BRAZIL
Associate Professor Pedro Jacobi
Good examples can be described as those that create initiatives and measure their impacts in the schooling communities. Green schools, where there is an engagement in different initiatives to reduce consumption of energy, water, recycling, reduction and reuse of the main goods used in the daily life of a school.

SOUTH KOREA
Ph.D. Candidate Heekyung Kim
One good example of Education for Sustainable Development (ESD) can be found at Tongyoung, a city in southern coast of Korean peninsula. Tongyoung was selected as the 8th city to have a Regional Center for Expertise (RCE) on ESD sponsored by the United Nations University. Inpyung Elementary School, a model school for ESD, has integrated ESD into existing school curriculum and extracurricular activities through a whole-school approach. With the supports of Tongyoung RCE, teachers at the school developed an objective to "increase awareness of harmonious lives through the exploration of the future of the community."

At first, teachers there had difficulty understanding the concept of ESD and in finding where and how to start the integration processes. After participating in workshops and forums with the Tongyoung RCE, however, they could develop the objective of increasing awareness of harmonious lives. To achieve the objective, the school enhanced its ESD curriculum by studying regional environmental, social, and economic issues in order to understand the key concepts and values necessary for regional sustainability.

To expand ESD within and outside of the school, the school has training programs for teachers and parents and a research exhibition on the 'Future of Our Town'. For the exhibition, a team consisting of students, a teacher, and parents researched a subject of importance to Tongyoung's sustainable development. Though still developing, Inpyung Elementary School's ESD initiative is significant as the entire school strives for sustainability.

SINGAPORE
Professor Kim Chuan Goh
A good example of Education for Sustainable Development should involve students in real life issues through actually doing something for people and the environment. One effective way is through service learning. At my institute I have been coordinating a large-scale campus-wide implementation of Group Endeavours in Service Learning (GESL) which involves 2400 student teachers and 130 faculties each year. Students in groups of 20-22 negotiate with the community organisations to develop projects with them so that they could add value to the community and in the process learn about the issues they are engaged in. Many of these projects involve the environment and in the process students from different specialisations learn about environmental and sustainable development issues. It is by serving and doing and getting their hands dirty that they will have impactful learning outcomes that will lead them to be volunteers and activists after the completion of their projects. Students through the GESL process learn about values, life skills, and reflection through service and these prepare them well for the future.

AUSTRALIA
Dr. Dianne Chambers
The Australian Sustainable Schools Initiative (AuSSI) is a major success in the area of ESDin Australia. AuSSI is a national initiative with over 2000 participating schools (over 570,000 students). This is the chief Australian ESD initiative in schools and the new National Action Plan continues support for AuSSI, which had been established and funded under the previous government. AuSSI is a systemic approach that seeks to support schools and their communities to become sustainable. The initiative 'involves participants in a whole-of-school approach, to explore through real-life learning experiences, improvements in a school's management of resources and facilities including energy, waste, water, biodiversity, landscape design, products and materials. It also addresses associated social and financial issues'. This holistic and systemic approach encompasses school curriculum and pedagogy and school operations, governance, design, management and grounds. Connections with and influencing the community is another key aspect of AuSSI.
See www.environment.gov.au/education/aussi

DENMARK
Associate Professor Søren Breiting

Assignment for students:
Investigate the use of a natural resource in the local >>community by interviewing seniors, who have lived in the area for a very long time, about their memory of how the resource was used in the old days and about who benefited from the resource.

Investigate the use of a natural resource in the local >>community by interviewing seniors, who have lived in the area for a very long time, about their memory of how the resource was used in the old days and about who benefited from the resource.

Add to this questions about how these seniors see the >>situation of the resource today and what their feelings about the situation are.

Interview active people in the local community about >>how the resource is used today, and a.) what these people expect to see happen regarding this resource in the future, and b.) what they would like to see happen concerning the use of this resource in the future.

In school elaborate the findings, sum up the results of >>the questionnaire and – very important – put emphasis on visualising the situation with drawings/posters:

The situation long ago --> The situation now --> >>Different futures

In practice many people might expect more or less >>the same to happen concerning the use of the resource. Also what people might wish to happen can be very much the same.

Call for a meeting in the local community where the >>students present the results of their investigation to the interviewed people, to families, to local authorities and the local press. In this way even rather young students might function as catalysts of change in the local community and the students will have their action competence enforced very much – meaning they will become strong citizens in the community in the future.

DENMARK
Professor Jeppe Læssøe
Some years ago the Danish Board of Technology organized a scenario workshop on sustainable development in cities. The participants got a written introduction where they could read four concrete stories about possible but social and technical very different types of sustainable everyday life in the future. During the workshop they discussed these scenarios in two phases. First in groups consisting of the same type of agent, and then in groups of mixed agents. I will not call this an ideal example of ESD because in my mind ESD is a continuing process of social learning, but it was great because it was an open and creative way of facilitating social learning on sustainable development.

USA
Associate Professor Noah Feinstein
In the city of San Jose, California, over 500 students are helping monitor the health of the Guadalupe River. Although most of them are only 10 or 11 years old, they have learned to use advanced water testing equipment, and the data they collect is good enough to be used by local health and environmental authorities. As they work, they are supervised by older students who receive both academic credit and important leadership training. Many of the students who participate come from demographic groups that have not historically performed well on traditional measures of science achievement or pursued environmental careers. Not only do participants learn scientific inquiry skills and contribute to a socially valuable purpose, they also gain a deeper appreciation of their local environment and a sense of empowerment related to their capacity to foster positive environmental change. This program, which is called BioSITE, is also exemplary collaboration between public, private and non-governmental organizations. Although funded by private sources, it is managed by the San Jose Children's Discovery Museum, an NGO, and serves the public school audience.

CHINA
Associate Professor Yi Jin
The good example of Education for Sustainable Development (ESD), the position as well as the requisite conditions such as time and space for teaching and learning about ESD, should be clearly defined, i.e. it is easy to tell when, where and how the teacher and pupil should work or are working on topics of Sustainable Development (SD), no matter as a separate field or as an integrated theme.

Then, although the processes might be diverse and different, such ESD should actually result in pupils' strong wills to pursue a society and a world with SDand powerful actions in both work and daily life that could serve the needs of SD.