Next Article in Journal
A Simple GIS-Based Model for Urban Rainstorm Inundation Simulation
Next Article in Special Issue
A Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainability Competencies
Previous Article in Journal
Social Impact Investing for Marginalized Communities in Hong Kong: Cases and Issues
Previous Article in Special Issue
Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption
Open AccessConcept Paper

A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge

1
Gaia Education, Edinburgh EH9 1PL, UK
2
School of Geography and Sustainable Development, University of St. Andrews, St. Andrews KY16 9AJ, UK
3
Town and Regional Planning, University of Dundee, Dundee DD1 4HN, UK
4
European Network for Community-Led Initiatives on Climate Change and Sustainability (ECOLIS), 1050 Brussels, Belgium
5
Institut International de Prospective sur les Ecosystèmes Innovants, Université Catholique de Lille, 59800 Lille, France
6
Centre for Ecology, Evolution and Environmental Changes, Faculdade de Ciências da Universidade de Lisboa, 1649-004 Lisboa, Portugal
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(10), 2832; https://doi.org/10.3390/su11102832
Received: 31 March 2019 / Revised: 1 May 2019 / Accepted: 14 May 2019 / Published: 17 May 2019
(This article belongs to the Special Issue Competencies in Education for Sustainable Development)
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. View Full-Text
Keywords: education for sustainable development; key competencies; sustainable development goals; SDG 4; transformative learning; evaluation framework education for sustainable development; key competencies; sustainable development goals; SDG 4; transformative learning; evaluation framework
Show Figures

Figure 1

MDPI and ACS Style

Giangrande, N.; White, R.M.; East, M.; Jackson, R.; Clarke, T.; Saloff Coste, M.; Penha-Lopes, G. A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge. Sustainability 2019, 11, 2832.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop