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Wegmarken zur Transformation - Nationales Monitoring von Bildung für nachhaltige Entwicklung in Deutschland



Vor dem Hintergrund globaler Nachhaltigkeitsherausforderungen gewinnt auch Bildung für nachhaltige Entwicklung (BNE) zunehmend an Bedeutung im deutschen Bildungssystem. Ein systematischer und bildungsbereichsspezifischer Blick auf den Grad der Verankerung von BNE fehlt jedoch bislang. Die vorliegende Publikation bietet eine Baseline zur Erfassung der Implementierung von BNE in zentralen Dokumenten von unterschiedlichen Bereichen des deutschen Bildungssystems: in der Frühkindlichen Bildung, im Bildungsbereich Schule, in der dualen beruflichen Ausbildung, im Bildungsbereich Hochschule, im Bildungsbereich Kommunen sowie in den Nachhaltigkeitsstrategien der Bundesländer.
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... In four research phases, the project monitored the national implementation of the GAP and issued recommendations on ESD and its development (see Figure 1). In the first phase, desk research on the extent of ESD-implementation in central documents of the German educational system was carried out, for the results see [41]. To illustrate development, this desk research was to some extent repeated after one and a half years in phase four. ...
... Between May and August 2017, 66 expert interviews with 8-10 people in each educational area were conducted [42]. Most of the respondents were active stakeholders in the committee structure of In the first phase, desk research on the extent of ESD-implementation in central documents of the German educational system was carried out, for the results see [41]. To illustrate development, this desk research was to some extent repeated after one and a half years in phase four. ...
... This reinforces the insights from early diffusion theory [24], which emphasized that innovations should be seen as advantageous and compatible with existing experiences, attitudes and values instead of complex and ambiguous. In all educational areas, ESD not only includes a substantive examination of sustainability issues [41] and fosters key-competencies [14,15], but also needs a transformative pedagogy [1,79] which has an impact on the transformation of the respective educational institutions. The orientation of the learning organizations in the sense of the Whole Institution Approach plays a crucial role in every area of education. ...
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While Education for Sustainable Development (ESD) is increasingly being implemented in educational systems, monitoring projects which capture the status and diffusion processes of ESD are also gaining relevance. The article presents part of the national monitoring of ESD in Germany - a qualitative expert interview study - which aims to analyze the diffusion process of ESD in different educational areas (early childhood education, school education, vocational education and training, higher education, non-formal learning organizations, and local authorities). Its goal is to gain a systematic understanding of the diffusion process of ESD in the different areas of the German educational system. For the analysis of the 66 expert interviews, a qualitative content analysis was used. The overarching result of the study is that there is no single transformation path of ESD diffusion that fits all educational areas. Instead, characteristics of ESD as well as prevailing structural conditions, systemic goals, and the understanding of education within the respective educational area have an impact on the diffusion of ESD. The diffusion process of ESD evolves within this circular interplay of innovation and innovation system. A deeper understanding of it therefore has great potential for practitioners' (self-) reflections and for further research projects.
... To gain an initial overview of the status quo of formal ESD implementation in Germany, in 2017, the monitoring team conducted a baseline document analysis with a key focus on documents published between 2012 and 2017 [34,35]. While the results indicated that the goal of broad ESD anchoring in formal documents had not been achieved at this point, considerable differences were identified among federal states and areas of education. ...
... The set of nationally specific indicators designed for the first document analysis in 2017 (for details, see [34] (pp. 3-6) and [35] (pp. [25][26][27][28][29][30][31][32][33][34]) was derived from literature on both education monitoring in general [37,38] and the national and international implementation of ESD (inter alia [20,[39][40][41]). ...
... Where uncertainty prevailed (e.g., use of the German 'sustainable' ("nachhaltig") in the sense of durable, not sustainable), a peer debriefing [46,47] was held to decide whether these text passages were to be coded or not. Due to the changes in the list of keywords, all data from the first analysis [34,35] were lexically searched again with the new keywords. All codings were quantitatively counted and qualitatively contextualized. ...
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Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are required for a comprehensive structural implementation of ESD in Germany. Although the results of the study focus on the status and progress of ESD within the German education system, the methodological framework may also serve as groundwork for other independent, comprehensive, and supportive monitoring programs.
Technical Report
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Kurzbericht zur Dokumentenanalyse des Nationalen BNE-Monitorings zu Beginn des UNESCO Programms „ESD for 2030“
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