Hva hemmer og fremmer arbeidet med Utdanning for Bærekraftig Utvikling i videregående skole?
DOI:
https://doi.org/10.5617/adno.6474Keywords:
Utdanning for bærekraftig utvikling, fagfornyelsen, videregående skole, hel-skole tilnærming, fokusgruppeintervjuer, aktører i skolenAbstract
Læreplanene for grunnopplæringen i Norge er for tiden under revisjon og fornyelse. Fagfornyelsen innebærer blant annet at bærekraftig utvikling blir et tverrfaglig og gjennomgående tema i skolen. Satsingen på Utdanning for Bærekraftig Utvikling (UBU) i skolen er per i dag hovedsakelig preget av enkeltstående prosjekter drevet fram av enkeltlærere. Vi har i denne studien intervjuet skoleledelse, lærere, elevråd, driftsleder og skoleeier ved fire videregående skoler for å få fram praksisfeltets stemmer knyttet til hva som hemmer og hva som fremmer arbeidet med UBU i norsk videregående skole. Funn fra studien viser at alle informantene er positive til en satsing på bærekraftig utvikling. Vi finner videre at det utkrystalliserer seg ni sentrale faktorer som påvirker i retning av å hemme eller fremme en helhetlig satsing på UBU. Informantene peker på hverandre når det gjelder å ta initiativ til å utvikle UBU lokalt; dette kan medføre en pulverisering av ansvar så lenge alle «sitter på gjerdet» og venter på at andre skal ta initiativ. En forpliktende satsing på UBU stiller krav til alle aktører og nivåer i skolen. Vi stiller spørsmål om satsingen på bærekraftig utvikling i fagfornyelsen er tilstrekkelig for å utvikle den tverrfaglige forståelsen og handlingskompetansen som er nødvendig for å forberede elevene på å leve bærekraftige liv i framtiden. En forpliktende satsing på UBU krever også at skolen og lærerne får tid og rom til å utvikle organisasjonen og læringsmåter lokalt.
Nøkkelord: utdanning for bærekraftig utvikling, fagfornyelsen, videregående skole, hel-skoletilnærming, fokusgruppeintervjuer, aktører i skolen
Exploring drivers and challenges for the implementation of Education for Sustainable Development in upper secondary school
Abstract
The national curricula in Norway are currently under review and revision. As part of the revision, sustainable development becomes an interdisciplinary and comprehensive subject in school. There are presently few or no examples of schools that work comprehensively with Education for Sustainable Development (ESD) in Norway. In this study, we have interviewed school management, teachers, student council, operation manager and school owner at four upper secondary schools in order to map what supports and what constrains a holistic effort to ESD in Norwegian upper secondary school. Findings from the study show that all the interviewees are positive to a commitment to sustainable development as part of the new curriculum. Further, we identify nine key factors influencing action as well as resulting from it, in the direction of support or constraint of a holistic effort to ESD. The interviewees point to each other when it comes to taking the initiative to develop ESD locally; this can result in a pulverization of responsibility as long as everyone "sits on the fence" waiting for others to take the initiative. A binding commitment to ESD places demands on all actors and levels at the school. We ask whether the inclusion of sustainable development in the new curriculum is sufficient for developing an interdisciplinary understanding and the action competence that is necessary to prepare the students for living sustainable lives in the future. A commitment to ESD also requires the school and the teachers to have the time and space to develop the organization and learning methods locally.
Keywords: Education for Sustainable Development, curriculum reform, upper secondary school, whole-school approach, focus-group interviews, stakeholders in school
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