Bartosz Bartniczak: Finansowanie edukacji ekologicznej ze środków funduszy celowych w Polsce Funding environmental education from the resources of

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1 SPIS TREŚCI - CONTENS Tadeusz Borys: ZałoŜenia i cele cyklu Konferencji Edukacja dla zrównowaŝonego rozwoju The assumptions and objectives of the conference Education for sustainable development. 227 Tadeusz Borys: Podstawowe wyzwania edukacji dla zrównowaŝonego rozwoju Key challenges for education for sustainable development. 229 Anna Kalinowska, Ilona MorŜoł, Małgorzata Skórka: Dekada Edukacji dla ZrównowaŜonego Rozwoju w Polsce: czy brakuje instytucjonalizacji? The Decade of Education for Sustainable Development in Poland: Is the institutionalisation missing? 231 Hans Diefenbacher, Rike Schweizer, Marta Wachowiak: Dekada ONZ edukacja dla zrównowaŝonego rozwoju w Niemczech mocne i słabe strony The UN Decade of Education for Sustainable Development in Germany the strong and the weak points. 232 Eugeniusz Kośmicki, Dariusz Pieńkowski: Podstawowy problem edukacji dla zrównowaŝonego rozwoju: modernizacja technokratyczna czy modernizacja refleksyjna The fundamental problem of education for sustainable development: a technocratic or a reflective modernization. 233 Barbara Piontek: Aksjologia i prawo naturalne w procesie edukacji Axiology and the natural law in the education process. 233 Antoni Skowroński: Wybrane wartości antropocentryczne, w edukacji dla zrównowaŝonego rozwoju Selected anthropocentric values in the education for sustainable development. 234 Franciszek Piontek: Podstawowe zapisy konstytucyjne RP w edukacji na rzecz zrównowaŝonego rozwoju The main provisions in the Constitution of the Republic of Poland addressing sustainable development. 235 Artur Pawłowski: Krajobraz kulturowy a rozwój zrównowaŝony aspekty edukacyjne The landscape of culture and sustainable development education aspects. 236 Mieczysław Adamowicz, Anna Nowak: Edukacja mieszkańców jako społeczny aspekt rozwoju zrównowaŝonego na przykładzie woj. lubelskiego Education of the inhabitants as a social aspect of sustainable development on the example of the Lubuskie Voievodeship. 237 Dariusz Kiełczewski, Tomasz Poskrobko: Dydaktyka ekonomii zrównowaŝonego rozwoju Teaching the economy of sustainable development. 238 Marcin Łuszczyk: Kształtowanie postawy homo sustinens wśród ekonomistów Developing the attitudes of homo sustinens among economists. 240 Joost Platje: Wskaźniki kapitału instytucjonalnego a edukacja dla zrównowaŝonego rozwoju Indicators of sustainable development and education for sustainable development. 241 Daria E. Jaremen, Janusz Turakiewicz: Koncepcja turystyki zrównowaŝonej podstawowe załoŝenia i zasady The concept of sustainable tourism the basic principles and assumptions. 242 Aureliusz Mikłaszewski: Główne problemy edukacji ekologicznej Key issues of environmental education. 244 Andrzej Rapacz, Piotr Gryszel, Daria E. Jaremen: Koncepcja rozwoju zrównowaŝonego w świadomości i praktycznych działaniach mieszkańców gmin turystycznych The concept of sustainable development in the awareness and practical actions of the inhabitants of tourism municipalities. 245 Andrzej Rapacz, Piotr Gryszel, Daria E. Jaremen: Rola gestorów obiektów hotelarskich w edukacji gości na rzecz rozwoju zrównowaŝonego The role of hotel managers in educating hotel guests on sustainable development. 246 Jacek Pakuła: Prawne podstawy edukacji ekologicznej w Polsce Legal principles of the environmental education in Poland. 247

2 Bartosz Bartniczak: Finansowanie edukacji ekologicznej ze środków funduszy celowych w Polsce Funding environmental education from the resources of the goal-oriented funds in Poland. 248 Ewa Gajuś-Lankamer, Anna Maria Wójcik: Analiza ciągłości edukacji dla zrównowaŝonego rozwoju w aspekcie środowiskowym na róŝnych poziomach kształcenia ogólnego w Polsce Analysis of the continuity of education for sustainable development at different levels of general education in Poland. 249 ElŜbieta Broniewicz, Rafał Miłaszewski, Henryk Sasinowski: Kształcenie w zakresie ekonomii i zarządzania środowiskiem w Politechnice Białostockiej Teaching of economics and environmental management at Białystok Technical University. 251 Zbigniew Głuszczak, Agnieszka Rzeńca: Edukacja ekologiczna w naukach ekonomicznych. Przykład Wydziału Ekonomiczno-Socjologicznego Uniwersytetu Łódzkiego Environmental education in economic sciences. An example of the Faculty of Economy and Sociology of the Łódź University. 252 Marta Gollinger-Tarajko: Projektowanie ekologiczne w realizacji celów edukacyjnych zrównowaŝonego rozwoju Eco-design in the realisation of the goals of education for sustainable development. 253 Anna Duszak, Joanna Godlewska: Rola edukacji w kształtowaniu świadomości ekologicznej studentów Politechniki Białostockiej The role of education in shaping the environmental awareness of the students at the technical University of Białystok. 254 Mariola Drozda: Kompleksowa gospodarka odpadami jako element edukacyjny społeczeństwa A comprehensive system of waste management as an element of environmental education of society. 255 Anna Kuczuk: Edukacja ekologiczna w gospodarstwach rolnych Environmental education in agricultural farms. 256 Janusz R. Mroczek: Programy rolnośrodowiskowe jako instrument edukacji dla zrównowaŝonego rozwoju obszarów wiejskich na przykładzie Podkarpacia Environmental agriculture programmes as instruments of education for sustainable development of rural areas on the example of the Podkarpacie region. 257 Sabina Zaremba-Warnke: Realizacja zasad edukacji ekologicznej na zajęciach z przedmiotu marketing ekologiczny i modele konsumpcji Realisation of the principles of environmental education at the training classes of the lecturing subjects on environmental marketing and consumption models. 258 Paweł Skowron: Kreowanie wiedzy ekologicznej w przedsiębiorstwie Creating environmental knowledge in an enterprise. 259 Anetta Zielińska: Rola edukacji ekologicznej dla obszarów chronionych The role of environmental education for protected areas. 260 Joanna Czerna-Grygiel: Kapitał ludzki i społeczny w edukacji dla zrównowaŝonego rozwoju Human and social capital in education for sustainable development. 262 Adam Płachciak: Moralne znaczenie idei rozwoju zrównowaŝonego w warunkach gospodarki wolnorynkowej The moral significance of the sustainable development concept in the conditions of the free market economy. 263 Karolina Maliszewska, Jakub Kronenberg, Piotr Magnuszewski: Projekt edukacyjny Dynamika zrównowaŝonego rozwoju nauka rozwiązywania złoŝonych konfliktów społeczno-ekologicznych przy uŝyciu symulacji uczestniczącej The dynamics of sustainable development education project training in fining solutions to combined socioecological problems using participating simulation. 264 Barbara Jaros: Zagadnienia jakości Ŝycia a koncepcja zrównowaŝonego rozwoju The issues of the quality of life and the concept of sustainable development. 265

3 Krzysztof Malik: Edukacja poprzez ewaluację wdraŝania rozwoju zrównowaŝonego Education through evaluation of sustainable development implementation. 267 Agnieszka Skowrońska: Logistyka w edukacji dla zrównowaŝonego rozwoju The logistics in education for sustainable development. 268 Marta Wachowiak: RównowaŜona konsumpcja jako wyzwanie dla edukacji Sustainable consumption as a challenge for education. 269 Piotr Rogala: Społeczna odpowiedzialność biznesu jako forma edukacji dla zrównowaŝonego rozwoju przedsiębiorstwa Corporate social responsibility as a form of education for sustainable development of enterprises. 270 Tomasz Nitkiewicz: Znaczenie ekologicznej oceny cyklu Ŝycia w edukacji na rzecz zrównowaŝonego rozwoju The role of environmental life cycle assessment in education for sustainable development. 271 Tomasz Brzozowski: MoŜliwość wykorzystania w edukacji raportów zrównowaŝonego rozwoju przedsiębiorstw Alternatives for using the sustainable development reports of enterprises in education. 272 Tomasz Bergier, Jakub Kronenberg, Karolina Maliszewska: Szkoła letnia Wyzwania zrównowaŝonego rozwoju w Polsce - dwanaście lat doświadczeń Summer School Challenges for Sustainable Development in Poland - twelve years of experience. 273 Michał Ptak: Edukacja dla zrównowaŝonego rozwoju w krajach Unii Europejskiej Education for sustainable development in the countries of the European Union. 274 Czesław Wodzikowski: Działalność edukacyjna na rzecz zrównowaŝonego rozwoju Fundacji Ekologicznej Ziemi Chojnickiej i Zaborskiej Education activities for sustainable development carried out by the Environmental Foundation of the Chojnice and Zaborze Districts. 276 Łukasz Dymek: Edukacja dla zrównowaŝonego rozwoju poprzez Foresight Education for sustainable development through Foresight. 277 Agnieszka Becla, Stanisław Czaja: Czynniki warunkujące skuteczność edukacji ekologicznej na studiach zawodowych i magisterskich The factors determining the effectiveness of environmental education in vocational and master degree studies. 278 Małgorzata Grodzińska-Jurczak, Agata Pietrzyk: Potrzeby i metody edukacyjne na rzecz zrównowaŝonego rozwoju w Polsce The needs and teaching methods for sustainable development in Poland. 279 Małgorzata Burchard Dziubińska: Dostosowanie standardów nauczania na kierunkach ekonomicznych do kształcenia na rzecz rozwoju zrównowaŝonego Adoption of the education standards of the economy faculties to education for sustainable development. 280 Agnieszka Lorek, Sylwia Słupik: Stan edukacji na rzecz zrównowaŝonego rozwoju w Akademii Ekonomicznej w Katowicach w świetle badań ankietowych The status of education for sustainable development at the Katowice University of Economy in the light of a survey research. 281 Jadwiga Gierczycka, ElŜbieta Lorek: Edukacja na rzecz zrównowaŝonego rozwoju w śląskich szkołach wyŝszych Education for sustainable development in Silesian universities and academia. 282 Joanna Kostecka: Aktywne metody przekazu wiedzy dla zrównowaŝonego rozwoju w treściach przedmiotu Ekofilozofia na kierunku rolnictwo na Uniwersytecie Rzeszowskim Active methods of knowledge transfer for sustainable development in the ecophilosophy syllabus at the faculty of agriculture of the University of Rzeszów. 283 Tomasz Bergier, Jakub Kronenberg, Karolina Maliszewska: Analiza dobrych przykładów wprowadzania zrównowaŝonego rozwoju w przedsiębiorstwach połączonego z edukacją studentów Analysis of good examples of sustainable development in enterprises combined with students training. 284

4 Tomasz Bergier, Jakub Damurski, Karolina Maliszewska: Edukacja dla zrównowaŝonej gospodarki wodnej przez angaŝowanie studentów w rozwiązywanie rzeczywistych problemów Education for sustainable water management through involvement of students in addressing real problems. 286 Agnieszka Dembicka: Ocena skuteczności kształcenia w zakresie zrównowaŝonego rozwoju na podstawie opinii studentów kierunku ekonomia Assessment of the effectiveness of sustainable development teaching based on opinions of the economy faculty students. 287 STRESZCZENIA SUMMARIES Tadeusz Borys: The assumptions and objectives of the conference Education for sustainable development. Polish efforts addressing education for sustainable development were initiated several years earlier than the announcement of the Decade by the United Nations Organisation. A new quality of educational activities especially on the level of advanced education has been observed already in late 90 s. The article presents the history of the conference series EDUCATION FOR SUSTAINABLE DEVELOPMENT which lead to the organisation of the event in October Tadeusz Borys: Key challenges for education for sustainable development. A diagnosis of the status of education for sustainable development in Poland shows that it does not represent a comprehensive character i.e. it does not embrace all education levels. Most of the collected diagnostic data refer to university education. In Poland, education and the content of the training curricula clearly do not catch up with the research outcomes addressing the paradigms of development. Although some progress can be observed, its scope and ratio however hardly meet the demands. They result from the need to change the axiological attitudes and basing them on an at least moderate anthropocentrism. Presently, it is egocentrism and a typical technocratic approach that dominate, also in the education system. A full integration of the efforts undertaken by different creative environments to address the goals of the UN Decade of Education for Sustainable Development is needed together with the involvement of the Polish Parliament to promote this idea. Anna Kalinowska, Ilona MorŜoł, Małgorzata Skórka: The Decade of Education for Sustainable Development in Poland : Is the institutionalisation missing? After twenty five years since the dedicated decades have been announced by the United Nations Organisation to focus the attention of the communities ofin the world on the most important issues critical for solving urgent problems, the time has come to make a summary and analysis of the up to date accomplishments. Such recognition is the first step to search for good recipes for improvements of the individual elements which build the organisation of actions and extension of the Decade outreach. An analysis of the good practices from Germany and Poland allows to state that some of them could be implemented interchangeably while some organizational solutions represent high potential for adaptation. Hans Diefenbacher, Rike Schweizer, Marta Wachowiak: The UN Decade of Education for Sustainable Development in Germany the strong and the weak points. The focus of the sustainable development concept is on working out action plans as sustainable development cannot be realised without the readiness of people to change. This requires changing the attitudes, the philosophy of life and the education concepts. In 2005 and 2008 the German Commission for UNESCO published National Action Plans. Their authors promote them as comprehensive plans for the modernisation of life and economy in the 21st century, demanding new skills in education on the first place. The article presents an outline of the

5 history and the institutionalisation process of the Decade in Germany together with three successful projects which can serve as examples of good practices and the success criteria as well as indication of potential barriers for the future years of the Decade. Eugeniusz Kośmicki, Dariusz Pieńkowski: The fundamental problem of education for sustainable development: a technocratic or a reflective modernisation. The concept of modernisation belongs to the most important concepts of social sciences. The phases of the modernisation process comprise: evolutionary modernisation (dominating in the 20th century, based on the hegemony of the advancement concept), technocratic modernisation based on a comprehensive opportunity to implement innovative techniques and technologies in economy and society, and a reflective modernisation. It is still the technocratic modernisation that dominates in Poland which is proved by poor successes in putting the concept of sustainable development into practice. The followers of the technocratic modernisation develop actions described as greenwaching. They commonly use social manipulation and ordinary disinformation, especially in the advertising actions. Barbara Piontek: Axiology and the natural law in the education process. Axiology and the natural law together with the qualities resulting from them ensure the cohesion of science and education. This article is aimed at describing the principal natural laws and axioms as well as indicating the meaning of axiology and the natural law for science and the educational processes with special focus on the socio economic sciences. It also presents the consequences for the development which may result from the negligence of axiology and the natural law in science and education. Antoni Skowroński: Selected anthropocentric values in the education for sustainable development. The article addresses the issues of axiology and its practical implementation for the purposes of sustainable development education. The anthropocentric values which are aimed at developing and establishing the awareness of sustainable development taking into account the human perspective are underlined. A proper environmental education is required for that purpose which will not only teach but also shape the proper attitudes. Franciszek Piontek: The main provisions in the Constitution of the Republic of Poland addressing sustainable development. The article indicates a constitutional fixation of the principle and concept of sustainable development (article 5, 20 and 30 of the Constitution of the Republic of Poland) and the significance of these provisions for the science and the education process. Nevertheless, when doing science and education in practice, these provisions are frequently neglected and ignored. The consequences however have not been subject of evaluation from the viewpoint of complying with the Constitution. Artur Pawłowski: The landscape of culture and sustainable development education aspects. The study proposes a hierarchy of topical groups related to sustainable development which, beside the environmental, social and economic issues, includes also the issues of ethics. Implementation of sustainable development understood in this way requires appropriate educational programmes. They should support the recognition of communities with their own regions and landscape of culture which at the dame time enables its better protection. Mieczysław Adamowicz, Anna Nowak: Education of the inhabitants as a social aspect of sustainable development on the example of the Lubuskie Voievodeship. The sustainable development concept comprises three dimensions: social, economic and environmental.

6 Realisation of the social objectives of sustainable development is related to the education issues. Efforts determining a proper development include ensuring an equal access to education for all inhabitants, a guarantee of the continuity of education at all levels as well as an adequate quality of the education. Dariusz Kiełczewski, Tomasz Poskrobko: Teaching the economy of sustainable development. To implement the sustainable development principles, economists are required to make efforts towards building theoretical principles of sustainable development as well developing teaching methodologies of economy for sustainable development in which education concerning management of the nature capital seems to play a role of special importance. Teaching the economy of sustainable development includes also an important task of establishing the relations between the natural environment, the society and the economy as well as gaining the skills to implement this development concept. Marcin Łuszczyk: Developing the attitudes of homo sustinens among economists. The paper presents the concept of homo sustinens which is an alternative to the still commonly accepted attitude of homo economicus. Adoption of the new concept by the economists should become a strategic objective of environmental education. The author has additionally proposed to include on a permanent basis the category of sustainable development to the education programmes. Joost Platje: Indicators of sustainable development and education for sustainable development. Institutional capital deals with the importance of property rights and transaction costs for achieving sustainable development. An outline will be provided for developing indicators of elements of institutional capital: the public domain, institutional strength, good governance and an institutional equilibrium. Afterwards, implications for education for sustainable development will be discussed. Daria E. Jaremen, Janusz Turakiewicz: The concept of sustainable tourism the basic principles and assumptions. The article presents the attitudes towards sustainable tourism represented by UNWTO, WTTC and the European Union as well as the bodies of tourism policy in Poland. The essence of sustainable tourism has been presented including its features and principles summarized in the slogan Sustainable tourism: one goal for many entities. Aureliusz Miklaszewski: Key issues of environmental education. Environmental education of society, and in particular of the decision makers, is a necessity to ensure a successful realisation of the sustainable development principles. The article presents some main issues related to environmental education which should be carried out in a way as to satisfy the needs of sustainable development. Andrzej Rapacz, Piotr Gryszel, Daria E. Jaremen: The concept of sustainable development in the awareness and practical actions of the inhabitants of tourism municipalities. Putting the principles of sustainable development intopractice is of special importance to the resorts and tourism regions. Their inhabitants play a critical role in this process. The article is aimed at evaluating the involvement of the local communities in the application of the principles of sustainable development in tourism municipalities. The conclusions have been drawn based on a questionnaire studies performed on a group of over four hundred residents of selected municipalities of the Lower Silesia Voievodeship.

7 Andrzej Rapacz, Piotr Gryzel, Daria E. Jaremen: The role of hotel managers in educating hotel guests on sustainable development. The article addresses the issue of educating the consumers of tourism services on environmental issues and the role of business in this area. The authors have assumed that a full participation of the purchasers of these services in the realisation of the sustainable development goals expressed in greening tourism consumption depends on the level of consumer s knowledge. This level is mainly developed by the family, school and media but also by the tourism enterprises. The assumptions concerning the role of the tourism enterprises in educating the tourists on sustainable development have been built on the results of a questionnaire survey carried out in hotels located in the most attractive resorts of the Lower Silesia region. Jacek Pakuła: Legal principles of the environmental education in Poland. Environmental education plays a key role in the process of environmental protection. It seems that educating the society in the area of environmental protection may contribute to a true improvement of the state of the environment. Therefore there is a need to present the legal regulations concerning environmental education. Bartosz Bartniczak: Funding environmental education from the resources of the goaloriented funds in Poland. The article presents some controversial issues related to the activity of the goal oriented funds in the area of environmental protection in Poland. The main objection raised refers to the fact that their functioning does not comply with the polluter pays principle. On the other hand a justification is needed for the activities of these funds. One of the primary areas of their activity should address environmental education. An analysis of the activities of the National Fund of Environmental Protection and Water Management as well as the voievodeship funds has been carried out on the example of the Voievodeship Fund of Environmental Protection and Water Management in Wroc³aw. The article attempts to provide a reply to an important question: which problems related to thr procedures and merits cause that the number of successful beneficiaries is relatively short? Ewa Gajuś-Lankamer, Anna Maria Wójcik: Analysis of the continuity of education for sustainable development at different levels of general education in Poland. The system of formal education in Poland based on the new Programme Basis creates opportunities to meet the international requirements related to the education for sustainable development. It enables to believe that students graduating comprehensive secondary schools will represent an active attitude, become ready to cooperate with others, know their rights and gain competences to make decisions understanding the relationships between the nature society and economy. ElŜbieta Broniewicz, Rafał Miłaszewski, Henryk Sasinowski: Teaching of economics and environmental management at Białystok. Technical University. The paper discusses the scope of teaching of environmental management, environmental management systems, environmental protection economics and spatial planning at Bialystok Technical University. Lectures and exercises comprising these subjects are targeted at students specializing in the area of management, management and production engineering, environmental engineering and environmental protection. Zbigniew Głuszczak, Agnieszka Rzeńca: Environmental education in economic sciences. An example of the Faculty of Economy and Sociology of the Łódź University. Environmental education is an indispensable element of education at all its stages. The present socioeconomic situation and the quality of the natural environment require a professional training of the advanced education graduates to enable shaping the sustainable development processes

8 both in local and global scale. The article presents a verification and assessment of the effective education standards of selected faculties from the area of economy sciences (economy, computer sciences and econometrics, finances and accounting, international economic relations, spatial management, logistics) in the context of the broadly understood environmental education together with the curricula and teaching methods applied at different economy specialisations at the Faculty of Economy and Sociology of the University of Łódź in the scope of environmental education. Marta Gollinger-Tarajko: Eco-design in the realisation of the goals of education for sustainable development. Education for sustainable development requires a careful coordination of the education process of engineers and masters of science students at the product research faculties. An education programme including examples of eco design of products creates an opportunity to train a new generation graduates, capable of an extended perception of the manufactured products and commodities taking into account the categories of sustainable development. The article presents some examples of training activities carried out at the Faculty of Product research at the University of Economy in Cracow. Syllabuses comprising the subjects of environmental education including a broad interpretation of the sustainable development categories have been realised within two specialisations: product research and production management and engineering. Anna Duszak, Joanna Godlewska: The role of education in shaping the environmental awareness of the students at the technical University of Białystok. The article presents the results of a questionnaire survey concerning the level of environmental awareness of the students at the Technical University of Białystok. Issues related to the knowledge of environmental risks and environmental liability, individual activities and their motives of actions, information sources on environmental protection and the knowledge about organizations acting for environmental protection are discussed. Mariola Drozda: A comprehensive system of waste management as an element of environmental education of society. The article addresses the topics related to environmental education and awareness of the Polish society. It describes types of environmental education which are aimed at providing the society with the knowledge which is concise and understandable to all addressees regardless of their age and level of education. The presented and characterised sources of the environmental knowledge transfer are aimed to remind that the care for a clean environment depends primarily from the residents and that this process begins already in our households. An important element discussed in the article concerns the objectives and achieved results of an education, information and awareness rising campaign launched under the slogan Think globaly-act locally. Anna Kuczuk: Environmental education in agricultural farms. There is an increasing tendency among the agricultural farms to offer services related to the education for environmental protection in agriculture and rural areas. Environmental education carried out on farms is usually combined with environmental farming and considered as an opportunity for gaining additional profits. Environmental education on farms is addressed both to children, teenagers and adults visiting the farms as well as students performing their traineeship while simultaneously becoming a form of cooperation between the town and country. Janusz R. Mroczek: Environmental agriculture programmes as instruments of education for sustainable development of rural areas on the example of the Podkarpacie region.

9 The principal objective of the environmental agriculture programmes is to promote systems of agricultural production which are friendly to the environment. Farmers of the Podkarpacie region search for new opportunities for their activities. They benefit from the opportunities to develop their farms offered by the environmental agriculture programmes. Promoted by media and environmental advisers, the programmes have become an important element of environmental education in rural areas. Sabina Zaremba-Warnke: Realisation of the principles of environmental education at the training classes of the lecturing subjects on environmental marketing and consumption models. The article presents an analysis of the role of environmental awareness in the education of economists for sustainable development. Principles of efficient environmental education are characterised. An attempt to put these principles into practice on the example of a training course in the subject of Environmental Marketing and Consumption Models carried out at the specialisation of Management of Quality and the Environment at the University of Economy in Wrocław is presented. Paweł Skowron: Creating environmental knowledge in an enterprise. The term knowledge is presented with special focus on its environmental aspect. Actions aimed at building environmental knowledge as one of the primary factors influencing a sustainable development of enterprises are characterised. The author has carried out a questionnaire survey to make a diagnosis of the methods used to build environmental knowledge in selected manufacturing and service providing enterprises. Anetta Zielińska: The role of environmental education for protected areas. Environmental education shapes the environmental awareness of the society. Protected areas are a practical example of environmental education which should contribute to the improvement of the system of values, attitudes and behaviors of the society with regard to the changes taking place in the environment. Joanna Czerna-Grygiel: Human and social capital in education for sustainable development. The article presents the importance of the human and social capital in the process of education for sustainable development. The main policy of action, both in the case of the state administration and local governments should be aimed at supporting the activities and financing the improvement of the human factor quality as the most effective investment in the way to sustainable development of the civic society. Adam Płachciak: The moral significance of the sustainable development concept in the conditions of the free market economy. The moral dimension of the sustainable development concept plays a fundamental role in addressing the issues related to the interface the humans-nature, with justice representing a critical quality in this context. Therefore establishing a successful communication process between the business, social and public sectors is a priority task together with finding solutions to problems resulting from the activity of the free market economy in an effective way. It is possible only when based on the functioning of a civic society. Karolina Maliszewska, Jakub Kronenberg, Piotr Magnuszewski: The dynamics of sustainable development education project training in fining solutions to combined socio-ecological problems using participating simulation. The paper describes an innovative educational project Dynamics of sustainable development, carried out in , in the region of Karkonosze and the Oder river valley. The project was realized by an

10 interdisciplinary team of researchers and practitioners. It is explained why this type of projects should complement the classic academic education and how it can address all important aspects of sustainable development social, environmental and economic. Barbara Jaros: The issues of the quality of life and the concept of sustainable development. The quality of life which plays a key role in the education for sustainable development means that all people on the earth have an opportunity to develop their life style in a way as to make it in line with the sustainable development. The criterion of the sustainability quality of life aspects is an important factor influencing the general quality of life. A sustainable quality of life reveals the abundance of the harmonic coexistence of three different qualities in human life: the quality to have, the quality to be and the quality to love. Krzysztof Malik: Education through evaluation of sustainable development implementation. The study verifies the thesis that the evaluation process of the public activities is an up to date effective tool of professional education which increases the level of knowledge on the realisation of the sustainable development concept among all social partners managing the development. An evaluation of the objectives and actions of the Regional Operation Programme of the Opole Voievodeship for the years has been carried out using the criteria of the sustainability of orders and development capitals. Agnieszka Skowroñska: The logistics in education for sustainable development. The article attempts to specify the role of logistics in education for sustainable development. The starting point of our dissertation is pointing to the logistic sector as an agent that influences economy, society, wildlife and space. Later in the article, the author points to the fact that if in logistics there are so many possibilities of development sustainability, one cannot miss out the educational aspect of logistics, namely the educational role that the proper logistic policy could play. The article also mentions two conditions that must be satisfied in order for the role of logistics in education for sustainable development to be precisely and distinctly defined. They include the necessity to assume an appropriate paradigm of logistic sector development, the necessity to realize, through sustainable development sectors, ministries of transport and other state administration institutions, the enormous role that logistics can play in development sustainability, as well as the necessity to imprint the intercorrelations that exist between logistics and its surroundings into the minds of those who deal with logistics, by shaping a new role model of logistic qualifications. Marta Wachowiak: Sustainable consumption as a challenge for education. Education on the topic of sustainable consumption plays a meaningful role in the outreach of sustainable development principles. The customers behaviour may have a significant impact on the development and promotion of environmentally friendly production of commodities and their and selling. In practice however, sustainable consumption is a challenge for education as it cannot be limited to an individual oriented environmental education but must represent an interdisciplinary approach to the issue going beyond a traditional educationsystem. Sustainable consumption requires specific information as a contemporary consumer living in a hectic pace of life has no time to search for and analyse available information. Piotr Rogala: Corporate social responsibility as a form of education for sustainable development of enterprises. The article presents a thesis that the concept of corporate business responsibility (CBR) should be considered as theleading form of promoting sustainable development in enterprises. It is supported primarily by the fact that the scope of

11 CBR is much broader than environmental management and therefore covers the issue of sustainable development in a more comprehensive way. Tomasz Nitkiewicz: The role of environmental life cycle assessment in education for sustainable development. The objective of the paper is to identify the role of life cycle assessment as a tool of sustainable development implementation and as a potential element of sustainable development education. Author presents the place of LCA in sustainable development concept and LCA potential to become a tool of its implementation and monitoring in the field of environmental impact of human economic and industrial activities. The attempt has been made to identify the range and directions of education where LCA could becom evital element of sustainable development eduction. Tomasz Brzozowski: Alternatives for using the sustainable development reports of enterprises in education. Enterprises publish their sustainable development reports mainly to develop the image of the company and with a clear purpose to gain specific economic, social and environmental benefits. However, it is worth to draw attention to the fact that these reports represent also a value for education especially that one of the main target groups of these reports is the scientific community. These reports may find application for the education purposes mainly as a material to analyse the strategies and development goals adopted by companies, achieved economic, social and environmental effects, applied methods for measuring sustainable development and comparison with other companies. Tomasz Bergier, Jakub Kronenberg, Karolina Maliszewska: Summer School Challenges for Sustainable Development in Poland - twelve years of experience. In the paper the experience from 12 editions of the summer school Challenges of Sustainable Development in Poland has been described. The institutions organizing the school have been presented, as well as its goals and priorities, and recruitment process. The teaching methods have been presented, including two large practical projects Sustainable Local Development and Sustainable Business which are interesting applications of learning by doing philosophy. Michał Ptak: Education for sustainable development in the countries of the European Union. The study presents the up-to-date experiences of the EU Member States concerning the implementation of the UN initiative Decade for Sustainable Development ( ), as well as the Strategy of Education for Sustainable Development of the European Economic Commission. Attention has been paid to such issues as establishing relevant coordinating institutions which ensure collaboration among different entities, development of the national plans and other strategic documents as well as ensuring financial means to support education for sustainable development. Czesław Wodzikowski: Education activities for sustainable development carried out by the Environmental Foundation of the Chojnice and Zaborze Districts. The article presents the goals and accomplished results of the project entitled Integrated Programme of Environmental Education in the District of Chojnice carried out by the Environmental Foundation of the Chojnice and Zaborze Districts. The key components of the programme include: environmental education, culture and health education, integration of local communities, promotion of educative qualities, building a civic society, implementation of the sustainable development strategy of the district as well as building partnerships between local authorities, economic entities and non-governmental organisations in line with the ssumptions of the EU programme Leader Plus.

12 Łukasz Dymek: Education for sustainable development through Foresight. Foresight is a new tool for realising the development policy, meaningful especially in the regional aspect. The research studies conducted within the regional foresight indicate the necessity for developing a conscious thinking of the society about the future of the region. Education through foresight enables not only preparing for changes which will irrevocably take place but first of all creating a common vision of the future. Agnieszka Becla, Stanisław Czaja: The factors determining the effectiveness of environmental education in vocational and master degree studies. Environmental sensitivity and awareness as well as knowledge in this area belong to the serious theoreticalcognitive and implementation challenges of the contemporary times. It results primarily from an increased number of environmental information sources and dissemination of the environmental education. The authors made an attempt to analyse and assess the importance of the individual factors from the viewpoint of their impact on the effectiveness of the environmental education. Małgorzata Grodzińska-Jurczak, Agata Pietrzyk: The needs and teaching methods for sustainable development in Poland. A number of studies indicate that proper education for sustainable development both in formal and informal sphere has been neglected and the implementation of the sustainable development principles is definitely insufficient and ineffective. The presence of the sustainable development contents in the education system results mainly from the interdisciplinary training pathway Environmental education realised in recent years. It is focused mainly on the environment and nature issues while the social and economic issues are poorly addressed if at all. A realistic implementation the sustainable development principles into practice can take place only through intensive training and information efforts in the sector of formal and informal education. The effectiveness of these efforts will be high on condition that they are subject to careful planning at each stage of their realisation. Małgorzata Burchard-Dziubiñska: Adoption of the education standards of the economy faculties to education for sustainable development. The study comprised an analysis of the current education standards at the faculties of economy effective in Poland from the viewpoint of the presence of contents in the training programme minima related to sustainable development as the theoretical as well as practical development and management concept of the economies on the country, regional and global level. The article includes some postulates of changes which should be made in the programme minima so as to ensure that all students of these faculties gain not only the knowledge of the principles of sustainable development but how to realise them in policy and in the economic practice. Agnieszka Lorek, Sylwia Słupik: The status of education for sustainable development at the Katowice University of Economy in the light of a survey research. Education for sustainable development comprises a combination of correlated issues addressing the environment, economy and society. Unfortunately, an erroneous tendency can frequently be observed when the economic, social and environmental aspects of sustainable development are considered separately. Following the provisions of Polish strategic documents and the international trends, The Principles of Sustainable Development should become one of the basic training courses of the I level university studies (bachelor degree studies) at all faculties. Needless to say, these assumptions remain still in the sphere of planning. The article presents the experiences of the University of Economy in Katowice related to this issue.

13 Jadwiga Gierczycka, ElŜbieta Lorek: Education for sustainable development in Silesian universities and academia. The article presents the results of studies concerning the evaluation of the training curricula for students in the scope of sustainable development. The subject of evaluation included advanced training curricula realised by Silesian private universities of which educate a very high number of students from the Upper Silesia. The curricula were analysed taking into account the degree in which they address the evelopment of a holistic knowledge about economic growth, quality of life and environmental protection for the needs of sustainable development implementation practice. Moreover, the article includes examples of syllabuses of subjects addressing the issue of sustainable development lectured at the faculties of management, environmental engineering and the European studies of the Silesian School of Management in Katowice. Joanna Kostecka: Active methods of knowledge transfer for sustainable development in the ecophilosophy syllabus at the faculty of agriculture of the University of Rzeszów. Education for sustainable development requires incessant actions which scope cannot be limited only to extending the scope of knowledge in the environmental, economic and social aspects of sustainable development. The present level at which the homo sapiens civilization currently functions represent an urgent need for a common knowledge of the principles of ecophilosphy. It will help justify the contact between the personal, social and environmental dimensions of education, strengthen the awareness and personal responsibility of citizens towards the environment (environmental aspects) as well as towards other people (without whom the sustainable development cannot be realised social aspect) and develop voluntarism as well as entrepreneurship philanthropy leading to the civic society (economic aspect). Tomasz Bergier, Jakub Kronenberg, Karolina Maliszewska: Analysis of good examples of sustainable development in enterprises combined with students training. Learning by doing is inherent in educational activities run by the Sendzimir Foundation in cooperation with business and other market institutions. The article presents the idea and examples of practice oriented projects carried out within the Challenges of Sustainable Development in Poland summer school and other educational activities of the Sendzimir Foundation. The purpose of those projects was to implement sustainable development principles in business. Tomasz Bergier, Jakub Damurski, Karolina Maliszewska: Education for sustainable water management through involvement of students in addressing real problems. The paper presents three projects combining education with the practical activities for sustainable water management, which were carried out in close cooperation with local partners. The first project was organized in Dziewin in 2006 and resulted in a decision to build a constructed wetland to treat wastewater from this settlement. The subject of two other practical projects, which were realized within the summer school Challenges of Sustainable Development in Poland, was water management in Przysłop and Zawoja. Agnieszka Dembicka: Assessment of the effectiveness of sustainable development teaching based on opinions of the economy faculty students. One of the forms of providing information on sustainable development is education on the primary, secondary and university level. It is therefore important how well and how deep the term sustainable development is known and whether it is correctly understood by the students. The research results indicate that there are differences among university students concerning the knowledge of the topic while the graduates of the secondary schools, despite the fact that they learnt this term, do not fully understand it.