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Devising a Competence-Based Training Program for Educators of Sustainable Development: Lessons Learned

1
School of Education, University of Gloucestershire, Francis Close Hall, Cheltenham GL50 4AZ, UK
2
Institute of Ecology, Tallinn University, 10120 Tallinn, Estonia
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Duurzame PABO, Sint Kruis 4528 KH, The Netherlands
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Department of Education, Languages, Interculture and Psychology, University of Florence, 50121 Florence, Italy
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Italian Association of Sustainability Science (IASS), 00184 Rome, Italy
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Department of Education, School of Education and Social Sciences, Frederick University, Nicosia 1036, Cyprus
7
Hungarian Research Teachers’ Association, Budapest 1363, Hungary
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(7), 1890; https://doi.org/10.3390/su11071890
Received: 28 February 2019 / Revised: 17 March 2019 / Accepted: 18 March 2019 / Published: 29 March 2019
(This article belongs to the Special Issue Competencies in Education for Sustainable Development)
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Abstract

Over recent decades, education policy has been preoccupied with economic growth while paying insufficient heed to global sustainability challenges. International initiatives to promote education for sustainable development (ESD) have been hampered by a lack of clarity on how to implement this form of education. To address this concern, a Rounder Sense of Purpose (RSP) began as a three-year EU-funded project that set out to develop a practical accreditation model for educators working on ESD. Expert and user opinion was sought through several rounds of structured consultation with over 500 people, chiefly using a Delphi approach, to develop and validate the model. The resulting framework comprises 12 competences, each with three learning outcomes and several underpinning components. This is supported by a range of activities largely reflecting a constructivist pedagogy. A range of assessment techniques have also been piloted within the project although this remains an area for further enquiry. Ultimately, it was decided not to design a single qualification template because defining the award to such a level of detail would make it more difficult to apply across multiple jurisdictions. Partners also felt that such an approach would atomize learning in a way that runs counter to the holistic principles of sustainability. RSP provided a rich learning experience for those involved and has already demonstrated its potential to extend its impact well beyond the original participants. View Full-Text
Keywords: Competences; ESD; teacher education; competence framework Competences; ESD; teacher education; competence framework
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Vare, P.; Arro, G.; de Hamer, A.; Del Gobbo, G.; de Vries, G.; Farioli, F.; Kadji-Beltran, C.; Kangur, M.; Mayer, M.; Millican, R.; Nijdam, C.; Réti, M.; Zachariou, A. Devising a Competence-Based Training Program for Educators of Sustainable Development: Lessons Learned. Sustainability 2019, 11, 1890.

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