e-ISSN: 1698-7802
DOI prefix: 10.14516/fde
“Foro de Educación founded (2003) and directed (2003-till date) by José Luis Hernández Huerta, and published by FahrenHouse (2003-till date). FahrenHouse: Salamanca, España
Competencies for sustainable development: capabilities, attitudes and values purpose of education in the framework of the post-2015 global agenda
DOI:
https://doi.org/10.14516/fde.2015.013.019.004Palabras clave:
competencies in sustainability, curricular sustainability, curriculum greening, education for sustainable development, transforming education, capabilities for sustainabilityResumen
This paper is focused on the teaching of the competences and capabilities required by the people in order to build societies characterized by the sustainability of their development. A study is presented that shows how the concept of competence, which is an abstract concept, can be translated to specific objectives in order to facilitate the educational treatment required by the teaching of competences in sustainability in the framework of the teaching-learning process. It proposes a basic competential matrix built on the four competences in sustainability considered key by the Unesco: critical analysis, systemic reflection, collaborative decision taking, and sense of responsibility with the present and future generations. Each of these competencies is the result of a plurality of factors, which are composed of different capabilities shown by the subject in observable behaviors (learning achievements). The matrix is completed with four rubrics that, as an example, contain the achievement indicators (evidences) in the performance of the corresponding competence for the higher education level. These rubrics are conceived as an instrument at the service of self-regulated learning, which is essential in the distance learning systems but also necessary in a quality education in any reference model. The proposal is open and versatile, and can be adapted to different contexts and circumstances. It aims to contribute to the processes for embedding sustainability in the curricula (curriculum greening), which, in the framework of the education for sustainable development, the teachers of all education levels from schools to universities are expected to finalize.
Referencias
Andrade, H., Du, Y., & Mycek, K. (2010). Rubricreferenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), pp. 199-214. doi: 0.1080/09695941003696172
Andrade, H. (2005). Teaching with rubrics: The Good, the Bad and the Ugly. College teaching, 53(1), pp. 27-31. doi: 10.3200/CTCH.53.1.27-31
Aznar Minguet, P., Ull Solís, Mª A., Martínez Agut, Mª P., y Piñero Guillamany, A. (2014). Competencias básicas para la sostenibilidad: un análisis desde el diálogo disciplinar. Bordón. Revista de Pedagogía, 66(2), pp. 13-27. doi: 10.13042/Bordon.2014.66201.
Barth, M., Godemann, J., Rieckman, M., & Stoltenberg, U. (2007). Developing key competences for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), pp. 416-430.
Bentham, H. (2013). Clearing the path that has been laid: A conceptualization of Education for Sustainable Development. Journal of Teacher education for Sustainability, 15(2), pp. 25-41. doi: 10247/jtes-2013-0009
Cano García, Mª E. (2008). La evaluación por competencias en la educación superior Profesorado. Revista de currículum y formación del profesorado, 12(3), pp. 1-16.
Consejo Europeo (2000). Presidency Conclusions. Lisbon European Council 23 and 24 march. Recuperado de http://www.europarl.europa.eu/summits/lis1_es.htm
Corral-Vedugo, V. (2002). A structural model of pro-environmental competency. Environment and Behavior, 34, pp. 531-549.
Cózar Escalante, J. M. (2005). Principio precautorio y medio ambiente. Revista Española de Salud Pública, 79(2), pp. 133-144.
De la Orden, A. (2011). El problema de las competencias en la educación general. Bordón. Revista de Pedagogía, 63(1), pp. 47-63.
Delors, J. (1997). La educación encierra un tesoro. Madrid: Santillana/Unesco.
Fernández March, A. (2010). La evaluación orientada al aprendizaje en un modelo de formación por competencias en la educación universitaria. REDU- Revista de Docencia Universitaria, 18(1), pp. 11-34. Recuperado de http://red-u.net/redu/index.php/REDU/article/view/144
Fraijo-Sing, B., Corral-Verdugo, V., Tapia-Fonllem, C., & González-Lomelí, D. (2010). Promoting pro-environmental competency. En Corral-Verdugo, V., García-Cadena, CH. y Frías-Armenta, M. (Eds.), Psychological Approaches to Sustainability: Current Trends in Theory, Research and Applications (pp. 225-246). New York: Nova Science Publishers Inc.
Gallego Arrufat, M. J., y Raposo-Rivas, M. (2014). Compromiso del estudiante y percepción del proceso evaluador basado en rúbricas. REDU: Revista de Docencia Universitaria, número monográfico dedicado a Evaluación formativa mediante e-rúbricas, 12(1), pp. 197-215.
García Ros, R., Fuentes, M. C., González, E., Molina, G., Moya, L., Natividad, L., & Sánchez, P. (2012). Designing and using rubrics in higher education: An innovation project in the psychology degree. Electronic Journal of Research in Educational Psychology, 10(3), pp. 1477-1492. Recuperado de http://www.investigacion-psicopedagogica.com/revista/articulos/28/english/Art_28_743.pdf
González, J., & Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final; Proyecto piloto—Fase 1. Bilbao: Universidad de Deusto.
Hathaway, M., y Boff, L. (2014). El Tao de la liberación. Una ecología de la transformación. Madrid: Trotta.
Hill, D., Figueredo, A. J., & Jacobs, WJ. (2010). Contextual influences on sustainable behaviour. En García-Cadena, CH. y Frías-Armenta, M. (Eds.), Psychological Approaches to Sustainability: Current Trends in Theory, Research and Applications (pp. 267-268). New York: Nova Science Publishers Inc.
Haan, G. de (2010). The development of ESD-related competencies in supportive institutional frameworks, International Review of Education, 56, pp. 315-328. doi: 10.1007/s11159-010-9157-9
Ibarra Sáiz, Mª S., Rodríguez Gómez, G., y Gómez Ruiz, M. A. (2012). La evaluación entre iguales: beneficios y estrategias para su práctica en la universidad. Revista de Educación, 359, pp. 206-231. doi: 10.4438/1988-592X-RE-2011-359-092
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, pp. 130-144. doi: 10.1016/j.edurev.2007.05.002
Jucker, R., & Mathar, R. (2015). Schooling for Sustainable Development in Europe. London: Springer.
Junyent, M., & Geli, A. M. (2008). Education for Sustainability in University Studies: A Model for Reorienting the Curriculum. British Educational Research Journal, 34(6), pp. 763-782.
Kearins, K., & Springett, D. (2003). Educating for sustainability: developing critical skills, Journal of Management Education, 27(2), pp. 188-204. doi: 10.1177/1052562903251411
Luengo Navas, J. J., Luzón Trujillo, A., y Torres Sánchez, M. (2008). Las reformas educativas basadas en el enfoque por competencias: una visión comparada, Profesorado. Revista del curriculum y formación del profesorado, 12(3), pp. 1-10. http://www.ugr.es/~recfpro/rev123ed.pdf
Martínez, M., y Raposo, E. (2011). La Rúbrica en la Enseñanza Universitaria: Un Recurso Para la Tutoría de Grupos de Estudiantes. Formación Universitaria, 4(4), pp. 19-26.
Mauria, T., Colominaa, R., & Gisperta, I. de (2014). Transforming collaborative writing tasks into opportunities for learning: educational assistance and the use of rubrics in Higher Education, Cultura y Educación: Culture and Education, 26(2), pp. 298-348. doi:10.1080/11356405.2014.935111
Max Neef, M. A. (2006). Desarrollo a escala humana. Conceptos, aplicaciones y algunas reflexiones, con la colaboración de A. Elizalde y M. Hopenhayn. Barcelona: Icaria.
Millennium Ecosystem Assessment (2005). Ecosystems and human well-being: synthesis. Washington: Island Press/World Resources Institute. http://www.millenniumassessment.org/documents/document.356.aspx.pdf
Morin, E. (2000). Los siete saberes necesarios para la educación del futuro. Barcelona: Paidós.
Murga-Menoyo, Mª. A. (2014). Learning for a Sustainable Economy: Teaching of Green Competencies in the University. Sustainability, 6, pp. 2974-2992; doi:10.3390/su6052974
Murga-Menoyo, Mª. A. (2009). La Carta de la Tierra: un referente de la Década por la Educación para el Desarrollo Sostenible. Revista de Educación, nº extraordinario de 2009: «Educar para el Desarrollo Sostenible», pp. 239-262. Recuperado de http://www.revistaeducacion.mec.es/re2009/re2009_11.pdf
Nicol, D., & MacFarlane-Dick, D. (2006). Formative assesment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), pp. 198-218.
Novo, M., & Murga-Menoyo, Mª. A. (2015). The Processes of Integrating Sustainability in Higher Education Curricula: A Theoretical-Practical Experience Regarding Key Competences and Their Cross-Curricular Incorporation into Degree Courses. En Leal Filho, W. (Ed.), Transformative Approaches to Sustainable Development at Universities (pp. 119-133). Springer.
Novo, M. (2006). El desarrollo sostenible. Su dimension ambiental y educativa. Madrid: Pearson/Unesco.
ONU (2012). Resolución 66/288, aprobada el 11 de septiembre de 2012 por la Asamblea General de las Naciones Unidas, artículo 246. Recuperado de http://www.pnuma.org/sociedad_civil/documents/reunion2012/CIVIL%20SOCIETY%20PARTICIPATION/20120727%20Rio+20%20Documento%20El%20futuro%20que%20queremos.pdf
ONU (1948). Declaración Universal de Derechos Humanos. Resolución 217 A (III) de 10 de diciembre. Recuperado de http://www.un.org/es/documents/udhr/
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, pp. 129-144.
Parkin, S., Johnston, A., Buckland, H., Brookes, F., & White, E. (2004). Learning and skills for sustainable development. Developing a sustainability literate society. London: Higher Education Partnership for Sustainability (HEPS), Recuperado de https://www.forumforthefuture.org/sites/default/files/project/downloads/learningandskills.pdf
PNUMA (2012). GEO 5. Global environment outlook. Environment for the future we want. United Nations Environment Programme. Recuperado de http://www.unep.org/geo/pdfs/geo5/GEO5_report_ full_en.pdf
PNUMA (2011). Keeping track of our changing environment: form Rio to Rio + 20 (1992–2012). Nairobi: Division of Early Warning and Assessment (DEWA), United Nations Environment Programme. Recuperado de http://www.unep.org/geo/pdfs/Keeping_Track.pdf
Puij Baguer, J., Echarri Iribarren, F., y Casas Jericó, M. (2014). Educación ambiental, inteligencia spiritual y naturaleza. Teoría de la Educación. Revista Interuniversitaria, 26(2), pp. 115-140.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35(4), pp. 435-448.
Rieckmann, M. (2011). Key Competencies for a Sustainable Development of the World Society. Results of a Delphi Study in Europe and Latin America, GAIA, 20(1), pp. 48-56.
Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44, pp. 127-135.
Sarramona i López, J. (2014). Competencias básicas y curriculum. El caso de Cataluña. Teoría de la Educación. Revista Interuniversitaria, 26(2), pp. 205-228.
Segalàs, J., Ferrer-Balas, D., Svansrom, M., Lundqvist, U., & Mulder, K. (2009). What has to be learnt for sustainability? A comparison of bachelor engineering education competences at three European universities. Sustainability Science, 4, pp. 17-27.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: engaging heads, hands and heart. International Journal of Sustainability in Higher Education, 9(1), pp. 68-86.
Steffens, K., & Underwood, J. (2008). Self-Regulated Learning in a Digital World, Technology, Pedagogy and Education, 17(3), pp. 167-170.
Stibbe, A. (Ed.) (2009). The Handbook of Sustainability Literacy: Skills for a Changing World. Foxhole: Green Books.
Tilbury, D. (2011). Assessing ESD Experiences during the DESD: An Expert Review on Processes and Learning for ESD, París: UNESCO, Recuperado de http://unesdoc.unesco.org/images/0019/001914/191442e.pdf
Torres, J. J., y Perera, V. H. (2010). La rúbrica como instrumento pedagógico para la tutorización y evaluación de los aprendizajes en el foro online en educación superior. Píxel-Bit. Revista de Medios y Educación, 36, pp. 141-149.
Ull Solís, M. A. (2014). Competencias para la sostenibilidad y competencias en educación para la sostenibilidad en la educación superior. Uni-pluri/versidad, 14(3), pp. 46-58.
UNESCO (2003). Actas de la 32 Conferencias General (vol. 1) Resoluciones. París, 29 de septiembre-17 de octubre.
UNESCO (2014a). Declaración de Aichi-Nagoya sobre la Educación para del Desarrollo Sostenible. Conferencia Mundial Aichi-Nagoya (Japón), 10-12 de noviembre. Reuniones de las partes interesadas Okayama (Japón), 4-8 de noviembre. Recuperado de http://unesdoc.unesco.org/images/0023/002310/231074s.pdf
UNESCO (2014b). Shaping the Futurre We Want . Un Decade of Education for Sustainable Development (2005-14). Final Report. Recuperado de http://unesdoc.unesco.org/images/0023/002301/230171e.pdf
UNESCO (2014c). Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Recuperado de http://unesdoc.unesco.org/images/0023/002305/230514e.pdf
UNESCO (2014d). Overview of goals and targets proposed . UNESCO’s participation in the preparations for a post-2015 development agenda. 194 EX/14.INF.2. PARIS. Recuperado de http://unesdoc.unesco.org/images/0022/002273/227355e.pdf
UNESCO (2014e). Más allá de 2015. La educación que queremos. Recuperado de http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/BEYOND2015-TheEdWeWant_Final_Brochure-SPA.pdf
UNESCO (2014f). Documento de posición sobre la educación después de 2015. ED-14/EFA/ POST-2015/1. Recuperado de http://unesdoc.unesco.org/images/0022/002273/227336s.pdf
Wiek, A., Withycombe, L., Redman, C., & Mills, S. B. (2011). Moving Forward on Competence in Sustainability Research and Problem Solving, Environment Magazine, 53(2), pp. 3-12.
Wiek, A., Withycombe, L., & Redman, CH. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainibility Science, 6, pp. 203-218. doi 10.1007/s11625-011-0132-6
Willard, M., Wiedmeyer, C., Flint, R. W., Weedon, J. S., Woodward, R., Feldmand. I., & Edwards, M. (2010). The sustainability professional: 2010 competency survey report. Environmental Quality Management, 20(1), pp. 49-83. doi: 10.002/tqem.20271
Worldwatch Institute (2013). State of the world 2013: is sustainability. Still possible?
World Future Council Foundation (2014). Global Policy Action Plan. Incentives for a Sustainable Future. Hamburg. Recuperado de http://www.worldfuturecouncil.org/fileadmin/user_upload/GPACT/brochure_gpact_final2.pdf
Descargas
Publicado
2015-07-01
Número
Sección
Monograph
Cómo citar
Competencies for sustainable development: capabilities, attitudes and values purpose of education in the framework of the post-2015 global agenda. (2015). Foro De Educación, 13(19), 55-83. https://doi.org/10.14516/fde.2015.013.019.004
