Authors
Directorate-General for Education, Youth, Sport and Culture, European Commission, Mulvik, Iselin, Torres, Rodrigo, Chachava, Mariam, LekavičiūtÄ, Eleonora, Blasko, Zsuzsa, McGrath, Cecile, Echevarria Garcia, Ines, Steponavičius, Mykolas, Berndt, Julia
- Catalogue number
- NC-09-24-424-EN-N NC-09-24-424-EN-C
- Citation
- European Commission, Directorate-General for Education, Youth, Sport and Culture, Mulvik, I., Torres, R., Chachava, M. et al., Monitoring learning for sustainability â Developing a cross-EU approach â Final report , Publications Office of the European Union, 2024, https://data.europa.eu/doi/10.2766/653214
- DOI
- https://data.europa.eu/doi/10.2766/31432 https://data.europa.eu/doi/10.2766/653214
- ISBN
- 978-92-68-17577-4
- Pages
- 127
- Published in
- Belgium
- Themes
- Education policy
Table of Contents
- 1. Introduction 11
- 1.1. Background 11
- 1.2. Objectives and scope 12
- 1.3. Process 13
- 1.3.1. Developing a conceptual framework for learning for sustainability 14
- 1.3.2. Determining what should be monitored and measured 16
- 1.3.3. Determining how indicators can be defined 16
- 1.4. Audience 17
- 2. Defining learning for sustainability 18
- 2.1. A working definition of learning for sustainability 18
- 2.2. Nuances and differences between definitions 22
- 2.2.1. Sustainability versus environmental sustainability 22
- 2.2.2. Action competences vs knowledge of sustainability issues 24
- 3. Conceptual framework for monitoring Learning for Sustainability 26
- 3.1. Elements relating to the impacts of learning for sustainability 34
- 3.2. Elements relating to the inputs, processes, outputs and outcomes of learning for sustainability 37
- 3.2.1. LfS policy, coordination, and strategic frameworks 37
- 3.2.2. Curricula, pedagogy, and assessment for LfS 41
- 3.2.3. Building the LfS capacity of education personnel 48
- 3.2.4. Sustainable learning spaces and places 51
- 3.2.5. Community connections and external partnerships in LfS 54
- 4. Matching the framework with the data: coverage and gaps 59
- 4.1. Existing data collection instruments for measuring sustainability competences (impact) 59
- 4.1.1. PISA 60
- 4.1.2. TIMSS 62
- 4.1.3. SDG Fitness Test 63
- 4.1.4. ICCS 63
- 4.1.5. General considerations 64
- 4.2. Existing data collection instruments to measure input, output, processes and outcomes across five policy pillars 65
- 4.2.1. LfS policy, coordination and strategic frameworks 65
- 4.2.2. Curricula, pedagogy, and assessment for LfS 66
- 4.2.3. Building the LfS capacity of education personnel 68
- 4.2.4. Sustainable learning spaces and places 68
- 4.2.5. Community connections and external partnerships in LfS 69
- 4.3. Potential approaches to filling gaps and leveraging synergies in the monitoring of learning for sustainability 70
- 4.3.1. Review of data collection approaches for monitoring LfS 70
- 4.3.2. Review of alternative timelines for monitoring LfS 74
- 5. Conclusions and recommendations 76
- 5.1. The conceptual framework on LfS, and what needs to be measured 77
- 5.2. Lessons learned on the challenges and opportunities of EU level monitoring 78
- 5.3. Extent to which data already exist that correspond to the conceptual framework 78
- 5.4. Proposal for an implementation plan 79
- 5.5. Policy recommendations 80
- 6. Bibliography 82
- Appendix A: Other LfS conceptual frameworks 90
- Appendix B: List of Learning for Sustainability indicators 108
