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In a Delphi study, experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador,
Mexico) were asked: Which individual key competencies are crucial for under standing central
challenges facing the world society and for facilitating its development towards a more sustainable
future. To date, there are hardly any structural changes in teacher education and training, and there is
a need for development in the school structures and curricular requirements in order to promote the
ESD concept. The key competencies identified here show similarities with other sustainability
competence concepts. Download Free PDF View PDF See Full PDF Download PDF Loading
Preview Sorry, preview is currently unavailable. There is, as yet, no agreement in the international
debate on what are the most important key competencies. Ergebnisse einer europaisch-
lateinamerikanischen Delphi-Studie Marco Rieckmann Education for sustainable development aims
at developing key competencies that enable individuals to help the world society progress on a more
sustainable path. You can download the paper by clicking the button above. The participants
discussed and defined a number of key competencies. Therefore, in the coming years in the context
of the World Action Programme on ESD, a stronger and faster integration of ESD into the structures
of teacher education and the fostering of ESD practice should be given more importance. Whether
school-based education processes and the schools themselves can be shaped as sustainable
educational institutions, depends largely on the knowledge and competencies of the teachers, but
also on the interaction with institutional frameworks and curricular structures. Therefore, in the
coming years in the context of the World Action Programme on ESD, a stronger and faster
integration of ESD into the structures of teacher education and the fostering of ESD practice should
be given more importance. However, looking in detail at the state of teacher education for sustainable
development in Germany as well as the Lander-specific curricula and regulations, it becomes clear
that the field is still very much characterised by courses and projects in individual disciplines.
Whether school-based education processes and the schools themselves are designed as sustainable
educational institutions, depends largely on the knowledge, competencies, attitudes and values of the
teachers, but also on the interaction with institutional frameworks and curricular structures. These
were condensed to twelve key competencies, all of which are considered relevant for sustainable
development both in the North and the South. To browse Academia.edu and the wider internet faster
and more securely, please take a few seconds to upgrade your browser. To date, there are hardly any
structural changes in teacher education and training, and there is a need for development in the
school structures and curricular requirements in order to promote the ESD concept. In addition, they
also focus on aspects that so far have not been sufficiently taken into account. However, the results
also reveal some differences between the European and Latin-American percep tions. However,
looking in detail at the state of teacher education for sustainable development in Germany as well as
the Lander-specific curricula and regulations, it becomes clear that the field is characterised by
courses and projects in indi-vidual disciplines.
The participants discussed and defined a number of key competencies. To date, there are hardly any
structural changes in teacher education and training, and there is a need for development in the
school structures and curricular requirements in order to promote the ESD concept. To browse
Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade
your browser. Ergebnisse einer europaisch-lateinamerikanischen Delphi-Studie Marco Rieckmann
Education for sustainable development aims at developing key competencies that enable individuals
to help the world society progress on a more sustainable path. In addition, they also focus on aspects
that so far have not been sufficiently taken into account. Whether school-based education processes
and the schools themselves are designed as sustainable educational institutions, depends largely on
the knowledge, competencies, attitudes and values of the teachers, but also on the interaction with
institutional frameworks and curricular structures. The key competencies identified here show
similarities with other sustainability competence concepts. Therefore, in the coming years in the
context of the World Action Programme on ESD, a stronger and faster integration of ESD into the
structures of teacher education and the fostering of ESD practice should be given more importance.
However, looking in detail at the state of teacher education for sustainable development in Germany
as well as the Lander-specific curricula and regulations, it becomes clear that the field is characterised
by courses and projects in indi-vidual disciplines. However, the results also reveal some differences
between the European and Latin-American percep tions. To date, there are hardly any structural
changes in teacher education and training, and there is a need for development in the school
structures and curricular requirements in order to promote the ESD concept. However, looking in
detail at the state of teacher education for sustainable development in Germany as well as the
Lander-specific curricula and regulations, it becomes clear that the field is still very much
characterised by courses and projects in individual disciplines. You can download the paper by
clicking the button above. Whether school-based education processes and the schools themselves can
be shaped as sustainable educational institutions, depends largely on the knowledge and
competencies of the teachers, but also on the interaction with institutional frameworks and curricular
structures. Therefore, in the coming years in the context of the World Action Programme on ESD, a
stronger and faster integration of ESD into the structures of teacher education and the fostering of
ESD practice should be given more importance. These were condensed to twelve key competencies,
all of which are considered relevant for sustainable development both in the North and the South. In
a Delphi study, experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador,
Mexico) were asked: Which individual key competencies are crucial for under standing central
challenges facing the world society and for facilitating its development towards a more sustainable
future. Download Free PDF View PDF See Full PDF Download PDF Loading Preview Sorry,
preview is currently unavailable. There is, as yet, no agreement in the international debate on what are
the most important key competencies.
Whether school-based education processes and the schools themselves are designed as sustainable
educational institutions, depends largely on the knowledge, competencies, attitudes and values of the
teachers, but also on the interaction with institutional frameworks and curricular structures. These
were condensed to twelve key competencies, all of which are considered relevant for sustainable
development both in the North and the South. However, the results also reveal some differences
between the European and Latin-American percep tions. Therefore, in the coming years in the
context of the World Action Programme on ESD, a stronger and faster integration of ESD into the
structures of teacher education and the fostering of ESD practice should be given more importance.
In addition, they also focus on aspects that so far have not been sufficiently taken into account. To
browse Academia.edu and the wider internet faster and more securely, please take a few seconds to
upgrade your browser. You can download the paper by clicking the button above. Download Free
PDF View PDF See Full PDF Download PDF Loading Preview Sorry, preview is currently
unavailable. However, looking in detail at the state of teacher education for sustainable development
in Germany as well as the Lander-specific curricula and regulations, it becomes clear that the field is
still very much characterised by courses and projects in individual disciplines. There is, as yet, no
agreement in the international debate on what are the most important key competencies. Therefore,
in the coming years in the context of the World Action Programme on ESD, a stronger and faster
integration of ESD into the structures of teacher education and the fostering of ESD practice should
be given more importance. To date, there are hardly any structural changes in teacher education and
training, and there is a need for development in the school structures and curricular requirements in
order to promote the ESD concept. However, looking in detail at the state of teacher education for
sustainable development in Germany as well as the Lander-specific curricula and regulations, it
becomes clear that the field is characterised by courses and projects in indi-vidual disciplines. The
key competencies identified here show similarities with other sustainability competence concepts.
The participants discussed and defined a number of key competencies. In a Delphi study, experts
from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico) were asked:
Which individual key competencies are crucial for under standing central challenges facing the world
society and for facilitating its development towards a more sustainable future. Whether school-based
education processes and the schools themselves can be shaped as sustainable educational institutions,
depends largely on the knowledge and competencies of the teachers, but also on the interaction with
institutional frameworks and curricular structures. To date, there are hardly any structural changes in
teacher education and training, and there is a need for development in the school structures and
curricular requirements in order to promote the ESD concept. Ergebnisse einer europaisch-
lateinamerikanischen Delphi-Studie Marco Rieckmann Education for sustainable development aims
at developing key competencies that enable individuals to help the world society progress on a more
sustainable path.
The participants discussed and defined a number of key competencies. Download Free PDF View
PDF See Full PDF Download PDF Loading Preview Sorry, preview is currently unavailable. These
were condensed to twelve key competencies, all of which are considered relevant for sustainable
development both in the North and the South. You can download the paper by clicking the button
above. Whether school-based education processes and the schools themselves are designed as
sustainable educational institutions, depends largely on the knowledge, competencies, attitudes and
values of the teachers, but also on the interaction with institutional frameworks and curricular
structures. In a Delphi study, experts from Europe (Germany, Great Britain) and Latin America
(Chile, Ecuador, Mexico) were asked: Which individual key competencies are crucial for under
standing central challenges facing the world society and for facilitating its development towards a
more sustainable future. However, looking in detail at the state of teacher education for sustainable
development in Germany as well as the Lander-specific curricula and regulations, it becomes clear
that the field is characterised by courses and projects in indi-vidual disciplines. However, the results
also reveal some differences between the European and Latin-American percep tions. Therefore, in
the coming years in the context of the World Action Programme on ESD, a stronger and faster
integration of ESD into the structures of teacher education and the fostering of ESD practice should
be given more importance. Ergebnisse einer europaisch-lateinamerikanischen Delphi-Studie Marco
Rieckmann Education for sustainable development aims at developing key competencies that enable
individuals to help the world society progress on a more sustainable path. The key competencies
identified here show similarities with other sustainability competence concepts. To browse
Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade
your browser. To date, there are hardly any structural changes in teacher education and training, and
there is a need for development in the school structures and curricular requirements in order to
promote the ESD concept. To date, there are hardly any structural changes in teacher education and
training, and there is a need for development in the school structures and curricular requirements in
order to promote the ESD concept. Therefore, in the coming years in the context of the World Action
Programme on ESD, a stronger and faster integration of ESD into the structures of teacher education
and the fostering of ESD practice should be given more importance. Whether school-based
education processes and the schools themselves can be shaped as sustainable educational institutions,
depends largely on the knowledge and competencies of the teachers, but also on the interaction with
institutional frameworks and curricular structures. There is, as yet, no agreement in the international
debate on what are the most important key competencies. However, looking in detail at the state of
teacher education for sustainable development in Germany as well as the Lander-specific curricula
and regulations, it becomes clear that the field is still very much characterised by courses and
projects in individual disciplines. In addition, they also focus on aspects that so far have not been
sufficiently taken into account.
To date, there are hardly any structural changes in teacher education and training, and there is a need
for development in the school structures and curricular requirements in order to promote the ESD
concept. These were condensed to twelve key competencies, all of which are considered relevant for
sustainable development both in the North and the South. Download Free PDF View PDF See Full
PDF Download PDF Loading Preview Sorry, preview is currently unavailable. In a Delphi study,
experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico) were
asked: Which individual key competencies are crucial for under standing central challenges facing
the world society and for facilitating its development towards a more sustainable future. Therefore,
in the coming years in the context of the World Action Programme on ESD, a stronger and faster
integration of ESD into the structures of teacher education and the fostering of ESD practice should
be given more importance. Whether school-based education processes and the schools themselves are
designed as sustainable educational institutions, depends largely on the knowledge, competencies,
attitudes and values of the teachers, but also on the interaction with institutional frameworks and
curricular structures. Ergebnisse einer europaisch-lateinamerikanischen Delphi-Studie Marco
Rieckmann Education for sustainable development aims at developing key competencies that enable
individuals to help the world society progress on a more sustainable path. The participants discussed
and defined a number of key competencies. You can download the paper by clicking the button
above. There is, as yet, no agreement in the international debate on what are the most important key
competencies. Whether school-based education processes and the schools themselves can be shaped
as sustainable educational institutions, depends largely on the knowledge and competencies of the
teachers, but also on the interaction with institutional frameworks and curricular structures. To
browse Academia.edu and the wider internet faster and more securely, please take a few seconds to
upgrade your browser. In addition, they also focus on aspects that so far have not been sufficiently
taken into account. To date, there are hardly any structural changes in teacher education and training,
and there is a need for development in the school structures and curricular requirements in order to
promote the ESD concept. However, the results also reveal some differences between the European
and Latin-American percep tions. However, looking in detail at the state of teacher education for
sustainable development in Germany as well as the Lander-specific curricula and regulations, it
becomes clear that the field is characterised by courses and projects in indi-vidual disciplines.
However, looking in detail at the state of teacher education for sustainable development in Germany
as well as the Lander-specific curricula and regulations, it becomes clear that the field is still very
much characterised by courses and projects in individual disciplines. The key competencies identified
here show similarities with other sustainability competence concepts. Therefore, in the coming years
in the context of the World Action Programme on ESD, a stronger and faster integration of ESD into
the structures of teacher education and the fostering of ESD practice should be given more
importance.
These were condensed to twelve key competencies, all of which are considered relevant for
sustainable development both in the North and the South. You can download the paper by clicking
the button above. In addition, they also focus on aspects that so far have not been sufficiently taken
into account. However, the results also reveal some differences between the European and Latin-
American percep tions. However, looking in detail at the state of teacher education for sustainable
development in Germany as well as the Lander-specific curricula and regulations, it becomes clear
that the field is characterised by courses and projects in indi-vidual disciplines. In a Delphi study,
experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico) were
asked: Which individual key competencies are crucial for under standing central challenges facing
the world society and for facilitating its development towards a more sustainable future. Whether
school-based education processes and the schools themselves are designed as sustainable educational
institutions, depends largely on the knowledge, competencies, attitudes and values of the teachers,
but also on the interaction with institutional frameworks and curricular structures. To date, there are
hardly any structural changes in teacher education and training, and there is a need for development
in the school structures and curricular requirements in order to promote the ESD concept. To date,
there are hardly any structural changes in teacher education and training, and there is a need for
development in the school structures and curricular requirements in order to promote the ESD
concept. To browse Academia.edu and the wider internet faster and more securely, please take a few
seconds to upgrade your browser. Whether school-based education processes and the schools
themselves can be shaped as sustainable educational institutions, depends largely on the knowledge
and competencies of the teachers, but also on the interaction with institutional frameworks and
curricular structures. Download Free PDF View PDF See Full PDF Download PDF Loading
Preview Sorry, preview is currently unavailable. However, looking in detail at the state of teacher
education for sustainable development in Germany as well as the Lander-specific curricula and
regulations, it becomes clear that the field is still very much characterised by courses and projects in
individual disciplines. Therefore, in the coming years in the context of the World Action Programme
on ESD, a stronger and faster integration of ESD into the structures of teacher education and the
fostering of ESD practice should be given more importance. The key competencies identified here
show similarities with other sustainability competence concepts. Therefore, in the coming years in the
context of the World Action Programme on ESD, a stronger and faster integration of ESD into the
structures of teacher education and the fostering of ESD practice should be given more importance.
Ergebnisse einer europaisch-lateinamerikanischen Delphi-Studie Marco Rieckmann Education for
sustainable development aims at developing key competencies that enable individuals to help the
world society progress on a more sustainable path. There is, as yet, no agreement in the international
debate on what are the most important key competencies. The participants discussed and defined a
number of key competencies.