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

Paul Vare, Grete Arro, Andre de Hamer, Giovanna Del Gobbo, Gerben de Vries, Francesca Farioli, Chrysanthi Kadji-Beltran, Mihkel Kangur, Michela Mayer, Rick Millican, Carlien Nijdam, Monika Réti and Aravella Zachariou
Additional contact information
Paul Vare: School of Education, University of Gloucestershire, Francis Close Hall, Cheltenham GL50 4AZ, UK
Grete Arro: Institute of Ecology, Tallinn University, 10120 Tallinn, Estonia
Andre de Hamer: Duurzame PABO, Sint Kruis 4528 KH, The Netherlands
Giovanna Del Gobbo: Department of Education, Languages, Interculture and Psychology, University of Florence, 50121 Florence, Italy
Gerben de Vries: Duurzame PABO, Sint Kruis 4528 KH, The Netherlands
Francesca Farioli: Italian Association of Sustainability Science (IASS), 00184 Rome, Italy
Chrysanthi Kadji-Beltran: Department of Education, School of Education and Social Sciences, Frederick University, Nicosia 1036, Cyprus
Mihkel Kangur: Institute of Ecology, Tallinn University, 10120 Tallinn, Estonia
Michela Mayer: Italian Association of Sustainability Science (IASS), 00184 Rome, Italy
Rick Millican: School of Education, University of Gloucestershire, Francis Close Hall, Cheltenham GL50 4AZ, UK
Carlien Nijdam: Duurzame PABO, Sint Kruis 4528 KH, The Netherlands
Monika Réti: Hungarian Research Teachers’ Association, Budapest 1363, Hungary
Aravella Zachariou: Department of Education, School of Education and Social Sciences, Frederick University, Nicosia 1036, Cyprus

Sustainability, 2019, vol. 11, issue 7, 1-21

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.

Keywords: Competences; ESD; teacher education; competence framework (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
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