280
M. Klavins
implementation of ESD represent a bottom-up approach, and emerge based on the
results of local initiatives of academics and as result of active international cooperation, first of all in the Baltic Sea Region. Activities of the UNESCO Chair on
Teacher Education and Continuing Education: Interplay of Tradition and Innovation
in Education for Sustainable Development at Daugavpils University is a successful
example of ESD development. The aim of the UNESCO Chair is to promote an integrated system of ESD research, training, information and documentation as well as to
facilitate international cooperation. The Chair has initiated a national-level dialogue
for reorientation of teacher education towards sustainable development in terms of
analysis and exchange of results of scientific research and practical experience, as
well as complementation of the existing teacher education curricula with relevant
content of ESD. Significant achievements have been the emergence of an enabling
institutional environment for the analysis of fundamental and applied research and
practice, involvement of Latvian higher educational institutions, school teachers,
students and NGOs in ESD action research initiatives, as well as the founding of
the Baltic and Black Sea Circle Consortium in action research education. The best
practice is shared in the internationally acknowledged Journal of Teacher Education
for Sustainability.
Preparation of study materials on sustainable development basics and the implementation of a Sustainable Development course in the leading Latvian universities
can be mentioned among other achievements of ESD in Latvia.
3 New Concepts—New Challenges
The new concept of Education for Environmental Citizenship presents a new challenge for ESD (Dobson, 2010). This concept is highly attractive, as it supports “proenvironmental behavior, in public and private, driven by a belief in fairness of the
distribution of environmental goods, participation, and co-creation of sustainability
policy”. The concept covers several major aspects essential for the development of
an educational system to improve citizens’ public involvement (Schild 2016).
Education for Environmental Citizenship can be considered as a continuation of
the efforts to implement Environmental Education (EE) and ESD in Latvia (Ryden
2009; Pelnena and Klavins 2009). The preparation of a highly educated workforce,
investment in human resources, and social motivation for education are all deemed
to be determining factors for the development of Latvia in the twenty-first century,
ensuring its competitiveness at the European and global levels. Latvia’s geopolitical
situation and limited raw materials and energy resources create conditions where
its main competitive advantage will be educated people and a qualified workforce.
The system of general education institutions ensures that primary education can be
acquired close to the place of residence, and parents and pupils can choose their
general educational institution. National minorities are afforded equal opportunities
for general education, while preserving and maintaining their national cultures. The
M. Klavins
implementation of ESD represent a bottom-up approach, and emerge based on the
results of local initiatives of academics and as result of active international cooperation, first of all in the Baltic Sea Region. Activities of the UNESCO Chair on
Teacher Education and Continuing Education: Interplay of Tradition and Innovation
in Education for Sustainable Development at Daugavpils University is a successful
example of ESD development. The aim of the UNESCO Chair is to promote an integrated system of ESD research, training, information and documentation as well as to
facilitate international cooperation. The Chair has initiated a national-level dialogue
for reorientation of teacher education towards sustainable development in terms of
analysis and exchange of results of scientific research and practical experience, as
well as complementation of the existing teacher education curricula with relevant
content of ESD. Significant achievements have been the emergence of an enabling
institutional environment for the analysis of fundamental and applied research and
practice, involvement of Latvian higher educational institutions, school teachers,
students and NGOs in ESD action research initiatives, as well as the founding of
the Baltic and Black Sea Circle Consortium in action research education. The best
practice is shared in the internationally acknowledged Journal of Teacher Education
for Sustainability.
Preparation of study materials on sustainable development basics and the implementation of a Sustainable Development course in the leading Latvian universities
can be mentioned among other achievements of ESD in Latvia.
3 New Concepts—New Challenges
The new concept of Education for Environmental Citizenship presents a new challenge for ESD (Dobson, 2010). This concept is highly attractive, as it supports “proenvironmental behavior, in public and private, driven by a belief in fairness of the
distribution of environmental goods, participation, and co-creation of sustainability
policy”. The concept covers several major aspects essential for the development of
an educational system to improve citizens’ public involvement (Schild 2016).
Education for Environmental Citizenship can be considered as a continuation of
the efforts to implement Environmental Education (EE) and ESD in Latvia (Ryden
2009; Pelnena and Klavins 2009). The preparation of a highly educated workforce,
investment in human resources, and social motivation for education are all deemed
to be determining factors for the development of Latvia in the twenty-first century,
ensuring its competitiveness at the European and global levels. Latvia’s geopolitical
situation and limited raw materials and energy resources create conditions where
its main competitive advantage will be educated people and a qualified workforce.
The system of general education institutions ensures that primary education can be
acquired close to the place of residence, and parents and pupils can choose their
general educational institution. National minorities are afforded equal opportunities
for general education, while preserving and maintaining their national cultures. The