Assessment of cross-cutting competences in education for sustainable development

Figures & data

Table 1. Comparison of cross-cutting competences with the objectives of national bodies.

Types of competences	Cross-cutting competences and capacities	National bodies
		ESD competences of éducation21	Competences and capacities of the PER (CT + General Education (GE))
Cognitive competences	Complex thinking Systemic approaches (connections) Managing uncertainty Managing paradoxes Spirit of synthesis	Systems: Think in systems Relation to knowledge: Construct interdisciplinary knowledge taking account of different perspectives	‘Become aware of complexity and interdependences’ (GE) ‘Envisage, problematize and model situations and solve problems’ (Maths dans Natural Sciences, MSN)
	Reflexivity Reflexive approach Scientific / critical spirit		Develop a reflexive approach (CT)
	Prospective Creative thinking Anticipation, projection Change Flexibility, adaptability	Anticipation: Think and act with foresight Creative thinking: Thinking critically and constructively Perspectives: Changing perspective	Apply creative thinking (CT)
Metacognitive	Motivational and metacognitive competences Learning strategies (as described in PER) Autonomy Responsibility Taking initiative	Responsibility: Develop a sense of belonging to the world	Develop learning strategies (CT) Develop responsibility as a citizen (CT) ‘Develop a responsible and active attitude with a view to sustainable development’ (GE)
Socio-emotional	Relational competences Communication Collaboration, cooperation Participation Respect Empathy	Collaboration: Jointly addressing sustainability issues Participation: Contributing to collective processes	Communicate (CT) Collaborate (CT) ‘Become aware of diverse communities and develop openness toward others’ (GE)
	Self-knowledge Self-esteem Self-confidence Values Ethics	Values: Reflecting on own values and other people’s	‘Develop self-knowledge in physical, intellectual, affective and social terms to act and make personal choices’ (GE)

Figure 1. Taxonomy of levels of acquisition and mastery of cognitive competences.

Figure 2. Verbs of action from official texts of national and international bodies.

Image 1. Presentation of objectives.

Image 2. Example of self-assessment corresponding to objectives.