A Framework from which to develop and evaluate programs in Education for Sustainable Development

The Framework I have developed summarises my ideas and reflections. I have designed the Framework in a way that will allow it to be used in any context, be it in a school classroom, an outdoor environmental education program or a community education program. It does not have steps to follow, instead it provides elements that should be incorporated into a program if the program is to be Education for Sustainable Development (EfSD). I felt that by not providing steps to follow it would allow creativity of the educator and allow any program to be evaluated, whatever the educational context.

I have used a Framework similar to the Quality Teaching Framework (DET 2003) where each element has sub-categories that must be addressed in that element.

For an educational program to be EfSD it must possess the following elements:

Element	Sub-categories
Learner needs	Programs must acknowledge and build upon learners’ previous knowledge. Programs should be adaptable to learner needs eg. Disabilities, cultural. Programs (if applicable)should provide learners with opportunities to interact with their natural environment. Programs should have clear objectives that are known to the learner with feedback provided from educator.
Cognition	Programs develop and foster Critical Thinking. Programs develop Reflective Learners. Programs develop and foster Systemic Thinking. Programs develop and foster Envisioning Skills.
Collaboration	Programs should be developed with the goal of empowerment of individuals. Programs should have role of educator as facilitator. Programs should further build upon learner’s ability to work with others.
Values Clarification	Programs should develop metacognitive skills. Programs should encourage learners to question current dominant world views that create unsustainable practices. Programs should encourage compassion and empathy. Programs should encourage visions of a better world and not treat them as rhetoric.
Evaluation	Programs have mechanisms in place that allow for flexibility. Programs should have on going monitoring and reflection. Educators should be engaged in reflective practice. Programs are developed with ability to be evaluated and built upon from evaluations. Resources are appropriate and effective. Evaluation should measure the elements in this framework.