Non-formal Education for Sustainable Society: A Case Study of “Hobby School” in Estonia Hideki Maruyama*, Kersti Sogel**

Year 2015, Volume: 3 Issue: 30, 65 - 77, 03.12.2015

Hideki Maruyama Kersti Sogel

Abstract

The United Nations Decade of Education for Sustainable Development
from 2005 to 2014 was an official global movement to reflect our sustainability. There
were many remarkable activities across countries because education had a significant
role for sustainable environments in natural, cultural, economic, and social aspects.
School education is often called formal education, and more flexible practices are
non-formal education (NFE). School is authorized by the governments, and NFE
includes more autonomous and volunteer learnings. A small country such as Estonia
concentrates on knowledge economy to survive in the globalized world today, but its
identity is implicitly more important to sustain. The Estonian education system is
successful, and meantime, it has many NFE, especially education focusing on nature.
This article picks up a long-lasting NFE case and tries to illustrate how NFE keeps
their worship to nature as the central portion of the Estonian national identity.

Keywords

ESD, sustainability, non-formal education, national identity, Estonia

Non-formal Education for Sustainable Society: A Case Study of “Hobby School” in Estonia Hideki Maruyama*, Kersti Sogel**

Abstract

2005 ve 2014 yılları arasında Birleşmiş Milletler Sürdürülebilir Kalkınma
için Eğitim Onyılı sürdürülebilirliğimiz üzerine düşünmek adına resmî bir küresel
hareketti. Birçok ülkede birçok faaliyetlerle, eğitimin doğal, kültürel, ekonomik ve
sosyal bakımdan sürdürülebilir bir çevre için sahip olduğu önemli rol tartışılmıştı.
Okul eğitimi, resmî ve okul-dışı daha esnek uygulamalarsa gayrıresmî eğitim olarak
adlandırılmaktadır. Okul devletce remiyete büründürülürken, gayrıresmî eğitimin
taşıyıcısı gönüllülerdir. Küreselleşen dünyada ayakta kalabailmek için bilgi ekonomisine
odaklanan Estonya gibi küçük bir ülkede, nevi şahsına münhasır karakteri, kendi
sürdürülebilirliği açısından oldukça önemlidir. Estonya’da eğiştim sistemi başarılı olsa
da, ayrıca gayrıresmî eğitim kurumları da mevcuttur. Bu makale uzun soluklu bir gayrıresmî
eğitim kurumunu merkeze alarak Estonya ulusal kimliğinin nasıl sürdürülebilir
kılındığını göstermektedir

Keywords

Sürdürülebilir Kalkınma için Eğitim, sürdürülebilirlik, gayrıresmî eğitim, ulusal kimlik, Estonya

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