91�鶹������Ʒ����

Initiated as a top-down approach, the practice used contemporary research results, filtered through a multistakeholder consultation process. It took a holistic approach to teachers´ professional learning in ESD, from initial teacher training to creating learning opportunities for in-service teachers. Standards and indicators along with guidance documents were established and harmonised with an existing framework of teachers´ training, assessment, evaluation, appraisal and career model in the country.