A competency framework to assess and activate education for sustainable development : addressing the UN Sustainable Development Goals 4.7 Challenge
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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.
Giangrande , N , White , R M , East , M , Jackson , R , Clarke , T , Saloff Coste , M & Penha-Lopes , G 2019 , ' A competency framework to assess and activate education for sustainable development : addressing the UN Sustainable Development Goals 4.7 Challenge ' , Sustainability , vol. 11 , no. 10 , 2832 . https://doi.org/10.3390/su11102832
© 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
DescriptionThis research was supported by Gaia Education. G.P-L was funded by Fundação para a Ciência e Tecnologia (Contract number IF/00940/2015).
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