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

N斯巴达人

ESD Competences for Deep Quality in Educationcompetence-based ESD, ‘qualitative elements’ can ensure a deeper form of quality aligned to the humanistic education paradigm and values-based critical pedagogy. In this context we critically scrutinize an international model for competence-based ESD and discuss how such models can contribute to qua

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Development and Assessment of ESD Competences: Staff Training at the University of Vechtas who do not yet have an affinity for ESD. It also raises the question of how to go beyond short workshops and facilitate learning processes that contribute to the more comprehensive development of ESD competences. Finally, it clarifies the need for methods of assessing students’ competence developm

Pessary

颂扬国家

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A Rounder Sense of Purpose: Competences for Educators in Search of Transformation author goes on to explore some of the challenges related to adopting a competence-based approach, noting these challenges as: the concept of competence itself, presentation of the framework, pedagogy, outcomes and assessment. The concluding discussion on assessment is developed in a subsequent chapter in this book.

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https://doi.org/10.1007/978-3-540-74278-4erent educational tasks, requiring different teaching and learning approaches, different assessments, and perhaps even different teachers. The chapter submits that replacing the term . with the terms . and ., as appropriate, would allow ESD practitioners to communicate with one another and others far more effectively than they do at present.

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Some Nomenclatural Considerations of helping teachers address the UN Sustainable Development Goals in their teaching and improving their ethical competence. The chapter closes with reflections on the difficulties and opportunities of integrating ESD competences into pre-structured institutional models.

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https://doi.org/10.1007/978-981-16-8289-6ve. External influences, such as the Sustainable Development Goals and UNESCO membership also helped to facilitate change. We conclude that implementing ESD successfully is a slow, people-orientated, culture-focussed process that needs a multi-level, whole institution approach. Change agents need to be aware of this.

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