Last but not least, it is important to analyze the extent to which the ESDI proposed by UNECE

(2008) match the ESD learning outcomes (Wals 2009: 48) required for formal education in the
second half of the DESD, such as: Critical reflective thinking; Understanding complexity/systemic
thinking; Futures thinking; Planning and managing change; Understanding inter-relationships across
disciplines; Applying learning in a variety of life wide contexts; Decision-making, including in
uncertain situations; Dealing with crises and risks; Acting with responsibility, locally and globally;
Ability to identify and clarify values; Acting with respect for others; Identifying stakeholders and
their interests; Participating in democratic decision making; Negotiating and consensus building
(Wals 2009: 49).
Therefore, to further elucidate the relevance of these aspects, based on the ESDI list of UNECE
region (UNECE 2006, 2008), a set of ESDI grids (including sub-indicators) focusing on formal
science education (that may be adapted to different education cycles) and applicable to the European
geopolitical context (see tables 1-7) is presented. Given that school curricula are structured and
organized in disciplines, including those encompassing the broad area of science education, e.g.
biology, chemistry, geology and physics, it is important to make available and disseminate
information on ESDI, focussing on this curricular area, as would be the case concerning other
curricular areas or disciplines. However, this does not mean neglecting other forms of education,
namely non formal and informal, as they are all important in ESD and clearly recommended in the
UNESCO strategy for the second half of the DEDS (UNESCO 2010). Indeed, it should be viewed as a
means to help implement school curricular reforms and research based recommendations, namely
those valuing STS interrelations in science education (Aikenhead 2005; Hodson 2003; Vilches and
Gil-Perez 2010).
The selection of the seven ESDI grids presented below was extracted from the UNECE list of ESDI
and adjusted based on the dimensions of analysis identified in former paragraphs of this section, one to
three. In deciding grids and selecting ESDI for each, three levels of implementation of these indicators,
macro, meso and micro levels, were also taken into account (Rode 2006) along with different categories of
ESDI (e.g. status, facilitative and effect) that should underlie any ESD evaluation and monitoring
process (Tilbury et al. 2007).
Table 1 is adapted from the corresponding UNECE list of indicators covering the global objective
1 for ESD strategy. It presents a set of ESDI for assessing and monitoring national programmes and
education policies that support the promotion of ESD. It contains sub indicators defined by UNECE
(except for the sub indicators 1.1.2. and 1.3.) and allows evaluating whether or not ESDI defined by
UNECE are relevant to evaluate how educational policies and programmes support ESD promotion.
 Overall, they constitute indicators of status and facilitative, according to the categories
defined by Tilbury and collaborators (Tilbury et al. 2007).
Table 1: Grid of indicators and sub-indicators, adapted from UNECE list of indicators (UNECE 2008), to be
applied to evaluate and monitor national educational poli-cies and programmes that support ESD
promotion.
Objective 1
Ensure that Policy, Regulatory and Operational Frameworks Support the Promotion Of ESD
Indicator 1.1. Prerequisite measures are taken to support the promotion of ESD
Numbers Sub-indicators Numbers used in
UNECE (2008)

Is the UNECE Strategy for ESD available in your

1.1.1. 1.1.1
national language ?

Do you have a coordinating body for the implementation

1.1.2. 1.1. 3
of ESD?

1.1.3. Do you have a national implementation plan for ESD? 1.1.4

Are there any synergies at the national level between UNECE
ESD
process, the UNESCO global process on the United Nations
Decade
.1.4. of ESD, and other policy processes relevant to ESD, 1.1.5
namely:
a) MDG? (yes/no);
b) DL? (yes/no);
c) EFA? (yes/no)
Indicator 1.2. Policy, regulatory and operational frameworks support the promotion of ESD
Numbers Sub-indicators Numbers used in
UNECE (2008)
1.2.1. Is ESD reflected in any national policy document(s)? 1.2.1
Is ESD:
a) Addressed in relevant national education
legislation/regulatory
1.2.2. document(s)? (yes/no); 1.2.2
b) Included in your national curricula and national standards at
all
levels of formal education, as understood by your education
system in accordance with ISCED(*)? (yes/no)
1.2.3. Is public awareness in relation to ESD addressed in relevant 1.2.4
national document(s)? (yes/no)
1.2.4. Does a formal structure for interdepartmental cooperation 1.2.5
relevant
1.2.5 to ESD exist in your Government? (yes/no) 1.2.6
Does a mechanism for multi-stakeholder cooperation on ESD
exist with the involvement of your Government? (yes/no).
1.2.6. Are public budgets and/or economic incentives available 1.2.7
specifically to support ESD? (yes/no).
Indicator 1.3. National policies support synergies between processes related to SD and ESD
1.3.1. Is ESD part of SD policy(s) if such exist in your country? 1.3.1
(yes/no).
Table 2: Grid of indicators and sub-indicators, adapted from UNECE list (UNECE 2006, 2008), to be applied
to evaluate, in a complementary way, if ESD topics and skills are integrated in the formal education
practices (included in the category facilitative according to Tilbury and collaborators 2008).

Objective 2
Promote SD Through Formal Learning (adapted from objective 2 of the UNECE ESD strategy)

Indicator 2.1. SD key themes are addressed in formal education

Sub-indicators

Ndferumbers
usedinUe333

per8NECE(2
3333333330

008)
Numbers

2.1.1 Are key themes of SD addressed explicitly in the curriculum/programme of study at 2.1.1
various levels of formal education? Please specify the school years and the course
units concerned for each positive answer to the following:
a) Eradicate extreme poverty and hunger (objective 1 of MGD) (yes/no); b) Ensure
environmental sustainability (objective 7 of MDG) related with: water (Key action
theme of the DESD) (yes/no), climate change (Key action theme of the DESD)
(yes/no), biodiversity (Key action theme of the DESD) (yes/no), disaster prevention
(re Key action themes recommended specifically to the second half of the DESD)
(yes/no), natural resources management(yes/no), environmental protection
(yes/no); c) Develop a global partnership for development (objective 8 of MDG)
(yes/no); d) Corporate social responsibility (Key action theme recommended
specifically to the second half of the DESD); e) Human rights (e.g. (Key action
theme of DESD); f) Health promotion (e.g. combat HIV/AIDS) (Key action theme
of DESD) (yes/no); g) Rural/urban development (related with two of the key action
themes of the DESD) (yes/no); h) Cultural diversity (Key action theme of the
DESD) (yes/no); i) Peace and human security (Key action theme of the DESD)
(yes/no); j) Sustainable consumption (Key action theme of the DESD) (yes/no);
l. Ecological principles/ecosystem approach (yes/no).
Are learning outcomes (skills, attitudes and values) that support ESD addressed
explicitly in the curriculum/programme of study at various levels of formal
education? Please specify the school years and the course units concerned for
each positive answer to the following:
a) Broad and coherent knowledge of the nature and scope of the problems (e.g.
health and sanitation issues), how they arose, who and what is affected by the
problems and knowledge of what can be done (yes/no); b) Highlight performances
2.1.2 with a sense of responsibility both locally and globally (yes/no); c) An interest in the 2.1.2
future, and capacity to predict what change might be possible in a given context
(yes/no); d) Apply learning outcomes to real life situations and question about them
(yes/no); e) Understand complexity/ systemic thinking (yes/no); f) Plan and manage
change (yes/no); g) Understand inter-relationships across disciplines (yes/no);
h) Decision-making, including in uncertain situations (yes/no); i) Deal with crises
and risks (yes/no); j) Ability to identify and clarify values (yes/no); l) Act with
respect for others; (yes/no); m) Identify partners in concrete situations, their skills
and interests (yes/no); n) Participate in democratic decision-making (yes/no);
o) Participate in negotiation and consensus building (yes/no).
Within the UNECE general objective 2 of the ESD strategy (see table 2), all the proposed
ESDI (UNECE 2008) were considered relevant, as all may contribute to evaluate, in a
complementary way, if ESD topics and learning outcomes are integrated in formal education
practices. However, in this adapted grid, the ESDI were readjusted (see table 2), taking into
consideration the dimensions of analysis made explicit in paragraphs 1 to 3 above in this
section.
Some of the sub-indicators suggested in the original UNECE list (UNECE 2006, 2008)
were not included in table 2 (Ethics and Philosophy, Citizenship, democracy and
governance and Economics UNECE (2006: 12) as they do not appear suitable to be
approached as themes in science education, although they encapsulate dimensions that are
very important in ESD. However, rather than presenting them as themes they should be
integrated in other sub-indicators within both key themes, e.g. Eradicate extreme poverty
and hunger, Cultural diversity, Peace and human security or Sustainable
consumption, and learning outcomes, e.g. Broad and coherent knowledge of the nature and
scope of the prob-lems , how they arose, who and what is affected by the problems and
knowledge of what can be done, Apply learning outcomes to real life situations and
question about them, Understand inter relationships across disciplines, Ability to iden-
tify and clarify values or Participate in democratic decision making. Other themes, such as
Peace studies, Biological and landscape diversity, Production or consumption patterns,
Personal and family health Environment health and Poverty alleviation that are defined
in the original UNECE list (UNECE 2006: 12) were included, directly or indirectly, in the
indicator 2.1.1. (see table 2).
Some skills included in the UNECE original list (UNECE 2006) were not adopted in this
grid as they were considered to be already incorporated in other items (see table 2), for
instance: overcoming obstacles/problem-solving, applying learning in a variety of life
wide contexts, acting with responsibility, acting with self respect, acting with
determination, coping under stress, distribut-ing responsibilities (subsidiary), acting
with responsibility locally and globally (UNECE 2006: 13), Commitment and values that
motivate them to participate in contributing to changes in society, Social, critical and
creative thinking skills, why things are as they are and what needs to be done, experience
of real-life situations gained through participating individually or collectively in facilitating
changes (see footnote 5).
Regarding the ESDI defined under the UNECE general objective 2 of the ESD strategy
(see table 3), in particular to evaluate and monitor strategies and institutions that promote
ESD, all the proposed indicators (UNECE 2008) were considered to be relevant, given the
context of formal science education (with the exception of indicator 2.5 considered not be
relevant and applicable to formal education).
Table 3: Grid of indicators and sub-indicators, adapted from UNECE list (UNECE 2008), to be applied to evaluate
and monitor strategies that support ESD promotion (in-cluded in the category facilitative according to
Tilbury and collaborators 2008)

Further description of the indicators and sub-indicators underlying objective 2 of the UNECE
strategy Promote SD Through Formal Learning

Indicator 2.2. Strategies to implement ESD are clearly identified

Numbers Sub-indicators Numbers used in
UNECE (2008)

2.2.1 Is ESD addressed through: 2.2.1

a) Existing subjects only? (yes/no);
b) A cross-curriculum approach? (yes/no);
c) The provision of specific subject programmers and courses? (yes/no);
d) A stand-alone project? (yes/no);
e) Other approaches? (yes/no)
Indicator 2.3. A whole institution approach to SD/ESD is promoted
2.3.1 Do educational institutions adopt a whole institution approach to 2.3.1
SD/ESD? (yes/no)
Are there any incentives (guidelines, award scheme, funding,

2.3.2 technical support) that support a whole institution approach to 2.3.2

SD/ESD? (yes/no)
2.3.3 Do institutions/learners develop their own SD/ESD indicators for 2.3.3
their institution/organization? (yes/no)
Indicator 2.4. ESD is addressed by quality assessment/enhancement systems
2.4.1 a) Are there any education quality assessment/enhancement 2.4.1
systems? (yes/no);
b) Do they address ESD? (yes/no);
c) Are there any education quality assessment/enhancement systems
that address ESD in national systems? (yes/no).

Table 4: Grid of indicators and sub-indicators, adapted from UNECE list (UNECE 2008), to be applied to
evaluate and monitor strategies that are relevant to equip educators with the competences to include
SD in their teaching (included in the category facilitative according to Tilbury and collaborators
2008
Objective 3.Equip Educators with the Competence to Include SD in Their Teaching

Indicator 3.1. ESD is included in the training of educators

Numbers used in
Numbers Sub-indicators
UNECE (2008)

3.1.1 Is ESD a part of educators initial training? (yes/no). 3.1.1

3.1.2 Is ESD a part of the educators in-service training? (yes/no). 3.1.2

Is ESD a part of training of leaders and administrators of

3.1.3 3.1.3
educational institutions? (yes/no).

Indicator 3.2. Opportunities exist for educators to cooperate on ESD

Are there any networks/platforms of educators and/or leaders/admi-

3.2.1 3.2.1
nistrators who are involved in ESD in your country? (yes/no).
114 Ana Capelo, Maria Conceio Santos, Maria Arminda Pedrosa

Objective 3. Equip Educators with the Competence to Include SD in Their Teaching

Indicator 4.1. Teaching tools and materials for ESD are produced
4.1.1 Does a national strategy/mechanism for encouragement of 4.1.1
development and production of ESD tools and materials exist?
(yes/no).
4.1.2 Is public (national, sub-national, local) authority money invested in 4.1.2
this activity? (yes/no).
Indicator 4.2. Quality control mechanisms for teaching tools and materials for ESD exist
Number Sub-indicators Numbers used in
s UNECE (2008)
4.2.1 Do you have quality criteria and/or quality guidelines for ESD- 4.2.1
related teaching tools and materials that are:
a) Supported by public authorities? (yes/no);
b) Approved by public authorities? (yes/no);
c) Tested and recommended for selection by educational
institutions? (yes/no).
Are ESD teaching tools/materials available:

4.2.2 a) In national languages? (yes/no); 4.2.2

b) For all levels of education according to ISCED? (yes/no).
Indicator 4.3 Teaching tools and materials for ESD are accessible
Number Sub-indicators Numbers used in
s UNECE (2008)
4.3.1 Does a national strategy/mechanism for dissemination of ESD tools 4.3.1
and materials exist? (yes/no). 4.3.2
4.3.2 Is public authority money invested in this activity? (yes/no).
4.3.3 Are approved ESD teaching materials available through the 4.3.3
Internet? (yes/no).
Is a register or database of ESD teaching tools and materials in the
4.3.4 national language(s): 4.3.4
a) Accessible through the Internet? (yes/no);
b) Provided through other channels? (yes/no).
Table 5 presents a set of ESDI required to assess and monitor the production, quality and accessibility
of resources that support ESD promotion (under the UNECE gen-eral objective 4 of the ESD
strategy). The ESDI and sub-indicators defined by UNECE (UNECE 2008) are considered relevant to
promote educational practices aligned with ESD.

Table 5: Grid of indicators and sub-indicators, adapted from UNECE list (UNECE 2008), to be
applied to evaluate and monitor the production, quality and accessibility of resources that
support ESD promotion (included in the category facilitative ac-cording to Tilbury and
collaborators 2008).

Objective 4. Ensure that Adequate Tools and Materials for ESD Are Accessible
Indicator 4.1. Teaching tools and materials for ESD are produced
Numbers used in
Numbers Sub-indicators
UNECE (2008)
Does a national strategy/mechanism for encouragement of develop-
4.1.1 4.1.1
ment and production of ESD tools and materials exist? (yes/no).
Is public (national, sub-national, local) authority money invested in
4.1.2 4.1.2
this activity? (yes/no).
Indicator 4.2. Quality control mechanisms for teaching tools and materials for ESD exist
Numbers used in
Numbers Sub-indicators
UNECE (2008)

Do you have quality criteria and/or quality guidelines for ESD-

related teaching tools and materials that are:
a) Supported by public authorities? (yes/no);
4.2.1 b) Approved by public authorities? (yes/no); 4.2.1
c) Tested and recommended for selection by educational
institutions? (yes/no).
Are ESD teaching tools/materials available:

a) In national languages? (yes/no);

4.2.2 4.2.2
b) For all levels of education according to ISCED? (yes/no).
Indicator 4.3 Teaching tools and materials for ESD are accessible
Numbers used in
Numbers Sub-indicators
UNECE (2008)
Does a national strategy/mechanism for dissemination of ESD tools
4.3.1 4.3.1
and materials exist? (yes/no).
4.3.2 Is public authority money invested in this activity? (yes/no). 4.3.2
Are approved ESD teaching materials available through the
4.3.3 4.3.3
Internet? (yes/no).
Is a register or database of ESD teaching tools and materials in the
national language(s):
4.3.4 4.3.4
a) Accessible through the Internet? (yes/no);
b) Provided through other channels? (yes/no).

Table 6 presents a set of ESDI for assessing and monitoring ESD research (under the UNECE general
objective 5 of the ESD strategy). The ESDI and sub-indicators defined by the UNECE are considered
relevant to assess the role of research in promoting educational practices aligned with ESD.
Table 6: Grid of indicators and sub-indicators, adapted from UNECE list (UNECE 2008), to be applied to
evaluate and monitor projects that support promotion, develop-ment and divulgation of ESD research
(included in the categories facilitative and effect according to Tilbury and collaborators 2008).

Objective 5. Promote Research on and Development of ESD

Indicator 5.1. Research on ESD is promoted
Numbers used in
Numbers Sub-indicators
UNECE (2008)
Is research that addresses content and methods for ESD supported?
5.1.1. 5.1.1
(yes/no).
Does any research evaluate the outcome of the implementation of
the UNECE Strategy for ESD? (yes/no).
5.1.2. Are there post-graduate programmes available on ESD: 5.1.2
a) For Masters level? (yes/no);
b) For Doctorate level? (yes/no).

Are post-graduate programmes addressing ESD:

a) For Masters level? (yes/no);
5.1.3 5.1.3
b) For Doctorate level? (yes/no).
Are there any scholarships supported by public authorities for post-

5.1.4 graduate research in ESD:

a) For Masters level? (yes/no); 5.1.4
b) For Doctorate level? (yes/no).
Indicator 5.2. Development of ESD is promoted
Numbers used in
Numbers Sub-indicators
UNECE (2008)
Is there any support for innovation and capacity building in ESD
5.2.1 5.2.1
practice? (yes/no).
Indicator 5.3 Dissemination of research results on ESD is promoted
Numbers used in
Numbers Sub-indicators
UNECE (2008)
Is there any public authority support for mechanisms to share the
5.3.1 results of research and examples of good practices in ESD among 5.3.1
authorities and stakeholders? (yes/no).
Are there any scientific publications:
5.3.2. a) Specifically on ESD? (yes/no); 5.3.2
b) Addressing ESD? (yes/no).

Table 7 presents a set of ESDI within the assessment and monitoring strategies that are relevant to
promote ESD cooperation at all levels (under the UNECE general objective 6 of the ESD strategy). The
ESDI and sub-indicators defined by the UNECE are considered relevant to promote ESD international
cooperation.
Table 7: Grid of indicators and sub-indicators, adapted from UNECE list (UNECE 2008), to be applied to
evaluate and monitor the ESD cooperation at all levels within the UNECE region (included in the
categories facilitative and effect according to Tilbury and collaborators 2008).

Objective 6. Strengthen Cooperation on ESD at All Levels Within the UNECE Region

Indicator 6.1. International cooperation on ESD is strengthened within the UNECE region and beyond

Numbers used in
Numbers Sub-indicators UNECE (2008)
Do your public authorities cooperate in/support international
6.1.1 6.1.1
networks on ESD? (yes/no).
Do educational institutions/organizations (formal and non-formal) in
your country participate in international networks related to ESD?
6.1.2 6.1.2
(yes/no).
Are there any state, bilateral and/or multilateral cooperation
6.1.3 6.1.3
mechanisms/agreements that include an explicit ESD component?

(yes/no).
6.1.4 Does your Government take any steps to promote ESD in 6.1.4
international forums outside the UNECE region? (yes/no).

Conclusions

This chapter presents a set of guidelines concerning ESDI definitions, purposes and data sources that
are relevant to the European geopolitical context. This review highlighted the importance of ESDI to
evaluate and monitor ESD practices, according to assumptions and criteria that were outlined
referring to the DESD context and achievement needs concerning the MDG. By selecting a number of
ESDI and organizing them in tables their roles were clarified. They are essential to guide educational
policies at different levels, from global to local, including decisions at school and classroom levels,
e.g. to clarify which educational approaches are necessary (in particular, regarding formal science
education). That is in a systemic view, like the one suggested by Rode and Michelsen (2008) based on
the German context, the macro level corresponds to the more general component of the system that
provides the framework for ESD, comprising the international and national or regional initiatives and
regulations. Education programmes offered by formal institutions, e.g. schools and universities, come
next defining the meso level and the implementation of ESD defines the micro level and concerns
actual education activities and individual measures them selves (Rode and Michelsen 2008: 22),
much dependent upon individual teachers without neglecting the other levels.
Taking into account initiatives and regulations at the macro level, notably those concerning the DEDS
(UNESCO 2010, GC-UNESCO 2009) and the MDG (UNESCO 2005d), as well as science education
reforms that appear interlinked and may be related to them, it is important to explore the macro-
politics of ESD and the micro politics (Huckle 2009: 1). This is required to reflect upon and refine
approaches to ESDI to help convince teachers and others that the struggle for a more relevant and
empowering ESD, linked to a more appropriate indicator, is part of a wider struggle for greater social
justice and democracy (Huckle 2009: 13). Furthermore, exploring the macro and micro-politics of
ESD appears essential to bridge the gap between the ESD rhetoric and philosophy and the practices in
schools that require specific measures, for instance by giving the stakeholders ownership in the
development of indicators (Mogensen and Schnack 2010: 71). Concerning geopolitical contexts
comprising Portugal and Spain, Vilches and Gil-Prez (2010) stress that socio environmental
degradation issues have been increasingly addressed in all editions of the Iberian STS Seminars on
science teaching, from 2000 to 2010, which have contributed to generate a climate of increased
attention and commitment for a sustainable future. In this context, ESDI are valued based on the roles
they can play to help develop science education practices guided by ESD perspectives and to assess
their quality with regard to their relevance to promote SD.
The analyses of ESDI developed by different international organizations (e.g. UNECE, ARIES) and
countries (e.g. Germany, UK), point out both lack of clarity and focus that hamper an effective application
to specific geopolitical contexts (e.g. UNECE 2008). They also stress the need to adopt an adequate set of
ESDI covering important perspectives such as those highlighted in the objectives (see Introduction) of this
chapter (e.g. ARIES, Germany, UK). Moreover, many EU countries (e.g. Portugal) appear lacking in
relevant strategies towards the adop-tion of ESDI to promote educational and cooperative practices aligned
with ESD. However, in either case the dynamic nature of SD and ESD implies that as a result of changes
in national policies, concepts or methodologies, ESDI should be reviewed based on pertinent research and
coherently adjusted to such changes.
Last but not least, when selecting and compiling ESDI within a specific geo-political context, e.g.
in the European Union, or country, e.g. Portugal, policy priorities at formal education level should be
met, but above all, articulations with UN objectives established on a global scale must be envisaged,
e.g. MDG, EFA and DL. Finally, in order to incorporate ESD in curricular contexts it is crucial that
ESDI guide curriculum development and resource materials, for instance for science disciplines,
teacher education programmes, should then be used to evaluate ESD practices at the meso level
(school) and at the micro level (classroom).