Levels of indicator development for education for sustainable development

Rode, Horst; Michelsen, Gerd

doi:10.1080/13504620701843327

Cited by 47 publications

(26 citation statements)

References 4 publications

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“…where N 5 the number of items being compared in the matrix; k max 5 the largest Eigen value and RI is a random consistency index obtained from a large number of simulation runs, and varies upon the order of matrix (Table 1). Random index [28] is given in Table 2.…”

Section: Eq 2 Based On the CI And Random Index (Ri) In Expertmentioning

confidence: 99%

Urban environment quality assessment by using composite index model

Robati

Monavari

Majedi

2015

Env Prog and Sustain Energy

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Urban environments are often subject to many challenges, which make it very difficult to assess sustainability performance of urbanization. Indexing can be an appropriate systematic tool for sustainability assessment in sophisticated decision‐making situations involving simultaneous consideration of multiple qualitative and quantitative factors. In this study, a systems approach was adopted to develop a composite index called SUQCI (Sustainable Urban Quality Composite Index) in order to assess the potential of a city to become sustainable. The index is composed of 10 components containing a total number of 16 indicators. According to which, the 22 districts of Tehran City were compared in terms of sustainability of urban environment quality. The obtained results indicated that the Districts 1, 2, and 3 are in ideal sustainability conditions. These areas are among prosperous places of the city. About 59.09% of all districts were below the average SUQCI. The Districts 18 and 19 with the SUQCI values of 0.21 and 0.25 remain in critical condition. In overall, a great injustice in distribution of sustainability components is observed in Tehran so that unsustainable urban environment becomes more evident in underserved areas of the city. In recent years, increasing attempts have been made to overcome the injustice. © 2015 American Institute of Chemical Engineers Environ Prog, 34: 1473–1480, 2015

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Section: Eq 2 Based On the CI And Random Index (Ri) In Expertmentioning

confidence: 99%

Urban environment quality assessment by using composite index model

Robati

Monavari

Majedi

2015

Env Prog and Sustain Energy

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“…Other research papers also underline the necessity of curricular analyses (e.g. Bolscho & Hauenschild, 2006) -for example, in order to explore the progress of integration in a temporal perspective (Rode & Michelsen, 2008). In this respect, our analysis is a contribution to help close this gap.…”

Section: Curriculum Studiesmentioning

confidence: 93%

How Green are European Curricula? A Comparative Analysis of Primary School Syllabi in Five European Countries

Hanisch

Rank

Seeber

2014

European Educational Research Journal

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The authors conducted a cross-national curriculum analysis as part of a European Union Comenius project regarding the implementation of an online tool to foster environmental education (EE) in primary schools. The overall goal was to determine the extent and intensity that EE is embedded in the syllabi of five European countries. To this end, the authors developed a categorical analysis framework and undertook a content analysis. In addition to the general goals and contents of EE, they researched in particular the inclusion of the topics 'waste', 'water' and 'energy' in primary school curricula. The results highlight differences and commonalities with regard to goals, contents and methodological requirements, and they confirm the relevance of EE in European school curricula.

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“…Apart from this, input or context monitoring marks a third type that focuses on given circumstances or existing input conditions framing processes and performances. While the presented typologies separate context, process and output or compliance, diagnostic and performance monitoring for analytical reasons, recent approaches stress the "indistinct delimitation" (Rode et al, 2008) of these analytical units and refer to educational context, process and output monitoring in an increasingly integrative way-not least in the context of the proliferating notion of total quality management and national educational reporting schemes.…”

Section: Monitoring Evaluation and Indicatorsmentioning

confidence: 99%

“…They can relate to measurable (quantitative indicators) or observational/descriptive data (qualitative indicators). While quantitative indicators provide intersubjectively verifiable results and thus allow for advanced statistical operations and comparisons (Rode et al, 2008), the use of qualitative indicators is recommended in heterogeneous contexts where no set standards or objectives exist (Bormann et al, 2008). The development of a monitoring framework for activities in the context of the UN decade on "Education for Sustainable Development" (ESD) exemplifies how the integration of both quantitative and qualitative indicators ensures that a broad range of needs is addressed to enhance total quality improvement (Tilbury, 2009).…”

Section: Monitoring Evaluation and Indicatorsmentioning

confidence: 99%

“…Research on the interpretation and use of evidence in the educational context shows that the very questions of "what counts as evidence and for whom" (Cochran-Smith et al, 2009) need to be subject to processes of deliberation as well, or as Sollart (2005) asks in her elaboration on indicators for ESD: "What evidence would make us feel we are making progress?" A participatory development of measures of intervention and of an evaluative framework is also encouraged to ensure that the indicators developed are practicable and accepted by as many of the various different organizational actors as possible (Rode et al, 2008). This requires that contrary to approaches that apply predefined criteria, there must be room for measures of intrinsic value that do not serve as a means to the aspired end of a measurable outcome (Fitz-Gibbon, 1992).…”

Section: Monitoring Evaluation and Indicatorsmentioning

confidence: 99%

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Monitoring Educational Organizations' Culture of Sustainable Consumption: Initiating and Evaluating Cultural Change in Schools and Universities

Fischer¹

2011

Journal of Social Sciences

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Problem Statement: Patterns of consumption are considered as a main driver of unsustainable development. In the debate, education and educational organizations are unisonous considered as a key player to contribute to a more sustainable socialization of young consumers. Both schools and universities are challenged to become places and life-worlds in which sustainable consumption can be learned and experienced. The objective of this paper was to explore how educational organizations can effectively engage their members in bringing about the aspired transformations and monitoring their effects. Approach: The study used a conceptual approach that included three steps. Firstly, the concept of an educational organization's Culture Of Consumption (COC) was adopted as an analytical frame of reference. In a second step, methodological propositions for changing the organizational COC were discussed drawing on the concepts of mode-2 knowledge production and participatory change management. In a third step, existing tools and approaches to sustainability auditing in the educational context were screened and critically discussed against the background of recent innovations in mode-2 approaches to sustainability evaluation. Results: The findings revealed that while existing sets of indicators did adequately account for key consumption-related organizational operations and to some extent for educational goals and aspirations, they failed to tap the realm of underlying and tacit basic assumptions that substantiate the essence of an organizational COC. To remedy this shortcoming, additional indicators and modifications were proposed. As a synthesis, a synoptic framework of a monitoring system for an educational organization's COC was presented. Conclusion: The study's results highlighted the need to develop monitoring frameworks that go beyond assessing operative performances and pay greater attention to reflective, interpretative and deliberative capacities in educational organizations.

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Levels of indicator development for education for sustainable development

Cited by 47 publications

References 4 publications

Urban environment quality assessment by using composite index model

Urban environment quality assessment by using composite index model

How Green are European Curricula? A Comparative Analysis of Primary School Syllabi in Five European Countries

Monitoring Educational Organizations' Culture of Sustainable Consumption: Initiating and Evaluating Cultural Change in Schools and Universities

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