The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
to identify, analyse and document, effective learning and teaching principles and practices from a wide range of sources
to identify and evaluate best practice sustainability education principles, practices strategies from a wide range of sources (nationally and internationally), and document link with effective learning and teaching
to document the relationship between effective learning and teaching, and sustainability education
applying best practice sustainability education principles to at least one learning program documenting:
how the learning and assessment materials utilise current best practice
the synergies and challenges involved
the customised program.
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
the characteristics of Education for Sustainability (EfS) including:
systems thinking
critical and reflective thinking
inter-disciplinarily and trans-disciplinarily approaches
experiential learning and real-life issues
reconnecting to a sense of place
developing dialogue
space for emergence
learning for action
reflection on learning (reflexivity)
the campus as curriculum
the definitions of sustainability education, including:
environmental education
education about sustainability
EfS
Education for Sustainable Development (ESD)
the definitions of sustainability, and the different contexts in which a variety of definitions can be used
international codes of practice for Education for Sustainability including:
the United Nations Decade of Education for Sustainable Development (2005-2014)
the Talloires Declaration
the principles, and practices, for effective learning and teaching, including:
adult learning theory
constructivism
systems thinking
critical thinking and practice
participatory learning
experiential learning
student/learner-centred learning
multiple learning and teaching styles
empowerment of the learner
the teacher as mentor and facilitator
action research
transformative and translational learning
appreciative inquiry
collaborative learning and co-inquiry
problem-based learning
values education
legislation, codes of practice and associated requirements including:
environmental legislation
Equal Employment Opportunity legislation
privacy legislation
organisational requirements
the national policy on sustainability, including specific policy in relation to the development of sustainability skills in the vocational education and training sector, including:
the National Green Skills Agreement 2009
the National Action Plan for Education for Sustainability 2009 (Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability)
the Victorian Tertiary Education for Sustainability Strategy 2011
training package contents, including industry-specific approaches to identifying sustainability skills within them
ways of viewing EfS including:
the education we need to make the transition to a sustainable society
building people’s capacity to innovate and implement solutions
what skills, knowledge, values and ethics we need for the transition ahead
what we need to know in order to live responsibly, and within the means of nature
the learning processes and institutional processes we need to support transformative living
transformative learning that integrates learning for being, knowing and doing
transforming teaching practice to support change for sustainability and challenging, and changing curriculum, pedagogy and assessment
empowering people of all ages to assume responsibility for creating a sustainable future.