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Schools with ESD label (Education for Sustainable Development)
Year Value Units
2023 11.858 Percentage
2022 Percentage
2024 Percentage

Data source: Ministries of Education and Cultural Affairs of the federal states in cooperation with the Hessian State Statistical Office

Note: The data is based on a special evaluation and is not publicly available.

This table includes additional information to the above visualized indicators, i.e. a short definition of this indicator and a description of the politically determined target values as well as explaining the political intention behind selecting this indicator.

Definition

The indicator represents the proportion of general education and vocational schools (in per cent) that have at least one certification in the area of Education for Sustainable Development (from a set of ESD labels defined by the Länder Ministries of Education and Cultural Affairs). The ESD labels are intended to characterise a school’s special commitment to anchoring Education for Sustainable Development (ESD) in lessons and school development.
Intention

The concept of Education for Sustainable Development (ESD) aims to enable pupils to actively shape an ecologically compatible, economically efficient and socially just environment, taking into account global aspects, basic democratic principles and cultural diversity.
Target

Continuous increase
Type of target

Target direction
Implemen­tation in weather symbol calculation

The proportion of schools with the ESD label (Education for Sustainable Development) should increase.


No assessment possible. Too few data points.
Data state

15.01.2025

4.1.c Schools with ESD label (Education for Sustainable Development)

Schools that incorporate sustainable principles into their teaching and school development can certify their commitment through various BNE (Education for Sustainable Development) labels. The indicator “Schools with a BNE Label”, introduced by the Federal Ministry of Education and Research (BMBF) and the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (KMK), records the proportion of schools awarded specific BNE labels.

The first survey of this indicator was conducted between July and November 2024. It considered 27 different BNE labels, seven of which are awarded nationwide and 20 only in individual federal states. The labels were selected based on established criteria intended to reflect the integration of BNE into school and teaching development.

The results of the survey for the 2023/2024 school year show that 3,556 out of a total of 29,988 public and private general and vocational schools in Germany hold a BNE label, corresponding to approximately 11.9% of all schools. Schools with multiple BNE certifications are only counted once as BNE-certified schools. The next survey is planned for the 2025/2026 school year.

The criteria for inclusion and the pre-selection of BNE labels were developed by a working group comprising representatives from the federal government, the Länder, and academia. To be recognised as a BNE label, each label must meet specific requirements designed to ensure that BNE is embedded in teaching beyond basic curriculum requirements and is considered part of a holistic whole-school approach to development.

Nationwide recognised BNE labels include, among others: the Club of Rome Schools label, Fairtrade Schools, Naturpark-Schule (Nature Park School), Schools for Earth, Umweltschule in Europa – Internationale Nachhaltigkeitsschule (Eco-Schools in Europe – International Sustainability School), UNESCO Associated Schools, and the “Verbraucherschule (Gold)” (Consumer School ‑ Gold) label.

Changes to the recognised labels, both in terms of their content requirements and the number of labels considered overall, will, despite the set selection criteria, affect the indicator’s informative value over time.

The qualitative significance of the indicator is limited due to the heterogeneous structure of the label system, as the various labels have different award criteria and therefore do not guarantee a uniform level of BNE integration. Furthermore, the indicator does not provide direct information about the success of Education for Sustainable Development or the actual knowledge imparted. Therefore, the number of certified schools alone cannot be used to infer the quality of BNE implementation. Likewise, this indicator does not allow any conclusions to be drawn about the proportion of pupils attending BNE-certified schools.

The politically set goal of increasing the share of schools with a BNE label (Education for Sustainable Development) cannot currently be assessed, as no longitudinal data are yet available.