The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century

Bibliographic Data

ID22165458
AuthorsFrancine Pellaud (0000-0001-9466-4120, Haute École Pédagogique Fribourg, corresponding author), Rébecca Shankland (0000-0002-9182-5483, Université Lumière Lyon 2), Gilles Blandenier (0000-0002-4774-9866, Haute École Pédagogique BEJUNE), Laurent Dubois (0000-0002-0748-8470, University of Geneva), Noémie Gey (0000-0001-5493-5870, University of Geneva), Philippe Massiot (0000-0003-3595-3090, Haute École Pédagogique BEJUNE), Philippe Gay (0000-0002-7415-1050, Haute École Pédagogique du Canton de Vaud)
Year2021
Volume6
Publication date2021-05-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2021.660169
OpenAlexW3157192086
LanguageEN
Citations received3
References cited31

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

Curriculum · Education for sustainable development · Engineering ethics · Geography · Mindset · Multidisciplinary approach · Pedagogy · Political science · Social science · Sociology · Strengths and weaknesses · Sustainable development · Typology · Vision · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Engineering · Psychology · Social Representations and Identity

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