ESD Competences for Deep Quality in Education

Abstract

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ is the fourth of the 17 Sustainable Development Goals. In practice, education for sustainable development (ESD) provides a well-defined context for quality education and competence-based ESD that can potentially become a framework for reaching effective and deep quality education if certain conditions are met. In this chapter we elaborate and reflect on the concept of quality education with respect to different education models and re-visit quality, not only in terms of measurable, quantitative outcomes but qualitative, subtle elements of quality in education. These elements can be sought within the context of education, the competences it is expected to deliver, appropriate pedagogies, its effectiveness and relevance and most importantly reflexivity and sustainability. Integrated in a competence-based ESD, ‘qualitative elements’ can ensure a deeper form of quality aligned to the humanistic education paradigm and values-based critical pedagogy. In this context we critically scrutinize an international model for competence-based ESD and discuss how such models can contribute to quality education.