Development of competences and conditions for good practices in ESD.A qualitative international survey.

Résumé En

The concept of competence is still controversial. An operational definition in the educational field considers competence " holistic in the sense that it integrates and relates external demands, individual attributes (including ethics and values) and context as essential elements of competent performance". Each competence emerges from the interaction among " knowledge (including tacit knowledge), motivation, capacities, attitudes, values, emotions, mobilized for effective actions in particular contexts ". Our qualitative analysis identified competencies expected by projects of Education for Sustainable Development and the conditions for their development. Reports about "good practices" of UNESCO associated schools and an inventory of case studies in Italian Secondary Schools have been analysed to highlight the five learning pillars (to know, to do, to be, to live together and to transform) pursued by these experiences. The specific competencies were matched with a list of ESD themes, and with phases of realization of projects aimed at producing some change in the close life-environment. The development of the teachers' competencies seems to largely occur in parallel with the actualization of the experiences; teachers' and students' motivation appear mutually contagious and certainly play an important role. The integration of disciplinary knowledge in real life problems, and the identification of unifying trans-disciplinary conceptual networks, need attention.