The Conceptualization of Competencies Related to Sustainable Development and Sustainable Lifestyles.
In-Progress Reflection No. 8 on Current and Critical Issues in Curriculum, Learning and Assessment:
Abstract: The education system of Finland has been developed soundly during the past 40 years. The guiding principles have been equity and equality in education, and high quality education, in order to promote every individual’s life-long learning. Following these principles has strengthened the sustainability of the system itself. This report describes the role of sustainable development and the importance of learning a sustainable lifestyle in Finnish basic (primary and lower secondary) education. It highlights the goals, values, tasks, and the conceptualization of the competencies related to sustainability in the 2014 National Core Curriculum for basic education. In addition, it describes the sustainable nature of the curriculum reform process itself. The report examines the role and the contribution of various school subjects and aspects, such as the school culture and the learning environment, in creating a strong knowledge base on which to build the values, attitudes, skills and the will needed for sustainable lifestyle, and in promoting sustainable ways of living. The report concludes with lessons drawn from the Finnish way of enhancing sustainability in education.
Keywords: Competencies – curriculum – curriculum reform – education for sustainable development (ESD) – Finland – sustainable lifestyles
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Read the article in English:
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“Human needs and desires are made within the limits of what nature can provide. Sustainability means achieving satisfying lives for all within the means of nature, now and in the future.The Finnish example of conceptualization of competencies related to sustainable development and sustainable lifestyles presents the wholeness and beauty of a grounded and realistic as well as ethical project of how to make sustainability history.”Dr Liesma Ose |
Learn more about competencies based curriculum for sustainable development and lifestyle:
These three-minute videos aim to share the perspective of experts from different regions.
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Watch Ms Irmeli Halinen, Head of Curriculum Development of the Finnish National Board of Education, discuss the basic education curriculum reform in Finland.
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“In our curriculum work we have defined seven transversal competence areas which are: (1) thinking and learning to learn; (2) taking care of oneself and managing daily activities and safety; (3) cultural competence or cultural literacy, interaction and expression; (4) multiliteracy; (5) ICT-competence; (6) the competencies for the world of work – entrepreneurship; and (7) participation and influence, building sustainable futures.”
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