Assessing Learning Outcomes for Sustainability in Primary and Secondary Schools in the UK

Abstract

Education for Sustainable Development (ESD) is an integral component of Quality Education as stated in Sustainable Development Goal (SDG) 4 target 4.7. Its main aim is to develop in learners, knowledge, skills, attitudes, values and behaviours conducive to sustainable development. Sustainability was introduced as a curricular topic in primary and secondary schools in the UK after the Earth Summit in Rio in 2002; however, its effectiveness in achieving its learning outcomes (LOs) has not been systematically assessed. In this study, we present the application of a participatory framework for assessing LOs for sustainability. The framework was developed using systems thinking and applied in two case studies conducted in a primary and a secondary school in the UK that followed different approaches in integrating ESD into their curricula. The primary school introduced ESD as the thread that pervades and links all curricular subjects, whereas the secondary school introduced a new course on the SDGs. Both schools were found to be effective in developing the intended LOs in their students, while some weaknesses related to their approach were identified. The case studies demonstrated the tool’s potential to measure and evaluate students’ competences development and support the operationalisation of sustainability competences in primary and secondary education. Keywords: Education for sustainability, Sustainability competences, Assessment of learning, Systems thinking, Primary and secondary schools