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Educating for sustainable lifestyles
While values underlie much of human behaviour, they have long been considered intangible and unmeasurable. New methods and indicators pioneerd by a European Union-funded research project show how values are expressed and can be measured. This module explains the background and approach for those who want to create their own indicators adapted to their needs.
Discovering What Matters. A journey of thinking and feeling. Values-Based Learning Toolkit for Students.
This is a toolkit for students. It can show how far you already have values, as well as skills, knowledge, attitudes and personal qualities, which will enable you to survice and thrive in the 21st century. Through the activities in the toolkit, you can understand what your own values are, and how to live by them. You may also find out things about yourself that you want to work on.
Are we "walking our talk" as educators? Is our school a living example of a vibrant, sustainable community? Do we provide a supportive learning environment for staff and students, and empower them as agents of positive change? This toolkit provides tools to assess whether the educational environment we create for our students facilitates acquiring responsible values.
Many initiatives are being taken all around the world to achieve more responsible ways of living in relation to our own lives, the lives of others and the natural environment. Our present challenge is to identify which policies and practices best facilitate education for sustainable living, what lessons can be learned from these initiatives already being carried out in different countries, and how to recreate them in other contexts.
Learning to Live Together. Education for Sustainable Living. Policies and practices from around the world.
The question today is what policies and practices are needed to facilitate education for sustainable living and what lessons can be learned from the experiences already taking place in different countries. This brochure mainly focuses on the formal education system and provides an overview of policies and practices from diverse countries to assist further action around the globe.
This publication offers proven actions for creating and inspiring more sustainable lifestyles. Based on research and project work in Bogota and Marrakech, it provides the rationale, resources and ideas for developing initiatives that cover core lifestyle areas of food, mobility, housing, consumer goods and leisure as well as in general sustainable lifestyle areas.
This brohure is the fourth in a series that focuses on education for sustainable living in formal education systems as well as informal education and provides descriptions of three successful methodologies used around the world. These are:
1. Learning using values-based indicators
2. Active Learning using images and Objects
3. Learning through social innovation, Looking for Likely Alternatives (LOLA)
The Power of Media: Responsible and Sustainable Living. Images and Objects Active Methodology Toolkit 6
This toolkit focuses on using different media as a key teaching and learning strategy to explore themes related to responsible living and sustainable development. It presents background information on Education for Responsible and Sustainable Living and Multiple Intelligence theory and provides a range of active teaching and learning activities using different media.
The toolkit focuses on STORYTELLING as a key teaching and learning strategy, to explore themes related to responsible living and sustainable development. The toolkit includes background information on education for responsible and sustainable living, the Millennium Development Goals (MDG's) and storytelling as an active learning methodology.
This toolkit is based on the BiNKA curriculum and on the experience gained in the development and implementation of the BiNKA program. Specifically, selected educational activities to promote sustainable consumption and responsible lifestyles identified as mindful or congruent with the training have been adopted and included.
The purpose of Here and Now! is to provide policymakers with an instrument to understand the importance of education for sustainable consumption in supporting other policy goals such as citizenship and democratic participation, environmental protection or energy and climate policies. It gives policymakers guidelines on how to integrate ESC into existing educational and sustainable development strategies. It also provides educators with tools and instruments in order to include ESC in curricula.
This toolkit is structured in three main parts. The first part represents the introducation to the toolkit and it provides a background on education for responsible and sustainable living, as well as the learning methodology employed and the learning objectives targeted in this toolkit. The second part provides brief introduction on how to use this learning toolkit and the activities contained within. The third part contains the primary materials of this toolkit.
Workplaces can support and motivate tangible shifts in their employees’ and customers’ lifestyles towards sustainability. These efforts target those working with companies, organizations and individuals who are open and willing to adopt sustainable lifestyles practices but need some help or guidance along the way.
The toolkit is designed to support and encourage teachers, tutors and lecturers to integrate some of the concepts of sustainable development into teaching and learning. It focuses in particular on using photographs and a range of active teaching and learning approaches and strategies to explore the themes of:
- personal consumption
- climate change
This resource builds on the already well documented use of images and photographs in education. It is a compilation of ideas generated through piloting with both formal and non formal educators. The Toolkit might provide a "quick start" for teachers/facilitators who would like to use a visual approach to exploring aspects of Sustainable Development in their teaching and learning environment.
The toolkit focuses on using a range of active teaching and learning approaches and strategies to explore the themes of:
- the inter-relationship between environmental, economic, social and political resources in everyday life
- time as a resource and the ability to think of the future
- critical analysis, planning and decision making in determining personal action
This toolkit aims to promote financial literacy. It provides background information on financial education, as well as an original card game which can be used in various ways.
The toolkit is designed to support educators, teachers and organisations who would like to run seminars and workshops on themes related to personal finance.
This brief introduces a framework for understanding the factors that determine lifestyle choices. The framework can help to identify entry points for policies and measures that promote more sustainable lifestyles. The framework, called Attitudes-Facilitators-Infrastructure (AFI), was developed under the 10-Year Framework of Programmes on Sustainable Consumption and Production (10YFP) Programme on Sustainable Lifestyles and Education.
This resource entitled Resource Usage - Time as a Resource Images and Objects Active Methodology
Toolkit 4 is a result of contributions, reflections and development work carried out by the PERL Work
Group 4a (Active Learning Methodologies). The toolkit is part of a series of ‘toolkits' on the theme of
sustainable development and responsible living.
The toolkit is designed to support and encourage teachers, tutors and lecturers to integrate some of
the concepts of sustainable development into teaching and learning.%It takes a holistic approach to the
use of resources for future responsible living and involves learning how to anticipate the consequences
of actions, envision a sustainable future and create the steps needed to achieve the vision. A sustainable
future will be built on the choices that are made, and the actions taken, by individuals in their
families and local communities and extend to affect national, international and global resources. The
toolkit focuses on using a range of active teaching and learning approaches and strategies to explore
the themes of:
- the inter-relationship between environmental, economic, social and political resources in
- time as a resource and the ability to think of the future
- critical analysis, planning and decision making in determining personal action.
This UN Environment report sets out a four-step strategy roadmap for fostering and communicating sustainable lifestyles, illustrated by 16 initiatives and campaigns from around the world. The report details eight operating principles and tips on how to apply them. The ultimate goal is to create tangible changes in the way people live their daily lives. This is the full report which includes concluding reflections; details on the principles; a workshop summary; and suggested additional resources.
Este material educativo, titulado “Consumo Personal y Cambio
Climático: Caja de Herramientas 2 de Metodología Activa” es el
resultado de los aportes, las re!exiones y el trabajo desarrollado
por el Grupo de Trabajo 4a de PERL (Metodologías de Aprendizaje Activo). Esta Caja de Herramientas es parte de una serie de “Cajas
de Herramientas” sobre el tema de desarrollo sostenible y los
estilos de vida responsables.
Esta Caja de Herramientas está diseñada para apoyar y animar a los
maestros, tutores y profesores a integrar algunos de los conceptos
de desarrollo sostenible en la enseñanza y el aprendizaje. Se centra
particularmente en el uso de fotografías y de una amplia gama de
enfoques y estrategias de enseñanza y aprendizaje activos, para
explorar diversos temas como:
Looking for Likely Alternatives (LOLA) is an international pedagogical tool for teachers and students hosted by the Sustainable Everyday Project .
LOLA was first launched in 2005 by the Consumer Citizenship Network (CCN). The CCN network of partners continues
today under the Partnership for Education and Research about Responsible Living (PERL) (http://www.perlprojects.org/).
Following the adaptation of LOLA for Ireland, the LOLA toolkit is now being made available through PERL and the CDVEC Curriculum Development Unit for
other countries to adapt and implement as appropriate into their curriculum.
Overview of the LOLA toolkit
The LOLA process requires that students engage in a series of steps to locate, critique and raise awareness of good local case studies about sustainable
living and stewardship of the environment. Good sustainable living and stewardship case studies provide examples of how people can live in a way that meets
present day needs, while caring for the environment and without compromising the ability of future generations to meet their own needs.
This resource offers specific support to achieve the following statements of learning:
What's the story? Responsible and Sustainable Living: Images and Objects Active Methodology Toolkit 5
This is the fifth toolkit in the series of active methodology toolkits developed by PERL. The toolkit focuses on STORYTELLING as a key teaching and learning strategy, to explore themes related to responsible living and sustainable development. The toolkit includes background information on education for responsible and sustainable living, the Millennium Development Goals (MDGs) and storytelling as an active learning methodology. This background information is intended
to support the student-centered activities in the toolkit. By also including information on the MDGs and a related activity, the broader global context of responsible
and sustainable living can be explored with students.
The PERL Network is a large multi-disciplinary
organisation which has a core of work group members
supported by a larger group which constitutes the
Consultants Network. PERL is coordinated from the
Hedmark University College in Norway. The Norwegian
Ministry of Children, Equality and Social Inclusion also
One of the PERL work groups is focusing on “Active
Learning Methodologies” and its objectives are to develop
resources that build on the student-centred constructive
methods of the original “Images and Objects” Active
Methodology Toolkit1 and the YouthXchange Training
Kit2. This new toolkit aims to promote $nancial literacy.
It provides background information on the need for personal $nance management education, games in
education, as well as an original card game which can be
used in various ways.
This toolkit aims to promote $nancial literacy. It provides
background information on $nancial education, as well
as an original card game which can be used in various
Fostering and Communicating Sustainable Lifestyles: Principles and Emerging Practices (Summary Report) (2016)
This report sets out a strategy roadmap for fostering and communicating sustainable lifestyles, illustrated by 16 initiatives and campaigns from around the world. The report details eight operating principles and tips on how to apply them. The ultimate goal is to create tangible changes in the way people live their daily lives.This is the report summary. The full report includes concluding reflections; details on the principles; a workshop summary; and suggested additional resources.
The purpose of this stocktaking report is to contribute to the overall development of the Sustainable Lifestyles and Education Programme of the 10-Year Framework of Programmes on Sustainable Consumption and Production (10YFP) by delivering a better understanding of the complex relations between lifestyles and sustainability, briefly explaining the relevant role of research, policy development, education and civic action as fundamental tools to enable, strengthen and safeguard sustainable lifestyles, and identifying regional, sub regional, national and local initiatives and actions that indicate a shift towards more sustainable lifestyles or the safeguarding of sustainable traditional knowledge and cultural practices.
- presents the concept of sustainable lifestyles as understood today;
- identifies common lifestyles issues and differences between regions; and
- presents examples of the trends and innovations that are in place to address them, placing a special focus on education.
This report will consider how transformative learning and change towards sustainable lifestyles can be accelerated and enhanced through the initiatives of the Sustainable Lifestyles and Education Programme.
This report was prepared by contributors from:
- The Partnership for Education and Research about Responsible Living (PERL) namely Victoria Thoresen, Robert Didham, Carme Martinez-Roca, Luis Flores Mimica, Cathy Rutivi and Sevgi Kalkan;
- with the support of the United Nations Environment Programme (UNEP), including Fabienne Pierre (Programme Officer), Garrette Clark (Programme Officer), Khairoon Abbas (Consultant) and Helene Cruypenninck (former Consultant).
This publication is part of the United Nations Environment Programme (UNEP) pilot project on institutional strengthening of Education for Sustainable Consumption (ESC) – Advancing ESC policy and implementation strategies; a pilot project implemented in Chile, Indonesia and Tanzania (2011-14). This project was implemented by the UNEP Division of Technology, Industry and Economics (DTIE), in collaboration with the UNEP Regional Office for Africa, with the financial support of the Italian Ministry for the Environment, Land and Sea, as well as the UN Development Assistance Plan (UNDAP), Tanzania. This publication was developed in close collaboration with key national and international partners including Tanzania's Ministry of Education and Vocational Training (MoEVT) as well as the Partnership for Education and Research about Responsible Living (PERL).
The objectives of these guidelines are to:
• Enable Tanzania to better understand the principles of ESC;
• Assist in strengthening ESC techniques and teaching methods that incorporate sustainable consumption and lifestyle choices; and
• Promote and encourage ESC based on existing pedagogical techniques.
These guidelines highlight the philosophy of ESC based on pedagogical techniques, which are participatory, inclusive, contextualized and flexible.
The technique deviates from traditional teaching techniques and suggests engaging learners where experience, reflection, critical analysis, tolerance,
cooperation, compassion and respect are highly encouraged. These guidelines aim to contribute to shaping Tanzania's basic education system into one that promotes attitudes and behaviour that are geared towards a culture of sustainability.
These ESC guidelines have been developed based on the importance, critical contexts and necessity of enhancing education system as a backbone of consumer education, civic training and responsibilities and environmental education for better resource use, management and conservation. The guidelines highlight modalities of achieving ESC in Tanzania by focusing on research areas and optimizing the opportunities that benefit the country. Also, it identifies the current ESC topics and gaps in basic education systems for changing consumption and lifestyles and recommends approaches for overcoming the gaps and maximizing the opportunities.
This publication, which will be available in Swahili in late 2015, is a contribution to the 10-Year Framework of Programmes on Sustainable Consumption and Production, in particular, the Sustainable Lifestyles and Education Programme.