EDUCATION FOR SUSTAINABLE DEVELOPMENT

IN EUROPEAN UNION

Education for Sustainable Development, taking into account the three pillars of
sustainable development – economic, social and environmental pillars – should mainly pursue
the following objectives:
- increasing the quality of education at all levels of formal education;
- promoting sustainable development values, knowlegde and competences/skills
within lifelong learning in formal, non-formal and informal learning;
- developing critical thinking, essential competence for sustainable development.
Education for Sustainable Development aims to develop behaviors that would conduct
to environmental sustainability (reducing greenhouse gas emissions and pollution due to
economic and social activities, protection of biodiversity, protection of natural resources etc.),
economic sustainability (CSR, green business, sustainable consumption habits in respect of
conserving resources) and social sustainability. Thus, development would not be merely
economic development with any costs, but also aim an increased quality of life for people
(welfare, education, healthcare, social equity and equality, flexicurity, culture, cultural identity
and multiculturalism), all based on moral values and principles that motivate people to act in a
sustainable manner.
In order to achieve these objectives, different countries, including EU members, have
developed national strategies with the purpose of developing practices of Education for
Sustainable Development corresponding to the aspirations of a better life for present and future
generations, as they were formulated by UNESCO, UNECE and EU.

Education for Sustainable Development in different countries within EU

Finland gives a good example of strategy and guidelines regarding Education for
Sustainable Development. An important influence had Baltic 21E, An Agenda 21 for Education
in the Baltic Sea Region (2002), including Finland. This agreement established goals for
schools, higher education and for non-formal education, required measures (legal and other
normative provisions, relevant competencies for teachers/educators, suitable learning methods,
needed resources et al.), an action program in five action areas (policies and strategies,
competence development within the education sector, continuing education, teaching and
learning resources, research on and development of education for sustainable development)
and indicators for monitoring the goals (Baltic 21 E, pp. 4-6). We consider relevant the action
program included in Baltic 21E, briefly presented in the document:
“Policies and strategies
 Each country in BSR should adopt a framework for ESD for schools and higher education.
 Each country in BSR should develop guidelines regarding ESD for the field of non-formal education.
 Stimulate the development of co-operation, especially international co-operation, for curricula, program
and course development at all levels of education.
Competence development within the education sector
 Stimulate competence development for personnel in the educational system, including actions to increase
the awareness of SD issues among officials, headmasters/principals and staff
 Support co-operation in BSR between educators, researchers and practitioners to promote knowledge in
SD and skills in ESD
 Introduce and develop management systems for SD in educational institutions, including schools, and
IHEs, as well as non-formal education actors.
Continuing education
 Promote continuing education for professionals, which should include sustainability related knowledge
and skills
 Introduce sustainability related knowledge and skills in the fields of planning and management in all
parts of society
 Promote international co-operation to improve and support the implementation of sustainability related
professional knowledge and skills in the entire region.
Teaching and learning resources
 Stimulate the production of printed materials, internet-based material and other ESD material for schools
 Stimulate the production of printed materials, films, internet-based material for ESD for higher education
and training, as well as methodological, pedagogic and didactic material to support ESD
 Create an internet portal to give easy access to information and resources on sustainability, production
of school books, films and other teaching materials for educators, learners and researchers
 Support and extend existing BSR regional networks for ESD, especially in the use of common resources
wherever possible.
 Promote the possibilities for media in all countries to inform about and debate issues for SD to reach the
general public.
Research on and development of education for sustainable development
 Initiate and promote research and development on contents and methods for ESD, as well as stimulate
the dissemination of results of research on issues concerning SD with priority for research that brings
together the different dimensions of SD, as well as focuses on issues of local development.
 Stimulate international co-operation regarding research and development of ESD, and support and
initiate networks for experience sharing and joint activities at all levels.
 Stimulate and support different approaches in education covering an interdisciplinary approach, ways of
including aspects of SD in different subjects, involving education in a local context, as well as collecting
and disseminating examples of good practice
 Stimulate the development of management systems for SD in educational institutions, including schools,
and institutions of higher education, as well as non-formal education institutions.”
Source: Baltic 21 E, pp. 5-6
Within this action program we notice a number of measures that we consider important:
- Fostering international cooperation on Education for Sustainable Development
regarding issues as for curricula, program and course development at all levels of
education;
- Continuing education with an emphasis on acquiring knowledge and skills
sustainability related;
 - Various educational resources for teaching and learning on different types of media,
at national and international level, including online international networks;
- Research and international cooperation on different aspects and dimensions of
Education for Sustainable Development, with emphasize on interdisciplinary
approaches.
During 2002-2005 took place a pilot phase of implementation of Baltic 21E program.
UNESCO Decade of Education for Sustainable Development and UNECE Regional Strategy
(adopted at the High-Level Meeting of Environment and Education Ministers at Vilnius,
Lithuania 17-18 March 2005) were added challenges.
“Finnish DESD policy comprises the following elements: (1) the promotion of SD (incl.
sustainable consumption and production) in education at all levels; (2) institutional
commitment at policy, steering and practical levels; (3) ethical and integrated approach: all
activities address the ecologic, economic, social and cultural considerations as mutually
supporting dimensions; (4) integration: the SD outlook is included in all activities; (5) staff
development training; (6) interdisciplinarity; (7) dissemination of information; (8) increased
networking and other cooperation; (9) participation: empowerment of citizens; (10) research,
postgraduate and continuing education programmes; and (11) the utilisation of innovation. The
committee proposes that a follow-up group be set up to monitor and assess the implementation
and organise national reporting.” (Finland’s Ministry of Education, Ministry of Education’s
Committee for Education for Sustainable Development, 2006, pp. 2-3).
 Figure 1. Diagram of the The Finnish National Strategy of
Education for Sustainable Development
Source: (Finland’s Ministry of Education, Ministry of Education’s Committee
for Education for Sustainable Development, 2006, p. 4)
 Here are the guidelines for Finland’s decade of education for sustainable development:
1. Promote sustainable development in education and training: education and training for sustainable
development will be one of the focal areas of the education system, and this includes sustainable
consumption and production. This will apply to both compulsory education and vocational education, to
polytechnics, universities and adult education.
2. Commit to sustainable development on an institutional level (political, administrative and practical
level): Show a real commitment to the principles and practices of sustainable development in developing
and implementing education policy.
3. Endorse an ethical and integrated line of approach: in all matters take into consideration the ecological,
economic and socio-cultural aspects whilst keeping in mind that all three are complementary.
4. Transparency: Sustainability has to be integrated into all aspects of education. We must formulate
programmes, means and methods that further education for sustainable development, and we must have
all teachers, researchers and students participating at all educational levels. Everyone should be aware of
the challenges related to society, the environment and development regardless of which topic one is
studying, teaching or researching. Our society needs citizens that know the basics of sustainable
development just as much as it needs sustainable development experts.
5. In-house training: Offer staff in schools, educational institutions and universities courses and training
in matters related to sustainable development. Just encouraging them is important too. Give them the
means to do their job in an ecologically, economically, socially and culturally responsible way.
6. Interdisciplinarity: Encourage schools and other educational institutions to engage in interdisciplinary
education as well as in teaching and research projects related to sustainable development so that these
form a core function of all education in schools and educational institutions. Children and teenagers
should be brought up as responsible citizens by approaching different subjects in a holistic manner using
different means and teaching methods. Tradition and skills should be transmitted and made good use of.
7. Disseminate information: devise easily accessible teaching material and teaching programmes, organise
lectures open for the general public, and collaborate with the media. Develop internet services so that the
goals of sustainable development and the means for achieving these goals can be widely spread through
virtual teaching and web course platforms. Widely accessible internet services should also be used to
disseminate information to private persons, businesses, corporations and the public sector on how to
participate in building a sustainable future and who to contact.
8. Networking and increased co-operation: Reinforce the local, national, regional and international
network of interdisciplinary education experts for sustainable development in order to collaborate within
the framework of teaching and research programmes. This means that pupil, student and researcher
exchange programmes should receive sufficient support as well. Develop co-operation between other
relevant actors in society, plan and implement co-ordinated strategies and action plans. Improve
implementation and make it more transparent through wide collaboration between different professional
groups.
9. Participation: Create genuine opportunities for citizen’s to participate and influence decision-making
through non-governmental organisations. Enlarge the learning environment to encompass the
surrounding society and working life.
10. Research, graduate and further education: Promote research as to advance sustainable development.
Devise specific programmes for different target groups, such as teachers, the business world, public
administration, NGOs and the mass media.
11. Putting innovations to good use: Encourage the use and incorporation of innovative, sustainable
development friendly technologies in teaching.
Source: (Finland’s Ministry of Education, Ministry of Education’s Committee
for Education for Sustainable Development, 2006, pp. 7-8)
For each educational sector, namely basic and secondary education, vocational upper
secondary education and vocational liberal adult education, polytechnics, universities, liberal
adult education, concrete measures were recommended in order to implement the strategy and
guidelines, as this kind of education is made in gradual manner, in formal and non-formal
forms, and the targets all citizens, because all of them contribute or should contribute, in one
way or the other, to sustainable development. And they have to be highly motivated and also
capable to do that. (Finland’s Ministry of Education, Ministry of Education’s Committee for
Education for Sustainable Development, 2006, pp. 8-15)
On the other hand, research on sustainable education aims, according to the
aforementioned document, the following: “to produce information on the environment, society
and cultures so that the precursors of as well as possible hindrances to sustainable development
can be identified and analysed; to produce information and to develop action plans and
technology that advance sustainable development, including education and training content and
method; to create know-how whereby people can assimilate and apply research results that
have been produced elsewhere; to help as a nation those in a weaker position and to make an
effort in solving global problems.” (Finland’s Ministry of Education, Ministry of Education’s
Committee for Education for Sustainable Development, 2006, p. 15) Cercetările referitoare la
provocările pe care le aduce cu sine desideratul dezvoltării durabile sunt astfel indispensabile
și ele sunt foarte multe.

For Ireland, the National Strategy on Education for Sustainable Development has an
overall objective: it “aims to ensure that education contributes to sustainable development by
equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills
(the ‘how’) and the values (the ‘why’) that will motivate and empower them throughout their
lives to become informed active citizens who take action for a more sustainable future.”
(Department of Education and Skills, 2014, p. 3) In order to achieve this objective, eight
priority action areas are defined:
1. Leadership and coordination – shareholders consider that a more effective
coordination is needed between the Government Departments and Ministers, NGOs, formal
and non-formal education, so a leadership approach concerning ESD is necessary. As a matter
of fact, an Education for Sustainable Development Advisory Group should be established
within the Department of Education and Skills in order to play that role and a number of
recommendations are made regarding the activity of this organism.
2. Data collection and baseline measurement as there is a lack of data regarding the
ESD related activity in Ireland; the absence of a baseline measurement makes difficult the
further measurement of the progress. Thus some recommendations regarding data collection
are made.
 3. Curriculum at pre-school, primary and post primary – there are two complementary
methods considered suitable in this regard: the integration of ESD themes across relevant
subjects and the provision of ESD specific programs and courses, both adopted in Ireland.
4. Professional development - it is essential to ensure that early years practitioners and
primary and post primary teachers and are equipped to facilitate the learning process for
sustainable development, namely to provide children with knowledge, motivations and skills
in order to behave in the future sustainably. “Some stakeholders expressed the view through
the public consultation process that teachers are not adequately prepared to teach ESD in
schools since teaching ESD often requires a more innovative and multi-disciplinary approach
than other subject areas. Promoting knowledge of ESD and developing the relevant skills
involves moving away from more prescriptive modes of teaching that focus on knowledge
transfer towards teaching methodologies that facilitate more problem-based, interdisciplinary
and collaborative student participation and learning where knowledge is co-created.”
(Department of Education and Skills, 2014, p. 17) Early years practitioners and primary and
post primary teachers must participate and benefit of continuing professional development:
“Continuing professional development (CPD) for teachers is funded by the DES and is mainly
undertaken through the Professional Development support Service for Teachers (PDST) and
the Education Centre Network. CPD addresses a range of priorities such as facilitating the
implementation of new and revised curricular specifications, and supporting the needs of
teachers and principals to meet emerging priorities including special needs, social inclusion,
and school management expertise.” (Department of Education and Skills, 2014, p. 17)
5. Further Education and Training – “The Further Education and Training sector can
contribute to sustainable development in at least two ways. In the first instance, it provides
learning opportunities for a cohort of learners who may have left mainstream education
prematurely. In addition, this sector has a crucial role to play in developing the green economy
which has been prioritised by Government though Delivering our Green Potential”.
(Department of Education and Skills, 2014, p. 19)
6. Higher Education and Research – there have been identified problems regarding the
‘silo-isation’ of subject disciplines, that prevents a holistic and cross disciplinary approach to
be adopted for sustainable development, the lack of subject specific ESD content, concerns
about the preparedness of lecturers to facilitate the type of participatory learning that is most
frequently associated with effective ESD, and the need for a whole institution approach to ESD.
(Department of Education and Skills, 2014, p. 21)
 About research, have been mentioned problems regarding 1) a perceived lack of ESD
related activity (it may be the case that such activities are not labelled as ESD and they are
difficult to be identified as such), 2) accessibility to ESD research (it is considered that a forum
is needed to highlight the results of the research, 3) a disconnection between research and
industry. International collaboration in this field is necessary. Recommendations have been
made concerning these issues.
7. Promoting participation by young people – it refers to participatory democracy, to
the necessity of a greater involvement by people, especially young people, in the issues and
policies that affect them.
8. Sustainability in action – “The DES and other educational stakeholders are involved
in a number of practical measures that are intended to make the education system more
sustainable. These include promoting a whole institution approach to sustainability, building
sustainable infrastructure, and promoting sustainable travel patterns among students. These
measures are assessed below in order to identify challenges and opportunities.” (Department
of Education and Skills, 2014, p. 29)
In opposition with countries that established Education for Sustainable Development as
a national goal, formulated strategies, goals, indicators, plans of action, there other European
countries that make shyer steps in this direction.

In 2013, a year before the end of the UN Decade of Education for Sustainable
Development, German Commision for UNESCO dDecided to analyze the current state of facts
regarding ESD in Germany and to establish what should be done in the future.
“Where are we now in Germany? The strength of the Decade is that it has clearly
contributed to promoting insight into the necessity of ESD, to further refining the concept, and
to reinforcing a sense of responsibility for sustainable developments. The key strategic choices
made by the German Commission for UNESCO (DUK) and the National Committee for ESD
(NK), the results of the activities of the Round Table (RT) working groups, conferences,
campaigns and other communication strategies show how ESD can establish meaningful
connections in all areas of the education system and can energise these. Creating a clear
coordination structure, the involvement of cities and local authorities, the Federal States/Länder
and the federal government, but also of NGOs, companies and scientists, and last but not least
1,800 projects which have been recognized by the NK as Official Project of the Decade have
created a broad foundation for ESD. The overall structure of the Decade, consisting of the
National Committee, Round Table, working groups and award scheme, is so sound that other
countries have taken it up as an example. Internationally speaking, the DUK has moreover
contributed significantly towards creating global networks by organising the UNESCO World
Conference on ESD (2009) and several international workshops. Germany is an important
partner in the further development of ESD. This positive outcome in Germany can be attributed
to the numerous voluntary stakeholders, the commitment of non-governmental organisations,
foundations and businesses, and the commitment of the Berlin office of the chairman of the
National Committee and the secretariat of the German Commission for UNESCO in Bonn, the
motivation thanks to the policies of the Federal Government and the FederalStates/Länder and
also the financial support from the Federal Ministry of Education and Research (BMBF),
individual Federal States/Länder, foundations and businesses.” (German Commision for
UNESCO, 2013, p. 7)
“There are nonetheless also weaknesses, as evidenced by internal analyses and a range
of studies, recommendations and decisions. Thus it has not yet been possible to clarify the
relevance of ESD to a broader public audience, many central decision-makers and important
stakeholder groups in the context of the Decade. This also concerns the relevant actors in the
area of sustainable development itself. The fact that sustainability cannot be achieved without
ESD has not come across with the necessary clarity, which has been demonstrated not least by
the results of the Rio+20 Conference. What is more, this topic is hardly visible in the media.
This may be attributable among other things to the lack of simple language or clear messages.
Many people find the expression ‘Education for Sustainable Development’ too awkward,
abstract and ‘difficult to sell’ and the supposed complexity of this concept sometimes scares
people off as it sounds too academic. Also the lack of links to current debates and social
development or really new ideas and recommendations for action, such as regarding global
cross-financing transfer requirements, prevents greater visibility in the public domain. Last but
not least, as before, the strong compartmentalisation of administrations does not foster lateral
thinking and inter-disciplinary action.
Teachers and trainers in vocational and general education and also institutions of higher
education are not being reached in the way we wish they would be. The vast majority of them
still have an entirely inadequate knowledge of ESD. But the factor that is standing in the way
of actual social transformation is that the step towards structurally implementing ESD in the
German education system – which is the ultimate goal of the Decade promulgated by the United
Nations – has only been achieved in a piecemeal and rather exemplary manner. To move on
from project based activities, the commitment of individual educational institutions and ‘ESD
as add-on’ to a structural implementation and ‘ESD as a self-evident orientation’ in every
institution of education, all stakeholders will have to make significant efforts. Depending on
the individual circumstances this will require the involvement of both the Federal Government
and the States/Länder as well as the particularly important municipal level. Education after all
always takes place locally, but also specifically for that location, just as the ‘big transformation’
starts with many concrete small local transformations. (German Commision for UNESCO,
2013, pp. 7-8)
In this context, it has become obvious that a strategy is required, including permanent
structures and measures, but also time and financial resources. General and specific objective,
challenges and aims are also presented in the mentioned document.

Regarding Italy, the literature on Education for Sustainable Development is not very
rich. With reference to Education for Sustainable Development at the university level, a study
signed by Emidia Vagnoni and Caterina Cavicchi (2015) aims to show if there is a sustainable
discourse in Italian universities, which are the tools used for implementation, accounting and
assessing sustainability practices, and what improvement measures can be applied. Using the
Deming Cycle method of analysis (with the four dimensions – plan, do, check and act) this
study includes all public universities in Italy (as in this country most universities are public, so
they are relevant for the Italian university system), and data have been collected from the
official websites of these institutions. More precisely, data have been collected from 67 Italian
public universities, investigating their sustainability strategies and whether these strategies are
respondent to the Deming Cycle model.
The conclusions of the study show that sustainability is entering the Italian university
system, and that the policy of sustainability is present in the universities agendas. The Italian
university system is addressing sustainability in a fragmented way; still, many universities are
strongly committed to the sustainability challenge. There have been observed a heterogeneity
in the process of orienting didactic activities to sustainability. The universities show a
commitment to sustainability research. Stakeholders are sensitized and involved in events
organized by universities related to sustainable development.

An analyze concerning Education for Sustainable Development in Malta (Briguglio,

Paul, 2004) shows that “ESD in Malta, though given some importance, is not coherently
organised and does not effectively offer the adequate opportunities for individuals to develop
the necessary skills and overall capacity to deal with sustainable development issues.
Nevertheless, Malta is gradually building up an infrastructure aimed at supporting future ESD
initiatives with the ultimate goal of assisting Malta in its challenge to adopt sustainable
development principles.” Thus, is stressed “the need for Malta to make ESD a national priority,
and for the government and other stakeholders to develop a National Strategy for ESD,
adopting a clear policy about such an education in the National Minimum Curriculum. There
is an urgent need in Malta to provide more formal and informal ESD education programmes,
especially children and adults, promoting the adoption of sustainable lifestyles and values, and
active participation in decision-making relating to sustainable development.”

Conclusions
So, as the UNESCO Decade of Education for Sustainable Development ended in 2014,
the efforts in this regard were not enough. In European Union there is a heterogeneity regarding
the implementation of ESD. Some countries have national strategies and make concerted
efforts in this regard, in other countries is still not very clear what should be done.
In a paper regarding the necessity of adopting a kind of behavior favorable to
sustainable development, Silvana Kühtz considers that “it is becoming evident that the
movement towards SD depends more on the enlargement of one’s moral sensitivities than on
the growth of scientific understanding – important as that is. Education for SD cannot be
concerned only with disciplines that improve our understanding of nature, despite their
undoubted value. Success in the struggle for SD requires an approach to education that
strengthens one’s engagement in support of other values, especially integrity and fairness, and
the awareness that people share a common destiny.” (Kuhtz, 2007, p. 156) As a matter of fact
ESD is not an easy challenge as it implies transformational tasks.

Bibliography
Austrian Federal Ministry of Agriculture, Forestry, Environment and Water
Management (2008): Austrian Strategy for Education for Sustainable Development, Vienna,
retrieved online
https://www.bmbf.gv.at/enfr/school/bine_strategiefolder_e_19458.pdf?4du97u
Briguglio, Lino and Pace, Paul J. (2004): “Education for Sustainable Development in
Malta”, revised version of a case study prepared for the Expert Meeting on Capacity
Development for Sustainable Development in SIDS: Building Partnerships for Sustainable
development through Education, Public Awareness and Training University of South Pacific,
December 3 to 8, 2003, retrieved online
https://www.um.edu.mt/__data/assets/pdf_file/0006/63861/education_esd_lbriguglio_ppace.p
df
Council of the European Union (2010): Council conclusions on education for
sustainable development, 3046th Education, Youth, Culture and Sport Council meeting,
Brussels, 18 and 19 November 2010
Department of Education and Skills (2014): ‘Education for Sustainability’. The
National Strategy on Education for Sustainable Development in Ireland, 2014-2020, retrieved
online http://planipolis.iiep.unesco.org/upload/Ireland/Ireland_National-Strategy-on-
Education-for-Sustainable-Development-in-Ireland-2014-2020.pdf
Eurostat, European Commission (2013): Sustainable development in the European
Union. 2013 monitoring report of the EU Sustainable development strategy, Eurostat statistical
books, Luxemburg: Office for Official Publications of the European Communities, retrieved
online http://ec.europa.eu/eurostat/documents/3217494/5760249/KS-02-13-237-EN.PDF
Finland’s Ministry of Education, Ministry of Education’s Committee for Education for
Sustainable Development (2006): A national strategy and guidelines 2006-2014 for education
for sustainable development, retrieved online
https://www.bmbf.gv.at/schulen/euint/bine/finnish_esd_stratetgy_13367.pdf?4eltmk
Finnish National Board of Sustainable Development (2006): Strategy for Education and
Training for Sustainable Development and Implementation Plan 2006–2014, retrieved
http://www.oph.fi/english/publications/2006/strategy_for_education_and_training_for_sustai
nable_development
German Commision for UNESCO (2013): The German National Committee for the
UN Decade of Education for Sustainable Development. Position Paper ‘Strategy for ESD
2015+’, Bonn, Germany
Kühtz, Silvana (2007): “Adoption of sustainable development schemes and behaviours
in Italy”, International Journal of Sustainability in Higher Education, Vol. 8 Iss 2 pp. 155 –
169, retrieved online http://dx.doi.org/10.1108/14676370710726625
Lappalainen, Rilli (2010): “The European Consensus on Development Education: From
Scratch to Implementation and Monitoring”, Policy & Practice: A Development Education
Review, Issue 11, Monitoring & Evaluation, autumn 2010, pp. 77-83, retrieved online
http://www.developmenteducationreview.com/issue11-perspectives2
Lappalainen, Rilli (2012): “Call for Action: A European Development Education”,
Policy & Practice: A Development Education Review, Issue 15, Reimagining Development
Education for a Changing Geopolitical Landscape, autumn 2012, pp. 74-82, retrieved online
http://www.developmenteducationreview.com/issue15-perspectives2
Mulà, I. and Tilbury, D. (2009): “Progress and Possibilities for the UN Decade of
Education for Sustainable Development (DESD) in EU Member States: An ENSI Report”
Cheltenham, UK: ENSI
Sahlberg, Pasi (2010): The Secret to Finland’s Success: Educating Teachers, Stanford
Center for Opportunity Policy in Education (SCOPE) – Research Brief, Stanford University
School of Education, retrieved online
https://edpolicy.stanford.edu/sites/default/files/publications/secret-finland%E2%80%99s-
success-educating-teachers.pdf
The Scottish Government (2010): Learning for Change: Scotland’s Action Plan for
Second Half of the UN Decade of Education for Sustainable Development, Edinburg, retrieved
online http://www.gov.scot/Publications/2010/05/20152453/0
Vagnoni, Emidia and Cavicchi, Caterina (2015): “An exploratory study of sustainable
development at Italian universities”, International Journal of Sustainability in Higher
Education, Vol. 16 Iss 2 pp. 217 – 236, retrieved online http://dx.doi.org/10.1108/IJSHE-03-
2013-0028
*** (2002): An Agenda 21 for Education in the Baltic Sea Region – Baltic 21E, Baltic
21 Series No 1/2002, retrieved online http://www.hu2.se/hu2old/Baltic21E.pdf
*** ESD in the Netherlands. Learning for Sustainable Development 2008-2011. From
strategy to (general) practice, Program Learning for Sustainable Development, The Ministries
of Housing, Spatial Planning and the Environment; of Foreign Affairs/Development Co-
operation; of Agriculture, Nature and Food Quality; of Economic Affairs and Energy; of
General Affairs; of Transport, Public Works and Water Management; of Education, Culture
and Science et al., http://www.lerenvoorduurzameontwikkeling.nl
*** (2014): Education for sustainable development. Guidance for UK higher education
providers, QAA763, The Higher Education Academy, retrieved online
http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-
Guidance-June-14.pdf