Abstract
This chapter discusses engaging teacher education (TE) institutions in a systemic manner within important international accords since 2015. Primarily, the new 2030 Agenda for Sustainable Development with the 17 Sustainable Development Goals and the Education 2030 Framework for Action set high standards and hence provide challenges for TE institutions around the world in aiming to meet these education goals. Countries will be monitored in their progress by a framework of indicators. These global agreements also create new opportunities and legitimate cause for TE institutions to step forward in order to achieve a more sustainable future by embedding Education for Sustainable Development (ESD) on all levels of formal and non-formal education. TE institutions play a crucial role by engaging and shaping the world’s education and training systems. The 2030 Agenda can only be achieved if education systems align in the pursuit of sustainable development. The authors explain the concept and history of ESD from 1992 to its emergence as a vital purpose of education within this new era of international accords, and describe initiatives already undertaken by TE institutions in their rising to the challenge of embedding ESD in TE institution culture.
Résumé
Cet article se penche sur la possibilité d’engager les institutions de formation des enseignants de façon systémique, dans le cadre d’accords internationaux importants depuis 2015. D’abord, le nouvel Agenda 2030, avec ses 17 Objectifs de développement durable, ainsi que le Cadre d’action en enseignement 2030, établissent des critères de haut niveau et constituent donc des défis de taille pour les institutions de formation des enseignants à travers le monde qui visent à atteindre ces objectifs. Les progrès des différents pays seront suivis de près selon un cadre comprenant une série d’indicateurs. Ces accords mondiaux génèrent également de nouvelles opportunités et incitent les institutions de formation des enseignants à aller de l’avant pour promouvoir un avenir plus durable en intégrant l’éducation au développement durable (EDD) à tous les niveaux d’enseignement, institutionnels ou non. Les institutions de formation des enseignants jouent un rôle essentiel, car ils mettent en jeu, et modèlent, les systèmes d’éducation et de formation du monde entier. Les objectifs de l’Agenda 2030 ne pourront être atteints que si les systèmes d’éducation s’alignent sur des objectifs de développement durable. Les auteurs expliquent le concept et l’histoire de l’EDD depuis 1992 jusqu’à son émergence comme objectif fondamental de l’éducation en cette nouvelle ère d’accords internationaux, et présentent certaines initiatives qui sont déjà en cours dans différentes institutions de formation des enseignants qui ont relevé le défi d’intégrer l’EDD dans la culture de leur établissement.
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Hopkins, C.A., Kohl, K. (2019). Teacher Education Around the World: ESD at the Heart of Education—Responsibilities and Opportunities Towards a Sustainable Future for All. In: Karrow, D., DiGiuseppe, M. (eds) Environmental and Sustainability Education in Teacher Education. International Explorations in Outdoor and Environmental Education. Springer, Cham. https://doi.org/10.1007/978-3-030-25016-4_2
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