Η ελληνική εκπαιδευτική πολιτική για τη μετάβαση από την Περιβαλλοντική Εκπαίδευση στην Εκπαίδευση για την Αειφόρο Ανάπτυξη

Abstract

Studying the evolution of Education for Sustainable Development (ESD) we observe the formation of theoretical and real tendencies for transformations of education systems, in order to make it their mainstay. The design and implementation of these changes are a matter of policy. The present research evaluates the reform dynamics of Greek education policies for the ESD. The research method is the content analysis. For specific treatments we created original checklists based on the literature and used the criteria code suggested by the researcher Stephen Sterling called model C. The study leads to conclusions that do not show harmonization of the Greek education policy with the international trend. We noted that the themes of policy were limited in a context shaped by the initial needs of the Environmental Education (EE), that the terminology has not been updated and mainly that the Greek educational policy for the EE and the ESD cannot contribute decisively to reorganization of the Greek education system.