Abstract
By what criteria and how can the efficiency of education for sustainable development (ESD) be assessed or measured? Theoretical and political definitions of teacher competencies for ESD are only the first steps in the implementation process of these competencies throughout the educational system. If we want to develop an effective evaluation system of ESD, a diagnosis is needed about which ways of evaluation are accepted by teachers and which competencies needed further developments. Our research has been conducted to map teachers’ views about the possible ways to evaluate ESD. An online questionnaire was used to gain data about teachers’ view on different types of ESD evaluation. On the basis of the results, a three-level ESD evaluation system seems generally and professionally appropriate: (a) introducing ESD competencies in the mainstream teacher evaluation processes, (b) initiating awards and other appraisal system for innovative ESD teachers and schools, and (c) periodic external assessment of pupils’ and teachers’ preparedness of sustainability-related issues.
Highlights
A growing amount of evidence indicate that without significant changes in the operation of societies, human activity on the Earth cannot be sustained without global disasters in the long run
We present some interesting or characterizing sentences for both groups External Evaluation group (EE) and Internal Evaluation group (IE) of those who accept the need for education for sustainable development (ESD) evaluation with external measurement and those who accept ESD evaluation without external measurement
The results presented in this study have revealed that teachers and schools have very complex and diverse opinions on how ESD could be evaluated
Summary
A growing amount of evidence indicate that without significant changes in the operation of societies, human activity on the Earth cannot be sustained without global disasters in the long run. There are two big steps from evidence to social changes at least. New ways of operating the society as well as encouraging and ensuring sustainable lifestyles should be developed and introduced. Education has crucial role in both steps. This is reflected in the Sustainable Development Goals (SDGs) adopted within the Agenda 2030 by the United Nations (UN, 2015) where, as Mika and Kiss have stated, in addition to SDG 4, which is entirely about education, six additional SDGs refer to education or its synonyms (Mika & Kiss, 2018)
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