Historically environmental concerns and practices resulting from environmental education (EE) were not a new idea or concept in India. The concept was rooted in its traditional wisdom, knowledge systems and practices. Due to its colonial past and pressing challenges of development, there was a major shift in the values towards environment and it influenced the school system. The education, awareness and value systems towards the environment, which were passed on to generations through practice and oral traditions, are losing their significance.

Journey of Green Schools in India

At the beginning of the millennium, Environmental Education (EE) became compulsory in India, and globally Education for Sustainable Development (ESD) came to be seen as driver for change to achieve sustainability. The chapter takes the reader through the history of formal recognition of EE and broadening of its scope with the integration environmental, social and economic concerns (ESD in spirit, if not in letter). Authors review efforts and exemplar experiences from India to understand the way EE and ESD find place in teacher education/preparation. Also, authors present several challenges of the education system such as sheer size, mobilization of the human, financial and material resources, and the shortage of teachers. Most of the EE programmes (supported by) the government and (those designed and implemented by) the NGOs were mediated through teachers before and after the Supreme Court Directives. With eight case examples, the authors examine the role of non-state actors like NGOs in building models, designing materials and conducting trainings for imparting practice-based EE teaching. The authors conclude that there are several laudatory efforts in the country to mainstream EE. The long experience of the various stakeholders in implementing finely targeted EE programmes and projects should be harnessed in both designing and implementing systemic level interventions to strengthen EE.

Teacher Preparation for Environmental Education and Education for Sustainable Development in India

The essential mission of educational organizations is to provide education services to educate the young generation. Thus, social responsibility of an educational organization is addresses not only separate persons but also is one of organization’s duties to provide services for the society (Toremen, 2011). As social responsibility of school manifests in social responsibility of organization’s members, it is possible to analyze it referring to the theory of planned behaviour (Ajzen, 1991, 2011, 2014). The school community, particularly teachers as one of the CSR stakeholders, has not attracted sufficient attention as a research subject. However, teachers’ involvement is one of the criteria for predicting a successful educational process. Therefore, the article addresses the following research question: how does social responsibility of a comprehensive school as educational organization manifest in teachers’ intentions? The research aim is to reveal the features of social responsibility at a comprehensive school considering the teachers’ viewpoint. The research methods are content analysis of teachers’ interview data. Having described the model of social responsibility realization at a comprehensive school referring to the theory of planned behaviour (Ajzen, 1991, 2011, 2014), the features of social responsibility at a comprehensive school X from teachers’ point of view are revealed. DOI: http://dx.doi.org/10.5755/10.5755/j01.ss.87.1.12315

/pdf/social-responsibility-of-comprehensive-schools-teachers-2edqqref2t.pdf

Social Responsibility of Comprehensive Schools: Teachers’ Point of View

https://iopscience.iop.org/article/10.1088/1757-899X/518/2/022049/pdf

Education of Sustainable Manufacturing in Curriculums: Evidence from Iraqi Colleges

Education for sustainable development: Secondary school teacher's awareness and perception of integration

Rajeswari Namagiri Gorana and Preeti Rawat Kanaujia (Eds), Springer, Netherlands, 2016, 205 pages, US$ 92.35. ISBN 978-94-017-7620-2.Book series: Schooling for Sustainable Development http://www.sp...

Reorienting Educational Efforts for Sustainable Development: Experiences from South Asia

The integration of Earth Charter into everyday practice of schools in Germany has to be combined with the curriculum development in different subjects. Two states of Germany started this process by organizing inservice training for primary and secondary teachers. Additionally they translated and adopted the Earth Charter Teachers Guidebook to improve the integration of Earth Charter ideas and content in German schools.

Practices of Integrating the Earth Charter into Education Activities in German Federal States of Hessen and Rheinland-Pfalz.

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Reorienting Educational Efforts for Sustainable Development: Experiences from South Asia

Practices of Integrating the Earth Charter into Education Activities in German Federal States of Hessen and Rheinland-Pfalz.