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

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

Anahtar Kelimeler:

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

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

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,

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