EVALUATION OF KNOWLEDGE AND SKILLS SUSTAINABLE … · Monitoring and evaluation Characterization and evaluation of ESD competences . The holistic approach ... multifaceted educational

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EVALUATION OF KNOWLEDGE AND SKILLS

OF SUSTAINABLE DEVELOPMENT OF PUPILS AFTER COMPLETION OF SCHOOLING

WHEN ENTERING THE UNIVERSITY (English abridged version, August 2017)

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Work carried out by Mr Michel RICARD on behalf of the Organisation Internationale de la Francophonie

DIRECTION OF EDUCATION AND YOUTH

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Summary1

1. Presentations of the studyForeword Study context Objectives of the study Implementation of the study

. Survey tool "Sphinx IQ"

. Construction of questions: Likert scale

. Presentation of the questions

. Understanding issues

. Level of answers Experts and institutions participating in this study

2. Definition of ESD knowledge and skillsIntroduction ESD, knowledge and skills

. ESD and knowledge

. ESD and skills

3. The survey questionnaireDevelopment of the questionnaire General issues The four components of the survey

. Learning to know

. Learning to do

. Learning to be

. Learning to live together

4. Implementation of the questionnaire and processing of dataImplementation of the questionnaire Data processing Methodological note

5. Presentation of resultsGeneral information on how to acquire knowledge

. Types and modalities of education for sustainable development

. Initiatives for SD in everyday life Learning to know

. Teaching modalities of ESD

. What is the purpose of ESD Learning to do Learning to be

. Have a good knowledge of oneself and how to fit into a SD approach

. Clearly assess competency levels and know how to implement them

. Know how to use knowledge and skills to have a clear idea of the world around us and in which we live

1This document is the abridged version of a study which was funded and published in French by theOrganisation Internationale de la Francophonie (OIF) in January 2017 under the title "Évaluation desconnaissancesetcompétencesenmatièrededéveloppementdurabledesélèvesissusdumilieuscolairelorsdeleurentréeàl'Université"andcomprising98pages(www.francophonie.org).

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Learning to live together . What strategy for SD should be implemented within society . Think and act for SD individually and collectively . SD and technological, political and socio-economic factors . New issues in SD

6. Analysis and synthesis of resultsIntroduction Learning to know

. The school, a privileged place to acquire knowledge about sustainable development, but with significant gaps

. A vision affirmed by young people to be the actors of a sustainable society Learning to do

. Young people often altruistic but feeling relatively helpless

. A relatively clear perception of the actions to be carried out but an ignorance of the processes to be implemented

Learning to be . Social integration made possible in part through education . A half-tone evaluation of skills and their implementation . Difficulties in taking into account multiple parameters

Learning to live together . Difficulties in managing complex situations and projecting themselves in the future . Ability to develop individual or group approaches . Ability to respond to innovative processes to be improved . Knowledge of the underdeveloped world mechanisms and actors

Summary of main findings

7. Conclusions

8. Annexes- Annexe 1Recommendations for the implementation of ESD by teachers and trainers

Introduction Recommendations on teacher training

. Professional Development in Education

. Educational Programs and Related Tools

. Monitoring and evaluation Characterization and evaluation of ESD competences

. The holistic approach

. The study of change

. The transformation of learning modalities and systems - Annexe 2

The 17 United Nations Sustainable Development Goals (SDG) and quality education . The 17th Sustainable Development Goals and quality education . Facts and figures . Targets

- Annexe 3Global Action Programme 2015-2019 for ESD

- Annexe 4References

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Part 1

PRESENTATION OF THE STUDY

1.1. Foreword

The problems raised by the impact of human activities on our environment, and the consequences that this may have on the very future of our societies, can only find satisfactory and lasting answers in an evolution of our behaviour.

While the scientific understanding of these problems has improved considerably over the past few decades, the questions asked have changed in nature and have become more complex. It is therefore essential to improve the level of knowledge and skills to promote the perception and Understanding of the issues involved. This improvement requires the implementation of new approaches to training and information education for all citizens, especially young people.

In order for education to lead to new behaviours that are consistent with sustainable development, it is essential that the issues be clearly presented and their content widely disseminated through correlated approaches to education, training and information. These long-term approaches must lead to a better awareness of the responsibilities of all the actors so that they develop individual and shared initiatives aimed at implementing new societal practices.

This education is addressed to all, throughout and throughout life, in formal, non-formal and informal education, from young children to adolescents and adults of all ages: in school, University, associations, business, community, media, social networks, through the discourses and actions of responsible men and women.

Awareness raising, information, training, participation in collective actions of Education for the Environment and Sustainable Development (EESD) contribute to the construction of a new citizenship to face the challenges of the twenty-first century. Much more than pedagogical content, it is a formative and global process that is part of a process of individual and collective change.

ESD has already been demonstrated through concrete community-based projects and multi-stakeholder partnerships. Today, ESD must be an integral part of public policies and strategies of private organizations.

ESD empowers learners to make informed decisions and take responsible actions for environmental integrity, economic viability and a just society for present and future generations, and while respecting cultural diversity. Linked to lifelong learning, ESD is an integral part of quality education. It is a holistic and transformational education that deals with the content and outcomes of learning, pedagogy and the educational environment. It achieves its goal by transforming society.

It is therefore a permanent, evolutionary, multifaceted educational approach, with a long-term perspective that should be promoted. It should enable everyone, and at all ages, to better assimilate information on environmental, socio-economic and cultural issues and to appropriate their logics and issues within the context of all activities Sustainable development.

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Education for sustainable development is a new approach that basically aims to educate a global and systemic approach to putting in place a particular type of development, sustainable development. This education requires a considerable effort in order to bring all the inhabitants of the planet to adopt new behaviours and to ensure the proper integration of these new behaviours in the environmental, social, economic, political and cultural fields.

At the beginning of the education process is formal education in schools and universities, a process that has undergone profound changes to take into account education for sustainable development. In view of the rapidly changing societies and the global environment (climate change, energy, biodiversity, climate change, Demography, globalization, etc.), to give way to a more global approach in order to respond to the need to integrate sustainable development. This is a considerable change and this mutation was initially confronted with the need to move from the stage of experimentation and the individual pedagogical act to the stage of generalization and Systematization of pedagogical approaches carried out with all partners involved in education, training and information activities.

The school is the main place for learning about sustainable development and for more than a decade many initiatives, particularly those implemented by the United Nations and UNESCO, have enabled the development of educational programs and approaches which relate to sustainable development. However, the experts' assessment is relatively critical despite some achievements due to resistance, prejudice, material difficulties, cultural or administrative barriers, and this survey aims to contribute to knowing whether real progress has actually been made in ESD.

1.2. Study context

At the end of the Earth Summit in Johannesburg in 2002, the United Nations developed and implemented the 2005-2014 Decade of Education for Sustainable Development (ESD) through UNESCO. The aim of this decade was to bring together the different actors in each country to develop various initiatives to develop education, training, information and research in the various fields of sustainable development.

In the period 2005-2009, the decade for ESD mainly took into account the initial training of young people with emphasis on school education and considered, to a lesser extent, initiatives to be developed in the field of education, Higher Education.

Progressively, in the second half of this decade, actions have been developed for continuing education, as well as for education for all and lifelong education. During the same period, several educational innovations appeared, first of all those resulting from the development of free digital educational resources (OER) and distance learning in reference to mobile communication tools with digital tablets and smart phones.

The Nagoya World Conference in Japan in November 2014 took stock of ten years of local, regional and international ESD initiatives. At the end of this conference, and in reference to the progress of this decade, two new programs of the United Nations have been put in place to relay the decade: the Global Program of Action (GAP) 2015 -2019 and, to a lesser extent, the 17 Sustainable Development Goals (SDGs), which are in line with the Millennium Development Goals (MDGs), which included eight main lines of action Adopted by the United Nations in 2000.

The United Nations Decade has been implemented by UNESCO, however, some United Nations components, such as the 56-country Geneva-based United Nations Economic Commission for Europe (UNECE) A steering committee of the decade bringing together many scientific and policy experts in the various fields of education and training.

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This committee has developed indicators through which each member country has been able to assess its progress in the area of ESD, particularly in schools. These assessments have enabled these countries to monitor the progress of ESD over the ten years, which is not the case for most countries in the South, the vast majority of which have been slow to implement Committees that could have carried out the same analyses. OIF conducts a number of programs related to education and training for sustainable development and, at the time of the APG, it is important, before envisaging new initiatives or strengthening on-going programs, To carry out an overall assessment of these education and training activities. It is in this context that this study is carried out at the request of the Directorate of Education and Youth. The holding of the conference of the UNESCO Francophone Chair of Bordeaux and of its UNITWIN network in March 2016 has emerged as a good opportunity to integrate ESD issues into its 2016-2019 strategy, which concern both learners and teachers. The orientations that have been proposed at the conference refer to and rely on a certain number of data that will have collected and analysed during this study. 1.3. Objectives of the study Education for sustainable development has been integrated into school curricula in many countries, but with different and limited ambitions and mixed results. Teacher training has not followed - or very little - these formal initiatives that have sometimes - if not often - met with scepticism on the part of teachers and the hierarchy due to a lack of clarity in the definition and implementation of a specific pedagogical approach which implied a global, transdisciplinary approach rarely practiced spontaneously by the teachers. ESD in schools exists in many countries, but it is still too often the result of motivated teachers given the inadequacy of institutional frameworks that organize and promote: the continuity of ESD; Initiatives developed outside the classroom; the opening of the school to the social environment; Learning the debate; the transversal, interdisciplinary and systemic approaches, the pedagogy of project, etc. In the light of these various observations, and taking into account the strategies of the various operators and the initiatives in place or in the field of education in general, and education for sustainable development in particular, it was important to make a point - even indicative - on the status of ESD in the Francophone school system and to draw lessons from it. In cooperation with the heads of 10 Francophone universities and associated teacher training colleges, this study aimed to conduct a survey of first-year students of higher education in order to assess their knowledge and skills in sustainable development to draw lessons from it in order to formulate a number of recommendations relating to the improvement of education for sustainable development in schools. The findings and recommendations of this survey will not be limited to learners but will also take into account teachers whose role is to provide the students with the knowledge and skills needed to a society that takes better account of the values of sustainable development. In order to fulfil their role as educators and trainers in sustainable development, it is essential that the pedagogical approaches and the related tools be acquired during the initial training periods in the dedicated schools (Écoles normales-EN, écoles Higher education-ENS, colleges of higher education and education-ESPE) and supplemented by refresher courses.

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1.4. Implementation of the study

This study lasted 12 months, from October 2015 to September 2016 and included several successive parts which led to the elaboration of this document:

- definition of the study with the Directorate of Education and Youth of OIF;

- development of a questionnaire designed to assess the knowledge and skills in thesustainable development of first-year students at the end of their academic career

- establishment of a committee of experts and heads of institutions of higher educationinstitutions and associated institutes;

- sending the questionnaire and web link to the heads of universities and other institutionsparticipating in the survey;

- presentation of the approach to the teachers and students of the 1st year of each institution;

- online response to the survey, the results of which are sent directly to the website dedicatedto the survey;

- retrieval and processing of data with statistical and anonymous analysis of responses, first byestablishment and then globally.

- analysis of the results, assessment of the ESD situation and proposals for a number ofmeasures to improve its implementation both in terms of curricula and teacher training.

Sixteen establishments were initially asked to participate in this survey, but only 12 of them participated in the survey, the other four having been confronted with logistical difficulties (mainly internet connection problems, but also questions of academic calendar).

Over the next few months, a new two-part study will attempt to take stock of the state of ESD: first, a study will be conducted for first-year students from 15 other Francophone universities to assess knowledge and Skills acquired in school; On the other hand, another study will be aimed at third-year university students in order to evaluate the progress made in SD during the three years of university education and training.

The twelve institutions of higher education for which data have been selected are as follows:

- Algeria: University Polytechnics of Oran (EPO)- Armenia: French University in Armenia (UFAR)- Benin: Abomey-Calavi University (UAC)- Cameroon: Catholic University of Central Africa of Yaoundé (UCAC)- France: University of Bordeaux and Bordeaux INP- Lebanon: La Sagesse University of Beirut (ULS)- Madagascar: University of Antananarivo- Morocco: Mohamed V University of Rabat (UM5)- Mauritius: University of Mauritius (UoM)- Senegal: Cheikh Anta Diop University of Dakar (UCA)- Tunisia: University of Tunis- Vietnam: University of Hanoi

The results presented here concern all the results of these twelve establishments. These results have been grouped together in order to obtain a comprehensive and synthetic approach to approaches related to ESD. However, it was doubtful to obtain more specific information for each institution and a complementary report is being prepared.

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! The "Sphinx IQ" survey tool

The design, collection and processing of the data from this study was carried out using the "Sphinx IQ" survey tool. Sphinx iQ is an inquiry tool that is distinguished by its quantitative and qualitative analysis functions, which allows simultaneous management of several studies. This tool makes it possible to construct survey questionnaires, to collect data and to analyse them. Sphinx iQ can also be used to communicate the results.

In addition, the "Sphinx Online" option is an online platform that allows hosting, dissemination and reporting of results. This platform offers the possibility to manage surveys via the web at all stages.

This environment of consultation and analysis of the answers allows a first reading of the results of the survey. It is also possible to understand how the respondents behave (fill rate, duration of input, etc.), but also directly consult the results of the survey in their raw form (access to an on-line spread sheet) and in consolidated form (flat and crossed analysis).

The analysis and analysis of the data had to be taken into account in the creation of the questionnaire in order to avoid any subjective interpretation and to facilitate interpretation. This was the reason why the choice was made to make the " Closed and mandatory survey questions.

Each question corresponds to a variable name previously established during the development of the questionnaire; In addition, the analysis of survey responses was greatly facilitated by the editing of a personalized presentation report.

Combining the use of innovative technologies such as Responsive Design for a collection on all supports to new renditions allowing access to the results in real time.

The steps to develop, administer, and analyse the data are as follows:

- Creation of a structured and parameterized questionnaire in order to generate the analysis ofthe results automatically

- Send the questionnaire as a clickable link to all the persons surveyed

- Real-time tracking of response rates and responses via Sphinx Online

- Analysis of the results generated automatically via the Sphinx IQ platform

! Construction of questions: the Likert scale

The Likert scale for psychometric and attitudinal measurement leads the respondent to clarify the nature of his approval with the proposal made to him by choosing from among several propositions or opinions. This scale was chosen to elaborate the questions of the survey and to identify more easily the problematic sectors and thus to improve. The five-level scale that has been used makes it possible to avoid the pitfall of the "YES" type response "NO" and therefore to qualify the degree of agreement in relation to a given question.

Several recommendations relating to the Likert scale have been taken into account in the formulation of the questions:

- precision in the definition of scales;

- the use of ladders one end of which is the exact opposite of the other end;

- the choice of coherent and comprehensive scales encompassing all responses;

- Writing logical and interrogative questions.

According to the questions addressed, the 5 levels adopt the same principle but with formulations adapted to the subject treated:

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- a formulation dealing with the agreement or disagreement with the question:1: Strongly agree; 2: Agree; 3: Neither disagreement nor agreement; 4: Disagree; 5: Strongly disagree;

- a 5-level formulation, referring to a given skill and decreasing:1: Excellent; 2: Good; 3: Medium; 4: Wrong; 5: Nil;

- finally, a third type of formulation on the frequency of ESD pedagogical approachesimplemented: 1: Very common; 2: Frequent; 3: Moderately frequent; 4: Uncommon; 5: Absent.

! Presentation of the questions

The principle of an on-line questionnaire as the one used in this survey is based on several elements:

- a gradation in the complexity of the questions which has to make the respondent to provideanswers more and more precise and more thoughtful which will lead to an approach as complete as possible of his knowledge and skills and Than the resulting values.

- a questionnaire that requires a question to be answered before proceeding to the nextquestion so as to avoid a round-trip process. This avoids the need to answer the questionnaire in a disjointed manner by requiring each question to be answered in a definite way and, on the other hand, allows answers to general questions to be crosschecked at the beginning of the survey by means of Questions that will help to clarify or relativize the general answers obtained.

In addition to these two points, it was important to avoid presenting the questions in ways that could bias the investigation and, in particular:

- the drawer questions concern several subjects at the same time and leading to a single answer;

- issues involving conflicting situations or positions;

- restrictive questions that exclude certain answers in an intrinsic way;

- the questions leading to a predetermined answer.

! Understanding of issues

In the course of the discussions with the investigators in the universities requested, it became apparent that some of the students had difficulty understanding. These difficulties were related either to a language problem due to an inadequate knowledge of the French language or to a difficulty in understanding the exact meaning of the questions, in particular in the case of complex questions related to processes that are themselves complex.

In the case of difficulties in understanding the French, the universities concerned translated the questionnaire into another language: in Vietnamese for the University of Hanoi, in Armenian for the French University in Armenia or in English for the University of Mauritius. This provision did not pose any problem in the processing of the data since only the ticked boxes or the validated choices were considered.

The problem of the misunderstanding of certain questions because of their complexity has not been solved because it was not possible to combine a question explicitly with each question. This has undoubtedly led to some uncertainties in a good match between the question and the answers, but this situation is inherent in any survey and, whatever the theme, these uncertainties are difficult to eliminate.

! Level of responses

The number of responses obtained varied according to the universities concerned. The number is in the range of 150 to 200 responses per university - that is, at a level that allowed for statistical analysis to be sufficiently good to validate the findings in the various chapters.

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1.5. Experts participating in the study

Professeur Jean-Marc LAVEST, Rector of the French University in Armenia (UFAR) Professeur Benjamin FAYOMI, Dean of the Faculty of Sciences and Health, Abomey Calavi University, Cotonou, Benin Professeur Yao TANO, President, Nangui Abrogoua University, Abidjan, Ivory Coast Professeur Bernadette ABI-SALEH, Vice-rector, La Sagesse University, Beyrouth, Lebanon Professeur Mahefasoa RANDRIANALIJAONA, Antananarivo University, Antananarivo, Madagascar Professeur Khalid BERRADA, Vice-rector, Cadi Ayyad University, Marrakech, Morocco Professeur Romeela MOHEE, Vice-rector, Mauritius University, Mauritius Professeur Ibrahima THIOUB, Rector, Cheikh Anta Diop University, Dakar, Senegal Professeur Nguyen Thi Cuc Phuong, Vice-rector, Hanoi University, Vietnam Professeur Richard FILAKOTA, Rector, Central Africa University, Yaoundé, Cameroon Professeur Pascal Valentin HOUENOU, Honorary Dean, Félix Houphouët-Boigny University, Abidjan, Ivory Coast Professeur Michel RICARD, Chair, UNESCO chair on ESD, ENS.EGID, Bordeaux INP, Bordeaux, France Dr. Delphine POMMERAY, Director, Digital University on Sustainable Development - UVED, Lyon, France Professeur Valy SIDIBE, Director General, Ecole Normale Supérieure, Abidjan, Ivory Coast

Professeur Notokpé Koffi SY, Director, École Normale Supérieure, Lomé, Togo Professeur Mohamed Lamine BAYO, Director, Higher Institute of Education Sciences, Conakry, GuineaProfesseur Akkari Taher, Vice-president, Tunis University, Tunis, Tunisia Dr. Olivier GARRO, Jean Moulin University, Lyon, France

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Part 2

DEFINITION OF KNOWLEDGE AND COMPETENCES IN THE FIELD OF ESD

2.1. Introduction

The aim of education for sustainable development applied to school education in reference to a formal education process is to give the future citizen the means to make choices by providing him with the knowledge and skills that will allow to carry out reasoning integrating the complex issues of sustainable development, making reasoned decisions, and therefore acting in a lucid and responsible manner, both in personal life and in the public sphere.

School education thus contributes to a fundamental change in society which aims to establish the necessary dynamic balance between social, economic, political, environmental and cultural developments at all levels, local, national, regional and international.

Indeed, the stakes linked to the relationships between the modes of development of societies and the biological, geophysical and chemical processes that constitute the environment of the planetary ecosystem now determine the history of the current century and of those to come.

It is with reference to these elements that this survey was carried out with the aim of defining, through an on-line consultation carried out with the 1st year students of the University, the levels of knowledge as they were Acquired throughout their schooling, as well as the nature and degree of competence that these students have in the field of sustainable development.

Sustainable development can be understood as a normative starting point for identifying a number of knowledge in the various fields of sustainable development and for selecting relevant skills as acquired through sustainable development.

At the international level, the concept of education for sustainable development (ESD) was defined more specifically by UNESCO, following the Earth Summit in Johannesburg in 2002, in the documents published in 2004 at the time of the Preparation for the launching of the United Nations Decade for Education for Sustainable Development, implemented by UNESCO.

In addition, there are many other scientific publications that deal with knowledge, skills and know-how related to sustainable development and, in particular, those dealing with the need to associate it with a forward-looking approach and to promote self-reliance Each one to develop, at the individual level as well as at the level of the society in which it evolves, behaviours in agreement with the sustainable development.

Before proceeding further, it was important to define the terms knowledge and skills and, according to these definitions, to identify the main themes applicable to sustainable development and to decline them through a series of questions

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2.2. ESD, knowledge and competences

Knowledge and competences (know-how, skills) make up the learning outcomes of each learner throughout his or her academic career, which one can develop by adopting an educational approach Throughout the lifespan, whether in formal, non-formal or informal settings. These achievements make it possible to define the different levels of performance of each and to identify ways to develop their potential.

Knowledge and competences contribute to the development of the learner's potential and help him to build his identity, to forge his values and to guide him in his adult life. Knowledge and competences are subject to numerous definitions and are based on a variety of approaches that enable them to be implemented and valued, particularly when it comes to sustainable development.

The approach proposed in this document relates to the four "pillars" of apprenticeship as described in the 1996 report of Jacques Delors, then President of the International Commission on Education for the Twenty-first Century "Learning: the treasure within". In this report the four pillars of education mentioned are: learning to know, learning to do, learning to live together, learning to be.

Subsequently, within the framework of its programs for education for sustainable development in reference to the United Nations Decade of Education for Sustainable Development 2005-2014, UNESCO added a fifth pillar "Learning to transform ".

- learning to know: which relates more specifically to the process of analysing how the curriculumobjectives are defined, how teaching and learning activities are implemented and how evaluations are organized to understanding of sustainable development and the concepts associated with it.

- learning to do: this approach refers to the analysis of the results obtained by the pupilsconcerning their ability to do things and how sustainable development is present in their teaching as well as in the various activities carried out within them Their class and their school; In addition, an overall analysis of the results shows whether the lessons offer students the opportunity to put their theoretical knowledge into practice in an appropriate way;

- learning to live together: corresponds to the vision that can be expected of a world that hasevolved in order to concretely put into practice the recommendations of SD and in which environmental, social and societal, economic and cultural considerations. This world accepts differences and diversity, and advocates for equity, equality and justice.

- learning to be: education allows the acquisition or improvement of the capacity for reflection,self-evaluation, questioning of certainties, reasoning according to new approaches, which make it possible to know one another better and the environment in which everyone lives.

- learning to transform: the transformation of our way of understanding, of understanding problems, of behaving, can lead to changes in society, especially when it comes to sustainable development.

The first four pillars "knowing, doing, being, transforming" served as a framework for the development of the survey questionnaire, which comprises four complementary and overlapping approaches and contributes to the implementation of a good education for sustainable development :

- a knowledge-based approach;

- a know-how approach;

- an approach based on behaviours and skills;

- an approach based on cognitive skills.

The fifth pillar "learning to transform" has not been the subject of a particular chapter insofar as it represents the result, the synthesis of the consideration of the other pillars and the evaluation of this capacity can not through the evaluation of concrete actions.

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All these approaches should lead to what could constitute a fifth "hat" pillar chosen by UNESCO in the framework of the work carried out in connection with the ESD Decade: learning to transform oneself and to transform the society".

These approaches, whatever they may be, are based on three main aspects:

- conceptual aspects: analyse, understand and act in a systemic way;

- technical aspects: methods, processes, procedures, and special techniques;

- human aspects: relating to relations with people in the various living environments.

The questionnaire which was devised to carry out an assessment of the knowledge and skills acquired during their schooling and identified with the students of 1st year in University, takes into account these different definitions applicable to the knowledge and skills looking for, beyond the theoretical knowledge , Whether general or specific, knowledge and know-how relating to sustainable development:

- theoretical knowledge (knowing to know, knowing how to interpret),

- methodological knowledge (knowledge of a method, procedure);

- methodological know-how (knowing how to implement a method, a procedure);

- experiential know-how (valuing one's experience);

- social skills (know how to behave),

- cognitive know-how (knowing how to reason and know how to learn)

The term "competence" thus summarizes, at a given moment and for a given person, a set of knowledge and know-how, standard behaviours, standard procedures, types of reasoning that can be implemented without new learning and Thus valorise the achievements by making it possible to respond, in an appropriate way, to a general or specific question relating to sustainable development.

Once information is available on these achievements, education and training schemes can be put in place to broaden the knowledge and skills of each. This is particularly true for neo-students who benefit from a certain number of knowledge and skills acquired throughout their adolescent journey, not only in the school environment, but also to develop theoretical and practical to consolidate and broaden their achievements.

• ESD and knowledge

Knowledge is a notion with multiple meanings which basically defines the state of the one who knows or knows something. There are three types of knowledge:

- the propositional knowledge is the knowledge that a certain proposition is true, for example,"knowing that the Earth is round";

- the know-how which is the ability to succeed in a simple action, for example "knowing how tomake an addition" or much more complex like "knowing how to make a presentation";

- the objectual knowledge, which is the fact of knowing a particular object, for example,"knowing a particular geographical place".

Concerning the definition of propositional knowledge, it is generally agreed that knowledge and reality must somehow be connected in an appropriate way even if there is sometimes disagreement as to the nature of this connection according to Whether or not a justification is required. For some, this knowledge can be considered certain and cannot be justified, for example when it is a belief, for others this knowledge must be either justified or the result of a reliable process.

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In addition to knowledge, know-how enables one to act and / or solve problems, professional or otherwise, in a satisfactory way in a particular context, by mobilizing diverse capacities according to a global approach and in an integrated way by rejecting the analytical steps that prevent any overview.

• ESD and competences

The term "competences" has two main meanings:

- the first meaning refers to a person's ability to carry out the task entrusted to him or assigned to him;

- the second meaning describes what is necessary for a person to perform this task properly.The two definitions are close to each other but are distinct.

Thus, the second definition involves the definition of what is important for successful work, while the former takes into account the possession of certain prerequisites by a person to perform a defined job. The term "competences" refers to a certain number of skills, talents, applied satisfactorily, while the term "know-how" describes how skills are used.

The competencies relate both to the general areas of training in relation to disciplinary competences and to the specific fields which request them to varying degrees. The competencies concern schooling as a whole, since they are supposed to develop and reinforce throughout the school curriculum by adopting a logic of vertical as well as horizontal decompartmentalization.

Disciplinary competences only partially meet the goal of sustainable development, which also requires cross-curricular competencies which can only be developed to the extent that they are the subject of interventions in all the disciplines and activities of the school.

The notion of cross-curricular competencies, especially in the case of sustainable development, must be part of the practice of teachers who want to use the knowledge of their pupils to enable a better integration of knowledge and give learners a job reflexive.

From this point of view, cross-curricular competencies are not an addition to the curriculum but rather constitute a set of multidisciplinary approaches to better understand the complexity of ESD. They are therefore a shared responsibility and require an effort of consultation and collaboration between the various teachers who are collectively responsible for it.

Cross-curricular competencies for sustainable development relate to multiple purposes and refer to the various tools essential to enable the student to adapt to various situations and to continue learning. They are complementary to one another, since any complex situation inherent in sustainable development necessarily involves several of them at the same time. These transversal skills can be grouped into four complementary approaches:

- the intellectual approach to skills to use information to solve problems, to exercise critical judgment and to apply creative thinking;

- the methodological approach relating to skills for effective work and the use of information and communication technologies;

- the personal and social approach whose implementation makes it possible to update its potential and to develop cooperation with other actors of sustainable development;

- the communication approach that provides the keys to communicate appropriately.

Each of the competencies should be accompanied by remarks on the rationale and nature of competences, its main characteristics, and the evaluation criteria used to judge the development of competence and, finally, Skills as they progress through the school.


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Part 3

THE SURVEY QUESTIONNAIRE _________________________________________________________________________________

3.1. Development of the questionnaire

The questionnaire was built on a three-tiered architecture to better identify the different themes related to ESD:

- a first level refers to the identification of a corpus of general and disciplinary knowledge in thefield of sustainable development acquired through various processes, both in the school and in the out-of-school context, and which take at the same time Formal education, as well as non-formal and informal education;

- the second level considers the way in which this knowledge is taken into account by thestudent / student in order to implement them in the various compartments of their lives, i.e. what are the skills and Know how to be acquired;

- the third level integrates these first two levels in order to carry out a synthetic assessmentand to arrive at conclusions and recommendations to improve the various approaches to training education related to sustainable development.

The approach that led to the development of the questionnaire and its validation was carried out with the support of a number of specialists and experts, both French and foreign, mainly working in the context of various international programs:

- the 2005-2014 United Nations Decade for Education for Sustainable Development (DESD),implemented by UNESCO and continuing through the Global Program of Action (GAP) 2015-2019,

- but also in line with the Millennium Development Goals (MDGs), now relayed by the 17Sustainable Development Goals (SDGs)

- the Education for All (EFA) programs.

Based on the above, the survey was designed to cross-reference the information using a set of questions divided into three sets of questions introduced by a presentation of the approach and purpose implementation:

- Part 1: general questions related to the consideration of SD in their way of life;

- Part 2: main part of the survey with more specific questions divided into four parts.

- Part 3: complementary questioning on societal aspects.

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3.2. General Issues

This first part presents the methodology used for the collection of data, their treatment and their exploitation, focusing on the nature, frequency and characteristics of the courses as they were offered during the course As well as on the pedagogical modalities that may have been linked to it.

Parallel to this analysis of pedagogical practices in schools, this first part of the survey also examined how information was accessed, what sources were used and whether the students what hierarchy, gestures and behaviours related to sustainable development.

- Access to information:What sources of information on sustainable development have you had or have had access to: schools, Internet, social networks, various media, various events, associations or NGOs?

- "Sustainable" behaviours and actions:Inventory of actions and behaviours that, in everyday life, relate to development: turning lights off or saving water, favouring the purchase and use of organic or fair trade products and respecting the environment, using carpooling, etc.,

3.3. The four components of the survey

These four components, which form the core of the survey, refer to the four pillars mentioned above (getting to know, learning to do, learning to be, learning to live together). Each of these components contains about ten questions on levels of knowledge and skills:

• Stream 1: Getting to know

This component is intended to assess the level of knowledge and how this knowledge has been acquired throughout the school curriculum

- specify what types of pedagogical approaches have been used: courses, projects, interactiveapproach, case study, questioning, interdisciplinary approach, scenario, digital resources (ICT, distance learning), reverse pedagogy.

- to know the strand (s) of the education to which the learner's preferences are based: toreproduce and perpetuate the present society, to be trained in a future work, to develop its potential, to acquire the means to change the society , etc.

• Component 2: Learning to Do

The modalities of action are based on the theoretical and practical skills that arise from the acquisition of knowledge, whether general or specific. The assessment of the capacity to act makes it possible to determine the potential levels of involvement and action of each in the various strategies related to sustainable development.

Three sets of questions were proposed to identify these competencies:

- the first set of questions aims to assess whether some of the knowledge and skills acquired can beexercised in specific areas of sustainable development for sustainable development: to appreciate social, cultural and environmental diversity; understanding lifelong learning as an enrichment of the quality of life; clarify ideas, values and perspectives; understanding professional, ethical and social responsibilities; develop a vision of the future; favouring the emergence of better social and environmental conditions; demonstrate self-reliance, self-regulation and the ability to act with integrity.

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- the second series aims at clarifying the learner's level of competence: to arrive at an overall knowledge from several disciplinary fields; understand the meaning of sustainable development in relation to your country / region; knowledge of your country's sustainable development policies and mechanisms, including related regulations; analyse how thoughts, choices and behaviours affect the living and non-living world, today and in the future; to measure the impact of their way of life on the environment and society.

- the third series complements the first two, focusing mainly on operational skills: learningfrom its actions and the elements on which they are based; motivate and motivate others to become active citizens; act responsibly to address inequities or inequalities; identify and analyse the power relations involved.

• Component 3: Learning to be

Determining how to be and how to act refers to the way in which the learner perceives the reality of a more sustainable society and how it intends to act in order to contribute to the establishment of such a society: having an altruistic attitude and to rely on oneself to modify his behaviour and those of others; consider that any action, both at the local level and at broader levels, contributes to the evolution of society; consider as important the solidarity between countries and between people; etc.

• Component 4: Learning to live together

The concept of living together, low in any society, obeys a number of rules to ensure that the reality is harmonious and, in particular, that the values of solidarity, tolerance, justice and individual and collective responsibility are taken into account.

It is therefore important to assess the learner's ability to integrate into society and to contribute actively to the resolution of various problems related to sustainable development: to think and act according to a determined strategy to deal with controversial subjects; perceive complex relationships and cause-effect dynamics; consider the consequences of an action; think and reason at different scales of time and space; applying knowledge, experiences and personal ideas to new issues; apply a systemic and holistic approach to problem solving and go beyond the analytical approach; etc.

In addition to questions to clarify the levels of knowledge and skills in relation to the four "pillars" of education, the questions asked make it possible to go further in identifying pluralistic approaches likely to contribute to the implementation of a sustainable society: advocate for technologies that are conducive to sustainable development and know how to implement them to use new modelling technologies; data processing to predict induced changes in ecosystems; discuss the role of the different actors (NGOs, private sector, government, intergovernmental actors, academic institutions) in the development of public policies and sustainable development; mobilization for major United Nations programs to contribute to the implementation of sustainable development; enrolment in a lifelong learning process.


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Part 4

IMPLEMENTATION OF THE QUESTIONNAIRE AND PROCESSING OF DATA

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4.1. Implementation of the questionnaire

The questionnaire had to meet a number of requirements in terms of its development, validation and drafting of questions, then on-line provisioning, and finally, data retrieval and statistical processing.

The questionnaire is an electronic questionnaire which has been produced in a format compatible with the EXCEL format. This format allows the user to respond quickly to each question by checking the box of his / her choice electronically.

In order to bring the respondent together, but also in order to facilitate the counting and to make it possible to compare the results between establishments, a mandatory response system was attached to this questionnaire.

A dedicated website has been assigned to each university participating in the survey so that the answers are sent directly to the investigating body in the appropriate form in order to avoid any burden and constraint inherent in this type of study, often cumbersome in implementation.

The only work that has been asked of universities and other training institutions has been to disseminate the announcement to the 1st year students, to make them aware of the interest to respond and to transmit the address of the site through from which they would be able to reply online to the questionnaire.

4.2. Data processing

The results of the questionnaire, expressed in EXCEL format, are collated and extracted and then subjected to a statistical treatment via Sphinx iQ.

Sphinx iQ is a survey tool for managing several study projects. This solution makes it possible to construct survey questionnaires, collect data and analyse them. It can also be used to communicate the results. Sphinx IQ is distinguished by its quantitative and qualitative analysis functions.

In addition, and this was particularly important for this study, the "Sphinx Online" option is an online platform, hosting, dissemination and reporting of results. It allows you to manage web surveys at all stages. This environment of consultation and analysis of the answers allows a first reading of the results of the survey. It is also possible to understand how the respondents behave towards the survey and the questions it contains (fill rate, duration of the data entry, etc.), but also to consult directly the results of the survey, (Access to an on-line spread sheet) and in a consolidated form (flat and cross-analysis functions).

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The analysis of the data must be set during the creation of the questionnaire. For the Sustainability Knowledge and Competence Survey, it was decided to make all questions closed and mandatory. Each question will correspond to a variable name previously established during the creation of the questionnaire. Thereafter, the analysis of the survey is greatly facilitated by the editing of a personalized presentation report.

Combining the use of innovative technologies such as Responsive Design for a collection on all supports to new renditions allowing access to the results in real time.

The steps to develop, administer, and analyse the data are as follows: - Creation of a structured and parameterized questionnaire in order to automatically generate

the analysis of the results;

- Sending of the questionnaire, through the dedicated website, to all the persons surveyed inthe form of a clickable link;

- Real-time tracking of response rates and responses via Sphinx Online;

- Analysis of the results generated automatically via the Sphinx IQ platform.

4.3. Methodological note

The implementation of the questionnaire posed problems due to the inadequacy of the computer equipment of some of the institutions participating in the survey. This has resulted in several difficulties which may have limited participation: for example, some students, unable to connect to the University or their homes, were forced to respond either through their smartphones or through Internet cafes.

The next study, which will be carried out in a few months, should be carried out under better conditions, as IT equipment has improved in most of the universities which have made this equipment a priority, in particular due to the increase in the number of students.


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Part 5

PRESENTATION OF RESULTS

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5.1. General information on how to acquire knowledge

This first part of the survey was aimed at introducing the survey through simple and general questions to get some preliminary results on the terms of acquisition of knowledge or skills, sustainable development (abbreviated as ESD).

The first step was to quantify the share due to this education in schools, to define in what way the ESD was provided (courses, projects, interactive approaches, case studies, etc.), but also what other terms (Internet, social networks, newspapers, radio, television, etc.).

At the same time, it was interesting to find out what initiatives these young people took to apply some of the basic concepts of sustainable development in their everyday lives, and on what priority.

Finally, it was important to know the feeling of respondents on two aspects: one that stated purpose they attributed to their education and, secondly, at this stage of education, what were the choices and preferences Which they thought would give their adolescent and adult life to a list that was offered to them.

! Types and modalities of education for sustainable development

The first question was whether respondents had courses on sustainable development during their school curriculum, regardless of how they were taught.

The answers to the first question indicate that 67.8% of the students had courses on sustainable development; the second question, which will be repeated in more detail below, is intended to provide a breakdown between traditional courses and other teaching methods. In general, students report having had courses on sustainable development during their school career.

However, the answers obtained show that most of the information acquired at school is in traditional ways, that is, in the form of face-to-face classes in the classroom, but that the other pedagogical modalities, Such as homework, projects, etc., occupy a smaller place with 48.9%

Education for sustainable development in its broadest sense, i.e. education, training and information provided or accessible in formal, informal or non-formal education, is part of a lifelong, lifelong process that uses all the mechanisms and approaches that our societies offer. It was therefore important, from the beginning of this survey, to have an assessment of the role of these mechanisms and approaches in education for the sustainable development of young people.

The following results rank in descending order the second-tier sources of information used by learners, knowing that with 70% of schools being the preferred source for ESD, the other sources are distributed within 30 % Remaining.

This result is to be declined according to the universities participating in the survey, but also according to the results of the "learning to learn" chapter, which refines these results according to the nature of the courses and the pedagogy implemented.

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The provision of education in the broad sense of the term is not limited to formal education at school but also involves non-formal and informal education. For this reason, the place occupied by other means of training and information has been sought: firstly the traditional media (newspapers, radio, television) and the media conveyed via the Internet, but also the data acquired within the framework of Extra-curricular activities such as events carried out within the framework of associations or NGOs, or exchanges and discussions which may take place within the family or other contexts.

By analysing the overall results, it appears that schools remain the preferred place for the appropriation of knowledge and skills on sustainable development (when these courses exist since it must be remembered that 1/3 of the students did not have courses on this topic).

The media showed good scores, particularly Internet and television (19.1%), while radio (10.6%) and newspapers (4.3%) and publications (6.4%) were less consulted. Social networks and associations also appear to be good sources of information 12.8%), unlike conversations between friends and exchanges at events (6.4%) that play a more limited role.

! SD initiatives in everyday life

In addition to the various courses in the school setting, the following questions were asked to determine what actions or initiatives were most commonly used in everyday life to contribute to sustainable development.

Intervewees were requested to rank the following proposals in order of preference by classifying in 1 the most frequently used gesture and then classifying the following proposals in order of decreasing use from 2 to 9.

Three modalities were cited in particular:

- turn off unnecessary lights (87.10%),

- take initiatives to save water (75.40%);

- use low energy bulbs (57.30%).

While these initiatives are certainly useful actions, they are not likely to result from a deliberate strategy, but rather from what can be called "good actions for the planet" as the media put them forward.

Other initiatives such as refusal to use plastic bags, sorting or recycling paper and tin cans, or performing community service for their community are rarely cited as they "Good gestures" to the implementation of voluntary and thoughtful approaches that result from a process of education in the broad sense.

The low response rate on carpooling has to be taken with caution because this modality, developed in the northern countries, has existed for a long time in the countries of the South in other forms and under other names.

5.2. Learning to know

The 1996 DELORS report on education, commissioned by UNESCO, identified an educational process based on four pillars: (1) getting to know one another; 2) learning to do; 3) learning to be; 4) learn to live together.

The first part of this survey, "Learning to Learn", focuses on the nature of the pedagogy implemented, on its various modalities, on the tools and resources sought, as well as on the results obtained both at the general level and at the level Specific to ESD

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! ESD teaching methods

Pedagogy is fundamental to all types of education, especially when it comes to sustainable development when it comes to education for sustainable development. ESD requires that the different themes and subjects be considered in a holistic approach and that concrete approaches be used to link actions to everyday reality and to draw lessons from the results obtained in order to ensure that To be in step with the expectations of society; In addition, these actions, in addition to being transdisciplinary, must be long-term and, therefore, must be associated with forward-looking thinking.

The first set of questions in this chapter related to the pedagogical modalities implemented in ESD during the school curriculum. The following definitions have been proposed to students to help them understand the meaning of the questions they have been asked and to be able to classify the pedagogical methods in descending order:

- Traditional disciplinary courses (the teacher transmits the knowledge orally to students wholisten and take notes)

- Interdisciplinary teaching: the teacher refers to or integrates into his / her course informationor knowledge belonging to several disciplines)

- Technological tools: the teacher uses tools like concept maps, or heuristics, modelling,simulation, any tool based on the use of the web / internet)

- Digital resources: the teacher uses digital resources to complete his course: TICE, eLearning,MOOCs, and

- Reverse pedagogy: the teacher uses the method of explicating a teaching whose bases areacquired outside the classroom from the documents or references provided by the teacher.

The examination of the pedagogical modalities used in schools shows very clearly that the majority of teaching is carried out in a traditional way in more than 75% of the cases. This pedagogy for development calls for interdisciplinary approaches, which in 31 % whereas they are preferred when it comes to ESD; In addition, there is a relatively low use of digital resources and associated technological tools, as well as the limited use of flipped classroom in English.

The lack of teacher training coupled with the difficulties encountered in accessing digital tools and resources may explain this unfavourable context for the implementation of ESD.

The questions asked in addition to the first series were aimed at clarifying the type of educational approaches practiced and the frequency with which they are exercised in traditional pedagogy or using information technologies and of communication.

The following definitions were proposed to students to help them understand the meaning of the questions they were asked during the survey:

- Project: the teacher leads students to answer a problem through activities implementedoutside the classroom;

- Interactive approach: the teacher involves students in activities that generate immediatefeedback through discussion groups;

- Case studies: the teacher provides students with examples of concrete situations in order toapply the theoretical elements of the courses;

- Questioning: the teacher asks questions to get students to look for information and learn forthemselves;

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- Search for solutions: the teacher submits to students a problem that they must solve collectively by drawing on their experience;

- Conducting a situation: pupils carry out a social or community activity in order to make the link between theory and practice;

- Learning through discovery: Teachers lead students to manipulate objects, to confront questions or controversies, to experiment. These various results underline, if not the disparity of the methods used, at least an encouraging change in the desire to induce students to adopt behaviours related to sustainable development and which are embedded in the reality of society, Using theoretical and practical knowledge acquired in class. Whether reference is made to project implementation, interactive approaches, case studies, finding solutions or learning through discovery, this is a range of initiatives that Provide the pupil with a first set of skills that must be taken up and developed in order to make them a true player in sustainable development. The "questioning" approach is important, with a majority of responses (60.6%) for the "very frequent" modality. This importance reflects the implementation of unavoidable pedagogical practices because they lead the learner to seek Information and learn by itself. The induced educational approach is fundamental, since it will help to accustom the future actor, when confronted with a question related to sustainable development, to be able to look for the right answer (s) by itself. In order to be complete and effective, this approach must be developed in conjunction with the six other pedagogical approaches that have been mentioned above (project, case studies, etc.) in order to offer the student a range of tools enabling it to provide solutions to the problems encountered in the various sectors of sustainable development. ! What is the purpose of education for sustainable development? It was important to know, especially when it came to sustainable development, which of the various purposes of education was preferred by the students interviewed. Did the choice of the four proposals reflect a person-centred attitude or, on the contrary, a more altruistic attitude towards society? Training for future work is naturally the major concern of learners, as shown by the 37.5% of responses to this proposal. This choice is accompanied logically by the demonstration for these learners, the desire to develop their potential to improve the chances of finding a job and thus play an active role in society. The desire to change the company collects a high voting rate with 32.8% of votes. This choice is extremely encouraging for the future because, from opinions issued by future citizens, it is in strong opposition to the proposal relating to the wish to perpetuate or not the current mode of society. The very low score obtained by this last proposal, 1.3%, clearly marks a very strong rejection by the young people of the current society and its modes of operation and, consequently, plebiscites the setting - A society with values more consistent with sustainable development and its various meanings. The reading of these responses which reinforce individual potential in order to give oneself the best assets to find a job, while strongly refuting the current model of society, is that it clearly The willingness of young people to change the present society to build a better world that takes account of sustainable development the course of action to adopt.

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5.3. Learning to do

"Learning to do" corresponds to the second pillar constituting, with "learning to know", "learning to be", "learning to live together", the complete educational approach as adopted by UNESCO.

The angle under which the survey questions were formulated favoured an approach aimed, on the basis of a number of proposals, on the one hand, to lead the learner to question his motivations and, on the other hand, to imagine how he could envisage his action in society on the basis of his knowledge, skills and values.

Two sets of questions were asked, with five propositions for each, to be answered by classifying them in order of preference on a scale of 1 to 5, from strong disagreement to strong agreement.

This first set of answers is addressed to the individual as such and tries to demonstrate his deep sense of the initiatives he can take within the various spheres of action that make up society.

The majority sentiment, as expressed in the first question (One must be prepared to make sacrifices to improve the quality of life of each one) is that sacrifices are necessary to 79.5% of answers in this direction : It is therefore an altruistic feeling that prevails and which testifies to the acquisition of a certain number of values through education in all its forms, and in particular that provided by the school.

On the other hand, there is a certain feeling of powerlessness as reflected in the following answers, since the answers hesitate between the fact that the individual is not in a position, considering his limited means, to influence visibly and globally To achieve a more sustainable society. Thus, in response to the question "A single individual is often powerless to protect his or her immediate environment", the majority of responses point to a degree of helplessness that is confirmed by the following two responses: "alone, one can do nothing to protect the global environment" and, expressed in another way but with the same observation," what I do locally has little effect on the quality of life of the inhabitants of other regions or other countries".

The second set of questions leads the respondent to consider more broadly his action and to reflect on how sustainable development is considered as a global problem and how a certain form of solidarity between actors at the level of Various countries that make up the planet:

- what is the relationship between environmental protection and quality of life,

- is the protection of the environment a priority,

- are we concerned with what happens in other countries,

- the relationship between developed and developing countries,

- which political choices of a country in a globalized context.

The answers to the previous five questions highlight two aspects that relate not only to the interdependence between countries but also to the way in which these countries must take their own choices and the importance of The place of the environment in our societies, whatever the degree of their socio-economic development:

- interdependence between countries:The planet is a large ecosystem whose elements are not autonomous but connected to each other as an organism with its various constituent parts and 73.2% of the answers clearly mark this observation of a necessary coordination and solidarity between the countries;

- the place of the environment:A large majority of the replies stress the priority that must be given to the environment and that the quality of this environment prevails over other economic factors;

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- developed and developing countries:55.8% of the responses indicate that developing countries should not be perceived or act as assisted members of the global community, as often appears to be the case but must themselves assume their own environmental and Sustainable development.

This majority in favour of a choice underlining the need to adopt a responsible attitude, whatever the quality of the actor (individual, association, government, etc.), is clearly contrary to the discourse Policy makers and other decision makers in some developed and many developing countries.

Unfortunately, they adopt the wrong approach, which consists in taking, as the present and future model of society, the model which is unfortunately our own and which results from the consumerist model put in place by the Western countries since the beginning of the industrial revolution in During the middle of the 19th century. This model flourished in the years 1950-1970 with the "glorious Thirty", synonymous with exponential growth, full employment and irrational consumption of the resources of our planet with, at the same time, a very strong demographic growth. For these diverse politicians and decision-makers, this consumer society is acceptable, indeed desirable, and every country should have the opportunity, if it wishes, to be able to set up this type of society.

This approach is contrary to the one advocated by sustainable development since it aims to perpetuate and aggravate the situation of a planet that "lives on credit" and does not seek to set up new models of companies favouring the linear economy in A circular economy more concerned with the resources of our planet.

Lessons learned from this series of questions related to the "learning to act for sustainable development" approach highlight a number of information related to how learners have been able to acquire, in and outside the classroom, a certain number of knowledge and skills related to sustainable development.

Considering the most positive aspects gathered through these questions, it is possible to state three main remarks: those that relate to the student acting as an individual, those that relate to the student acting actor evolving Within its near and distant surrounding world, the more general ones considering the modalities of reflection and action in a globalized world composed of actors with various environmental, political, socio-economic and cultural characteristics:

- the student as an individual has acquired a certain amount of knowledge and skills throughouthis or her academic career, which has enabled him to understand that we are in a world where change can only take place in The extent to which each will impose sacrifices that should lead to changes in behaviour more in line with sustainable development. However, doubt as to the reality of this change was reflected in the responses because of the impotence that can be felt in acting alone and the doubt about the reality of the results of its actions both locally and More general.

- the pupil forming part of a group and acting within it in a more global dynamic also senses thisfeeling of the need for altruistic behaviour and contributes to bringing decision-makers, of whatever nature and To radically change their approaches in order to make the environment and sustainable development the prime and driving force behind the life of any society that wants to be sustainable. This certainty, expressed by a large majority, indicates that many young people place great emphasis on solidarity and consider themselves to be citizens of the world respectful of a planet that shelters and nourishes them and whose resources are limited.

- on a more general level, and in the same way as for the solidarity which must be exercised fullybetween individuals, it is essential that countries develop real solidarity with their inhabitants but also contribute to international solidarity via the establishment of appropriate mechanisms.

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It appears, however, that a significant number of replies do not support the remarks which have been set out above and, in a certain way, relativize them.

Thus, although a very large majority acknowledges the need to make sacrifices to improve the quality of life of all (about 80% of the answers expressed in this way), only 20% of the respondents disagreed with this statement or wondered about this need. Through this expression of their perception, the responses corresponding to the 20% indicate that this change must not result from their own initiative or from their own activity but rather from an external intervention starting from the fact that a single individual cannot "change the world".

When the debate is broadened from the scale of the individual to the regional or global scale, the results show a certain similarity between those who say that sacrifices are needed to improve people's quality of life And those who emphasize the importance of the environment and its inclusion: only 26.8% of those surveyed consider that "economic growth and employment matter more than the protection of the environment" and only 13% do not feel concerned by environmental actions in other countries.

All these remarks are relatively encouraging when we consider the answers to the questions related to the educational pillar "Learning to do". Nonetheless, the relatively significant number of responses to initiatives to promote sustainable development and their origin must be noted. Several reasons can be put forward, such as the poor implementation of interdisciplinary pedagogical approaches and the low rate of devices intended to immerse the learner in concrete approaches, Case studies, role-playing games, learning through discovery, situational analysis or solution research.

This deficiency is essentially a matter of pedagogy and it is therefore important to put in place mechanisms to improve this situation.

5.4. Learning to be

Learning to be was the central theme of the "Faure Report" published by UNESCO in 1972 and focusing on the full realization of human potential. The recommendations contained therein were subsequently incorporated in the 1996 Delors report for UNESCO and its four pillars, including the one entitled "Learning to be", which is the subject of this chapter.

There is, of course, a relationship between the four pillars, and more particularly between the two above, insofar as knowledge and skills generate actions that are at the origin of the relationships and relationships we have with others and that enable us to integrate into society and face the everyday while preparing for the future.

It is these relations with others that enable us to build ourselves, to become ourselves, and to pass from childhood, or we are constantly assisted, to that of adolescent then of adult, active member of the society. No one can thrive solitarily and a successful life requires openness to diversity in all the richness and complexity of its expressions and commitments.

The next two chapters are devoted to the analysis of the results of the survey, which examine the way in which students who have recently emerged from their school curriculum evaluate the contribution of education to the construction of their personality and their To integrate itself in a society which, more than ever, requires the mobilization of all actors, and more particularly that of young people, in order to succeed in its indispensable transformation towards a more sustainable world.

The part of the survey relating to the "Learning to Be" component contains a number of questions aimed at making the student specify the level of competence he / she believes to have acquired during schooling. The questions relate to three sub-themes:

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• Have a good knowledge of oneself and how to fit into a SD approach: Appreciate social, cultural and environmental diversity Understanding lifelong learning as an enrichment of quality of life Clarify your ideas, values and perspectives Understand professional, ethical and social responsibilities Thinking in systemic terms Develop, explore, and create a vision of the future Evaluate sustainable lifestyles Demonstrate self-reliance, self-regulation and ability to act with integrity Work on a project or idea that takes into account ideas from various sources Consider future opportunities to promote better social and environmental conditions

• Clearly assess their skill levels and know how to implement them: Advocate for a sustainable future for everyone Imagine multiple perspectives Develop empathy to put oneself in the place of others Facilitate networking to access ESD knowledge and build partnerships Cooperate and participate in a collective decision-making process Delegate and truly involve others, build partnerships and bring concrete elements of action and reflection. To deepen the realities of our world Work in cooperation with others Learning to find a balance between personal and collective needs To mobilize for personal and community well-being

• Know how to use one's knowledge and skills in order to have a clear idea of the world around us and in which we live:

To arrive at an overall knowledge from several disciplinary fields Understand the meaning of sustainable development in relation to your country / region Know your country's SD policies and mechanisms, including related regulations Analyse how your thoughts, choices and behaviours affect the living and non-living world today and in the future Knowledge of biophysical / socio-cultural systems Find, evaluate, and use information according to appropriate methods Do with incomplete or complex data Analyse environmental, social, economic and cultural influences through present and past actions Know how to measure the impact of their lifestyle on the environment and society Analyse the strengths and weaknesses of one's own views on issues related to SD

For each of the proposals listed above, the student proposals had to specify, on a scale of 1 to 5, the level of competence from 1 (no competence) to 5 (excellent competence). This first series of questions was designed to help the student define himself better and to assess his ability to fit into a sustainable development process at the end of his school career. On the basis of the answers obtained, it is possible to make a number of observations, mostly encouraging, on the way in which these pupils generally feel able to solve the personal challenges offered to them. All proposals score well and show a certain degree of self-confidence by a majority of students in most cases. However, these results must be put into perspective insofar as these evaluations can be, on the one hand, very much too subjective and, on the other hand, very theoretical since it was not possible, within the framework of this study, To propose a concrete problem to solve and thus to test the various answers obtained. The second and third parts of this questionnaire will provide additional information that will be interesting to crosscheck with the information obtained in this first part, and more particularly when it comes to knowing how to use its knowledge and skills to better analyse the Society and contribute to bringing it to more sustainable visions and achievements.

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Among the responses of this first part "have a good knowledge of oneself and how to fit into asustainable development approach", a large majority of pupils consider "understanding lifelong learning as an enrichment of the quality of life". This position in relation to lifelong education, and therefore in all its forms, is extremely encouraging at the general level and more particularly as regards sustainable development, which requires, on the part of the actors, a good knowledge of the springs of society and Of its rapid developments in a complex and globalized world.

In this second set of questionnaires "clearlyassesstheirskilllevelsandknowhowtoimplementthem", respondents relativize their responses as evidenced by the shifts in average percentages. In the first series, if the two extreme values relating to "null" and "excellent" are excluded, the majority responses concerned the average and good opinions, which ranged between 60 and 72% (except for the heading " Considering futures that favour the emergence of better social and environmental conditions ").

The answers obtained for the questions in the second series, again rejecting the "null" and "excellent", show that the choices "average" and "good" are less often chosen and that there are marked differences between the questions (51.1% for "Advocating for a Sustainable Future" and 36.7% for "Imagining Multiple Perspectives") and those on more concrete actions involving the development of In its community (77.7% for "Working in cooperation with others").

The highest score, 77.8%, is obtained for "Mobilizing for personal well-being and community", which may reflect the reality of a strong sense of solidarity with other members of the community. One of the bases of the reality of sustainable development; However, this very positive aspect is tempered by the difficulty that arises when it comes to "finding a balance between personal and collective needs" as evidenced by the low score of 54.5% for good and average ratings.

Moreover, if one considers the scores of "zero" and "excellent" and compares the results of the first two series of questions, it appears that the extreme percentages appear more relativized: thus the "zero" Are higher in the second series than in the first, while the "excellent" rate is much lower.

This relativization of the answers obtained in the second series of questions in comparison with those in the first series will be particularly considered in the third series of questions, the results of which appear hereafter

The third series of the questions "know how to use one's knowledge and skills" clearly shows the difficulty for students to manage situations from the time they become more complex as they involve the simultaneous consideration of several parameters to define of action.

The best example is that given by the answers to the first question in this third part: "Getting to an overall knowledge from several disciplinary fields". The poor score obtained - 53.3% of low skills, 30% of average and only 10% of good - reflects the difficulty of students to synthesize from data belonging to various disciplines and to develop a global approach. This finding is similar to what was observed at the beginning of this study, namely the lack of interdisciplinary and multidisciplinary approaches in school and university education and the predominance of disciplinary teachings that are a major obstacle to a comprehensive analysis of SD issues and, consequently, the implementation of appropriate approaches at the level of the individual as well as at the level of society.

Examination of the answers that follow this first question, reveals a half-tone situation which can be summarized in a few points:

- difficulty for students to go beyond a disciplinary, sectorial, analytical, overcoming approachthat would enable them to adopt a comprehensive approach and to act on the basis of complex data;

- difficulty in engaging in a forward-looking approach and projecting into the future to imaginehow choices and behaviours affect us today and affect tomorrow the world in which we operate;

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- difficulty in evaluating and using information according to appropriate methods, even if the accessibility to this information is facilitated by the use of the Internet, social networks and associated tools, as evidenced by the half-tone results To the question about the use of incomplete data: 66.7% admit low skills to do with incomplete or complex data;

- lack of historical landmarks in order to understand the present and to better project in the future, but also the lacks of a reference point to "identify" oneself in the various components of this chronology as revealed by the answer to the last question. Many of the questions we have to answer find part of their answers in socio-economic, political, environmental and cultural history and ignorance of these benchmarks of the past contributes to this difficulty in understanding the present to better describe the future. At the end of this chapter, a gradual shift and an evolution of the responses as the complexity of these three sets of questions appears to illuminate the "Learning to be" part of this survey. ! Comments All these questions were intended to clarify whether the interviewee had a good knowledge of himself / herself and whether she believed she had the right assets to fit into society. The second set of questions focused on competency assessment and the third, on the use of these skills. The treatment of the data gathered from these thirty questions clearly shows that the gradual shift on knowledge identification and the associated skills assessment, is showing increasingly lower scores as we ask complex questions, calling for a cross-fertilization of knowledge and a necessary interaction with other actors in society, whatever their status. There are also difficulties in the search, processing and use of data. Knowledge of the government's policies and their mechanisms are apparently missing many students and this is an obstacle to understanding the meaning of SD in relation to a country or to a region. Foresight is a difficult exercise in all cases and, as far as this study is concerned, the time factor seems not well understood, whether it is to position oneself in time in relation to past and present history, which explains the difficulties encountered in projecting themselves in the future by relying on environmental, social, economic and cultural influences through present and past actions. It is interesting to note the willingness of most to plead for a sustainable future for everyone, but this plea must be argued in order to convince and it is not certain that those who responded to the investigation are currently able to do this type of advocacy. Conversely, the answers obtained stressed some solidarity of the young people, an empathy with the others and a will to "do together" and to participate in a collective process of decision-making 5.5. Learning to live together

"Learning to live together" is the fourth component of this survey, which is specifically aimed at young people engaged in a school and university career, but whose problems naturally concern all the responsible actors in a changing society. This notion of "living together" refers largely to the need for everyone to develop an understanding of others, to know their history, traditions and culture, using their own knowledge and skills and, through this complex process But necessary, implementation of a strategy related to sustainable development. This dual reference to oneself and to others can be considered as the culmination of a global approach aimed at enabling every inhabitant of our planet to flourish in an increasingly complex and increasingly globalized society. With challenges of all kinds that are becoming increasingly difficult to overcome.

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This chapter is also an opportunity to place the reflection within a broader framework in order to try to clarify the position of young respondents in relation to the problems that we face at the global level, in relation to the major global programs related to sustainable development As well as to the various artisans involved in their implementation.

The 40 questions that make up the fourth component of this survey are divided into four sets of 10 questions, each with a specific purpose:

- what strategy for sustainable development should be implemented within society;

- think and act for sustainable development individually and collectively;

- sustainable development, technological, political and socio-economic factors;

- the new issues of sustainable development

• What strategy for sustainable development should be implemented within society and how toassess the consequences of the actions resulting from it:

Think and act according to a determined strategy to address controversial issues Perceive complex relationships and cause-effect dynamics Think about the side effects and consequences of an action Think and reason at different scales of time and space Applying personal knowledge, experiences and ideas to new issues Moving from sensitization to thoughtful action Implementing its know-how in compliance with ethical principles and universal values Apply a systemic and holistic approach to problem solving and go beyond the traditional approach of splitting these problems Assess divergent views and interests Manage complexity, uncertainty and risk Evaluate elements and propose innovative solutions to enhance sustainability Collecting elements and proposing solutions for a sustainable future

• Think and act for SD individually and collectively by reflecting on the modalities of actions and thestructures in which they develop:

Act responsibly to address injustices or inequalities to self or others. Understand the need to move towards a sustainable way of acting, individually or collectively. Solve different and conflicts. Think critically about value issues. Change the structures that lock us in ignorance and in unsustainable actions. Think and act while thinking about the future. Identify and analyse power relationships in our societies (e.g. within a community). Act individually and collectively to participate in the implementation of sustainable development.

• SD and the implementation of innovative new processes that change the technological, politicaland socio-economic factors:

Have a general understanding of sustainable development, Advocate and implement technologies that support sustainable development. Understand the impact of different cultural, social and political contexts on the environment and sustainable development. Implement environmentally friendly technologies in the face of resource-intensive technologies that pollute and create social injustice. Designing a system, a component, a process corresponding to a need and free of constraints of profitability and meeting criteria of ethics, security and durability. Utilize modern techniques, know-how and tools for environmentally friendly practices. Understand ethical and professional responsibilities and obligations. Understand the effects of technology on society and nature, particularly in industry and agriculture.

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Evaluate ecological sustainability in a holistic way, taking into account economic, social, environmental and ecological footprints. Listen carefully to the views of the different actors in a project and adopt it by consensus.

• SD and globalization: emerging issues, global players and major ongoing programs:Use new modelling and data processing technologies to predict changes in ecosystems. Use the free digital resources of the web to update its knowledge and skills on SD Understand and assess the risk and take appropriate measures to reduce undesirable risks. Discuss human rights and determine how its respect, or lack thereof, affects public discourse and the application of sustainable development Discuss the role of the various actors (NGOs, private sector, government, intergovernmental actors, academic institutions) in the development of public policies and sustainable development Explain the concept of sustainable development in relation to human health. Describe the impact of global warming on our societies. Enrol in lifelong learning. To mobilize for the major programs of the United Nations and its agencies (UNESCO, UNEP, WHO, FAO) to contribute to the implementation of sustainable development.

! What strategy for sustainable development should be implemented within society andhow to assess the consequences of the actions resulting from it:

The process of thinking and acting for SD individually and collectively by reflecting on the modes of action and the structures in which they develop is particularly complex in that it involves both the knowledge acquired and But also how to envisage the various modalities of action in these complex systems constituted by our societies with their constants and their specificities.

The difficulty in understanding this complexity is evident from the second question, the results of which indicate that a majority of respondents, 56.7%, hardly perceive complex relationships and cause-effect dynamics. This result is not contradictory with a better aptitude as reflected in the answers to certain questions such as "Evaluating elements and proposing innovative solutions to enhance sustainability" insofar as these rather positive results in favour of " The assertion of various aptitudes is hampered by the lack of opportunities to confront solutions to reality,

This is different when it comes to thinking and reasoning at different scales of time and space, as indicated by a low percentage of opinions in favour of this type of skills, while 63.3% The difficulty for respondents to project themselves both in space and time. This confirms what has already been demonstrated.

This inability to project in the future, particularly when it comes to complex issues, is aggravated by the difficulty of applying a systemic and holistic approach because of the pre-eminence of an educational system based on an analytical approach problems.

The same is true for the management of complexity and risk, the realization of which implies, by definition, taking into account a set of factors which give an uncertain and relatively unpredictable character to our future as the uncertainty principle, Between living beings and the limits of our planet, or the coexistence of rational elements and emotional elements.

! Think and act for sustainable development individually and collectively by reflecting onthe modalities of actions and the structures in which they develop:

The process of thinking and acting for sustainable development individually and collectively by reflecting on the modes of action and the structures in which they develop is particularly complex in that it involves both knowledge and skills But also how to envisage the various modes of action in these complex systems constituted by our societies with their constants and their specificities.

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The difficulty of understanding this complexity is apparent from the second question, the results of which indicate that a majority of respondents, 56.7%, perceive only difficult relationships and dynamic cause-effects complex. This result is not contradictory with a relatively better aptitude as reflected in the answers to certain questions such as "Evaluating elements and proposing innovative solutions to enhance sustainability" insofar as these rather positive results in favour of the assertion of various aptitudes is hampered by the lack of opportunities to confront the proposed solutions to reality,

This is different when thinking and reasoning at different scales of time and space, as indicated by a low percentage of opinions in favour of this type of competence, while 63.3% Difficulty for respondents to project themselves in both space and time. This confirms what has already been demonstrated.

This inability to project in the future, particularly when it comes to complex issues, is aggravated by a certain difficulty in applying a systemic and holistic approach because of the pre-eminence of an educational system based on an analytical approach to problems.

The same applies to the management of complexity and risk, the realization of which implies, by definition, taking into account various factors which, by definition, give an uncertain and relatively unpredictable character of our future as the uncertainty principle, the relations between living beings and the limits of our planet, or the coexistence of rational elements and emotional elements.

! Sustainable development and the implementation of innovative new processes thatchange the technological, political and socio-economic factors:

"Developing programs for sustainable development in society and assessing the consequences of the actions resulting from them", "Thinking and acting for sustainable development individually and collectively by reflecting on the modalities of actions and the structures within which they Develop "," deploy innovative new processes to change technological, political and socio-economic factors "are the three components of the implementation of a strategy for sustainable development.

The first two sets of questions showed that respondents were confronted with a number of knowledge and skills gaps that, in the present state of affairs, would hamper them in the implementation of " A true and comprehensive strategy for sustainable development.

This third part deals with the way in which sustainable development and related knowledge are a source of debate and exchanges within society and, on the other hand, how Technology can help to develop and animate this debate and contribute to the development of more sustainable behaviours.

The level of knowledge on sustainable development, again reveals generally average skills and related exchange actions, whether general knowledge, advocacy or understanding of the impact of different cultural, social and political contexts on the environment and sustainable development.

With a few exceptions, students appear to have difficulty linking technology to sustainable development and distinguishing between those that support sustainable development and those that are not. This difficulty becomes even clearer when one asks "to design a system, a component, a process corresponding to a need and free of constraints of profitability and meeting criteria of ethics, security and sustainability" with a percentage 53.3% for low skills and 30% for medium skills.

These findings reveal some inability to address current and future problems of sustainable production and consumption, and the search for technologies to harness environmental resources through more sustainable approaches, Industry or agriculture. Beyond that, as has been pointed out several times before, relatively few respondents have satisfactory skills (17.8% only for the right skills and 4.4% for the excellent

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skills) to evaluate in a holistic way the Ecological sustainability, taking into account economic, environmental and social analysis, as well as the ecological footprint ! Sustainable development and globalization: emerging issues, global players and major

ongoing programs

The final part of this survey addresses the issue of sustainable development and globalization with a focus on emerging issues, global players and major ongoing programs.

Beyond the individual sphere and the societal sphere within which each and every one evolves, it is important to know how its individual initiatives or included in a collective approach can be placed within the major mechanisms that involve large operators. These operators, like the United Nations and education-related programs such as the 2005-2014 Decade for Education for Sustainable Development, have the capacity to bring together all actors on the planet and are in a position to emerge and to deal with new problems that will, more or less directly, determine the way in which our future societies will be set up.

This future is based on data that are developed using modelling techniques in perpetual development and it is important to know their existence and to be able to call upon it if necessary to update their own knowledge in a process of education Or in the development of predictive models as in risk assessment: in both of these cases, the responses collected in this survey are not encouraging and indicate low to medium values.

More surprising is the poor score also obtained in terms of knowledge of the actions of the different actors in the development of public policies related to sustainable development, as well as the implementation of various related initiatives such as describing the impact of global warming on our societies, linking the environment and health, apprehending risks or mobilizing for the major programs of international organizations.

The results of the latter part often provide significantly different answers compared to the answers given at the beginning of this survey that were more optimistic than those obtained in the end. This is probably due to the fact that, as the survey progressed, the questions were becoming more precise, which led the interviewees to conduct more in-depth reflection and provide more thoughtful and more precise.


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Part 6

ANALYSIS AND SYNTHESIS OF RESULTS

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6.1. Introduction

The information gathered in the course of this survey, which sought to clarify the nature and level of knowledge and skills acquired by pupils during their school years, provided valuable information on the state of ESD thanks to the answers provided by the first year students of the University.

It is important to recall here that the survey focuses on education for sustainable development which, because of its many specificities and complexity, differs greatly from the traditional educational process, of which ESD represents a necessary evolution because of the many problems and challenges that our societies encounter.

This information is mixed, as is often the case when assessing the progress of education processes related to sustainable development: a number of elements are very positive, but there are gaps and shortcomings Were simultaneously highlighted with the consequent need for many improvements in the various educational processes related to sustainable development, be it teacher training or the training of learners.

The questions asked in the four strands, "Learning to know", "Learning to do", "Learning to be", "Learning to live together", are intended to highlight clearly, through overlapping and gaining Complexity, the need for a gradual and coordinated construction of knowledge and skills that make the learner, at the end of his / her educational cycle, an enlightened and responsible actor of sustainable development.

This complexity is, quite naturally, a source of confusion for learners who have to think about how they think and act both as individuals and as members of a group or community, To understand the problems according to complex environmental, socio-economic, political and cultural approaches because of their nature, but also because they must be taken into account in a global approach involving the local, regional and global dimensions.

6.2. Learning to know

Two points emerge in particular from the first set of questions related to the first part of the "Learning to know" approach to education for sustainable development:

- Schools appear to be the ideal place to acquire knowledge and skills related to sustainabledevelopment, but the pedagogical devices implemented are too traditional and too disciplinary;

- A vision affirmed by the young people to be the actors of a society that they hope will be basedon values more in agreement with the sustainable development

• The school, a privileged place to acquire knowledge about SD, but with important gaps

In the introductory general section on learning and skills development, the answers are very encouraging, indicating that 67.8% of the students had courses on sustainable development during their School course: the school thus appears as the preferred place for the appropriation of knowledge and skills on sustainable development (when these courses exist since it must be remembered that 1/3 of the pupils did not have courses on this subject).

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In addition to school, young learners have at the same time enriched their knowledge in other ways accessible in their everyday life, in and out of school. Some media, such as the Internet and television, are the most popular, with a total of 38.2% (which add up to more than 50% if social networks are included).

The school is the preferred place for knowledge related to sustainable development, but this must be immediately relativized for several essential reasons:

- the answers given indicate that the majority of the courses were delivered according totraditional methods in 76.3% of cases - that is, in the form of face-to-face classes in the classroom - and that Is that the other pedagogical modalities, such as duties, projects, etc., occupy a much smaller place;

- the use of ESD involves only 30.6% of the time in interdisciplinary approaches, whereas theseare particularly favoured when ESD is involved;

- low use of digital resources and associated technological tools, which may result from a lack ofdedicated equipment and/or lack of training of teachers and trainers and which hamper the implementation of information technologies and classroom communication (ICTs, inverted classes) or outside the classroom (eLearning, social networks) facilitating initial training as well as continuing education for both learners and teachers.

In addition to these rather negative remarks, it is nevertheless necessary to underline an encouraging development in the desire to induce students to adopt lasting behaviours by making concrete situations in order to put them in the reality of our societies. Whether we refer to projects, interactive approaches, case studies, or learning through discovery, this is a range of educational initiatives that provide the student with a first set of skills that will have to be taken up and developed in order to make them real players in sustainable development.

This pedagogy, which contributes to a more sustainable society through behavioural change, is indispensable and needs to be strengthened in the light of the answers given by questions relating to the initiatives taken in everyday life for sustainable development more automation than thoughtful behaviour as part of a personal strategy for sustainable development.

• A vision affirmed by young people to be the actors of a sustainable society

The purpose of ESD underpins the development of any educational process, especially when it is aimed at young people who are building their future and need appropriate responses related to their aspirations and visions.

The answers given by the learners to the four questions asked of them are extremely interesting and encouraging as to the future that can be envisaged with their help. Two points are particularly striking:

- Training for future work represents the learner's major concern, associated with thedevelopment of his / her potential;

- The almost unanimous rejection to envisage the perpetuation of the present society and itsmodalities and the desire to change this society for a better world.

This last point is explained by several answers which agree that these changes involve sacrifices to improve the lives of everyone and that it is above all the responsibility of everyone, as an individual, to act So that these changes can take place within our societies.

The corollary to these responses, is the desire to strengthen one's individual potential to succeed professionally and fit well into society, and also the rejection of the current model of a materialistic society to replace it with a society based on other values, stresses the absolute necessity of taking into account these aspirations by the world of education in the conception and implementation of the school curricula: young people expect that their knowledge and skills, and the associated values , will not be perceived as utopias that will be quickly dissipated in confrontations with the unsustainable behaviours that currently prevail.

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6.3. Learning to do

This second part of the questions was developed with the aim of getting the learner to consider - in the light of the lessons he learned from the classroom but also outside the classroom (media, social networks, associations , Etc.) - how it situates itself, as an actor of sustainable development, in relation to the various environments in which it operates, and how its individual strategy can be thought of in a globalized world composed of Actors with very varied environmental, political, socio-economic and cultural characteristics.

• Youth often altruistic but feeling relatively helpless

The overwhelming majority of young respondents believe that preparations must be made to make sacrifices to improve the quality of life for all. This altruism characterizes the feeling which animates them but which is not limited to them alone but encompasses the whole of a society whose young generations will have to bear the consequences of the unsustainable lifestyles of the present society.

This altruism, however, appears on the part of these young people more as a general feeling than as an affirmation supported by concrete elements as evidenced by certain other responses that reveal a certain feeling of powerlessness. For example, the majority response to the fact that a single individual is often powerless to protect his / her immediate environment, that only one individual can do nothing to protect the global environment, or that local action has little effect on the quality of life of the inhabitants of other regions or of other countries perfectly reflect this feeling of helplessness.

• A relatively clear perception of the actions to be taken but an ignorance of the processes to be implemented

The assertion that environmental protection is more important than growth and therefore that the quality of the environment overrides other economic factors, including employment, receives a large share of the vote. This assertion is important in the absolute sense, but is partly corrected by the lack of a certain relationship between the protection of this environment and the quality of life.

The second set of questions aimed at enabling students to think more broadly about their actions and to reflect on how sustainable development is considered as a global problem and how a certain form can be exercised of solidarity between the actors at the level of the various countries that make up the planet.

The answers are in line with the assertion that the planet is a large ecosystem whose elements are interrelated and interrelated, which points to the need for coordinated and interdependent actions between the various countries, They are developed or developing.

These countries, as well as their respective actors (business, association, government, etc.) must adopt a responsible attitude in accordance with the principles of sustainable development and not model their governance on obsolete models that served as a basis for the Consumption that is ours. This allows for a better understanding of a relative majority of opinions that developing countries should not be perceived or act as assisted members of the global community but must themselves assume their own environmental and sustainable development policy.

The lessons of these questions related to the "Learning to act" approach lead to this main observation: the student has acquired knowledge and competences at the end of his / her schooling, enabling him / her to understand his or her As an actor in a change that will require time and sacrifice, but the same student has a certain sense of helplessness insofar as he feels alone in acting and in the doubt he manifests about the reality of the result of his actions. This feeling of relative helplessness resides largely on insufficient knowledge of the various socio-economic and political mechanisms that condition the actions undertaken. It is up to the education community to bring these elements into the picture by introducing more comprehensive approaches to curricula that use multidisciplinary approaches developed through systemic thinking.

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6.4. Learning to be The responses, which relate to how students feel able to resolve the challenges offered to them through the questions in this third part of the survey, are relatively satisfactory. However, as noted above, these results should be put into perspective insofar as these evaluations may be very subjective, but also very theoretical in the absence of the possibility of putting these responses to the test of the Concrete problems. The second and third parts of this questionnaire will provide additional information that will be interesting to crosscheck with the information obtained in this first part, and more particularly when it comes to knowing how to use its knowledge and skills to better analyse the Society and contribute to bringing it to more sustainable visions and achievements. • Social inclusion made possible in part through education A large majority considers "lifelong learning as an enrichment of the quality of life", which is very positive because, particularly with regard to sustainable development, lifelong learning and Considered in its multiple modalities, allows each one to acquire and maintain a good knowledge of the springs of society and its rapid evolutions in a complex and globalized world. For the learners, the education they receive allows them both to clarify their ideas and values, to understand the various responsibilities of each one, to evaluate sustainable lifestyles, Autonomy and self-regulation. As much as these assertions can be accepted as such for most of them, the answers indicating a good score for the two approaches related to the vision of the future and the systemic thinking seem very optimistic and must be relativized. This relativisation is based both on the analysis of the results of several answers collected previously, but also on the results presented in the fourth part which contradict these pro-parte assertions. The two above approaches, in order to be carried out, necessarily involve simultaneous consideration of data from various disciplines and making it possible to carry out a systemic analysis. These two processes are insufficiently implemented in the school environment as indicated by the results obtained at the beginning of this survey. Beyond this remark about school education, it should be stressed that this lack of a systemic approach is not limited to the field of education, but currently concerns all the compartments of our society within which a reductive fractional approach prevails. If the systemic approach were taken into account at school and reinforced throughout the educational process, this would allow for the creation of another culture, another mode of behaviour more in line with sustainable development. • A half-tone assessment of skills and their implementation The answers to the questions in the second series, which focused on how to put their skills into practice, partly support the scepticism expressed above, as evidenced by the differences between several responses:

- the competencies to carry out a prospective approach, using a projection in the future for "Advocating for a Sustainable Future" and "Imagining multiple perspectives" have average percentages;

- more concrete actions involving the development of cooperation within the community, such as "mobilizing for personal well-being and community", score better.

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The strong feeling of solidarity with the other members of the community is highlighted but the difficulty of realizing this feeling is tempered by the answers that put into this difficulty when it comes to "finding a balance between personal needs And collective ". This difficulty in making the "fair share of things" is probably due to a lack of analysis that would also result from an inability to solve a problem satisfactorily due to a lack of a global approach.

• Difficulties in taking into account multiple parameters

The answers to the third set of questions highlight the difficulty for students to manage situations from the moment they require simultaneous consideration of several parameters.

The best example is the wrong score on the ability to "get to an overall knowledge from several disciplines" which, with only 10% of responses in favour of good skills, again reflects the difficulty Students to synthesize data from different disciplines and develop a holistic approach.

Examination of the other answers reveals a half-hearted situation that highlights a number of difficulties encountered by students:

- difficulty in adopting a global approach, acting on complex data and, consequently, imaginingmultiple perspectives to anticipate changes in society;

- difficulty in engaging in a forward-looking approach and projecting into the future to imaginehow the choices and behaviours of the present will affect the future;

- difficulty in using information according to appropriate methods, despite the facilities offeredby the internet and social networks, and difficulty in using incomplete or complex data;

- difficulties in "identifying oneself" in the past and present chronology because of lack ofhistorical landmarks in order to better project itself into the future.

This third component reveals a rather negative shift in the assessment of students' knowledge and skills as the survey progresses and the complexity of the questions

6.5. Learning to live together

The concept of "living together" refers largely to the need for everyone to develop an understanding of others, to know their history, traditions and culture, using their own knowledge and skills and, through this complex process But necessary, to implement a strategy for sustainable development in the various sectors and levels of our societies.

This dual reference to oneself and to others can be considered as the culmination of a global approach offering each individual to flourish in a society of change, in which everyone should actively participate despite the fact or because of the fact , That it is increasingly complex, increasingly globalized and in which challenges of all kinds are becoming increasingly difficult to meet.

• Difficulties in managing complex situations and projecting themselves in the future

A majority of those who responded to this survey find it difficult to understand the complex relationships and dynamics of cause-effects that interact in the present, have difficulty thinking and reasoning at different scales of time and space and, Measure, think and act according to a determined strategy to deal with the complex or controversial subjects that make up our daily lives and shape our future.

The same is true for risk management, where multiple factors such as the principle of uncertainty, the relationships between living beings and the limits of our planet, and the coexistence of rational and emotional elements which, by definition, give this uncertain and relatively unpredictable character to our future.

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• Ability to develop individual or group approaches

Issues relating to the ability to think and act for sustainable development, individually or within a group, integrating both the diversities of the modalities of action and the structures concerned, are well received.

The answers collected indicate good scores, whether it is an individual approach or that of a group to which one belongs. The consensus-based approach recognizes the need to respond to a logic of sustainable development that allows for consideration of socio-economic, environmental and cultural impacts at different time scales.

These good results reflect the situation of young people who, when they leave the school system, have a number of assets to integrate into society but often lack the ability to grasp complex situations at different time scales. These notions should be given to them during their academic journey, insofar as it meets the criteria of ESD

• Ability to respond to innovative processes to be improved

The level of general knowledge about SD is fairly good, as are the skills derived from it: from general knowledge to understanding the impact of different cultural, social and political contexts on the environment and Sustainable development or to advocate for a more sustainable society.

Conversely, students appear to have difficulties in linking technology to sustainable development and distinguishing between those that support sustainable development and those that are not. This difficulty becomes even clearer when one asks to "Design a system, a component, a process corresponding to a need and free of constraints of profitability and meeting criteria of ethics, security and durability": the scores Mostly in the direction of weak skills.

These findings reveal what could be a disadvantage in solving some of the crucial issues facing our societies, such as the shift to a circular economy associated with sustainable production and consumption, or the search for technologies to make sustainable use of water resources, Environment, be it industry or agriculture. This finding is consistent with the finding that few respondents have satisfactory skills for holistically assessing ecological sustainability by taking into account economic, environmental, social and ecological footprint analysis.

• A too superficial knowledge of the underdeveloped world mechanisms and actors

It is important to know how young people can perceive and analyse their actions, individually or collectively, in relation to the major global mechanisms and the planetary operators who generate and animate them. These operators, such as the United Nations and education-related programs such as the Decade 2005-2014 for Education for Sustainable Development or the 2015-2015 Program of Action, which extends it, have the capacity to bring together The stakeholders of the planet and able to bring out new issues that will shape the future of our societies.

This future is based on technologies and data, the complexity and multiplication of which requires each person the ability to be able to update his / her knowledge in a lifelong learning process, or In the development of predictive models as in risk assessment.

Whether it is the knowledge of the world actors and their work or the way in which the work is studied, in particular to draw inspiration from it in order to establish predictive models, the answers collected during this survey indicate Low to medium values which corroborate previous results and which translate insufficient abilities to carry out these different approaches which are the subject of the questions.

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6.6. Summary of main findings

It is important to remember that the questions asked during this survey were addressed to students in the first year of university whose answers provided information on the achievements of their schooling, acquired with information obtained from other channels (media, family environment, social networks of all kinds, etc.).

The most important aspect of this survey, therefore, was not to assess the level of knowledge and skills in an absolute way, but rather to highlight educational deficiencies in relation to education as specific as education for development While trying to analyse how students were positioning themselves in relation to the social problem of sustainable development and how they imagined themselves as actors in this sustainable development by referring to the knowledge and skills acquired throughout Their educational background.

Due to the synthetic presentation of these results, some points can be cited in several parts as a result of the construction of the questionnaire that, through the crosschecking of certain questions, was intended to supplement and clarify the information gathered.

• Learn to know :

- the School is the preferred place for acquiring knowledge and skills related to sustainabledevelopment, even the pedagogical devices implemented are too traditional and too disciplinary;

- young people clearly reject the current model of society and mostly display their will to be theactors of a society which they hope will be based on values more in harmony with sustainable development

• Learning to do:

- Young people who are often altruistic and ready to make sacrifices in order to contribute to thetransition from a consumer society to a more sustainable society, but feeling relatively helpless in the face of the scale of the task;

- A fairly clear perception of the actions to be accomplished but insufficient knowledge of thevarious socio-economic and political mechanisms, which underlines the need for more comprehensive approaches based on elaborate multidisciplinary approaches and systemic thinking.

• Learning to be:

- a social integration that is partly possible through education, which makes it possible to clarifyits ideas and values, to understand the various responsibilities that are incumbent on each, to evaluate sustainable lifestyles or to show autonomy And self-regulation;

- a half-tone evaluation of skills and their implementation with significantly better capacities fordeveloping concrete actions than for carrying out prospective approaches;

- difficulty in taking into account the multiple parameters necessary to adopt a global approach, toengage in a prospective approach, to use complex or incomplete data, to identify oneself in space and time.

• Learning to live together:

- difficulties for a majority of young people to project themselves into the future, grasp complexcausal relationships, reason at different scales of time and space and, to a lesser extent, act according to a strategy Determined to address controversial issues.

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- the right skills to develop individual or group approaches related to sustainable development, considering the need to assess their socio-economic, environmental and cultural impacts at different time scales;

- the capacity to respond to innovative processes to be improved, as revealed by the responses which highlight some difficulties in linking technology and sustainable development and distinguishing between those that are conducive to sustainable development and those that are not;

- poor knowledge of the mechanisms and actors of the world and their work or of the way in which they are taken are taken into account in order to put them into practice and be inspired by them in order to establish predictive models.

At the end of this survey, it is clear that the results obtained are not emphasizing a satisfactory education for sustainable development, whether in terms of applied programs or of pedagogical approaches implemented.

This inadequacy poses the risk, unless rapid progress is made, of an increasing gap between a world of education that is confined to the traditional ways of education and training and the world in which we operate. This world is characterized by a rapid and constant evolution of its socio-economic, technological and cultural environment, which must not only be adapted but also transformed in depth by referring to sustainable development.

Whether it is learning, acting, being or living together, knowledge and skills and the resulting values can only result from renewed education and training processes, especially in School, renewal to which this document wishes to provide some elements.


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Part 7

CONCLUSIONS

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Education for sustainable development is a new educational approach that basically aims to educate a global and systemic approach aimed at putting in place a particular type of development, sustainable development. This education requires a considerable effort to succeed in bringing all the inhabitants of the planet to adopt new behaviours and to ensure the proper integration of these new behaviours in the environmental, social, economic, political and cultural fields. At the beginning of the education process, formal education is situated in the school environment and the school thus appears as a major place for learning about sustainable development

For more than a decade, many initiatives, particularly those implemented by the United Nations and UNESCO, have helped to develop programs and pedagogical approaches that are relevant to sustainable development. However, the results are still relatively critical, despite some encouraging achievements, due to resistance, prejudice, material difficulties and cultural and administrative obstacles.

This survey made it possible to improve the knowledge of ESD in the Francophone school system, to identify progress and defects and to suggest areas for improvement.

Regulatory measures have been developed in recent years to facilitate these educational approaches, which have targeted especially the younger generations of school age who will make up the societies of tomorrow. These arrangements refer, more or less explicitly, to national sustainable development strategies, the European strategy for sustainable development or the United Nations Decade of Education for Sustainable Development 2005-2014.

All the resources of this formal education that can contribute to this effort, whether they concern general or vocational training, must be identified, mobilized and coordinated. It is the level and quality of this mobilization that will determine, to a large extent, the ability of our societies to respond successfully to the challenges of this century.

Progress cannot be achieved under certain conditions:

- teachers and educators must be able to benefit from appropriate initial and continuing training andbetter co-operation between the various actors in education, particularly through partnerships between teachers, parents of pupils, local authorities, associations, and under certain conditions, undertaken;

- education for sustainable development requires an understanding of the stakes, the pluralityof actors - inside and outside the institution - and learning new behaviours so that the processes implemented respect the principles of sustainable development by providing for the opening up and participation in these lessons of the actors who will be their future partners.

Beyond initial, general or vocational training, as it is provided in schools and universities to identified and relatively homogeneous publics, it is important to extend initial training through continuing education and Separate but complementary approaches. Continuing education is aimed at audiences that are at the heart of multi-faceted, complex and long-term processes. However, it is necessary to deal with these two approaches separately, while stressing that school and university education should not to be an autonomous process, but to be open to appeal, within the school and the university as well as to its periphery, to cooperation with the various actors in society.

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Continuing education complements and links initial training and contributes to the creation of an educational continuum aimed at making sustainable development issues understandable to all socio-economic actors, while information is aimed at a population as a whole: All of these education, training and information initiatives allow each citizen to act with full knowledge of the facts in all the compartments of his everyday life.

The information process is probably the most complex and difficult to implement because, in order to be effective, information must be diverse, comprehensive and pluralistic, and must be the subject of an adversarial debate.

The most difficult task is undoubtedly that of making available to the public, whatever it is, transparent and reliable information on sustainable development. Indeed, in all societies, regardless of cultures and levels of development, messages are ubiquitous, targeted to a particular audience or aimed at a large audience, mixing reality with fiction, and all too often difficult to decipher for an audience Uninformed and often expressing values and practices that contradict those of sustainable development.

As with education, information on sustainable development issues is intended to contribute to societal change through the introduction and taking into account of new reference and behavioural systems.

Successful education, training and information activities that lead to sustainable development depend on the responsible behaviour of each individual and the decisions made at the level of the individual or bodies in which he or she participates or represents him. This implies the generalization of education as a structuring element of a culture of sustainable development, a goal of great ambition because it is part of a genuine societal project.

This education, which begins at school, is the responsibility of all the actors who must be involved in a common approach and adopt innovative and adaptive modalities.

National strategies for sustainable development, such as strategies developed at the international level, affirm the need for coordinated approaches to education or training for sustainable development at different time and space scales. These partnerships require that all the main actors in education and training, such as the State and its deconcentrated structures, local authorities, businesses and society be mobilized around shared objectives and concerted approaches civil.

In this context, it is necessary to encourage the establishment, at all levels of the territories, of contractual arrangements or modalities of partnership conducive to the development of concerted actions for education, training and information for sustainable development.

The success of a policy of education for the environment and for sustainable development, responding to the real needs of our society, understood in its local, regional, national and international dimensions, necessarily depends on the implementation of a twofold approach: a policy The establishment of specific mechanisms, as well as an important role for local and regional authorities, businesses and civil society.

When analysing the current situation, the ESD process may appear very uneven either because these countries are not at the same level of development or because they have different conceptions of sustainable development, the only economic development.

Looking back to the December 2005 UNECE text on the European Sustainable Development Strategy (ESDS), but applicable to all countries, it is said that, despite its advances and the rapid Increased efforts must be made to maintain sustainability: "Education plays a key role in fostering the changes

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needed for sustainable development. It ensures that citizens have the Adapt to the changes in the world, that knowledge is disseminated and that stakeholders are involved in change ".

These elements highlight the fact that all countries - and this is particularly true for OIF members - should conduct a reflection on the identification of the specificities and common denominators of a number of elements and more particularly :

- what common approaches to education, training and information would speed up the process;

- what are the common ethical references;

- what is the respective role of the citizen and the institutions;

- what are the shared factors and what the common objectives can be;

- what international cooperation can be developed and more particularly between the OIF,CONFEMEN, UNESCO, etc. ....

These various actions can be conceived only if two conditions are fulfilled: the first concerns a common definition of sustainable development and related educational activities and the second on the implementation of a genuine strategy for sustainable development.

• The adoption by each member country of the OIF of a common definition of sustainabledevelopment and the level of application, as well as the related educational actions.

What distinguishes ESD from education in general is that it has a particular purpose, sustainable development. What is understood by ESD therefore depends on the definition of sustainable development. It is becoming increasingly clear that, despite efforts at both government and stakeholder levels, our societies are far from having achieved sufficient sustainability to meet the requirements as defined in the Brundtland Report and that the very term of "durable" used repeatedly, often incantatory, runs counter to the process by trivializing it. ESD has to bring a certain amount of knowledge and skills, but beyond that must put people in a position to act as people "educated to sustainability" for whom environmental education is a first step.

• The definition and application of a genuine ESD strategy in order to lead all OIF member countriesto a comparable level of knowledge that promotes the pooling of financial and human resources.

In terms of ESD, there is currently a lack of qualitative data for the member countries of the OIF, but also quantitative data which allow, through appropriate indicators, to compare the levels of action of each of the countries And to assess the scope of these various actions: operational frameworks; The relative importance of formal, non-formal and informal education; Competence of educators and trainers; Tools and devices for education and training; Research and development in ESD; Nature and level of cooperation in ESD. This approach was put in place within the framework of the Vilnius strategy through specific indicators specifically developed in 2006 and 2007 by the UNECE Steering Committee and it would be interesting to adapt these indicators to the specificities of the member countries of OIF.

Another point of particular importance is the establishment of a common, transversal approach within the OIF directorates and departments to enable better implementation of the various actions related to ESD and Better integration of ESD into education programs.

Each of the OIF countries has developed educational processes to train its inhabitants to develop a better understanding and understanding of sustainable development, according to their own patterns, but also sometimes according to common modalities. Evident that increased efforts are needed. These

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increased efforts require the strengthening of a common strategy that will make it possible to better exploit the financial and human resources of the OIF and of each of the countries that make it up.

In this context, it would be desirable, in the various fields related to education for sustainable development - and more particularly in school education - to implement or generalize pilot and key actions carried out by Some OIF countries that wish to concentrate on specific fields of ESD. This would allow a better pooling of progress and better efficiency in the development and evaluation of education and research programs related to sustainable development, with significant savings in time and financial resources, and humans.

Education must be able to contribute to the acquisition by each individual of a personality that will enable him to situate himself in the world of today and to project himself into that of tomorrow by referring to his roots. This education must prepare the young citizen to open himself to the world in which he evolves by opening his mind to the diversity of human situations, helping to give him that sense of belonging to the community of citizens responsible for the acquisition of reasoned opinions that will make of him a true humanist. These multiple competences, in particular social and civic, must promote the effective and constructive participation of each citizen in social and professional life and put him in a position to take into account the values of sustainable development.

But education, even if it aims to contribute to the formation of each person's personality and to bring him specific knowledge and know-how, must also ensure that everyone has a common culture and values that are essential to every society.

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ANNEX 1

RECOMMANDATIONS FOR THE IMPLEMENTATION OF ESD BY TEACHERS AND TRAINERS

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A1.1. Introduction

The purpose of these recommendations is to make a number of proposals to help educators become aware of their ESD potential and exploit it through skills acquisition and practice. While it is not necessary for all educators to acquire all the skills presented here, they must nevertheless be the basis of the educational process so that it contributes effectively to ESD.

In the context of school education, these recommendations are addressed to teachers - both in initial and in-service training - but more broadly to all actors at all levels, including managers, administrators and Because it is important that all the different actors have the support of the skills involved: the development of competences must concern all those who are involved in the education system.

Without repeating what was mentioned earlier or anticipated in the next section on teacher training, it must be emphasized that this situation has consequences for both teachers and learners.

It is important to consider the two components of education for sustainable development: introducing elements that specify how sustainable development is envisaged in each discipline considered individually and which, at a more global level, refers to interdisciplinary teaching.

Indeed, although the main emphasis has been on the need to put into practice inter- and cross-disciplinary lessons in ESD, these lessons, as well as the specific pedagogical approaches associated with ESD, can not appear Suddenly into programs as if it were a new discipline. Within each "traditional" discipline, whatever it may be, there must be, explicitly and/ or implicitly, references to SD in order to move on to a more global approach linking these different disciplines.

This step-by-step logical and step-by-step process of moving from a certain approach to SD within each discipline is important to integrate for the teacher but is equally important for the learner, the link between what he teaches or learns in the school and what he is confronted with in everyday life.

The actors of sustainable development often encounter situations where solutions are not obvious, since in most cases these situations are complex, involve various elements of context and may call for several answers depending on the approaches envisaged And stakeholders. It is therefore important that the teacher, but also the student with the help of the teacher, can gradually build their approach, both through disciplinary elements and then to all of these disciplines overall.

Indeed, if sustainable development is part of an interdisciplinary or even transdisciplinary approach, it is necessary to master the concepts and the bases of the various disciplines. There are many contributors to the debate, and in particular: ecology, economics, history, geography, philosophy, political science and physics.

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These two complementary approaches, carried out by both the teacher and the learner, can only result from a long process which, for these two protagonists, the learner and the teacher, is based on a process of education and formation, polymorphic, evolutionary, referring to all the actors of the society and inscribed in the duration.

A1.2. Recommendations on teacher training

Three themes are dealt with in these ESD-related recommendations, with particular reference to teachers placed in the broader context of the school education community:

- Professional development in the field of education

- Curriculum Development

- Monitoring and evaluation

• Professional development in education

Educators are valuable agents of change, and effective reform requires that the latter have the motivations, capacities and support, and that is why all components of the education system must be involved. For example, those in management and leadership positions in educational institutions should be trained in ESD as they play a key role in the success of actions to reform education at the institutional level.

The heads of teacher training institutions are responsible for implementing the mechanisms contributing to the training of teachers in ESD, be it initial training or further training:

- with regard to initial teacher training, managers will have to identify the required andacquired competences and determine when to integrate them into teacher education programs, as it is during this training that most of them Better idea of what their work represents.

- In-service training for in-service teachers, continuous professional development with anemphasis on Competencies should be offered to practicing educators, who will have the opportunity to acquire new skills or to improve skills already acquired in a better way Respond to the new problems arising from the transformations of our societies.

These recommendations are primarily aimed at teachers in schools, but it is also necessary to ensure that teachers in higher education institutions also acquire ESD skills because they play a crucial role in the training of elites And specialists of the future in many fields, including sustainable development and education for sustainable development.

In addition, research on sustainable development and education in sustainable development is fundamental and must be an integral part of the activities of teachers and researchers.

The professional certification procedures for teachers and other educators in many education systems will have to be revised in the light of competences. As they are often determined by the skills that educators are expected to acquire, they will also need to take into account ESD competencies.

• Teaching programs and related tools

Skills should play a prominent role in the design and revision of curricula that must take into account the specific pedagogical characteristics of ESD; It is also necessary to determine whether textbooks and other educational materials reflect these pedagogical orientations or whether it is necessary to develop additional materials, in particular when it comes to approaches relating to the use of tools digital.

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Regardless of the levels considered and the pedagogical modalities chosen, information and communication technologies for education (ICT) must occupy an important place, be it classroom, classroom Inverted or distance learning. The use of these digital tools, which are particularly suited to interdisciplinary approaches, must be based both on the use of scientifically validated and up-to-date digital resources, and also on specific skills that educators and trainers must acquire or develop during their training.

• Monitoring and evaluation

Various audit, evaluation and monitoring systems need to be adapted or developed for all educational institutions, with the aim of assessing their contribution to sustainable development.

Competences form the basis for approaches to education for sustainable development, and it is important to have instruments for academic quality (school inspections, institutional and departmental audits, external evaluations, for example) applied to all Programs and strategies.

In addition to these approaches to assessing faculty competence, it is essential that educational institutions respect the principles of sustainable development at all levels of their functioning in order to create an environment conducive to the exercise of competencies. As such, the application of the recommendations of the Agendas 21 of the institutions represents a perfectly adequate approach.

A1.3. Characterization and evaluation of ESD competences

Numerous studies are devoted to the characterization and validation of ESD competences. Recent work should include, but not be limited to, those undertaken in the context of the UN Decade for ESD 2005-2014, particularly those of the International Commission on Education at UNESCO and those of the Steering Committee of the United Nations Economic Commission for Europe (UNECE). This work corresponds to a wide range of learning experiences in and outside the classroom and their results have been evaluated using a number of indicators developed by a group of experts from the Steering Committee UNECE.

ESD is an educational process that relies on a set of knowledge and skills that the teacher must acquire during his or her training, knowledge and skills, and then teach them to their students.

This educational approach must be carried out according to a progression that takes into account four categories of approaches (pillars) that have been adopted by UNESCO and which are implemented according to an approach specific to each educator:

- Getting to know: the educator understands and integrates the challenges facing society atthe local, regional and global levels;

- Learning to do: the educator is able to acquire practical skills and competences in educationfor sustainable development;

- Learning to live together: the educator works with others in a way that refers to theestablishment of partnerships and the perception of interdependencies, while respecting the values of pluralism and mutual understanding that promote consensus and co- equity;

- Learning to be: the educator, through ESD, acquires an ability to act with an ever-strongercapacity for autonomy, judgment and personal responsibility for SD.

Competence refers specifically to education for sustainable development, which has its own specific characteristics and not to education in general. The essential features of ESD are:

- a holistic approach, aimed at integrative thinking and practice;

- the study of change, which leads to exploring the different possible futures, drawing lessonsfrom the past and mobilizing commitment in the present;

- the transformation of learning modalities and systems.

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• The holistic approach

The holistic approach includes three interrelated elements: integrative thinking; the spirit of openness; the ability to cope with complexities.

- Integrative thinking responds to local, regional and global SD challenges that require anacute perception of how change in one part of the world can have an impact in other parts of the world. This way of thinking also leads to a better understanding that today's choices can influence the world of tomorrow and what the mechanisms of these changes can be.

The construction of our societies is complex and results from the interactions between many parameters, sometimes, if not often, difficult to grasp. These parameters relate to environmental, socio-economic and cultural aspects as well. Integrative thinking responds to this difficulty of apprehension because it reflects a spirit of openness that leads to ways of thinking and acting conducive to taking stock of these interactions and the situations they generate.

The global, systemic approach, such as that based on transdisciplinary teaching, is an excellent way of achieving integrative thinking, contrary to the analytic, reductive approach, which analyses the elements taken separately and That puts into practice the disciplinary teaching which is fundamental but which must be considered as a stage in the approach of EDD and not as a finality.

- The spirit of openness must be one of the main characteristics of the actors of sustainabledevelopment. Indeed, issues related to sustainable development are complex because of their reference to interactions and analyses that sometimes seem contradictory and lead to a confrontation between actors with divergent approaches or interests. Because of these situations, which may lead to different perspectives, it is important that educators, while keeping their own representations of the world in mind and without hiding them, should not seek to impose their views and But, on the contrary, to take into account and analyse different points of view.

- Theabilitytocopewiththecomplexity acquired during their training and practice during thecourse is a fundamental step that gives teachers the opportunity to familiarize themselves with a wide range of concepts and ideas and to relate them between them.

Complexity is one of the key words of ESD, but its significance and educational challenges remain to be clarified. The set of ESD recommendations highlights the need for complex thinking and action in a world where environmental, socio-economic and cultural situations are also complex and far removed from reductionist visions resulting from purely techniques. Complexity and interdisciplinarity are two major axes of ESD that make choices and make decisions to act responsibly and responsibly (an illustration of the various fields of knowledge that are involved in ESD can be found in the various United Nations, UNESCO and UNECE documents that present multiple elements that can serve as entry points).

• The study of change

The study of change in the world and societies is based on knowledge and skills that relate to the past, present and future: drawing lessons from past events, and referring to commitments in this way, it is possible to envisage avenues for exploring the future.

In order to learn from the past, one must be critical and develop an understanding of these events and the causes that have led them to study successes and failures in the past, whatever the field - environmental , socio-economic, cultural - is rich in lessons and facilitates a prospective approach.

An active commitment in the present allows us to reflect and tackle the problems of the contemporary world, but also to put them in perspective with those of future generations. Learning how to imagine

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possible futures gives us an idea of how today's actions can contribute to a better future or on the contrary lead us away from it. This ability to project itself into the future can encourage today to make choices that are compatible with sustainable development for tomorrow.

• Changing learning modalities and systems

The transformation of learning modalities and systems relating to education for sustainable development requires introducing a number of innovations at three levels:

- transform the very notion of educator;

- reforming pedagogy by adopting new approaches to teaching and learning;

- reforming the education system as a whole to adapt it to the needs of ESD.

An overhaul of the very concept of educator is necessary insofar as it is the educators who make up the education system and are able to modify it provided they are able to change their behaviour and be spiritually critical.

It is essential that educators and learners in sustainable development are in complete agreement on the approach and its purpose, without considering that the learners, placed at the centre of the device, can be prescribers. To this end, it is important that educators do not hesitate to show humility and acknowledge that they are not omniscient: this is one of the reasons why the interdisciplinary/transdisciplinary approach is important to help cover Disciplinary fields by bringing together teachers from different backgrounds to resolve a complex issue, particularly in the case of sustainable development. Teachers also need to be empathetic with others and to consider the ideas and proposals of those they are responsible for educating.

The reform of pedagogy must draw on the experience of learners, which offers the community of teachers and learners opportunities for participation and the development of creativity, the ability to innovate and the capacity to imagine other lifestyles. This encourages learners to reflect on the impact of their everyday actions from a sustainable development perspective.

The transformation of education systems is essential since current systems do not sufficiently consider models of sustainable development. If society obviously attaches great importance to the role of formal education, it must be reformed in such a way as to predispose teachers to fulfil their missions.

Such reform cannot be achieved by teachers alone, or even by other actors in education acting in isolation. Educators are well placed to contribute to the reform of the systems in which they work but provided they are able to master essential skills, understand and do why reforms are necessary, be open to change and be able to collaborate.


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ANNEX 2

THE 17 UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS AND QUALITY EDUCATION

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A2.1. The 8 Millennium Development Goals ( 8 MDGs) and the 17 Sustainable Development Goals (17 SDGs)

The Millennium Development Goals (MDGs) were designed to address the needs of the world's poorest people. MDGs expired at the end of 2015 and the United Nations worked with governments, civil society and partners to develop a post-2015 program.

At the Sustainable Development Summit on September 25, 2015, UN member states adopted this new sustainable development agenda that includes a set of 17 global goals to end poverty, tackle inequality and injustice, and addressing climate change by 2030.

Among these objectives, Objective 4 aims to: Ensureuniversalaccesstoqualityeducationonanequalfootingandpromoteopportunitiesforlifelonglearning

Getting quality education is the foundation for improving people's lives and sustainable development. Major progress has been made in improving access to education at all levels and increasing enrolment rates at all levels in schools, especially for girls. Basic knowledge has progressed dramatically, but efforts need to be redoubled to move even faster towards achieving universal education goals. Thus, the world has achieved equality between girls and boys in primary education, but few countries have achieved this target at all levels of education.

• Facts and Figures

- Enrolment in primary education in developing countries has reached 91%, but 57 millionchildren still do not have access to schooling

- More than half of children who are not enrolled in school live in sub-Saharan Africa

- It is estimated that 50% of primary school-age children who do not attend school live inconflict-affected areas

- Globally, 103 million young people have not acquired the basic knowledge and more than 60%of them are women

• Targets

- By 2030, ensure that all girls and boys follow a full cycle of free and high quality primary andsecondary education on an equal footing, resulting in genuinely useful learning;

- By 2030, ensure that all girls and boys have access to early childhood development, earlychildhood care and quality pre-school education that prepare them for primary schooling

- By 2030, ensure that all women and men have equitable access to technical, vocational ortertiary education, including university education, quality and affordability

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- By 2030, considerably increase the number of young people and adults with skills, includingtechnical and vocational skills, needed for employment, decent work and entrepreneurship

- By 2030, eliminate gender inequalities in education and ensure equal access for vulnerablepersons, including persons with disabilities, indigenous peoples and vulnerable children, to all Levels of education and vocational training

- By 2030, ensure that all young people and a considerable proportion of adults, both men andwomen, can read, write and count

- By 2030, ensure that all pupils acquire the knowledge and skills needed to promote sustainabledevelopment, including through education for sustainable development and livelihoods, human rights, Gender equality, the promotion of a culture of peace and non-violence, global citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development

- Build schools that are adapted to children, persons with disabilities and both sexes, or adaptexisting facilities for this purpose and provide an effective learning environment that is safe, free of violence and accessible to all

- By 2020, the number of scholarships offered to developing countries, particularly the leastdeveloped countries, small island developing States and African countries, The follow-up of advanced studies, including vocational training, computer, technical and scientific curricula and engineering studies, in developed and other developing countries;

- By 2030, a significant increase in the number of qualified teachers, including throughinternational cooperation in teacher training in developing countries, especially in the least developed countries a-d small island developing ates.


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ANNEX 3

UNITED NATIONS GLOBAL ACTION PROGRAM 2015 - 2019 ON EDUCATION FOR SUSTAINABLE DEVELOPMENT

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The Global Action Program (GAP) for Education for Sustainable Development (ESD) aims to stimulate and intensify concrete actions in the field of ESD. It is intended to make a substantive contribution to the post-2015 agenda, in line with the United Nations Decade of Education for Sustainable Development (DESD), implemented by UNESCO.

All actors in all countries recognize education for Sustainable Development (ESD) as an integral part of quality education and as an essential catalyst for sustainable development. Both have proposed ESD as one of the targets of the post-2015 agenda.

Based on the results of the Decade, GAP aims to stimulate and intensify concrete actions in the field of ESD. These actions are presented in a roadmap that was adopted by the Member States of the United Nations in 2012 in plenary and addressed to decision-makers, stakeholders and actors. The Roadmap provides suggestions for the implementation of the GAP and explains in detail the role of UNESCO.

ESD has already been integrated into many global frameworks and conventions on key aspects of sustainable development.

- Climate change: Article 6 of the United Nations Framework Convention on Climate Change andits programs of work;

- Biodiversity: Article 13 of the Convention on Biological Diversity and its various programs of work;

- Disaster Risk Reduction: Hyogo Framework for Action 2005-2015 for Nations and CommunitiesConfronted with Disasters;

- Sustainable Consumption and Production: 10-Year Framework Program on Sustainable Livingand Education for the 10-Year Framework 10 YFCP (10 Year Frame Program for Sustainable Production and Implemented by the United Nations Environment Program (UNEP / UNEP).

GAP will apply a dual approach to scaling up and intensifying ESD action: (1) integrating sustainable development into education and (2) integrating education for sustainable development. Consistent with this overall approach, the program has two main objectives:

- Objective 1 "to reorient education and learning so that everyone has the opportunity tobecome familiar with the knowledge, skills, values and attitudes necessary to enable them to contribute to sustainable development";

- Objective 2 "to increase the place of education and learning in all action plans, programs andactivities aimed at promoting sustainable development".

The Global Program of Action is designed as a concrete and tangible contribution to the post-2015 agenda. Its implementation will be fully aligned with that of the post-2015 development program.

From a strategic perspective and in order to strengthen stakeholder engagement, the Global Program of Action has identified five priority areas for action that will contribute to the achievement of ESD.

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• Priority Area of Action 1: Integrate ESD into education and sustainable development policies tocreate an enabling environment for ESD and to bring about systemic change.

Systemic change will only occur if the relevant ministries develop relevant and coherent policies, drawing on and cooperating with the private sector, local communities, academics and civil society. If they are already promising, efforts to develop ESD policies in the context of crosscutting and multi-stakeholder approaches need to be intensified and better coordinated. These systemic changes should lead to a better integration of ESD into policy frameworks, plans, strategies, programs and processes related to education and sustainable development at sub-national, national, sub regional and regional levels And internationally.

• Priority Action Area 2: Transform learning and training environments by integrating the principles ofsustainability.

ESD is not only an educational process, but ESD is the practice of sustainable development, which means that educators and learners not only incorporate sustainable development into their education and training activities , But make the principles of sustainability their daily practice.

The transformation of learning and training environments is not just a more sustainable management of facilities, but goes far beyond that by radically transforming the governance of the institution and the practices that result from it. This second priority area of action calls for the promotion of comprehensive institutional approaches to ESD in schools and other learning and training contexts.

• Priority Area 3: Strengthen the capacity of educators and trainers to deliver ESD with maximumeffectiveness.

Educators and trainers are the best agents of change because, because of their role, they are best able to meet the challenges of education for sustainable development by providing appropriate responses. But in order for them to contribute effectively to this transition to a sustainable society, they must first acquire the necessary knowledge, skills, attitudes and values, but also have the motivation and commitment required.

This third priority area of action aims to strengthen the capacity of these agents of change to promote ESD.

• Priority area 4: Empower and mobilize young people by increasing the number of ESD initiativesagainst them.

Young people bear the promise of a more sustainable future, even though they must now bear a society governed by unsustainable practices and suffer the consequences tomorrow; It is these practices that make these young people take an important part of these unsustainable practices by participating in consumption and that the habits they take today will have a major impact on tomorrow's consumption patterns. It is therefore important that, through education, young people should be informed about the consequences of their choices and actions and of the hope they represent in finding and implementing innovative approaches leading to profound changes of our societies.

• Priority Area 5: Accelerate the search for sustainable solutions at the local level among the variouscommunities, intensify ESD programs and strengthen multi-stakeholder ESD networks.

We are increasingly confronted with major events that undermine sustainable development, such as climate change, resource depletion, the emergence of new epidemics, and rising poverty and precariousness. These major events are taking place while there are profound changes linked to demography and the exodus of rural populations to cities. Whether urban or rural, communities will have to find sustainable solutions at the local level through the mobilization of all stakeholders within multi-stakeholder networks.


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ANNEX 4

BIBLIOGRAPHY

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UNECE, 2016. 10 years of UNECE Strategy for Education for Sustainable Development Evaluation report on the implementation of the UNECE Strategy for Education for Sustainable Development from 2005 to 2015 http://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/10_years_UNECE_Strategy_for_ESD.pdf

This evaluation report, ten Years of the UNECE Strategy for Education for Sustainable Development, summarizes the progress, challenges and achievements of ECE member States from 2005 to 2015 in achieving the Strategy for ESD. Many ECE member States now have ESD policies and frameworks in place to support ESD implementation. Hundreds of initiatives have been launched to integrate ESD into the content and processes of formal, non-formal and informal education, moving from policy to practice.

Depover . et al, 2016.Rethinking the continuing education of teachers in the Francophonie. Edition of the contemporary archives, Paris, ISBN 9782813002204 (in French)

The Francophone Initiative for Distance Education for Teachers (IFADEM) is co-piloted by the Organization Internationale de la Francophonie (OIF) and the Agence Universitaire de la Francophonie (AUF). In the challenge of "quality basic education for all", IFADEM, in close collaboration with the Ministry of Education of each country, is working to improve the skills of primary school teachers in an innovative device using information and communication technologies for education (ICT). Recognized officially as a continuing education activity by the eleven participating countries, the system is based on a hybrid-training program, designed by national, international, academic or educational experts.

The objective of this publication is resolutely oriented towards putting into scientific perspective the reflections carried out during the implementation of the Initiative, the results and the development paths. The authors question and report on their experiences and research work through three main strands: linguistic and didactic questions, accompanying modalities and technological approaches. These themes, and the resulting questions, reflect the cultural and scientific diversity that initiates and supports them, at the heart of the challenges of rapidly changing initial and in-service teacher training.

UVED, 2015. MOOC "Environment and sustainable development". Digital University on Environment and sustainable development – UVED (in English). https://www.youtube.com/playlist?list=PLeU78T5dtVW5A13XzfXdOSZPB4XfEn7af

The objectives of this MOOC achieved by UVED are threefold: - what representations of sustainable development to imagine a society of living together,- better understand our collective actions, our commitments to be an eco-citizen,- modify our behaviour via ESD to achieve an eco-responsible attitude.

This MOOC consists of six parts: 1. Comparative analysis between environmental education and ESD.2. Presentation of good ESD practices from reporting and policy3. Return on representations in education for sustainable development4. Presentation of the pedagogical approaches (critical pedagogy, pedagogy by projects, analysis

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of the living environment, full awareness ...) relating to ESD 5. Handling of some tools for sustainable development education (including concept maps,mental maps, maps of controversies)6. Analysis of skills (individual, collective, cognitive, etc.) to define a reference framework fortrainers and trainers in education for sustainable development

PAYEUR C. & MERCILLE B., 2014. Review of the Decade of Education for Sustainable Development (ESD) in Francophone countries. Foundation Fitz-Back, Québec, 148 pp. (in French)

In preparation for the Nagoya Conference in the autumn of 2014, the aim of this report was to take stock of the Decade of Education for Sustainable Development (DESD), and this report helps to take stock of ESD in the Francophonie. What are the achievements of the countries of la Francophonie EDD? What are the bases for continuing the work undertaken?

Produced by the Fitz-Back Foundation with the support of the OIF, this report presents a number of results illustrated by fact sheets on innovative ESD practices in each of the countries surveyed.

UNECE, 2013. Empowering educators for a sustainable future: Tools for policy and practice workshops on competences in education for sustainable development 41pp. www.unece.org/index.php?id=35136

This publication builts on the Learning for the Future: Competences in Education for Sustainable Development (ECE/CEP/AC.13/2011/6) report, drafted by the UNECE Expert Group on Competences, which gives advice on: (a) what competences educators need in relation to sustainable development; and (b) what policy approaches and strategies are needed to help educators develop those competences.

"Empowering educators for a sustainable future: Tools for policy and practice workshops on competences in education for sustainable development" aims at enabling policymakers and ESD practitioners to explore how educator competences can be developed. It takes the idea of organizing a two-day international workshop on educator competences as its framework, and provides support on how to organize and run such an event. However, it is envisaged that the ideas which underpin the approach described here would be equally relevant and useful for those who are organizing a workshop at the national, local or even institutional level.

UNECE, 2012. Learning for the future – competences for education for sustainable development, 19 pp. www.unece.org/env/esd.html

The competences in ESD described in this document are those of educators and not of learners, although both are intricately related. They go beyond the competences that individual educators would have in order to provide a good quality education in their discipline. This set of competences is not a “minimum standard” to be met by all educators, but rather a goal to which all educators should aspire. It is not intended to prescribe behavioural outcomes; it provides a framework for the professional development of educators and is of particular importance to individuals, groups and institutions that have a multiplier effect, such as educators of educators. The document was prepared by the UNECE Expert Group on Competences for ESD and published with the support of the Dutch government.

This document is supplemented by a text introducing a table summarizing the competencies that education educators need to acquire for sustainable development, which are divided into four main "pillars" in reference to the DELORS report proposals for UNESCO in 1996: getting to know ; Learning to do, learning to live together; learning to be.

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UNECE, 2009. Learning from Each-Other: the UNECE Strategy for Education for Sustainable Development. 150 pp. http://www.unece.org/index.php?id=31752

The strategy of the United Nations Economic Commission for Europe is developed within the framework of the United Nations Decade for Education for Sustainable Development 2005-2014. This strategy provides assistance to the 56 member countries to introduce and develop ESD at national level, both in formal and non-formal and informal education. In order to facilitate and evaluate the implementation of ESD and accelerate its take-up, UNECE has put in place a system of indicators that periodically assess the progress made in this implementation and assess its economic, environmental and social impact.

This document includes a glossary defining terms related to ESD as well as a list of indicators that can be used to evaluate ESD approaches being put into practice, particularly in formal education.

UNECE/UNESCO, 2007. Good Practices in the UNECE region: Education for Sustainable Development in Action. N°2, 198 pp. http://www.unece.org/index.php?id=31748

The main theme of this compendium is reciprocal learning on sustainable development. These good practices and common experiences, communicated by various partners, are concrete examples of successful ESD implementation in different fields and sectors, from policy to schools, and in formal, non-formal learning situations.

This compendium of good practice, developed jointly by UNECE and UNESCO, has been developed by countries to present their efforts to implement education for sustainable development and serve as an example other regions of the world.

Anonym, 2006. Education Program of the Québec School: Cross-curricular Competencies. Ministry of Education, Government of Quebec, ISBN 2-550-46697-7 (in French) http://www1.education.gouv.qc.ca/sections/programmeFormation/secondaire1/pdf/chapitre003v2.pdf

This document published by the Quebec Ministry of Education contains several chapters devoted to school education, including the section on cross-curricular competencies.

The Skills Development Training Program uses knowledge from a variety of sources and does not necessarily meet a disciplinary logic. Thus, the school is invited to go beyond the compartmentalization between the disciplines in order to get the abducted to better grasp and integrate the links between his various learning. The regrouping of certain disciplines into five major areas of learning reflects this desire to establish as many and varied relations as possible between apparent disciplinary fields, which in no way excludes the establishment of relations between disciplines belonging to different fields As should be the rule in the case of ESD.

ENSI, 2005. Quality criteria for ESD-Schools. Guidelines to enhance the quality of Education for Sustainable Development. ISBN 3-85031-048-5 http://www.ensi.org/global/downloads/Publications/208/QC-GB.pdf

This publication was realized by ENSI (Environ and school initiatives), an international network of experts, working in Education for Sustainable Development. This publication targets schools and educational authorities engaged in Education for Sustainable Development (ESD). It presents a proposal for a no exhaustive list of ‘quality criteria’ to be used as a starting point for reflections, debates and further development regarding future work on ESD among educational officials, teachers, headmasters, parents, and students.

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ESD-schools are schools that have chosen Education for Sustainable Development as a central part of their mission and their educational plan. They consider sustainable development as a main principle to keep in mind when planning the school’s daily life and long-term changes and development. Such schools are increasing in number and improving in quality internationally under different names. They are engaged in profound changes regarding the aims and roles of educational institutions. They aim to offer students a context for developing active citizenship and participation embracing the complexity of the combined social, economic, political and environmental dimensions of sustainable development.

DELORS J. et al., 1996. Learning: the treasure within. Report to UNESCO of he international commission on Education for the Twenty-first Century. 288 pp. http://unesdoc.unesco.org/images/0010/001095/109590eo.pdf

This report is the result of three years of work by an international group of 14 specialists who have reflected on how education will be able to cope with the complex challenges of the next century. This report is structured around six major research tracks, which will guide the future orientations of UNESCO and its 184 member states in the field of education. These tracks focus on the links between education and the following six fields of study: development, science, citizenship, culture, social cohesion and employment.

Overall, the report considers that the educational needs of the planet in the next century will be based on four pillars: learning to live together, learning throughout life, learning to cope with a variety of situations, learning to understand one's own personality. The foundation of these pillars is basic education, which develops the taste and the capacity to learn throughout life.


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