esd toolkit v2-educating for sustainable development

8/2/2019 Esd Toolkit v2-Educating for Sustainable Development

1/142

Rosalyn McKeown, Ph.D.


2/142

Authors Note

Education for Sustainable DevelopmentToolkit

Toolkit

ESD Toolkit

Agenda 21

Education for Sustainable Development Toolkit

ESD Toolkit


3/142

ESD Toolkit

ESD

Toolkit

ESD Toolkit

ESD Toolkit

Rosalyn McKeown


4/142

Table of Contents

Education for Sustainable Development Toolkit


5/142


6/142


7/142

I. INTRODUCTION

Toolkit

about

for


8/142


9/142

Sustainability


10/142

History of Education for Sustainable Development

Agenda 21

Agenda 21

Education: Promise and Paradox


11/142

Statistical Yearbook

and World Education Report

Thresholds of Education and Sustainability


12/142

Implementation.

Decision making.


13/142

Quality of life.

II. WHAT IS ESD?

Agenda 21

Improving Basic Education - The First Priority


14/142

Reorienting Existing Education - The Second Priority


15/142

Public Understanding and Awareness - The Third Priority

Training - The Fourth Priority


16/142

Formal, Nonformal, and Informal Education

III. REORIENTING EDUCATION


17/142

Knowledge

Toolkit

Guidelines for Sustainable Development

For the Common Good: Redirecting the Economy toward Community, theEnvironment, and a Sustainable Future

Limits to Growth


18/142

Issues

Agenda 21

Agenda 21: Chapters, Statement, and ConventionsSection 1 - Social and Economic Dimensions

Section 2 - Conservation & Management of Resources

Section 3 - Strengthening the Role of Major Groups

Section 4 - Means of Implementation

Agenda 21

Agenda 21


19/142

Agenda 21

Framework for Teaching or Analyzing Environmental Issues*


20/142

Skills

Perspectives


21/142

Values


22/142

World Citizenship: A Global Ethic for Sustainable Development


23/142

The Earth Charter


24/142

IV. PROCESS FOR LOCALIZING THE GLOBAL INITIATIVE

Strengths Model


25/142


26/142

ESD, an Evolving Concept

Agenda 21

Agenda 21


27/142

V. CHALLENGES AND BARRIERS TO ESD

Issue 1 - Increasing Awareness: ESD is Essential


28/142

Response to an Educational Crisis

Issue 2 - Structuring and Placing ESD in the Curriculum

aboutachieve

about


29/142

Issue 3 - Linking to Existing Issues: Educational Reform and Economic Viability

.

LEARNING: The Treasure Within


30/142

Issue 4 - Facing the Complexity of Sustainable Development Concept

National Education Campaigns

Issue 5 - Developing an ESD Program with Community Participation


31/142


32/142

Issue 6 - Engaging Traditional Disciplines in a Transdisciplinary Framework

Issue 7 - Sharing the Responsibility

Issue 8 - Building Human Capacity


33/142

Our Common Future.


34/142

Model Inservice Program

Issue 9 - Developing Financial and Material Resources


35/142

.

Funding for new educational programs


36/142

Issue 10 - Developing Policy

Issue 11 - Developing a Creative, Innovative, and Risk-Taking Climate

Issue 12- Promoting Sustainability in Popular Culture


37/142

Summary Remark about the 12 Issues

VI. DOVETAILING ESD WITH COMMUNITY SUSTAINABILITY GOALS

Toolkit

ESD Toolkit


38/142

VII. CASE STUDY: TORONTO BOARD OF EDUCATION CURRICULUM REVISION AND

REORIENTATION

by Charles A. Hopkins


39/142


40/142

Literacy

Our students will acquire knowledge and skills in all areas of the curriculum including

skills in questioning, investigating, critical thinking, problem-solving, and decision-

making. They will be able to apply what they have learned to further studies, work,

leisure, daily living and a lifetime of learning.

Aesthetic Appreciation and Creativity

Our students will be sensitive to the aesthetic dimension of the natural and human

world, develop flexible, imaginative ways of thinking, and participate in creative activity

and expression.

Communication and Collaboration

Our students will express themselves clearly, listen to others responsively, and

communicate effectively using a variety of technologies. They will work cooperatively

with others to achieve mutual understanding of common goals.

Information Management

Our students will be able to find meaning in our worlds vast information resources.

They will identify needs, conduct research and seek solutions using a variety of

sources, strategies and technologies. They will evaluate and apply their findings to

make sound decisions and to take responsible actions.

Responsible Citizenship

Our students will value the diversity of the worlds people, cultures, and ecosystems.

They will understand and actively promote equity, justice, peace, the democratic

process, and the protection of the environment in their own community, Canada, and

the world.

Personal Life Skills, Values and Actions

Our students will care about the physical, emotional and spiritual health of themselves

and others. They will pursue healthy, hopeful, purposeful lives and meaningful

relationships. They will possess basic skills and good work habits, deal effectively

with stress and change, and make wise choices for a sustainable future (both personal

and global).


41/142

what

how


42/142

VIII. REORIENTING EDUCATION INVOLVES MANAGING CHANGE

Agenda 21


43/142

The Global Citizen

Programs, Practices, and Policies

Program.


44/142

Innovative Program Example

Infusing ESD into Caribbean Literature, Mico Teachers' College, Jamaica

By Dr. Lorna Down, Head, Department of Languages

The Subject

Wide Sargasso SeaAn Echo in the Bone

The Students

The Programme

Policy.


45/142

Innovative Policy Example

Florida Gulf Coast University, USA

Goal:

Goal Statement:

Objectives:

Source: Florida Gulf Coast University College of Business Handbook, Strategic Plan.

Practice.


46/142

Innovative Practice Example

The Griffith University EcoCentre, Brisbane, AustraliaBy Professor John Fien, Director


47/142

Case Study on Reorienting Teacher Education to Address Sustainability

York University, Canada

By Associate Dean Don Dippo


48/142

Management during Change

(1) Make the decision to act.


49/142

(2) Back up the decision with a rationale.

(3) Prepare a communication strategy to share your vision with the stakeholders and

community.

(4) Prepare goals and milestones.


50/142

(5) Establish accountability and methods of programmatic evaluation.

(6) Review and revise goals and milestones.


51/142

(7) Rewards and celebrations.

Success in Implementing Curricular Change

Other Considerations in Managing Change


52/142

Mission and Vision

Readiness and Capability of Change

Agenda 21

whetherhow

Analyzing the Nature of Change Required for Reorienting Education


53/142

ESD Toolkit

Analyzing and Planning Commitment


54/142

Creating, Implementing, and Monitoring Plans

Summary Remarks on Managing Change


55/142

IX. PUBLIC PARTICIPATION

by Marianne Chrystalbridge


56/142

Planning Public Participation


57/142


58/142

X. CONCLUDING REMARKS

Education for Sustainability Toolkit


59/142

XI. EXERCISES TO INTRODUCE THE CONCEPT OF SUSTAINABLE DEVELOPMENT

by Regina Rizzi

Toolkit


60/142

This hands-on exercise puts participants in the middle of an

easy-to-understand sustainability dilemma.

Purpose:

Comments: Seeing Your Community Through a Sustainability Lens S.E.E.the LinksToolkit

Group size:

Time Needed:

Materials:

Directions:

valuable


61/142

Extension:

Note:

Project Learning Tree: Pre-K-8 Activity GuideEE Toolbox Workshop Resource Manual


62/142

This hands-on exercise puts participants in the middle of an easy-

to-understand sustainability dilemma.

Purpose:

Comments: Seeing Your Community Through a Sustainability Lens S.E.E.the LinksToolkit

Group size:

Time Needed:

Materials:

Directions:


63/142

Observations on playing

Drain or Sustain II


64/142

With the roll of the dice in this fast-paced game, participants

race to verbalize the linkages between society, environment,and economy.

Purpose:

Comments: Drain or SustainDrain or Sustain IISeeing YourCommunity Through a Sustainability LensToolkit.

Group size:

Time Needed:

Materials:

Directions:

Example Roll:

Example Linkage:

Jump Start Your Brain


65/142

S.E.E.theLinks!

ActivitySheet

SOCIETY

ENVIR

ONMENT

ECONOMY


66/142


67/142


68/142

Participants learn about each other and their goals for the

community.

Purpose:

Group size:

Time Needed:

Directions:


69/142

Through role playing, participants work together to understand

many perspectives on an issue.

Purpose:

Group size:

Time Needed:

Materials:

Directions:


70/142

A hands-on group activity that helps participants see the effects

of a local activity on the economy, society, and environment.

Purpose:

Group size:

Time Needed:

Materials:

Directions:


71/142

Strawberry

Festival


72/142

Extension:

both local and global

Community Sustainability: A Mini-Curriculum for Grades 9-12


73/142

Using principles of sustainability, participants envision their

community in the future.

Purpose:

Group size:

Time Needed:

Materials:

Directions:

community home

Community level:

Home level:


74/142

On the Community level:

On the Home level:

Extension:

Beyond the Limits

Sustainable Development: A Meta Review of Definitions, Principles, Criteria, Indications,Conceptual Frameworks, Information Systems.

The Natural Step

Educating for a Sustainable Future: ATransdisciplinary Vision for Concerted Action.


75/142

Environment

Environment

Environment

Environment

Environment


76/142

Economy

Economy

Economy

Economy

Economy


77/142

Society

Society

Society

Society

Society


78/142

This two-part exercise will help your community develop sus-

tainability goals based on society, environment, and economy.

Purpose:

Comments: ready

Time Needed:

Materials:

Directions: Seeking Public Participation

Before the Meeting


79/142

During the Meeting

SocietyEconomyEnvironment

sustainability goals

one sticker each

Making YourIdeas Fly!Toolkit


80/142

Example: Children will be taught to make smart decisions regarding the value and use of money.

Example: The river will be clean enough that we may eat fish caught from it.

Example: Our community will have more locally owned businesses.


81/142


82/142

XIII. EXERCISES TO REORIENT EDUCATION TO ADDRESS SUSTAINABILITY

by Regina Rizzi


83/142

Teachers and curriculum planners take an initial look at

components of Education for Sustainable Development.

Purpose:

Comments:

Group size:

Time Needed:

Materials: Basic Components of ESDReorienting EducationProcess for

Localizing the Global InitiativeToolkit

Directions: Reorienting EducationProcess for Localizing the Global Initiative

Basic Components of ESD


84/142

What are the most pressing environmental, societal and economic issues facing your

community?

What basic knowledge is necessary to live sustainably in your community?

What skills are necessary to live sustainably in your community?

Whatperspectives are necessary to live sustainably in your community?

What values are necessary to live sustainably in your community?


85/142

Teachers reorient current curriculum units to address sustaina-

bility.

Purpose:

Comments: Reorienting EducationProcess for Localizing the Global Initiative

Group size:

Time Needed:

Materials: Project Y

Directions:


86/142

Knowledge

Local Issues

Skills

Perspectives

Values

Directions:

Society Economy

Environment

Knowledge

Local Issues

Skills

Perspectives

Values

Knowledge

Local Issues

Perspectives

Values

Skills


87/142

Teachers use their personal academic and disciplinary strengths

to develop a group plan.

Purpose:

Comments:

Group size:

Time Needed: Creating Community Sustainability Goals: DecidingWhat is ImportantToolkit

Materials: Unity is Strength

Directions:

Unity isStrength

Issue 6 -Engaging Traditional Disciplines in a Transdisciplinary FrameworkToolkit


88/142

Science

LanguageSocial

Science

Arts

MathPhysical

Education

Environmental

Education

Education for Sustaina-

bility

(a weak structure)

Literature

Physical

Education

Science Math

Literature

Arts

Social

ScienceLanguage

Environmental

Education

Education for

Sustainability

(a strong structure)


89/142


90/142

Reduce the number of units in the current curriculum to make

room for education for sustainability.

Purpose:

Comments: Envisioning a Sustainable Future Creating Community

Sustainability Goals: Deciding What is ImportantToolkit

Group size:

Time Needed:

Materials:

Curriculum Evaluation

Preparation: Curriculum Evaluation

Directions:

x

x

x

x

xxxxx


91/142

x

x

x

Note:


92/142

Participant Name:

x

Unit title: _____________________________________________________________

x

Unit title: _____________________________________________________________

x

Unit title: _____________________________________________________________

x


93/142

Participants fly paper airplanes and build on one anothers ideas.

Purpose:

Comments:

Group size:

Time Needed:

Materials:

Directions:



94/142


95/142

Participants prioritize projects based on importance and

availability of resources. Green-colored stoplights representprojects that are ready to go.

Purpose:

Comments: MakingYour Ideas Fly!Toolkit

Group size:

Time Needed:

Materials: Stoplight Importance and Resource Availability

Stoplight

Directions: Stoplight Importance and Resource Availability

Stoplight

Examples of Sustainability Projects


96/142

IMPORTANCE

LOW HIGH

AVAILABILITY OF RESOURCES

LOW HIGH

1 2 3 4 5

1 2 3 4 5

IMPORTANCE

LOW HIGH


LOW HIGH

1 2 3 4 5

1 2 3 4 5

IMPORTANCE

LOW HIGH


LOW HIGH

1 2 3 4 5

1 2 3 4 5

IMPORTANCE

LOW HIGH


LOW HIGH

1 2 3 4 51 2 3 4 5

IMPORTANCE

LOW HIGH


LOW HIGH

1 2 3 4 5

1 2 3 4 5

IMPORTANCE

LOW HIGH


LOW HIGH

1 2 3 4 5

1 2 3 4 5

IMPORTANCE

LOW HIGH


LOW HIGH

1 2 3 4 5

1 2 3 4 5


97/142

Project: Recommendation

______________________ STOP

______________________ WAIT

______________________ START

Total Score____________


______________________ STOP

______________________ WAIT

______________________ START



______________________ STOP

______________________ WAIT

______________________ START



______________________ STOP

______________________ WAIT

______________________ START



______________________ STOP

______________________ WAIT

______________________ START



______________________ STOP

______________________ WAIT

______________________ START



______________________ STOP

______________________ WAIT

______________________ START



______________________ STOP

______________________ WAIT

______________________ START



98/142

Teachers take an initial look at teaching issues.

Purpose:

Comments:

Group size:

Time Needed:

Materials: Issues-Based Education

Directions:

Issues-Based Education


99/142


100/142

The formal education community solicits input from citizens.

Purpose:

Group size:

Time Needed:

Materials:

Directions:


101/142

XIV. EXERCISES FOR MANAGING CHANGE

by Marianne Chystalbridge


102/142


103/142

Participants use a questionnaire to examine their assumptions

about barriers to success.

Purpose:

Group size:

Time Needed:

Materials:

Directions:


104/142

Prop

osedProject:___________

______________________

__________________

Worksheet:Exa

miningAssumptions


105/142

Participants use a chart to examine barriers to change and

envision solutions.

Purpose:

Comments: ExaminingAssumptionsStoplightToolkit

Group size:

Time Needed:

Materials:

Directions: StoplightToolkit


106/142

Note:

Examining AssumptionsToolkit


107/142

Barrier#3

Barrier#2

Barrier#1

Sourceof

Barri

ers:

ProposedProject:

Worksheet:SteeringAroundtheBarriers

Solutions:


108/142

Participants use a matrix to gain an overview of the institutions

and major groups involved in a proposed change, and the levelof support or resistance to that proposed change.

Purpose:

Comments: CommitmentChartingToolkit

Group size:

Time Needed:

Materials:

Directions:


109/142

Worksheet:Invent

oryofSupportandRe

sistance

Sou

rcesofSupport:

SourcesofResistance:

LevelofSupport:

LevelofResistance:


110/142

Participants use a chart to determine the level of commitment

needed from key players in the implementation of a project.

Purpose:

Comments: Inventory of Support and ResistanceToolkit

Group size:

Time Needed:

Materials:

Directions:

minimum

Organizational Transitions: Managing Complex Change


111/142

SampleWorksheet:CommittmentCharting

K

eyPlayers

Strongly

Opposes

Opposes

No

Commitment

LetItH

appen

HelpIt

Happen

MakeIt

Happen

X

X X O O

O X XO

O


112/142

Worksheet:Co

mmittmentCharting

Key

Players-

Individuals:

Individual

Strongly

Opposes

Project

Individual

Opposes

Project

Individualhas

No

Commitment

Individu

alwill

LetItHappen

Individualwill

HelpIt

Happen

Individualwill

MakeIt

Happen

Key

Players-

StakeholderGroups:

Group

Strongly

Opposes

Project

Group

Opposes

Project

Grouphas

No

Commitment

Group

will

Let

It

Happ

en

Groupwill

HelpIt

Happen

G

roupwill

MakeIt

Happen


113/142

Participants use a checklist and outline to select and prioritize

actions needed to implement a project.

Purpose:

Group size:

Time Needed:

Materials: StoplightInventory of Support and ResistanceCommitmentChartingToolkit

Directions:

Stoplight Inventory of Support and ResistanceCommitment Charting


114/142

The 8-StepAction Plan

Solid ThinkingAbout Solid Waste: An Environmental Curriculum for Grades Six to Nine

Guide to Implementing Local Environmental Action Programs

Changing Our City, Changing Ourselves: Nottinghams Local Agenda 21 Plan


115/142

SampleWork

sheet:ActionPlan

NameofProject:

Shortd

escription:

Goalofactionplan:

ProjectCoordinato

r:

Stoplight

SteeringAr

oundtheBarriers

Inventoryo

fSupport

&R

esistance

Task

Milestoneforthistask

Task

Milestoneforthistask


116/142

Workshe

et:ActionPlan

Name

ofProject:

Shortdescription:

Goalo

factionplan:

ProjectCoordinator:


117/142

Worksheet: Action Plan

ESD Toolkit

Stoplight

Steering Around the Barriers

Inventory of Support and Resistance


118/142

Participants learn about communication strategies that hinder

effective group work.

Purpose:

Comments: Recognizing Values in ActionSteering Around the Barriers

Examining AssumptionsToolkit

Group size:

Time Needed:

Materials:

Directions:


119/142

Extension:

Note: Identifying Communication StrategiesRecognizing Values in Action

Leadership Without Easy Answers

A Science-Technology-Society CaseStudy: Municipal Solid Waste.


120/142

Exercise1:

Com

munication

Strat

egies

Exercise2:

UnderlyingValues

Worksheet:Communicatio

nStrategies

Worksheet:Recogn

izingValuesinAction


121/142

Description of Communication Strategies

Criticizing leaders

Externalizing the enemy

Scapegoating

Holding on to past assumptions

Creating new assumptions

Denying the problem

Jumping to conclusions

Finding a distracting issue

Following standard operating procedures

Distancing

Good news leaders

Applying quick fixes


122/142

Participants gain insight into the influence of values on

community decisionmaking.

Purpose:

Group size:

Time Needed:

Materials:

Directions:

Extension:

Note:

Leadership Without Easy Answers

A Science-Technology-Society CaseStudy: Municipal Solid Waste.


123/142

Descriptions of Values

Political

Dominance

Economic

Ecological

Religious

Ethical/Moral

Scientific

Cultural

Educational

Aesthetic

Social

Recreational

Egocentric

Ethnocentric

Well-being

Health


124/142

XV. REFERENCES

Organizational Transitions: Managing

Complex Change,

Democracy in Practice: Public Participation in

Environmental Decisions.

Education for All 2000 Assessment, Thematic Studies: Education for All

and Children who are Excluded

Smart Growth for

Tennessee Towns and Counties: A Process Guide

Education for a Sustainable Future: A

Paradigm of Home for the 21stCentury


Proceedings of the Third UNESCO-

ACEID International Conference Educational Innovation for Sustainable Development

Nature and Resources,

Environmental Education for Sustainability: Responding to

the Global Challenge


125/142

Forum for Applied Research and Public Policy

Education for Sustainability

Education for All 2000 Assessment, Thematic

Studies: Girls' Education

Education for All 2000 Assessment, Thematic

Studies: Literacy and Adult Education.

Journal of Environmental Education

The Earth Summits Agenda for Change - A Plain Language

Version of Agenda 21 and the Other Rio Agreements

Women's Education in Developing Countries:

Barriers, Benefits, and Policies

Education Manitoba

Green Teacher Magazine

Fostering Sustainable Behavior: An

Introduction to Community-Based Social Marketing

Journal of Geography

Limits to Growth: a Report for the Club of Rome's Project

on the Predicament of Mankind

The Global Citizen


126/142

Beyond the Limits:

Confronting Global Collapse, Envisioning a Sustainable Future

Education for All 2000 Assessment, Thematic Studies:

Achieving Education for All; Demographic Challenges

Women's Education in Developing Countries:

Opportunities and Outcomes

The United Nations Programme of Action From

Rio

Educating for a Sustainable Future: A Transdisciplinary Vision for

Concerted Action

Statistical Yearbook

Women as Educators, and Women's Education in E-9 Countries

World Education Report The Right to Education: towards Education for

All through Life

Education, Public Awareness and Training for Sustainability: Input to the

Report of the Secretary General to the Second Preparatory Session for the World Summit

on Sustainable Development

Our Common Future

Internet References

Earth Charter

A Better World for All


127/142

Smart Growth for Tennessee Towns and Counties: A Process Guide

Teaching and Learning for a Sustainable Future


128/142

XVI. World Wide Web Resources

Contents

I Information on Sustainability

II Education for Sustainable Development


129/142

III Historical United Nations Documents

IV Community Action: Sites for creating local sustainability plans


130/142

I Information on Sustainability

1) The International Institute for Sustainable Development (IISD)

Silent Spring

Our Common Future

http://iisd1.iisd.ca/sd/

2) World Bank - Home Page for Environmentally and Socially Sustainable

Development Network (ESSD)

Social Development

Environment


131/142

Rural Development and Agriculture

http://www-esd.worldbank.org/

3) Organization of American States (OAS)

http://www.oas.org/

4) World Resources Institute(WRI)

The Environmental Information Portal (Earth Trends),

http://www.wri.org/


132/142

5) Jetzt und Morgen

http://www.sbjum.de/

6) Environmental Defense Fund, Indicators of Progress (2000)

http://www.pepps.fsu.edu/EM_Internet.html

7) The Natural Step

http://www.detnaturligasteget.se/

II Education for Sustainable Development

1)Teaching and Learning for a Sustainable Future (A UNESCO site)


133/142

http://www.unesco.org/education/tlsf/

2) Second Nature

The Faculty Guide

The Student Guide


134/142

The Administrator Guide

http://www.secondnature.org

3) Learning for a Sustainable Future

Teacher Documentation Center

Hurley Island

Top of the World

International Youth Magazine

http://www.schoolnet.ca/future

4) Campus Ecology

http://www.nwf.org/campusecology/index.cfm

5)Greening the Campus: Sustainability and Higher Education


135/142

http://www.islandpress.org/economics/energy/greencamp.html

Brown University:

http://www.brown.edu/Departments/Brown_Is_Green/

California State Polytechnic University, Pomona:

http://www.csupomona.edu/~crs/

Georgia Institute of Technology:

http://www.istd.gatech.edu/

South Carolinas three research universities:

http://www.sc.edu/sustainableu/

6) University Leaders for a Sustainable Future (ULSF)

http://www.ulsf.org/


136/142

7)Sustainable Development on Campus: Tools for Campus Decision Makers

http://iisd1.iisd.ca/educate/

8) Sustainability Education Handbook

http://www.urbanoptions.org/sustainedhandbook/TheApproach.htm

9) Green Teacher

http://www.greenteacher.com

10)Global Learning, Inc.

Libraries Build Sustainable Communities


137/142

The New Jersey Sustainable Schools Network

Sustaining the Future: Activities for Environmental Education in US History

A Sustainable Development Curriculum Framework for World History & Cultures

Making Global Connections in the Middle School: Lessons on the Environment,

Development & Equity

Green Teacher

Teachers Clearinghouse for Science and Society Education Newsletter

The Conflict Mediators Program

http://www.globallearningnj.org/

11) The Sustainability Education Center of the American Forum for Global Education


138/142

http://www.sustainabilityed.org/

12) Southwestern Ecoliteracy Project

http://www.ecoliteracyproject.org/

13)World Resources Institute (WRI) Education Center

Business-Environment Learning and Leadership Program

Beyond Gray Pinstripes: Preparing MBAs for Social and Environmental

Stewardship


139/142

Exploring Sustainable Communities

Powerpoint slide shows

Biodiversity Education

http://www.wri.org/wri/enved/

III Historical United Nations Documents

1) Agenda for Change: A Plain Language Version of Agenda 21 and Other Rio

Agreements,by Michael Keating, 1993[International Institute for Sustainable

Development (IISD)]

The Road to RioThe Five Rio DocumentsThe Road from Rio

http://www.iisd.org/rio+5/agenda/default.htm

2) Chapter 36, Agenda 21: Promoting Education, Public Awareness and Training

http://www.un.org/esa/sustdev/agenda21chapter36.htm

3) International Environmental Policy Reference Guide

http://environment.harvard.edu/eic/guides.html


140/142

IV Community Action: Sites for creating local sustainability plans

1) The International Council for Local Environmental Initiatives (ICLEI)

http://www.iclei.org/

2) The Izaak Walton League

http://www.iwla.org/

3) Local Agenda 21

UEMRI Research

Data Collection

Planning and Development


141/142

Plan Management

Monitoring and Evaluation

http://www.gdrc.org/uem/la21/la21.html

4) Fondazione Eni Enrico MatteiFEEM)

Global Network of

Environmental Economists (GNEE)


142/142

http://www.feem.it/