RCE Czechia - 2018

Education for Sustainable Consumption (ESC): the RCE Czechia case study
CSV
Basic Information
Title of project : 
Education for Sustainable Consumption (ESC): the RCE Czechia case study
Submitting RCE: 
RCE Czechia
Contributing organization(s) : 
Charles University Environment Centre, Society for sustainable Living, TEREZA, Educational Centre, Pedagogical Faculty of the University of J. E. Purkyně (UJEP)
Focal point(s) and affiliation(s)
Name: 
Jana Dlouhá
Organizational Affiliation: 
Charles University Environment Centre
Name: 
Petr Daniš
Organizational Affiliation: 
TEREZA, Educational Centre
Name: 
Roman Kroufek
Organizational Affiliation: 
Pedagogical Faculty of the University of J. E. Purkyně (UJEP)
Name: 
Dana Kapitulčinová
Organizational Affiliation: 
Charles University Environment Centre
Name: 
Jiří Dlouhý
Organizational Affiliation: 
Society for sustainable Living
Name: 
Laura Henderson
Organizational Affiliation: 
Charles University Environment Centre
Format of project: 
Manuscript
Language of project: 
English
Date of submission:
Update
Web link: 
http://rce.czp.cuni.cz/
Additional resources: 
All materials from the project ar available here (a comprehensive website for education for sustainable consumption):
http://odpovednaspotreba.cz/
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Revision of the most important curricular document: Framework Educational Program
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Europe
Country: 
Czech Republic
Location(s): 
CR
Address of focal point institution for project: 
Jana Dlouhá, Charles University Environment Centre, RCE Czechia
José Martího 2
162 00
Ecosystem(s):
Urban/Peri-urban
Rural
Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed., Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
CR is relatively rich country with quite a high standard of living. Transition to the liberal market economy in 1989 facilitated the shift towards a consumer society; new consumption patterns are in accordance with policy priorities. Due to the specific economic environment, consumerist desire manifests in quantitative expansion, rather than a qualitative shift in lifestyle.
Description of sustainable development challenge(s) in the area the project addresses: 
Approaches to sustainable consumption are insufficiently developed from the point of view of the individual – which is more relevant to education. Consumers are thus not fully prepared for an informed choice or everyday management of products and services. Alongside the opening up of alternative pathways, knowledge and skills for qualitative lifestyle change on individual and community level are needed.
Contents
Status: 
Ongoing
Period: 
January, 2018
Rationale: 
Education is an important tool for the overall change in consumer behaviour towards minimizing and reorienting consumption to reduce its environmental impacts. In the Czech education system, the topic of sustainable consumption is virtually absent, appearing sporadically in the curricular documents as a not fully-fledged part of the educational system.
Objectives: 
To demonstrate sustainable consumption alternatives so that children are able to choose their own lifestyle, critically consider different opportunities and choices, and discuss diversity in this area. To promote a whole-institutional approach as a tool to align the learning objectives with the values and environment of the whole school.
Activities and/or practices employed: 
Literature review of the (educational aspects of) consumer behavior concepts
Interaction with actors – feedback from practice
Methodological tools developed in dialogue with teachers (focus on sustainability values, competences, creativity for innovation, critical thinking and orientation in the information environment, while respecting whole-institutional approach)
Testing, reflection, policy recommendations, dissemination (all RCE members involved)
Size of academic audience: 
400
Results: 
Process of dialogue between researchers, teacher education institution, teachers from practice, and other actors. Following project results are being prepared within this dialogue:
Methodical toolkit for teaching sustainable consumption, tested in practice.
Reflection of the experiences from the processes of learning and sharing/transferring knowledge
Policy-recommendations delivered to policy-makers through the Committee for Education of the Government Council for Sustainable Development
Lessons learned: 
In the initial phase, transdisciplinary dialogue between the key actors is needed – to bridge differences in their different understanding of basic terms and assumptions
Key messages: 
Research provides basic input: overview of available concepts/tools.
Involvement of multiple stakeholders is an opportunity to address the challenge in a systemic way and achieve holistic impact.
Process of negotiations is longlasting, experiences and inputs from different actors/fields must be considered.
Reflection/research is a ground for developing messages for policy-makers.
In practice, teachers and learners enjoy multiple resorces and methodological material.
Relationship to other RCE activities: 
Builds upon individual members’ activities, develops an overarching concept to be shared within the partnership (everybody can contribute)
Exploits experiences from previous projects – oriented on participatory approaches and decision making on local level; focused on sustainable entrepreneurship where good practice database and competence toolkit were developed; and design of innovative teaching materials.
Funding: 
Funding provided by the Technology Agency of the Czech Republic for the period February 2018 – January 2021. The funding covers especially “outreach” activities of the leading institution, and cooperation with the RCE partners within the project
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Update: 
Yes
I acknowledge the above: 
Yes