Measuring Financial, Personnel and Material Resources for Education for Sustainable Development in the German School System: A Proposal for the German Educational Monitoring and Reporting

Rafael Pablo Labanino, Armin Lude, Marc Winter, Steven Mainka, Ingrid Hemmer, Péter Bagoly-Simó, Johanna Hartmann and Mark Ullrich
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Rafael Pablo Labanino: Rafael Pablo Labanino, Institute of Biology, Ludwigsburg University of Education, Ludwigsburg, Baden-Württemberg 71634, Germany.
Armin Lude: Armin Lude, Institute of Biology, Ludwigsburg University of Education, Ludwigsburg, Baden-Württemberg, Germany
Marc Winter: Marc Winter, Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Hesse, Germany
Steven Mainka: Steven Mainka, Department of Geography, Catholic University of Eichstätt-Ingolstadt, Eichstatt, Bavaria, Germany
Ingrid Hemmer: Ingrid Hemmer, Department of Geography, Catholic University of Eichstätt-Ingolstadt, Eichstatt, Bavaria, Germany
Péter Bagoly-Simó: Péter Bagoly-Simó, Geography Department, Humboldt Universität zu Berlin, Berlin, Germany
Johanna Hartmann: Johanna Hartmann, Geography Department, Humboldt Universität zu Berlin, Berlin, Germany
Mark Ullrich: Mark Ullrich, Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Hesse, Germany

Journal of Education for Sustainable Development, 2022, vol. 16, issue 1-2, 42-60

Abstract: In this article, we present our proposal for a set of resource indicators measuring financial, personnel and material resources for education for sustainable development (ESD) in the German primary and secondary education. As resource indicators are an understudied area in ESD indicator research, the present article fills in an important research gap. We constructed an indicator set using a systematic literature review and a three-step validation process. As a result, we propose a comprehensive set of financial, personnel and material resources indicator set for ESD implementation based on both quantitative and qualitative data tailored to the German National ESD Action Plan. A smaller set of resource indicators were also identified, which are all based on relatively easily accessible quantitative data sources. Furthermore, using Germany as an example, the article highlights and addresses the theoretical and methodological challenges of resource indicator development in highly decentralized education systems.

Keywords: Input–output–outcome model; educational indicators; Germany; primary education; secondary education (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:16:y:2022:i:1-2:p:42-60

DOI: 10.1177/09734082221117603

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