The aim of this paper is to show to what extent matters of environmental sustainability are anchored in the Norwegian curriculum in comparison to the Bavarian curriculum.
Specifically, this means examining how many areas of the curricula address environmental aspects by looking at the chapters for mentions of them. This is to be done with the help of a qualitative content analysis of the curricula, followed by a critical comparison.
However, this is by no means a complete evaluation of the Norwegian or the German curriculum but merely a review of the presence and interdisciplinary inclusion of environmental sustainability, sustainable development, and education for sustainable development in the various curricula.
Responsible use of the earth's available resources is one of the most fundamental guiding themes of our time. Environmental changes affect society and everyday life, creating enormous challenges for the present, but especially for future generations.
Whether it is energy consumption, the use of raw materials, waste disposal or the volume of traffic – new solutions need to be found urgently so that the basis of human life can be permanently preserved.
However, all aspects of sustainable development and their interactions shall always be taken into account. The fact that children and in particular teenagers see sustainable development as a pressing issue for the future is demonstrated, for example, by the worldwide activities of "Fridays for Future" and similar global social movements. And since one essential goal of education is to provide young people with orientation and enable them to take responsibility for shaping their own future, the education system has a crucial role to play here.
Table of Contents
1. Introduction to the subject matter
2. Course of action
3. Fundamentals
3.1 The German education system
3.2 The Norwegian education system
4. Basic terms
4.1 (Environmental) Sustainability
4.2 Sustainable development
4.3 Education for Sustainable Development
5. Methodological approach
5.1 Qualitative content analysis according to Mayring
5.2 Qualitative content analysis by Mayring: description and application
5.3 Category system
6. Presenting the results
6.1 Curriculum in Bavaria
6.2 Curriculum in Norway
7. Comparison of the results
8. Conclusion and outlook
Research Objectives and Core Themes
This study investigates the extent to which environmental sustainability is integrated into the Norwegian national curriculum compared to the Bavarian curriculum. By employing a qualitative content analysis, the research aims to identify how environmental concerns, sustainable development, and education for sustainable development are addressed within these educational frameworks.
- Comparative analysis of Norwegian and Bavarian curricula
- Application of Mayring's qualitative content analysis
- Conceptualization of environmental sustainability and sustainable development
- Identification of interdisciplinary educational goals
- Evaluation of policy documents regarding environmental awareness in schools
Excerpt from the Book
1. Introduction to the subject matter
Responsible use of the earth's available resources is one of the most fundamental guiding themes of our time. Environmental changes affect society and everyday life, creating enormous challenges for the present, but especially for future generations. Whether it is energy consumption, the use of raw materials, waste disposal or the volume of traffic – new solutions need to be found urgently so that the basis of human life can be permanently preserved. However, all aspects of sustainable development and their interactions shall always be taken into account. The fact that children and in particular teenagers see sustainable development as a pressing issue for the future is demonstrated, for example, by the worldwide activities of "Fridays for Future" and similar global social movements. And since one essential goal of education is to provide young people with orientation and enable them to take responsibility for shaping their own future, the education system has a crucial role to play here (Hatz in vbw, 2021).
But even though – especially the younger – generations seem to be willing to permanently change something regarding these continually growing threats to known life, the deplorable conditions are no novelty or discovery of recent times. Already during the 1960s scientists tried to draw attention to the increasing ecological problems and to the necessity of spreading awareness of these circumstances, which were formally recognised for the first time in the United Nations Declaration on the Human Environment from 1972 (Gough in Stevenson et al., 2013).
Summary of Chapters
1. Introduction to the subject matter: Provides the context of environmental challenges and the necessity of education for sustainable development in schools.
2. Course of action: Outlines the research aim and the qualitative approach used to analyze the curricula of Bavaria and Norway.
3. Fundamentals: Describes the structures of the German (specifically Bavarian) and Norwegian education systems.
4. Basic terms: Defines the core concepts of sustainability, sustainable development, and education for sustainable development to serve as a research framework.
5. Methodological approach: Details the application of Mayring’s qualitative content analysis and establishes the deductive category system.
6. Presenting the results: Examines specific excerpts from the Bavarian and Norwegian curricula through the lens of the established categories.
7. Comparison of the results: Contrasts the findings from both curricula, highlighting similarities and differences in the depth and frequency of sustainability topics.
8. Conclusion and outlook: Summarizes the study’s findings and provides recommendations for improving the integration of sustainability topics in school curricula.
Keywords
Bavarian curriculum, Norwegian curriculum, environmental sustainability, sustainable development, education for sustainable development, qualitative content analysis, Mayring, school systems, curriculum comparison, environmental education, climate change, educational goals, sustainability, ecological integrity, future generations.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how deeply environmental sustainability is anchored within the national educational curricula of Bavaria, Germany, and Norway.
What are the primary thematic areas covered?
The central themes include environmental sustainability, sustainable development, climate change awareness, and the integration of these topics within formal school education.
What is the main research question of the study?
The research asks to what extent elements of environmental sustainability are embedded in the Norwegian curriculum when compared to the Bavarian curriculum.
Which scientific method is utilized in this paper?
The author employs a qualitative content analysis based on the methodology of Philipp Mayring to categorize and evaluate specific policy documents from both regions.
What does the main body of the work address?
It provides an overview of the respective school systems, establishes theoretical definitions for sustainability concepts, and compares the curriculum contents through a deductive category system.
Which keywords best characterize this work?
Key terms include curriculum analysis, comparative education, sustainability, environmental awareness, and education for sustainable development.
Why was the state of Bavaria chosen for comparison with Norway?
Bavaria was selected as a representative German state due to its size and student population, providing a suitable basis for comparison with Norway’s national education framework.
Does the Norwegian curriculum differ significantly from the Bavarian one in terms of sustainability?
The study finds that the Norwegian curriculum features a more differentiated and precise integration of sustainability topics, covering them in more chapters compared to the Bavarian curriculum.
What does the author conclude regarding the "interdisciplinary" nature of these topics?
The author notes that while both curricula emphasize interdisciplinary connections, the Norwegian curriculum explicitly links technology with sustainability in a way that the current Bavarian curriculum does not.
- Arbeit zitieren
- Gloria Meßner (Autor:in), 2022, Sustainability in the Curriculum. Germany and Norway in comparison, München, GRIN Verlag, https://www.grin.com/document/1243199
