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dc.contributor.authorGiangrande, Naresh
dc.contributor.authorWhite, Rehema Mary
dc.contributor.authorEast, May
dc.contributor.authorJackson, Ross
dc.contributor.authorClarke, Tim
dc.contributor.authorSaloff Coste, Michel
dc.contributor.authorPenha-Lopes, Gil
dc.identifier.citationGiangrande , 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 .
dc.identifier.otherPURE: 258912136
dc.identifier.otherPURE UUID: c3bcd4e0-4d1c-469f-98d2-721dc65535f2
dc.identifier.otherScopus: 85067133655
dc.identifier.otherWOS: 000471010300115
dc.identifier.otherORCID: /0000-0002-9669-0012/work/64697349
dc.descriptionThis research was supported by Gaia Education. G.P-L was funded by Fundação para a Ciência e Tecnologia (Contract number IF/00940/2015).en
dc.description.abstractThe 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.
dc.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 (
dc.subjectEducation for sustainable developmenten
dc.subjectKey competenciesen
dc.subjectSustainable development goalsen
dc.subjectSDG 4en
dc.subjectTransformative learningen
dc.subjectEvaluation frameworken
dc.subjectGF Human ecology. Anthropogeographyen
dc.subjectLB Theory and practice of educationen
dc.titleA competency framework to assess and activate education for sustainable development : addressing the UN Sustainable Development Goals 4.7 Challengeen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Geography & Sustainable Developmenten
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. Scottish Oceans Instituteen
dc.contributor.institutionUniversity of St Andrews. St Andrews Sustainability Instituteen
dc.description.statusPeer revieweden

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