The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century
The current state of the planet poses challenging ethical questions that shake up our emotions and values, thus making our choices and decisions more difficult. In order to grasp the many complex issues with which we are each confronted on a daily basis, education in sustainable development (ESD) ad...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-05-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.660169/full |
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| author | Francine Pellaud Rebecca Shankland Gilles Blandenier Laurent Dubois Noémie Gey Noémie Gey Philippe Massiot Philippe Gay |
| author_facet | Francine Pellaud Rebecca Shankland Gilles Blandenier Laurent Dubois Noémie Gey Noémie Gey Philippe Massiot Philippe Gay |
| author_sort | Francine Pellaud |
| collection | DOAJ |
| description | The current state of the planet poses challenging ethical questions that shake up our emotions and values, thus making our choices and decisions more difficult. In order to grasp the many complex issues with which we are each confronted on a daily basis, education in sustainable development (ESD) advances competencies (Unesco, 2017) that are rooted in both cognitive and socio-emotional processes. Although ESD is included in most school curricula, it is worth exploring what teachers perceive to be the real needs for these thinking tools, as well as how they value the development of these competencies in school.This research, which was carried out with pre-service and in-service teachers, answers these two questions. These initial results bring to light the interdisciplinary nature of the competencies considered necessary by the teaching profession, as well as the strengths and weaknesses of the current school system with regard to their development. This interdisciplinary approach leads us to a definition of what a competence is with regard to the specificity of the school context, and finally, to propose a typology.We have used this typology to compare the visions of the teaching staff with the competency frameworks proposed by the international bodies with the most influence in the Swiss school system, namely the World Economic Forum, the OECD, and UNESCO. Comparisons between these different elements open up perspectives on what tools could be proposed for assessing these competencies in schools in the long term. |
| first_indexed | 2024-12-17T02:31:52Z |
| format | Article |
| id | doaj.art-b7488659f12f42af87d9ec17f6a39ca7 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-17T02:31:52Z |
| publishDate | 2021-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-b7488659f12f42af87d9ec17f6a39ca72022-12-21T22:06:57ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-05-01610.3389/feduc.2021.660169660169The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st CenturyFrancine Pellaud0Rebecca Shankland1Gilles Blandenier2Laurent Dubois3Noémie Gey4Noémie Gey5Philippe Massiot6Philippe Gay7HEP/PHFR, Fribourg, SwitzerlandDIPHE, Université Lumière Lyon 2, PsyDev Department, Lyon, FranceHEP BEJUNE, Bienne, SwitzerlandChargé d’enseignement, Section des Sciences de l’Éducation, Faculté de Psychologie et des Sciences de l’Education, Université de Genève, Genève, SwitzerlandHEP/PHFR, Fribourg, SwitzerlandDoctorante, Section des Sciences de l’Éducation, Faculté de Psychologie et des Sciences de l’Education, Genève, SwitzerlandHEP BEJUNE, Bienne, SwitzerlandUER EN, HEP Vaud, Lausanne, SwitzerlandThe current state of the planet poses challenging ethical questions that shake up our emotions and values, thus making our choices and decisions more difficult. In order to grasp the many complex issues with which we are each confronted on a daily basis, education in sustainable development (ESD) advances competencies (Unesco, 2017) that are rooted in both cognitive and socio-emotional processes. Although ESD is included in most school curricula, it is worth exploring what teachers perceive to be the real needs for these thinking tools, as well as how they value the development of these competencies in school.This research, which was carried out with pre-service and in-service teachers, answers these two questions. These initial results bring to light the interdisciplinary nature of the competencies considered necessary by the teaching profession, as well as the strengths and weaknesses of the current school system with regard to their development. This interdisciplinary approach leads us to a definition of what a competence is with regard to the specificity of the school context, and finally, to propose a typology.We have used this typology to compare the visions of the teaching staff with the competency frameworks proposed by the international bodies with the most influence in the Swiss school system, namely the World Economic Forum, the OECD, and UNESCO. Comparisons between these different elements open up perspectives on what tools could be proposed for assessing these competencies in schools in the long term.https://www.frontiersin.org/articles/10.3389/feduc.2021.660169/fullinterdisciplinary competenciestypology of competenciescomplexityeducation for sustainable developmentfocus groups |
| spellingShingle | Francine Pellaud Rebecca Shankland Gilles Blandenier Laurent Dubois Noémie Gey Noémie Gey Philippe Massiot Philippe Gay The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century Frontiers in Education interdisciplinary competencies typology of competencies complexity education for sustainable development focus groups |
| title | The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century |
| title_full | The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century |
| title_fullStr | The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century |
| title_full_unstemmed | The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century |
| title_short | The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century |
| title_sort | competencies that school leavers should possess in order to meet the challenges of the 21st century |
| topic | interdisciplinary competencies typology of competencies complexity education for sustainable development focus groups |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2021.660169/full |
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