers between you and your neighbors are similar? different? why might this be? Have you left out any perspectives? Did you make any assumptions in your defining?" (I feel like there could be more values clarification questions here but I can't think of any more at the moment) 
• Realize how we have engrained assumptions about things. 
• Evaluation Questions - (post exercise and sharing) "What definition did you grow up knowing? Did it define it your entire life? Or, did you discover it and understand it in your own way before you knew the definition? What does this imply? How does this relate to the activity?"
• Intercultural understanding, but, beyond anthropogenic & how this relates to EfSD
• Evaluation Questions - "What was the purpose of this exercise? Has it changed your perspectives on defining things? How does it make you feel about what you "know" about your surroundings? What assumptions might be made by only following our own cultural perspectives? Pocahontas anyone? How could this exercise help intercultural communication (maybe play Pocahontas song clip" Colors of the Wind! and Intelectual Cumbiera Song, here (depending on what language the class speaks))  Why is intercultural understanding important EfSD? How are values discovered?" (Write on board)

• Self Map is an activity that has participants 'mind-map' their different gateways to give a visual clarification of where their values come from. 
• Art
  This is without a doubt an artistic method to clarify values.  ...I just need to make that evident. :P 
• Learning Outcomes: 
• Clarify personal values by exploring personal gateways to viewing the world & understand how they might affect personal perspectives.
• Evaluation Questions - (Before and during activity) "What have been your gateways to understanding the world throughout life? Where were you born? Where did you grow up? What is your families cultural background? Did you practice any traditions growing up? Is religion a part of life for you? Was it ever? What were your cultural surroundings? What did they include for society around you? What cultural norms did you subscribe to? What were your parents jobs? Were you ever involved in any way? Did you have siblings? Pets? Were you surrounded by nature? Buildings? What were impacting events you experienced? What was your favorite thing to do as a kid? What was your favorite anything? Then? Today? (Mind-map them & specify)
  (Post activity questions) What have you learned about yourself? How does this help you understand yourself better? Why is this activity important? What does it say about the way you define things or understand the world around you? 

• The Earth Charter (TEC), here.
  is a declaration of fundamental ethical principals for building a just, sustainable and peaceful society in the  21st Century. It is a product of a decade-long, worldwide, cross-cultural dialogue, on common shred goals and shared values. The fact that so many agree on their outlined values and principals proposes that there are some universal values. Therefore, this is a good teaching tool because it reviews universal values helping challenge participants' own values, thus engaging in critical thinking and reflection and internalizing personalized ideas on the matter.
• Learning Outcomes: 
• Awareness of an organization with a vision and impetus for Global Change towards sustainability and how they clarify values.
• Evaluation Questions - "What is TEC trying to do with their declaration? How are they engaging in participation? How are they engaging in partnership? Why is this important to help them clarify values on a global scale? Why is global change important? What role is TEC playing in SD? How about EfSD?"
• Clarify universal values and critically think and reflect on them.
• Evaluation Questions - "How does TEC help values clarification for individuals? What about for larger organizations? Why might it be difficult for them to have very large entities clarify values?" 

• BMW Guggenheim Lab, here.
  Is an organization and an interactive website that is closely related with participation and values clarification. It allows stakeholders and online communities to identify and address issues. The first issue that they are tacking has to do with "questioning ideas of comfort". Observing the notions brought up by the organization's website will help participants question the way that they personally value these things. 
• Learning Outcomes: 
• Awareness of an organization that is attempting to create Regional Change towards sustainability and how it relates to values clarification.
• Evaluation Questions - "What is BMW Guggenheim Lab? What are they trying to do? How are they clarifying values? How are they engaging in participation? How are they engaging in partnership? How do their online interactive web activities help this? Why is this important to help clarify values on a regional scale? What role is BMW Guggenheim Lab playing in SD? How about EfSD?"
• Critically reflect on the organizations current city-living value clarification "what are ideas of comfort?"
• Evaluation Questions - What are our ideas of comfort? Are their any specific to you? 

Systemic Thinking

• This post, reviews what systemic thinking is, its purposes, shows how to exercise it, relates it to the bigger picture of EfSD, provides examples,  personal reflections, and appropriate activity ideas.
• Art  is a great way to help people get a creative perspective in understand anything. 
• Video Media is used in this posts with: 
• Parody of The Life of a Plastic Bag, here.
  This video helps with systemic thinking because through a parody (on Animal Planet-ish-ness) it examines the life of "the majestic plastic bag" in its journey after it is used until it reaches its peaceful destination "the pacific garbage patch".
  Comedy is another tool to help recall memory. If this video is shown and its connection to systemic thinking is made even more evident than it is it should resonate with participants lives outside the classroom. 
• Learning Outcomes: 
• Deeper understanding of Systems Thinking
• Evaluation Probe - **With activities and examples below**
• Realization of the effectiveness of teaching with humor and relating to serious issues as opposed to a "doom and gloom approach'
• Evaluation Questions - "By a show of hands how many people want to share this video? (people will probably want to share it) How did you feel about the video? What did if make you feel? Did it raise awareness on where plastic ends up? Did it make you want to change? How might your feelings differ if we showed a depressing video? Do you think people respond to empowerment or disempowerment better?"
• The Story of Stuff, here.
  This renowned video helps people understand systemic thinking of the stuff we consume as a consumerist society. More than just showing the journey of the stuff in every stage of its life cycle it also shows the effects it has on the natural environment and society, as well as the need for the entire system to change on every level. 
• Learning Outcomes: 
• Deeper understanding of Systems Thinking
• Evaluation Probe -  **With activities and examples below**
• Arts and Crafts Activity is an activity aimed at younger children observe animals and plants in ecology and portray their needs through art. The idea is to take them outside to interact with nature as they collect materials for their mini art project.
  Using media such as sticks and leaves from nature or water colors and crayons will allow the participants to experiment with artistic mediums. 
• Learning Outcomes: 
• Facts about a species they like & realizing the importance of ecology, its needs, and our relation to this. 
• Evaluation Questions - (These questions should be answered before the material collection begins) "What type of creature is this? Why did you choose it? What environment does this animal live in? What else shares this environment with it? What does it need to live? How can humans help?" (Of course, facilitators will be going around the room and helping children answer questions, especially from an ecological perspective.)
• Use of artistic mediums
• Evaluation Questions - "What objects did you choose for your artwork? How did it feel to work with them? Was it fun? Why? Was it difficult? If yes, what might those materials be better for? What other materials do you think you'd like to work with later? "

• System-Map Activity is an activity that I did is one of my classes to show the life of a water bottle from material extraction, to production, to distribution, to disposal. This exercise will visualize the process of systemic thinking, as well as create an experience for the participants to recall outside the classroom.  This activity can be useful for systemic thinking of anything that goes through a process. After this activity is done the participant should be able to more readily and easily identify the system of any product, therefore possibly affecting purchasing power. Reflective thinking should be guided by questions that will reinforce responsible consumerism.
• Learning Outcomes:  
• Deeper understanding of systems thinking & ability to make a mind map (creative thinking***) 
• Evaluation Questions - "Where does this product's materials come from? How are they made into the product? How are they transported? How far? Why? Where do they go? Who consumes them? How did this exercise help with understanding systems thinking? How does all this effect social living standards...and for who? Who get the positive effects and who gets the negative effects? How does all this effect the natural environment? How?"
• A little about Life Cycle Analysis (LCA) tool
• Evaluation Probe - Information on this tool can be given out with the directions for the activity and the way the activity turns out shows if they read the directions. 
• Consumer Awareness
• Evaluation Questions - "How might this exercise help with consumer awareness? Has it affected the way you think about products? What products will you reconsider? What are examples of some more sustainable products?What could help people be more aware of where the products they buy come from?"
• The Center for Ecoliteracy, here.
  This is organization that addresses the need of individuals to understand ecosystems and the cycles of life in order to create sustainable communities. Their website has sections for "discovering", "exploring", "teaching", "changing", and "sharing". The "teaching" section is devided into Philosophical Grounding, which focuses on core ecological concepts and systems  perspectives, and Strategies, which includes place-based learning, and project based learning.  

• Mercyhurst College Garden Project Mercyhurst College's holistic grasp for EfSD is a great example of an academic institution successfully implementing sustainable policies and student-staff culture on every level.  Their college garden is one of the main tools for doing so. With the garden they spark change on a Local Level by including the students, staff, and community in running it and by having them interact with farmers markets. The reliable farmers markets promote localism, organic food, and awareness of the campuses efforts for SD to encourage the community to engage as well. Furthermore, the food from the garden provides local, organic food for the cafeteria, promoting SD and awareness to the students who go to the cafeteria through signs promoting the garden effort and non-wastefulness.
  This is a useful resource because the idea of a college garden can promote institutional and local change as well as a great learning experience of systemic thinking for the students who help with the garden. "Where does our food come from?" "How much effort does it take to make food grow?" "If the food isn't coming from here, where is it coming from, why, and what are the results?"
• Learning Outcomes:  
• Awareness of organizations that harness systemic thinking & their methods of doing it. Also knowledge of Formal, Informal, and Non formal education. 
• Evaluation Questions - "How do these organizations harness systemic thinking? What came first the chicken or the egg? What differs in their methods? Do they use Formal, Informal, or Non-Formal education? Or more than one? How?"
• Ecological Foot Print, here.
  This is a calculator for participants to create a connection between their lifestyles and the weight they have on the Earth (or their ecological footprint). This tool helps people realize their biggest areas of resource consumption. Also is helps visualize 'how many Earth's' would be consumed in one lifetime is everyone lived this way. This also brings up issues of inequality which can be tied into the footprinting activity through critical-reflective thinking.
• Learning Outcomes:  
• Participants will learn about a universal measurement tool
• Realization of personal consumption patterns.
• Evaluation Questions - Ask at the end, "Were you surprised with your results? How many Earths were needed to sustain your life style if everyone lived this way?  What was your largest area of resource use? Why is this? Is it possible to change? How does this relate to systemic thinking?"
• The importance of such a measurement tool.
• Evaluation Questions - "What was the purpose of measuring our personal ecological footprints? What does this mean for awareness of systemic thinking on a local, regional, national, and global scale? How might things change if systemic thinking was a part of life?"

Participation

• This post, addresses what participation truly implies, my reflection on it, and examples of places and organizations that thrive off of participation. 
• Arnsteign's Ladder of Participation
  This ladder of participation is useful because it provides a tool to visualize the levels of participation and conceptualizes which is more productive. 
• Learning Outcomes:  
• Understanding that there are levels or participation.
• Evaluation Questions - "What might an example of each ladder rung be?"
• Local Change in Auroville, here. 
  Auroville is a living example of how participation can create social change by engaging and building the capacity of the local community. The commune community works together for SD and positive social change. In the meantime, longer-term members of the commune lead projects to engage and build the capacity of the surrounding community. Therefore Auroville is a great example of participation in action for SD.
• The BMW Guggenheim Lab, here.Is an organization and an interactive website that is closely related with participation and values clarification. It allows stakeholders and online communities to identify and address issues. The first issue that they are tacking has to do with "questioning ideas of comfort". Observing the notions brought up by the organization's website will help participants question the way that they personally value these things. 
• Learning Outcomes:  
• There are places that actively practice participation in their system and this is how this one works.
  (Maybe group can be divided into smaller groups and each can analyze different places that practice participation [...ie: TEC, Auroville, BMW Guggenheim, RSA, The Center for Ecoliteracy, Mercyhurst College, TVP, Envisioning.uk])
  (Afterwards groups can share with each other.)
• Methods of practicing participation and their effects.
• Evaluation Questions -  (for group analysis)"How is participation practiced in your assigned organization? What level of participation do they use? Do they partner with anyone? How might this help? Do they practice participation on a local, regional, national, or global scale? Why is their wave of influence important? Do they practice participation with formal, informal, or non-formal education? How might this affect their cause? Could they move into other forms of education? (after class sharing) How did these organizations differ in their modes of participation? What is interesting about that? How might they work together for further participation in partnership?

International EfSD Frameworks

UK Sustainable Development in Higher Education: Current Practice and Future Developments

New Zealand Tertiary Education Strategy

South African Environmental Learning Across National Qualifications Framework
UNEP's Green Economy


For more... UESD has a world map on the top bar of their webpage. Every place you click will let you know about that region's EfSD efforts.
Click here for more.