A competency framework to assess and activate education for sustainable development : addressing the UN Sustainable Development Goals 4.7 Challenge
| Autor: | Ross Jackson, Michel Saloff Coste, Gil Penha-Lopes, Tim Clarke, Naresh Giangrande, May East, Rehema M. White |
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| Přispěvatelé: | University of St Andrews. School of Geography & Sustainable Development, University of St Andrews. Centre for Higher Education Research, University of St Andrews. Scottish Oceans Institute, University of St Andrews. St Andrews Sustainability Institute |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
key competencies
LB Theory and practice of education Process management Computer science Trainer Process (engineering) 020209 energy Evaluation framework Geography Planning and Development NDAS TJ807-830 Sustainable development goals Transformative learning 02 engineering and technology GF Human ecology. Anthropogeography 010501 environmental sciences Management Monitoring Policy and Law TD194-195 01 natural sciences Education for sustainable development Renewable energy sources 0202 electrical engineering electronic engineering information engineering GE1-350 SDG 4 0105 earth and related environmental sciences Sustainable development evaluation framework Environmental effects of industries and plants Renewable Energy Sustainability and the Environment Theory of multiple intelligences education for sustainable development Monitoring and evaluation sustainable development goals GF Key competencies Environmental sciences transformative learning Sustainability LB |
| Zdroj: | Sustainability, Vol 11, Iss 10, p 2832 (2019) |
| Popis: | This research was supported by Gaia Education. G.P-L was funded by Fundação para a Ciência e Tecnologia (Contract number IF/00940/2015). The UN Transforming our World: The 2030 Agenda for Sustainable Development (herein, Agenda 30) and the Sustainable Development Goals (SDGs) offer both a set of aspirations for the kind of future we would like to see for the world and a suite of targets and indicators to support goal implementation. Goal 4 promotes quality education and Target 4.7 specifically addresses Education for Sustainability. However, creating a monitoring and evaluation framework for Target 4.7 has been challenging. The aim of this research was to develop a meaningful assessment process. We used a dialogical intervention across complementary expertises and piloted concepts in a trainer workshop. We then developed a modified competency framework, drawing on previous competency models but innovating through the addition of intrapersonal competencies, a self-reflective validation scheme, a focus on non-formal learning, and specific alignment with SDG 4.7 requirements. Through exploration of how such learning could be activated, we proposed the use of multiple intelligences. Education plays a synergistic role in achieving the aspirations embedded within Agenda 2030 and the SDGs. We concluded that Education for Sustainable Development (ESD) will require individuals to acquire ‘key competencies’, aligning with notions of transformational learning, in addition to other generic and context specific competencies. Publisher PDF |
| Databáze: | OpenAIRE |
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