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Pupils’ cooperatives and the acquisition of competences for sustainable development

Author

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  • Nicole GÖLER von RAVENSBURG

    (Frankfurt University of Applied Sciences, Germany)

Abstract
About 20 years ago Education for Sustainable Development (ESD) became a new educational aim for secondary school education in Germany (Programm Transfer 21). 14 different ESD learning arrangements were experimentally tested from 2002 to 2005 in secondary schools. School firms ranked highest (BLK Transfer 21 (Eds.) 2005). However, school firms for ESD for some time only developed in Niedersachsen, where they had originally been tested in said experiment. Work in these centred on ethical and resource efficient interactions with the social, economic and ecological environment (de Haan/Grundmann/Plesse 2009: 64-65). Pupils’ cooperatives (PC) are special school firms, modelled on the German real world cooperative modus including quasi-registration, annual audit, partnership with realworld coops etc. Some ESD school firms have existed before transforming into pupils cooperatives, while others have been started in a cooperative manner right away. The waiting list of ESD School firms wanting to become PC is long, but the promoting cooperative federations usually limit the numbers newly accepted each year. Examples of PC’s business ideas are making string puppets and performing with them, felting sheep wool, bee keeping, the making of apple juice, breeding of mushrooms, building steel barbecues, running computer courses for senior citizens, catering, event management and so forth. Business ideas thus are not much different to those of other school firms focused on ESD. The attractiveness of the cooperative form seems to be linked to initiators believing that the cooperative way of organizing is particularly conducive to ESD. The objective of this paper is to screen the results of three rounds of scientific project evaluation so far undertaken in Niedersachsen and Nordrhein-Westfalen in regard to this belief. Using a mixed method approach these evaluations identify the most significant factors driving this belief. Furthermore they detail the self-assessment of pupils and teachers in regard to the acquisition of competencies, verify the degree to which PCs work cooperatively and shed light on the interactions between PCs and “grown-up” partner coops. The paper discusses the relevance of these aspects and outlines further (comparative) research needs.

Suggested Citation

  • Nicole GÖLER von RAVENSBURG, 2017. "Pupils’ cooperatives and the acquisition of competences for sustainable development," CIRIEC Working Papers 1701, CIRIEC - Université de Liège.
    • Handle: RePEc:crc:wpaper:1701
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    File URL: https://www.ciriec.uliege.be/repec/WP17-01.pdf
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    References listed on IDEAS

    as
    1. Hessel Oosterbeek & Mirjam van Praag & Auke IJsselstein, 2008. "The impact of entrepreneurship education on entrepreneurship competencies and intentions: An evaluation of the Junior Achievement Student Mini-Company Program," Jena Economics Research Papers 2008-027, Friedrich-Schiller-University Jena.
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    5. Yona Rubinstein & James J. Heckman, 2001. "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review, American Economic Association, vol. 91(2), pages 145-149, May.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    school firm; mini company; education; social entrepreneurship; community of practice; learning outcome; Gestaltungskompetenz.;
    All these keywords.

    JEL classification:

    • P13 - Political Economy and Comparative Economic Systems - - Capitalist Economies - - - Cooperative Enterprises
    • O35 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Social Innovation
    • A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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