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Hva hemmer og fremmer arbeidet med Utdanning for Bærekraftig Utvikling i videregående skole
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bjønness, Birgitte Sinnes, Astrid Tonette |
| Copyright Year | 2019 |
| Abstract | Laereplanene for grunnopplaeringen i Norge er for tiden under revisjon og fornyelse. Fagfornyelsen innebaerer blant annet at baerekraftig utvikling blir et tverrfaglig og gjennomgaende tema i skolen. Satsingen pa Utdanning for Baerekraftig Utvikling (UBU) i skolen er per i dag hovedsakelig preget av enkeltstaende prosjekter drevet fram av enkeltlaerere. Vi har i denne studien intervjuet skoleledelse, laerere, elevrad, driftsleder og skoleeier ved fire videregaende skoler for a fa fram praksisfeltets stemmer knyttet til hva som hemmer og hva som fremmer arbeidet med UBU i norsk videregaende skole. Funn fra studien viser at alle informantene er positive til en satsing pa baerekraftig utvikling. Vi finner videre at det utkrystalliserer seg ni sentrale faktorer som pavirker i retning av a hemme eller fremme en helhetlig satsing pa UBU. Informantene peker pa hverandre nar det gjelder a ta initiativ til a utvikle UBU lokalt; dette kan medfore en pulverisering av ansvar sa lenge alle «sitter pa gjerdet» og venter pa at andre skal ta initiativ. En forpliktende satsing pa UBU stiller krav til alle aktorer og nivaer i skolen. Vi stiller sporsmal om satsingen pa baerekraftig utvikling i fagfornyelsen er tilstrekkelig for a utvikle den tverrfaglige forstaelsen og handlingskompetansen som er nodvendig for a forberede elevene pa a leve baerekraftige liv i framtiden. En forpliktende satsing pa UBU krever ogsa at skolen og laererne far tid og rom til a utvikle organisasjonen og laeringsmater lokalt. Nokkelord: utdanning for baerekraftig utvikling, fagfornyelsen, videregaende skole, hel-skoletilnaerming, fokusgruppeintervjuer, aktorer i skolen Exploring drivers and challenges for the implementation of Education for Sustainable Development in upper secondary school Abstract The national curricula in Norway are currently under review and revision. As part of the revision, sustainable development becomes an interdisciplinary and comprehensive subject in school. There are presently few or no examples of schools that work comprehensively with Education for Sustainable Development (ESD) in Norway. In this study, we have interviewed school management, teachers, student council, operation manager and school owner at four upper secondary schools in order to map what supports and what constrains a holistic effort to ESD in Norwegian upper secondary school. Findings from the study show that all the interviewees are positive to a commitment to sustainable development as part of the new curriculum. Further, we identify nine key factors influencing action as well as resulting from it, in the direction of support or constraint of a holistic effort to ESD. The interviewees point to each other when it comes to taking the initiative to develop ESD locally; this can result in a pulverization of responsibility as long as everyone "sits on the fence" waiting for others to take the initiative. A binding commitment to ESD places demands on all actors and levels at the school. We ask whether the inclusion of sustainable development in the new curriculum is sufficient for developing an interdisciplinary understanding and the action competence that is necessary to prepare the students for living sustainable lives in the future. A commitment to ESD also requires the school and the teachers to have the time and space to develop the organization and learning methods locally. Keywords: Education for Sustainable Development, curriculum reform, upper secondary school, whole-school approach, focus-group interviews, stakeholders in school |
| Starting Page | 4 |
| Ending Page | 4 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| DOI | 10.5617/adno.6474 |
| Volume Number | 13 |
| Alternate Webpage(s) | https://journals.uio.no/index.php/adno/article/download/6474/6027 |
| Alternate Webpage(s) | https://doi.org/10.5617/adno.6474 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
