1 2 3 Curriculum Framework Education for Sustainable Development 2nd updated and extended edition, 2016 edited by Jörg-Robert Schreiber and Hannes Siege A contribution to the Global Action Programme Education for Sustainable Development Result of the joint project of the Standing Conference of the German Ministers of Education and Culture (KMK) and the German Federal Ministry of Economic Cooperation and Development (BMZ) 4 On behalf of: KMK (Standing Conference of the Ministers of Education and Cultural Affairs) www.kmk.org, E-Mail: [email protected] Taubenstraße 10, D-10117 Berlin Postfach 11 03 42, D-10833 Berlin Tel. +49 (0) 30 / 254 18-499 Fax +49 (0) 30 / 254 18-450 BMZ (German Federal Ministry of Economic Cooperation and Development) www.bmz.de, E-Mail: [email protected] Dienstsitz Bonn Postfach 12 03 22, D-53045 Bonn Tel. +49 (0) 228 99 535-0 Fax +49 (0) 228 99 535-2500 Dienstsitz Berlin Stresemannstraße 94, D-10963 Berlin Tel. +49 (0) 30 18 535-0 Fax +49 (0) 30 18 535-2501 Executed by: ENGAGEMENT GLOBAL gGmbH Service für Entwicklungsinitiativen Tulpenfeld 7 D-53113 Bonn Tel. +49 (0) 228 20717-0 Fax +49 (0) 228 20717-150 www.engagement-global.de E-Mail: [email protected] 5 Translation of the German edition © 2016 Engagement Global gGmbH, Bonn by Thomas Stukenberg Editors: Jörg-Robert Schreiber und Hannes Siege Technical editing: Jörg-Robert Schreiber Logos on the front page: © United Nations: Sustainable Development Goals In case copyright holders of texts and pictures have not been identified correctly justified claims will be compensated within the customary regulations. 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Any commercial use requires the approval of Engagement Global gGmbH. 6 Table of Contents Imprint ……………………………………………………………………………………… 4 – 5 Table of contents …………………………………………………………………………… 6 Foreword of the President of the Kultusministerkonferenz (KMK) ……………………….. 12 Foreword of the Minister for Economic Cooperation and Development (BMZ) ………….. 13 The joint project of the KMK and BMZ to develop a Curriculum Framework, Project group – Working committees ……………………………………………………….. 14 List of acronyms and abbreviations ………………………………………………………... 17 Abstract …………………………………………………………………………………….. 19 Implementation Concept …………………………………………………………………… 24 Chapter 1: Conceptual foundations of the Curriculum Framework ……… 27 1.1 Tasks and target of the Curriculum Framework …………………………………… 27 Box 1: Global change – a challenge for our capacity to learn …………………. 28 Box 2: Buen Vivir and sustainable development ………………………………... 31 1.2 Development of the concept ………………………………………………………….. 32 1.2.1 Reference points of Global Development Education in the context of Education for Sustainable Development …………………………………………………………. 32 1.2.2 Update and extension the Framework …………………………………………….. 32 1.2.3 International and national resolutions ……………………………………………... 33 Box 3: National boards and resolutions on ESD ………………………………… 39 1.3 Global development as the object of the Framework ………………………………... 40 1.3.1 The target dimensions of the fundamental principle of sustainable development …. 40 1.3.2 Understanding the target dimensions as “dimensions of development” …………… 41 1.3.3 The structural levels of the dimensions of development …………………………… 42 1.3.4 The linkage of heterogeneous structures in the course of dynamic globalisation ….. 43 Box 4: Eurocentrism ………………………………………………………………. 45 1.3.5 Coherence of the dimensions of development as a central challenge ……………… 46 Box 5: Global governance and the paradox of sovereignty ……………………… 52 1.3.6 Balance between global and local …………………………………………………. 53 1.3.7 Development policy and global development ……………………………………… 54 Box 6: Sustainable Development Goals (SDGs) ………………………………….. 55 1.4 Bibliography ……………………………………………………………………………. 59 Chapter 2: School conditions and educational challenges …………………..… 61 2.1 Lebenswelt change ……………………………………………………………………... 61 Box 7: Inclusion …………………………………………………………………… 62 2.2 Awareness of global problems and value attitudes …………………………………… 69 7 2.3 Use of digital media and media-related lifeworlds ……………………………………. 72 2.4 New tasks for schools…………………………………………………………………… 79 2.5 Educational challenges ………………………………………………………………… 82 2.6 Bibliography ……………………………………………………………………………. 87 Chapter 3: Competencies, themes, standards, design of lessons and curricula …………………………………………………………………………….. 91 3.1 Introduction …………………………………………………………………………….. 91 3.2 Fundamentals of a model of competencies for Global Development Education/ ESD 93 3.3 Competency areas ………………………………………………………………………. 97 3.4 Selection and definition of competencies ……………………………………………… 101 3.5 Core competencies in Global Development Education/ ESD ………………………… 102 3.6 Thematic areas and choosing topics …………………………………………………… 103 3.7 Performance standards ………………………………………………………………… 107 3.8 Designing learning units ………………………………………………………………... 108 3.9 Guidelines for creating curricula ………………………………………………………. 111 3.10 Bibliography …………………………………………………………………………… 115 Chapter 4: Implementation in school subjects and learning areas ………….. 117 4.0 Introduction and overview ……………………………………………………………... 117 4.1 Primary school: Sachunterricht and further subjects ………………………………... 121 4.1.1 Contribution of primary school subjects to Global Development Education/ ESD … 121 4.1.2 Primary school competencies at the end of year 4 ………………………………….. 123 4.1.3 Sample topics ……………………………………………………………………….. 125 4.1.4 Competency-oriented learning unit: Seeing new ways ……………………………... 126 4.1.5 Performance monitoring and learning-progress interviews ………………………… 130 4.1.6 Practice material ……………………………………………………………………. 131 4.1.7 Bibliography ………………………………………………………………………... 133 4.2 Secondary Level I: Field of language, literature and the arts ………………………... 135 4.2.1 German ………………………………………………………………………………… 136 4.2.1.1 Contribution of the subject German to Global Development Education/ ESD ……... 136 4.2.1.2 Subject-related competencies ……………………………………………………….. 139 4.2.1.3 Sample topics ………………………………………………………………………... 142 4.2.1.4 Competency-oriented learning unit: German in the world ………………………….. 146 4.2.1.5 Performance monitoring and learning-progress interviews …………………………. 158 4.2.1.6 Bibliography ………………………………………………………………………… 160 8 4.2.2 New Foreign Languages ……………………………………………………………… 163 4.2.2.1 Contribution new foreign languages to Global Development Education/ ESD …….. 163 4.2.2.2 Subject-related competencies ………………………………………………………. 166 4.2.2.3 Sample topics ………………………………………………………………………. 168 4.2.2.4 Competency-oriented learning unit: Adivasi Tea-project …………………………. 170 4.2.2.5 Performance monitoring and learning-progress interviews ………………………… 179 4.2.2.6 Bibliography and sources …………………………………………………………… 180 4.2.3 Arts …………………………………………………………………………………….. 181 4.2.3.1 Contribution of the subject Arts to Global Development Education/ ESD ………… 181 4.2.3.2 Subject-related competencies ………………………………………………………. 184 4.2.3.3 Sample topics ……………………………………………………………………….. 186 4.2.3.4 Competency-oriented learning unit: Welt-Bilder …………………………………… 188 4.2.3.5 Performance monitoring and learning- progress interviews …………………………195 4.2.3.6 Bibliography ………………………………………………………………………… 196 4.2.4 Music …………………………………………………………………………………… 197 4.2.4.1 Contribution of the subject Music to Global Development Education/ ESD ……… 197 4.2.4.2 Subject-related competencies ……………………………………………………….. 199 4.2.4.3 Sample topics ……………………………………………………………………….. 201 4.2.4.4 Competency-oriented learning unit: Music is change ……………………………… 203 4.2.4.5 Performance monitoring and learning- progress interviews ……………………….. 215 4.2.4.6 Bibliography ………………………………………………………………………… 215 4.3 Secondary Level I: The social science field of activity ………………………………... 217 4.3.1 Political Education …………………………………………………………………… 218 4.3.1.1 Contribution of Political Education to Global Development Education/ ESD …… 218 4.3.1.2 Subject-related competencies ………………………………………………………. 219 4.3.1.3 Sample topics ………………………………………………………………………. 221 4.3.1.4 Sample assignment: Global Governance ………………………………………….. 222 4.3.1.5 Bibliography ……………………………………………………………………….. 226 4.3.2 Geography ……………………………………………………………………………. 227 4.3.2.1 Contribution of the subject Geography to Global Development Education/ ESD ….. 227 4.3.2.2 Subject-related competencies ……………………………………………………….. 230 4.3.2.3 Sample topics ……………………………………………………………………….. 232 * taken unchanged from the 1st edition (2007) 9 4.3.2.4 Sample assignment: The Galápagos Islands ………………………………………… 234 4.3.2.5 Bibliography ………………………………………………………………………… 240 4.3.3 History …………………………………………………………………………………. 241 4.3.3.1 Contribution of the subject History to Global Development Education/ ESD ……… 241 4.3.3.2 Subject-related competencies ……………………………………………………….. 244 4.3.3.3 Sample topics ……………………………………………………………………….. 247 4.3.3.4 Competency-oriented learning unit: The European colonial policy in Africa in the 19th century ……………………………………………………………………… 250 4.3.3.5 Performance monitoring and learning- progress interviews …………………………266 4.3.3.6 Bibliography and links ……………………………………………………………….268 4.3.4 Subject Group Religion – Ethics …………………………………………………….. 269 4.3.4.1 Contribution of the subjects Religion/Ethics to Global Development Education/ESD269 4.3.4.2 Subject-related competencies ……………………………………………………….. 272 4.3.4.3 Sample topics ……………………………………………………………………….. 275 4.3.4.4 Sample assignment: German Turks and Arabian Germans …………………….…… 278 4.3.4.5 Bibliography ………………………………………………………………………… 282 4.3.5 Economic Education* …………………………………………………………………. 283 4.3.5.1 Contribution of the subject Economic Ed. to Global Development Education/ESD .. 283 4.3.5.2 Subject-related competencies ……………………………………………………….. 289 4.3.5.3 Sample topics ………………………………………………………………………... 291 4.3.5.4 Sample assignment: DaimlerChrysler’s location decision ………………………….. 293 4.3.5.5 Bibliography ………………………………………………………………………… 297 4.4 Secondary Level I: Field of Mathematics – Natural Sciences – Technics …………… 299 4.4.1 Mathematics – didactical part ………………………………………………………… 300 4.4.1.1 Contribution of the subject Mathematics to Global Development Education/ ESD ... 300 4.4.1.2 Subject-related competencies ………………………………………………………. 303 4.4.1.3 Sample topics ………………………………………………………………………... 305 4.4.1.4 Bibliography ………………………………………………………………………… 307 Mathematics – learning unit ……………………………………………………………….. 308 4.4.1.5 Competency-oriented learning unit: Eradicating extreme poverty: A global development target ………………………………………………………………….. 308 4.4.1.6 Performance Monitoring and learning-progress interviews ………………………… 327 4.4.1.7 Bibliography and sources …………………………………………………………… 328 * taken unchanged from the 1st edition (2007) 10 4.4.2 Natural Science Education (Biology, Chemistry, Physics) …………………………. 329 4.4.2.1 Contribution of the natural science subjects Biology, Chemistry and Physics to Global Development Education/ ESD ………………………………………………. 329 4.4.2.2 Subject-related competencies ……………………………………………………….. 331 4.4.2.3 Sample topics ………………………………………………………………………... 335 4.4.2.4 Competency-oriented learning unit:Sustainable energy supply in a globalised world 338 4.4.2.5 Performance monitoring and learning-progress interviews ………………………….346 4.2.6 Bibliography ………………………………………………………………………… 347 4.5 Secondary Level I: Sport ………………………………………………………………... 349 4.5.1 Contribution of PE/ school sports to Global Development Education/ ESD ……….. 349 4.5.2 Subject-related competencies ……………………………………………………….. 351 4.5.3 Sample topics ……………………………………………………………………….. 355 4.5.4 Competency-oriented learning unit: Global Football ……………………………… 357 4.5.5 Performance monitoring and learning-progress interviews ………………………… 366 4.5.6 Bibliography ………………………………………………………………………… 367 4.6 Vocational Education ………………………………………………………………….. 369 4.6.1 Introductory comments ……………………………………………………………… 370 4.6.2 Goals of the concept “Shaping Global Development within Vocational Education”. 372 4.6.3 General considerations ……………………………………………………………… 373 4.6.4 Competencies of Vocational Education in Global Development Education/ ESD … 375 4.6.5 The core competencies of Global Development Education/ ESD and the model of vocational acting competency ……………………………………………………….. 378 4.6.6 Thematic areas and guiding principles for the evaluation/ revision of framework curricula and training regulations ……………………………………….. 379 4.6.7 Sample assignment: "Welcome to the ONE WORLD HOTEL" …………………… 384 4.6.8 Proposal for a research and implementation programme …………………………… 393 4.6.9 Bibliography (updated) ……………………………………………………………… 397 Chapter 5: Global Development Education/ ESD – a task for the whole school ………………………………………………………………………………………... 401 5.1 School profile – school programme – school curriculum ………………………………… 404 5.2 Teaching and learning …………………………………………………………………….. 407 5.3 Steering and management ………………………………………………………………… 409 5.4 School grounds, buildings, rooms and equipment ………………………………………... 410 5.5 External relations …………………………………………………………………………. 415  taken unchanged from the 1st edition (2007)