The plan for piloting the Baltic21E programme in Finland, devised by a Ministry of Education committee (Opetusministeriön työryhmien muistioita 36:2002), was implemented from 2002 to 2005.

This second report of the committee (2006) combines (1) the Finnish Baltic21E action plan and the plan for implementation of sustainable development in education and research according to the national Development Plan for Education and Research with (2) the Finnish strategy for the Decade of Education for Sustainable Development (DESD). The report begins with a description of the pilot phase 2002–2005, drawing on the experiences and tacit knowledge gained. Chapters 1–8 report and assess the pilot implementation of the national Baltic21E programme and Chapter 9 presents the vision and strategic lines for ESD in the education system, which were informed by national education policy documents and policy, Baltic21E, the ESD Strategy of the United Nations Economic Commission for Europe (UNECE), and the University Charter for Sustainable Development (Copernicus Charter). The committee puts forward proposals for the implementation of the strategy and action lines in general, liberal adult, vocational, polytechnic and university education and in R&D.

The committee members were representatives of the Ministry of Education and the ESD coordinators of the different education sectors. As sectoral experts, the coordinators were responsible for the planning and coordination of the national pilot and the conclusions drawn from it. Thus the signatories of this report have largely influenced its content.

The vision for the Finnish education system is that all individuals can contribute to sustainable development which satisfies the needs of today’s populations without jeopardizing the possibilities of future generations to satisfy theirs. The promotion of ESD is founded in a holistic view of development which addresses the ecologic, economic, social and cultural dimensions. Finnish DESD policy comprises the following elements: (1) the promotion of SD (incl. sustainable consumption and production) in education at all levels; (2) institutional commitment at policy, steering and practical levels; (3) ethical and integrated approach: all activities address the ecologic, economic, social and cultural considerations as mutually supporting dimensions; (4) integration: the SD outlook is included in all activities; (5) staff development training; (6) interdisciplinarity; (7) dissemination of information; (8) increased networking and other cooperation; (9) participation: empowerment of citizens; (10) research, postgraduate and continuing education programmes; and (11) the utilisation of innovation.

The committee proposes that a follow-up group be set up to monitor and assess the implementation and organise national reporting. The mode of reporting proposed by the Committee (Chapter 10) can also be used to monitor the national implementation of the international Baltic21E programme and the UNECE ESD strategy. The promotion of ESD is taken into account in the core funding of the different education sectors. The promotion of SD is also considered in the Ministry’s performance management procedure.