COMPARATIVE STUDY OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN GENERAL EDUCATION IN GERMANY, AUSTRIA AND EGYPT | ||||
| Journal of Environmental Science | ||||
| Article 4, Volume 49, Issue 8, August 2020, Page 313-373 PDF (1.16 MB) | ||||
| Document Type: Review Article | ||||
| DOI: 10.21608/jes.2020.205977 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| M. Abdel Fattah Marwa1; R. Mohammad Reham2; A. Masoud Abdel Hafeez3 | ||||
| 1Watania Institution for Development | ||||
| 2Institute of Environmental Studies and Research, Ain Shams University | ||||
| 3Faculty of Alsun, Ain Shams University | ||||
| Abstract | ||||
| The study aims at presenting a proposal for implementing Education for Sustainable Development (ESD) in various educational systems in Egypt in the light of the experiences of Germany and Austria. To achieve this goal, the study seeks to recognize the experiences of Germany and Austria in Education for Sustainable Development ESD, as well as to identify the reality of Education for Sustainable Development ESD in Egypt, additionally, to determine obstacles that face integrating ESD into the Egyptian educational systems. In light of the nature of the study problem, its limitations and objectives, the study followed the comparative approach through practical measures that include conducting a descriptive study of the reality of Education for Sustainable Development (ESD) in Germany, Austria and Egypt by displaying and viewing the educational systems and their components through studies, theoretical research, references, reports, and scientific journals. The tools that used in the current study: First, Designing a standard for comparison, which display the integration of the concept of ESD through all elements of the educational process such as (curricula, school materials, school environment, school activities, and continuous teacher training). Second, Preparing a proposed model for integrating Education for Sustainable Development (ESD) and including it within educational systems for general education stages Egypt in the light of the experiences of Germany and Austria. The study reached several results, one of which is that the process of implementing ESD is carried out through applying integrated approach during curriculum designing, where the concept is not presented as a separate topic or an independent subject but is being pushed as a teaching principle that aims to integrate all sustainable development goals. Curricular and extra-curricular activities play a fundamental role in enhancing and consolidating the ESD principle. These activities are prepared and formulated according to sustainable visions by incorporating sustainability issues, goals, dimensions and principles. The school activity is prepared in a coordination framework that includes the school administration, the teacher, the student and the community partners. In light of the experiences of Germany and Austria. and the results of the study on the reality of Education for Sustainable Development (ESD), a proposed vision has been prepared to implement ESD in Egyptian educational systems. The study recommended the following: Supporting the modernization of the theoretical and conceptual development of education for sustainable development. Determining the links between Education for Sustainable Development and other aspects of learning such as (continuing education, adult education, and literacy). Linking Education for Sustainable Development with different subjects such as chemistry, physics, geography and languages through the merger approach. Identifying the appropriate teaching methods and the necessary pedagogical methods that are designed in accordance with the concept of education for sustainable development with a view to achieving the goals of sustainable development. Increasing the quality of teaching, research and learning by teacher’s continuous learning and training during service. | ||||
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