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A competency framework to assess and activate education for sustainable development : addressing the UN Sustainable Development Goals 4.7 Challenge

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Giangrade_2019_A_competency_Sustainability_11_02832.pdf (950.1Kb)
Date
17/05/2019
Author
Giangrande, Naresh
White, Rehema Mary
East, May
Jackson, Ross
Clarke, Tim
Saloff Coste, Michel
Penha-Lopes, Gil
Keywords
Education for sustainable development
Key competencies
Sustainable development goals
SDG 4
Transformative learning
Evaluation framework
GF Human ecology. Anthropogeography
LB Theory and practice of education
NDAS
Metadata
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Abstract
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.
Citation
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
Publication
Sustainability
Status
Peer reviewed
DOI
https://doi.org/10.3390/su11102832
ISSN
2071-1050
Type
Journal article
Rights
© 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/).
Description
This research was supported by Gaia Education. G.P-L was funded by Fundação para a Ciência e Tecnologia (Contract number IF/00940/2015).
Collections
  • University of St Andrews Research
URL
https://www.mdpi.com/journal/sustainability/special_issues/Competencies_ESD
https://www.mdpi.com/2071-1050/11/10/2832
URI
http://hdl.handle.net/10023/17719

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