Titlebook: Competences in Education for Sustainable Development; Critical Perspective Paul Vare,Nadia Lausselet,Marco Rieckmann Book 2022 The Editor(s

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Collecting and Mounting Specimens Goals. In practice, education for sustainable development (ESD) provides a well-defined context for quality education and competence-based ESD that can potentially become a framework for reaching effective and deep quality education if certain conditions are met. In this chapter we elaborate and re

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https://doi.org/10.1007/978-981-16-8289-6inable development (ESD) in Marnix Academie (MA), Teacher Training Institute for primary education in Utrecht. We conclude that CBL did help with implementing the process, the ‘how’ of ESD. The content, the ‘what’, owned by teachers, is harder to change as it affects the autonomy and competence of t

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https://doi.org/10.1007/978-981-16-8289-6es. Student learning is identified, as well as the strengths and limitations of the competence model used. By linking these findings to the institution’s action plan, two useful avenues for training are identified: on the one hand, making the whole institution approach more explicit in order to allo

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Introduction: Forms of Contagion,the development and assessment of ESD competences. It reports the results of a focus group with staff training participants, which discussed the ESD competence framework developed within the Erasmus+ project .. The aims of the focus group discussion were twofold: to reflect on the comprehensiveness

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Complexity and Criticality in Relation to ESD Competenceso competences is absolutely central to the school. However, there is no evidence that they should be taught. Some opportunities are therefore identified, as well as some risks. Controversies about the competence approach are also mentioned, which, in the last part of the text, leads to some perspectives for teacher education.

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