A Case Study of ESD Implementation: Signs of Sustainable Leadership

• Authors: Dzintra Iliško , Yelena Badyanova
• Languages of publication: EN

Abstracts

EN

This article presents a case study of two schools that were identified as a result of UNESCO associated schools survey as cases of sustainable leadership and governance. The aim of the study is to present the two cases that were crystalized in the survey carried out at end of the United Nationsí Decade of Education for Sustainable Development (2005-2014). Prior to the in-depth study of two schools, the authors have carried out a survey of the heads and deputy heads of 26 UNSECO associated schools in Latvia on how schools are succeeding in improving educational outcomes, school development, cooperation with multiple stakeholders, and innovation. The authors have carried out semi structured interviews with the heads and deputy heads of two schools on the following questions: How has ESD updated and improved educational purposes and outcomes in your school? Does ESD improve test scores and/or achieve other desired outcomes? How does ESD help to improve and enrich school curriculum development in your school? How does ESD guide students to have the knowledge, skills and values to care for and solve the sustainable development issues that arise in your school? How does ESD help to strengthen the partnerships between schools and other stakeholders, including the surrounding community? How does ESD promote innovation in the teaching-learning conceptual framework?

Keywords

EN

sustainable leadership; value-based education; wise leadership

• Publisher: Sciendo
• Journal: Discourse and Communication for Sustainable Education
• Year: 2014
• Volume: 5
• Issue: 1
• Pages: 38-48

Dates

published

2014-12-01

online

2015-10-29

Contributors

author

Dzintra Iliško

• Daugavpils University, Latvia

author

Yelena Badyanova

• Daugavpils University, Latvia

References

• Abrahamson, E. (2004). Change without pain: How managers can overcome initiative overload, organizational chaos, and employee burnout. Boston: Harvard Business School Press.
• Ballard, D. (2005). Using learning processes to promote change for sustainable development. Action Research, 3(2), 135-156. doi: 10.1177/1476750305052138
• Cameron. K. S., & Quinn, R.E. (2006). Diagnosing and changing organizational culture. Based on the competing values framework. Boston: Addison Wesley Longman Inc.
• Epstein, J. L., Galindo, C. L., & Sheldon, S. B. (2011). Levels of leadership effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462-495.
• Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). SanFrancisco: Jossey-Bass.
• Davies, B. (2006). Leading strategically focused school. London: Paul Chapman Publishing.
• Davies, B. (2007). Developing sustainable leadership. Sage: Paul Chapman Publishing.
• Duignan, P., & Bezzina, M. (2006, October). Distributed leadership: The theory and practice. Paper presented at the CCEAM Annual Conference, Lefkosia, Cyprus.
• Hargreaves, A., & Fink, D. (2007). Energizing leadership for sustainability. In B. Davies (Ed.), Developing sustainable leadership. London: Paul Chapman Publishing.
• Held, P. (2011). Implementing e-learning and e-examination in European universities: Factors of success. Proceedings of International Conference on the Future of Education (pp. 116-120). Florence: Simonelli Editore University Press.
• Hepburn, A., & Potter, J. (2007). Discourse analytic practice. In C. Seale, G. Gobo, J. F. Gubrium & D. Silverman (Eds.), Qualitative research practice (pp.168-183). London: Sage.
• Holm, T., Sammalisto, K., Grindstead, T. S., & Vuorisalo, T. (2015). Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable evelopment. Journal of Cleaner Production, 1-11.
• Iliško, Dz., Skrinda, A., & MiËule, I. (2014). Envisioning the future: Bachelorís and Masterís degree studentsí perspectives. Journal of Teacher Education for Sustainability, 16(2), 88-102.
• Mc Keown, R. (2002). Education for sustainable development. Toolkit - Version 2.0. Retrieved from http://www.esdtoolkit.org/default.htm
• Orr, D. W. (1994). Earth in mind: On education, environment, and the human prospect. Washington, DC: Island Press.
• Scott, W. (2013). Developing the sustainable school: thinking the issues through. The Curriculum Journal, 24(2), 181-205.
• Smith, G. A. (2002). Place-based education: Learning to be where we are. Retrieved 12 December, 2014, from:http://www.library.wmich.edu:2028/images/WSPL/wsppdfl/HTML/01226.M32MZ/83B
• Stemler, S. (2001). An overview of content analysis. Retrieved September 30, 2011, from http://PAREonline.net/getvn.asp?v=7&n=17
• Sterling, S. (2005). Linking thinking: New perspectives on thinking and learning for sustainability. In S. Sterling, D. Irvine, P. Maiteny & J. Salter (Eds.), Linking thinking - new perspectives on thinking and learning for sustainability (pp. 56-84).WWF: Scotland.
• UNESCO. (2004). Education for all. The quality imperative. Available from http://unesdoc.unesco.org/images/0013/001373/137333e.pdf
• UNESCO. (2005). International implementation scheme and UNESCO. Contribution to the implementation of Decade. Paris: UNESCO.
• UNESCO. (2006). Education for sustainable development toolkit. Paris: UNESCO.
• UNESCO. (2010). Education for sustainable development. Retrieved July 15, 2013, from http://unesco.org/en/esd/
• UNESCO (2015). Shaping the future we want. UN Decade of Education for Sustainable Development (2005-2014). Available from http://unesdoc.unesco.org/images/0023/002303/230302e.pdf
• Van der Heiden (1996). Scenarios - the art of strategic conversations. New York: Wiley.
• Wood, L. A., & Kroger, R. O. (2000). Doing discourse analysis: Methods for studying action in talk and text. London: Thousand Oaks.

Identifiers

DOI

10.2478/dcse-2014-0004