External Evaluation of SEED Final Report - SEED - Schule.at

Good Practice: Szeged.
Szeged, Hungary offered a chance for
schools and academic institutions to
showcase their work in a number of
discussion forums and this was provided
back to participants in written form. This
involved Action Research in EE
workshops relating as well as a number
of case studies disseminated by Peter
Posch’s article. (See also PoE)
Key themes of SEED evaluation:
Q. Do SEED products reflect ESD as
defined by the authoritative literature?
Q. Do SEED products reflect Action
Research as defined by the authoritative
literature?
Q. Do SEED products reflect Dynamic
Qualities as defined by the authoritative
literature?
Q. Do SEED products reflect Quality
criteria as defined by the authoritative
sources?
Q. Do SEED products reflect school
development as defined by the
authoritative literature
These events are well captured in the corresponding SEED reports (refer
box) and disseminated to a wider SEED audience. This ensures that SEED
members who were unable to participate at these events receive a copy
of each report in order to learn and benefit from the exchange,
information and outcomes.
8
Summary of Reflecting Good Practice
SEED has provided numerous examples, in a variety of forms of what
works in schools. Good practice has been identified within COMENIUS
projects through seminars, workshops and site visits. This information
has been available to SEED partners and members.
Key Themes
SEED partners are able to benefit from the EE developments in
COMENIUS projects through sharing of dialogue and research via the
SEED networks/events. This exchange has been specifically focused on
the themes of Education for Sustainable Development (ESD), Action
Research, dynamic qualities, quality criteria and school development. This
network has also seen a number of international experts in these fields
present and participate in SEED events such as Paul Hart (University of
Regina, Canada), Dr. Mariona Espinet (Faculty of Educational Sciences,
Universitat Autònoma de Barcelona), Dr. Michela Mayer (INVALSI, Italy),
Dr. Rosa Maria Pujol (Faculty of Educational Sciences, Universitat
Autònoma de Barcelona), Dr. Franz Rauch (Center for Interdisciplinary
Research and Education, University of Klagenfurt), Ian Robottom (School
of Scientific and Developmental Studies in Education, Deakin University,
Australia), and Martin Scheuch (Austrian Forum for Environmental
Education). Table 1 on the following page indicates the concepts related
to each key theme and the ways in which they have been reflected by
SEED products. Refer also to the relevant sections of the Portfolio of
Evidence for specific details.
Summary of Key Themes
The SEED products reviewed by this evaluation reflected ESD as defined
by the authoritative literature. They have dealt with principles such as
critical reflection and concepts such as the UN Decade in Education for
Sustainable Development. These components have been reflected in the
workshops, conferences and seminars presented by ESD experts.
SEED products have reflected Action Research as defined by the
authoritative literature. These principles have been reflected in the
presentations of Action Research theory, workshops, and the explorations
of case studies where these principles have been used in school
development.
The concept of dynamic qualities has not been clearly reflected in SEED
products. SEED has provided limited opportunities for participants to
explore the theme of dynamic qualities related to school development.
The concept of quality criteria has been reflected in the SEED Publication
‘Quality Criteria for ESD-Schools’ and the comparative study. These
publications have been based on the ENSI research and is a very useful
tool for school development.
All SEED products released to date have a strong focus on the area of
School Development.