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  The comprehensive character of ESD makes it difficult to see clearly its relationship with public education systems. Trends such as globalization increasingly exert influence on the education system in Germany. It is important for those who are responsible for ESD to question the value of their ESD activities and to seek out evidence for its benefits, thus examining their education systems objectively. The keyword ‘competency’ becomes important here. This essay will examine the foundation and the values of ESD activities in the German education systems from the perspectives of the German discourse on competency models.

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  “Sustainable School” in UK prepares young people for a lifetime of sustainable living, through its teaching, structures, and day-to-day practices. It is guided by a commitment to care: (1) for ourselves (our health and well-being); (2) for others, across cultures, distances, and generations; and (3) for the planet, both locally and globally. The school puts a high value on the well-being of its pupils and the school environment. Furthermore, it is also a great place to learn, where pupils can develop self-esteem and achieve higher standards. The DfES developed the National Framework for Sustainable School, with eight doorways (themes), i.e. food and drink, energy and water, travel and traffic, purchasing and waste, school facilities and schoolyards, inclusion and participation, local well-being, and global dimension, through which schools may choose to initiate or extend their activities. Along with this line, the authors introduce the aspects of “Sustainable Schools” led by the UK Government: (1) the implementation strategy and the national framework of UK Government; (2) ESD implications internalized in the activities. This paper describes possibilities and potentialities of Sustainable Schools, thier implications for the area of Formal Education in Japan, and some related research activities conducted by Gayford (2009) and Scott (2003, 2009).

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  The purpose of this paper is to examine the concepts of food education. This education has been approached from many perspectives in the past. At the same time, there are some difficulties in discussing this topic because the conceptual clarifications have been inadequate.
  Considering the present social conditions surrounding food, Food-Agriculture education and Food-environmental education in the context of environmental education have a significant meaning. However, it is difficult to distinguish the difference between these disciplines.
  In this paper, we try to grasp food-environment as a complex concept, community, and a social system. Then we discuss the meaning and the usefulness of Food-environmental education.

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  This study concerns interdisciplnarity introduced in environment studies, as a separate subject from the 6th national curriculum of 1992, to the revised national curriculum of 2009 in Korea. All the curriculum developers considered interdisciplinary approach as a critical way to maintain the identity of environmental education and suggested a few guidelines and recommendations for implementing interdisciplnarity in every part of the curriculum, including objectives, teaching methods, contents, and evaluation. Several barriers that have prevented interdiscilinarity from being materialized were identified to be: 1) teacher education program leaning toward environmental science; 2) lack of supporting systems for teachers; 3) insufficient connection to university entrance evaluation and career development. The revised national curriculum of 2009 introduced some measures to overcome such barriers, including: 1) environment project as a key content; 2) cooperative system using social environmental education resources based on Environmental Education Promotion Act; 3) more detailed, descriptive evaluation on school records in connection with admissions offices. Other necessary efforts, which were required to complete comprehensive school environmental education framework, were also discussed in this article.

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  This paper discusses the promoting factors of pro-environmental behaviors of employees. The results are based on studies with 402 employees from different companies who serve as Nature Conservation Committees. Structural equation modelling is applied for its statistical analyses. There were three important factors: the environmental policies employed by each company, ambitious attitudes toward pro-environmental behaviors, and motivations for environmental conservation. The most prominent factor is the first. Eemployees usually obey environmental policies of their companies. Colleagues and supervisors encourage one another to achieve such a result. The next prominent factor was the second. Ambitious pro-environmental attitudes among employees are often motivated by environmental policies of their companies. The last factor is the third. Employees are not only influenced by environmental policies of their companies, but also motivated by their own environmental awareness and knowledge.
  This study focuses on increasing ambitious attitudes, which can lead to pro-environmental behaviours. Keeping in touch with nature in everyday life and having sensitivity to nature are effective to increase ambitious attitudes toward pro-environmental behaviors. Furthermore, a person, who has studied environmental education such as going out to observe nature or has been lectured the values of the environment, also have ambitious attitudes toward pro-environmental behaviors. Policies, ambitious, attitudes, and motivations for environmental conservation, are essential to pro-environmental behaviors. Environmental education plays the important role in those companies, and interacting with nature would be the effective ways to promote pro-environmental behaviors.

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