Competences for Education for Sustainable Development: in search for a learning model

Author(s):

Franz RauchAnna StreisslerRegina Steiner

Conference:

ECER 2009

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 08 B, Learning, Development, Organisation

Paper Session

Time:

2009-09-30

08:30-10:00

Room:

NIG, HS II

Chair:

Ene-Silvia Sarv

Contribution

Competences and standards are seen as crucial within the general debate about education. Important features of this debate are output orientation of curriculum development, the measurement of educational processes and economization of the educational system (Rychen & Salganik 2001, 2003). Competences are discussed intensively also for cross-curricular themes such as Education for Sustainable Development (ESD) especially in the light of the United Nations Decade for ESD (2004-2015) (Heinrich, Minsch, Schmid, Rauch & Vielhaber 2007). Recent literature on ESD lists a number of competences for ESD in various fields but teacher education is not among them (Fien et al. 1998, Nagel & Affolder 2004, Tilbury & Wortmann 2004). The project “Competences for Education for Sustainable Development“ (KOM-BiNE) was commissioned by the Austrian Ministry for Education, Science and Culture. In the KOM-BiNE project we moved away from approaches that put the individual, in our case the teacher, in the center of reflections on competences (Tilbury & Fien 1996). Because team work of teachers in ESD is considered so essential our competence concept is based on the idea of a group of teachers who act as a team, focusing their competences in ESD on specific projects or questions in certain social contexts. Weinert (2001) points out that in past decades team- or group competences have received more attention in research. In a team, individual competences add up, enabling the group to solve problems together. In the context of ESD, especially, being able to co-operate and tackle new tasks together are indispensable assets. The competence concept used is described as the “inner structure” of “competence” (Rychen & Salganik 2003, S. 44) required of teachers of ESD. According to Witt and Lehmann (2001) this inner structure can answer questions about development, about learning and teaching of competence and it shows which components add up to the concept of “competence”. Individuals always act in social contexts, never in a social vacuum. Competence does not exist independent of action and context but shows in action (Rychen & Salganik 2003). It crystallizes around practical problems in specific fields of action. It is essential for teachers that they actually get a chance to develop their competences in a given social environment.

Method

The research process (Mayring 2002, Lamnek 2005) covered a literature search on competence models in general and in ESD, specifically. Interviews with trainers and participants in six university courses for ESD in four European Countries (Austria, Germany, Great Britain and Switzerland) were carried out. The competence model of ESD which was developed from these theoretical and empirical data was discussed at several stages with experts within the Project ENSI (Environment and School Initiatives) and the EC project Competency Based Curriculum Development (CSCT).

Expected Outcomes

In the first part of the paper scientific concepts of competences are mentioned and discussed (Weinert 2001). Based on this general debate specific consequences for ESD are presented in the second part. Finally the last version of the KOM-BiNE model is presented and reflected critically (Steiner 2008).

References

Fien, J., Heck, D. & Ferreira, J.A. (1998). Learning for a sustainable environment. A professional development Guide for Teacher Educators. UNEP, UNESCO-ACEID. Online course. http://www.ens.gu.edu.au/ciree/LSE/main.htm (17.3.06) Heinrich, M., Minsch, J., Rauch, F., Schmidt, E.& Vielhaber, C. (2007). Bildung für Nachhaltige Entwicklung: eine lernende Strategie für Österreich. Münster: Monsenstein & Vannerdat. Lamnek, S. (2005). Qualitative Sozialforschung. Lehrbuch. Weinheim, Basel: Beltz. Mayring, P. (2002). Einführung in die qualitative Sozialforschung. Weinheim, Basel: Beltz. Nagel, U. & Affolter, C. (2004). Umweltbildung und Bildung für eine nachhaltige Entwicklung – Von der Wissensvermittlung zur Kompetenzförderung. In Beiträge zur Lehrerbildung, 22 (1). http://www.umweltbildung.ch/llb/download/nagel_affolter.pdf (27.1.06) Rauch, F., Steiner, R. & Streissler, A. (2007). Kompetenzen für Bildung für Nachhaltige Entwicklung (KOM-BiNE). Forschungsprojekt im Auftrag des BMBWK. Endbericht. Klagenfurt: Universität Klagenfurt. Rauch, F., Steiner, R. & Streissler, A. (2008). Kompetenzen für Bildung für Nachhaltige Entwicklung von Lehrpersonen: Entwurf für ein Rahmenkomzept. In B. Bormann, & G. de Haan (Hrsg.), Kompetenzen der Bildung für nachhaltige Entwicklung. Operationalisierung, Messung, Rahmenbedingungen, Befunde (S. 141-158). Wiesbaden: VS Verlag. Rychen, D.S. & Salganik, L.H. (Hrsg.) (2001). Defining and selecting key competencies. Cambridge (State of Washington) and Göttingen: Hogrefe&Huber. Rychen, D.S. & Salganik, L.H., (Hrsg.) (2003). Key Competences for a Successful Life and a Well-Functioning Society. Hogrefe&Huber, Cambridge (State of Washingtion) and Göttingen. Steiner, R. (2008). Kompetenzorientierte Lehrer/innenbildung für Bildung für Nachhaltige Entwicklung. PhD-Thesis. Tilbury, D. & Fien, J. (1996). Learning for a sustainable environment: An Agenda for Teacher Education in Asia and the Pacific. Bangkok: UNESCO Principal Regional Office for Asia and the Pacific. Tilbury, D. & Wortmann, D. (2004). Engaging People in Sustainability. Commission on Education an Communication, IUCN, Gland and Cambridge. UNESCO (1996): Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO. Weinert, F.E. (2001): Defining and selecting key competencies. Concept of Competence: A Conceptual Clarification. In: Rychen, D.S./Salganik, L.H. (Hrsg.) (2001): 45-66. Witt, R. & Lehman, R. (2001). Definition and Selection of key competencies in Germany. http://www.portalstat.admin.ch/deseco/sfso_deseco_ccp_germany_19122001.pdf (19.9.06)

Author Information

Franz Rauch

Universty of Klagenfurt

Institute of Instructional and School Development

Klagenfurt

Anna Streissler

University of Vienna, Austria

Regina Steiner

University of Salzburg - FORUM Environmental Education, Austria

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.