characteristics of EfS including: systems thinking critical and reflective thinking interdisciplinarity and transdisciplinarity approaches experiential learning and real life issues reconnecting to sense of place developing dialogue space for emergence learning for action reflection on learning (reflexivity) campus as curriculum definitions of sustainability education, including: environmental education education about sustainability education for sustainability (EfS) education for sustainable development (ESD) definitions of sustainability and different contexts in which a variety of definitions can be used international codes of practice for Education for Sustainability including: UN Decade of Education for Sustainable Development (2005-2014) Talloires Declaration 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 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 national policy on sustainability, including specific policy in relation to the development of sustainability skills in the vocational education and training sector including: National Green Skills Agreement 2009 National Action Plan for Education for Sustainability 2009 (Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability) 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 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. |