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The Second Half of the UN Decade Education for Sustainable Development in Germany: Topics, Trends and Gaps

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Standard

The Second Half of the UN Decade Education for Sustainable Development in Germany: Topics, Trends and Gaps. / Holz, Verena.
Education for Sustainable Development - European Approaches . ed. / Verena Holz; Ute Stoltenberg. Vol. 7 1. ed. Bad Homburg: VAS Verlag für Akademische Schriften, 2012. p. 145-182 (Innovationen in den Hochschulen - Nachhaltige Entwicklung; Vol. 7).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Harvard

Holz, V 2012, The Second Half of the UN Decade Education for Sustainable Development in Germany: Topics, Trends and Gaps. in V Holz & U Stoltenberg (eds), Education for Sustainable Development - European Approaches . 1 edn, vol. 7, Innovationen in den Hochschulen - Nachhaltige Entwicklung, vol. 7, VAS Verlag für Akademische Schriften, Bad Homburg, pp. 145-182.

APA

Holz, V. (2012). The Second Half of the UN Decade Education for Sustainable Development in Germany: Topics, Trends and Gaps. In V. Holz, & U. Stoltenberg (Eds.), Education for Sustainable Development - European Approaches (1 ed., Vol. 7, pp. 145-182). (Innovationen in den Hochschulen - Nachhaltige Entwicklung; Vol. 7). VAS Verlag für Akademische Schriften.

Vancouver

Holz V. The Second Half of the UN Decade Education for Sustainable Development in Germany: Topics, Trends and Gaps. In Holz V, Stoltenberg U, editors, Education for Sustainable Development - European Approaches . 1 ed. Vol. 7. Bad Homburg: VAS Verlag für Akademische Schriften. 2012. p. 145-182. (Innovationen in den Hochschulen - Nachhaltige Entwicklung).

Bibtex

@inbook{29aecb64ada1426bace02bb6b491cf23,
title = "The Second Half of the UN Decade Education for Sustainable Development in Germany: Topics, Trends and Gaps",
abstract = "Seven years after the UN declared the Decade Education for Sustainable Development, the question as to its status in Germany can only be given a multi-dimensional answer. There are both quantitative and qualitative results. Foremost is its political-social implementation through laws, curricula as well as stakeholder and support structures, but in the next stage there is its take up practitioners and transfer in everyday contexts. This reveals however relatively little about the quality of educational processes for the individual or society. Instead the focus is on the framework conditions and structures, including stakeholders institutions and activities, as well as the effects of the Decade in its discursive, interpretative and performative practice.",
keywords = "Sustainability education, Education for Sustainable Development (ESD), Environmental Education, Europe, DESD, Decade , Implementation, Learning, Sustainability Education, Sustainability sciences, Communication, Sustainability Science, Sustainability, Sustainable Development, sustainability reporting, sustainability research",
author = "Verena Holz",
year = "2012",
language = "English",
isbn = "978-3-88864-509-9",
volume = "7",
series = "Innovationen in den Hochschulen - Nachhaltige Entwicklung",
publisher = "VAS Verlag f{\"u}r Akademische Schriften",
pages = "145--182",
editor = "Verena Holz and Ute Stoltenberg",
booktitle = "Education for Sustainable Development - European Approaches",
address = "Germany",
edition = "1",

}

RIS

TY - CHAP

T1 - The Second Half of the UN Decade Education for Sustainable Development in Germany

T2 - Topics, Trends and Gaps

AU - Holz, Verena

PY - 2012

Y1 - 2012

N2 - Seven years after the UN declared the Decade Education for Sustainable Development, the question as to its status in Germany can only be given a multi-dimensional answer. There are both quantitative and qualitative results. Foremost is its political-social implementation through laws, curricula as well as stakeholder and support structures, but in the next stage there is its take up practitioners and transfer in everyday contexts. This reveals however relatively little about the quality of educational processes for the individual or society. Instead the focus is on the framework conditions and structures, including stakeholders institutions and activities, as well as the effects of the Decade in its discursive, interpretative and performative practice.

AB - Seven years after the UN declared the Decade Education for Sustainable Development, the question as to its status in Germany can only be given a multi-dimensional answer. There are both quantitative and qualitative results. Foremost is its political-social implementation through laws, curricula as well as stakeholder and support structures, but in the next stage there is its take up practitioners and transfer in everyday contexts. This reveals however relatively little about the quality of educational processes for the individual or society. Instead the focus is on the framework conditions and structures, including stakeholders institutions and activities, as well as the effects of the Decade in its discursive, interpretative and performative practice.

KW - Sustainability education

KW - Education for Sustainable Development (ESD)

KW - Environmental Education

KW - Europe

KW - DESD

KW - Decade

KW - Implementation

KW - Learning

KW - Sustainability Education

KW - Sustainability sciences, Communication

KW - Sustainability Science

KW - Sustainability

KW - Sustainable Development

KW - sustainability reporting

KW - sustainability research

M3 - Contributions to collected editions/anthologies

SN - 978-3-88864-509-9

VL - 7

T3 - Innovationen in den Hochschulen - Nachhaltige Entwicklung

SP - 145

EP - 182

BT - Education for Sustainable Development - European Approaches

A2 - Holz, Verena

A2 - Stoltenberg, Ute

PB - VAS Verlag für Akademische Schriften

CY - Bad Homburg

ER -

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Culture in sustainable urban development: Practices and policies for spaces of possibility and institutional innovations

Kagan, S., Hauerwaas, A., Holz, V. & Wedler, P., 01.06.2018, In: City, Culture, and Society. 13, p. 32-45 14 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Education for a sustainable development – European Approaches

Stoltenberg, U. & Holz, V., 2012, Education for Sustainable Development - European Approaches . Stoltenberg, U. & Holz, V. (eds.). 1 ed. Bad Homburg: VAS Verlag für Akademische Schriften, Vol. 7. p. 7-13 7 p. (Innovationen in den Hochschulen - Nachhaltige Entwicklung; vol. 7).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Education for Sustainable Development – European Approaches

Stoltenberg, U. (Editor) & Holz, V. (Editor), 2012, 1 ed. Bad Homburg: VAS Verlag für Akademische Schriften. 203 p. (Higher education for sustainability; vol. 7)

Research output: Books and anthologies › Collected editions and anthologies › Research

Kulturwissenschaftliche Zugänge im Sachunterricht - Impulse für die Praxis im Rahmen einer Bildung für eine nachhaltige Entwicklung

Holz, V., 2013, Weltorientierung durch Bildung für eine nachhaltige Entwicklung: Theoretische Grundlagen und Praxis des Sachunterrichts in der Grundschule. Stoltenberg, U. (ed.). Bad Homburg: VAS Verlag für Akademische Schriften, Vol. 1. p. 47-63 17 p. (Bildung für eine nachhaltige Entwicklung in Kindergarten und Grundschule. Lüneburger Beiträge.; vol. 1).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

Sachunterricht für das 21. Jahrhundert. Mit dem Konzept Bildung für eine nachhaltige Entwicklung arbeiten

Stoltenberg, U., Asmussen, S., Golly, N., Holz, V., Kosler, T., Offen, S. & Uzun, B., 2013, Der Sachunterricht und seine Didaktik: Bestände prüfen und Perspektiven entwickeln. Fischer, H.-J., Giest, H. & Pech, D. (eds.). Bad Heilbrunn: Verlag Julius Klinkhardt, p. 99-120 22 p. (Probleme und Perspektiven des Sachunterrichts; vol. 23).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

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