Methods for ESD-competencies and curricula Erasmus Project

Project Title

Methods for ESD-competencies and curricula

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for vocational education and training

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: Entrepreneurial learning – entrepreneurship education; New innovative curricula/educational methods/development of training courses; Pedagogy and didactics

Project Summary

Education for Sustainable Development (ESD) is thematically interdisciplinary and not formally integrated within the school subject curricula of (secondary) vocational schools.

Curricular challenge
ESD is not only environmental education, the areas of economics (as defined by equitable distribution of resources) and social/cultural challenges/topics (social justice, lifelong learning, civic engagement) need to be emphasized. Therefore curricula and school development concerning ESD need to be tackled and an integration of ESD on curricula and school programme level need to take place.

Educational challenge
• Issues/topics of sustainable development should be prepared and organized in such a methodical way, that students can make a connection between their (daily life) habits, their professional training and global challenges.
• Many topics are presented solely cognitive, so that it is difficult for students to develop their own mind-set/attitude towards a certain subject/topic and to verify/reassessing their values and knowledge.

The main aims and objectives of the projects:
As part of the project, teachers have been trained to facilitate key competences to students (systems-thinking skills, (sustainability) entrepreneurship skills, values and needs biography.

The key competences can be implemented within all teaching subjects and are also interdisciplinary. A dualistic approach was implemented:
• a) training of teachers for the methodical implementation of already developed modules of/for ESD;

b) teacher test the modules in the school and reassess on students learning achievements;

• the schools integrate the modules into the school’s curriculum.

The modules developed are based on the European Qualification Framework (EQF). The EQF defines a set of educational levels covering the full range of educational outcomes. The descriptors refer to knowledge, skills and competences. Knowledge is understood as meaning theory and / or factual knowledge. Skills can be problem-solving abilities, creative thinking or practical eg handling of instruments and materials. Competence in the EQF is understood as as the ability of the learner to apply knowledge and skills autonomously and with responsibility.
The modules are designed to teach and learn basic general knowledge and factual knowledge of a working field in order to underline principles, processes and general concepts of sustainable development.
On a skills level we focus on basic skills required to carry out simple tasks, solve routine problems under direct supervision of teachers in a structured context with some autonomy.
All in all the modules enhance students to take responsibility for their life and working style in the sense of ESD and adapt own behavior patterns. In contrast to the EQF we developed a competence frame with four defined competencies (factual, social self and design-competence) and described the competencies in three dimension (knowledge, skills and attitude)
According to the EQF the modules are designed for teaching and learning on level 1-4 . The modules, that will be transferred, meet the requirements of a Europe-wide vocational training. They are designed for a competence focus, with appropriate specifications and are compatible with ECTS.

Tasks of the project
• Training of teachers on the methodology that overlaps the qualification of vocational fields;
• Transferring, evaluation, adaptation and development of competence-oriented methods (tool-set) for the promotion of ESD
• School and curriculum development
• Networking within the participating regions

Characteristics of the consortium
All participating partners have been working together for many years in different national, regional and international networks (RCE-UNU, BBCC, OPEDUCA, ENSI, “Teaching for Transformative Change – Learning Partnership”).

Expected results and products (tangible and intangible outcomes)
• training courses and methods for teaching sustainability issues
• School-based curricula – adapted/aligned internationally
• evaluation tools, performance review
• Manual of methods
• Review/verification of the values biography and key competences

Anticipated effect (impact envisaged)
• ESD issues/topics as part of the subject curricula
• improvement of teacher-student relationship
• School development and increasing benefit-cost ratio of vocational training
• raising (sustainability) entrepreneurship and better qualification for the labor market
• multiplier effect on economic development within the participating regions

EU Grant (Eur)

Funding of the project from EU: 409885 Eur

Project Coordinator

UNIVERSITAET VECHTA & Country: DE

Project Partners

• KIRCHLICHE PADAGOGISCHE HOCHSCHULE WIEN
• Profesionalas izglitibas kompetences centrs “Daugavpils tehnikums”
• Glenn Strachan Ltd
• DAUGAVPILS UNIVERSITATE
• BBS Friesoythe
• BenE München e.V.
• Umweltdachverband GmbH