Competences in Education for Sustainable Development
Overview
- Editors:
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Paul Vare
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School of Education and Humanities, University of Gloucestershire, Cheltenham, UK
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Nadia Lausselet
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University of Teacher Education Vaud, Lausanne, Switzerland
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Marco Rieckmann
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Faculty of Education and Social Sciences, University of Vechta, Vechta, Germany
- Conceptualizes the "Competence Turn" in Education for Sustainable Development (ESD)
- Provides case studies that explore the implementation of educator competences in ESD
- Considers the impact of the COVID-19 pandemic on ESD and educator competences
About this book
This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. SectionOne introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.
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Table of contents (23 chapters)
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Conceptualising Competences
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- Paul Vare, Marco Rieckmann, Nadia Lausselet
Pages 3-10
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- Marco Rieckmann, Matthias Barth
Pages 19-26
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- Alain Pache, Sybille Rouiller
Pages 53-60
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- Francesca Farioli, Silvio Funtowicz, Michela Mayer
Pages 61-67
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- Chrysanthi Kadji-Beltran, Aravella Zachariou
Pages 69-75
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Integrating Competences
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- Isabel Ruiz-Mallén, María Heras, Ramon Ribera-Fumaz, Hug March, Andrea Corres
Pages 79-84
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- Francesca Farioli, Michela Mayer
Pages 85-91
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- Mónika Réti, Edit Lippai, Márk Nemes
Pages 93-101
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- Gerben de Vries, Stella van der Wal-Maris, André de Hamer, Carlien Nijdam
Pages 103-112
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- Alain Pache, Nadia Lausselet
Pages 113-119
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- Lukas Scherak, Marco Rieckmann
Pages 121-128
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- Aravella Zachariou, Chrysanthi Kadji-Beltran
Pages 129-136
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Pedagogy and Competences
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Front Matter
Pages 137-137
Reviews
“This book provides a comprehensive analytical insight into how innovative, core sustainability competency-based approaches could help us meet the UN Sustainable Development Goals. … Its primary focus is on practicing and professional educators who could use competencies to transform the way they teach to facilitate the creation of cadres of sustainability change agents who can contribute to the implementation of the UN Sustainable Development Goals ( SDGs).” (Stephen Martin, naee.org.uk, March 28,2022)
Editors and Affiliations
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School of Education and Humanities, University of Gloucestershire, Cheltenham, UK
Paul Vare
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University of Teacher Education Vaud, Lausanne, Switzerland
Nadia Lausselet
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Faculty of Education and Social Sciences, University of Vechta, Vechta, Germany
Marco Rieckmann
About the editors
Dr. Paul Vare leads research development at the School of Education & Humanities, University of Gloucestershire, UK.
Dr. Nadia Lausselet is a teacher educator in the teacher training faculty HEP Vaud in Lausanne, Switzerland.
Dr. Marco Rieckmann is a Professor of Higher Education Development in the Faculty of Education & Social Sciences at University of Vechta, Germany.