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

Research output: Contribution to journalArticle

Author(s)

Naresh Giangrande, Rehema Mary White, May East, Ross Jackson, Tim Clarke, Michel Saloff Coste, Gil Penha-Lopes

School/Research organisations

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.
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Details

Original languageEnglish
Article number2832
Number of pages16
JournalSustainability
Volume11
Issue number10
DOIs
Publication statusPublished - 17 May 2019

    Research areas

  • Education for sustainable development, Key competencies, Sustainable development goals, SDG 4, Transformative learning, Evaluation framework

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