Competencias para el desarrollo sostenible: las capacidades, actitudes y valores meta de la educación en el marco de la Agenda global post-2015 Competencies for sustainable development: capabilities, attitudes and values purpose of education in the framework of the post-2015 global agenda

This paper looks at universities as training centers for a sustainable economy. Their remit is to promote the required competencies to achieve that aim, including competencies in sustainability. This article describes the role that the universities in Spain are fulfilling with respect to these issues and presents a training proposal that comprises four key competencies in sustainability with their corresponding performance indicators that permit the evaluation of different levels of achievement in training processes. These competencies must embrace their formative role not only with regard to future graduates who will be employed in "green jobs" per se, but also with regard to those alumni who will work in all the other productive sectors, in addition to all citizens directly and indirectly involved in the wider economy as consumers, producers and (direct or indirect) recipients of its effects. The proposal is based on the recommendations of the Conferencia de Rectores de Universidades Españolas (CRUE: Conference of Chancellors of Spanish Universities), and can be adapted to the teaching programs of different subjects in order to facilitate the training necessary in general competencies of sustainability within the ambit of the subjects taught. Furthermore, this proposal follows the institutional strategy of CRUE to promote curricula sustainability through the inclusion of the principles and values of sustainable development in every degree and educational program taught. This proposal could also be applied to other cultural contexts with similar characteristics.

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A utopia of sustainable development is becoming established on the international stage. To get there, varied and complementary strategies must come into play-among them education. This trend is turning to the "Social and Solidarity Economy" (SSE), especially since the approval by the United Nations (UN) of the 2030 Agenda; the fulfilment of which demands adult education strategies and programs in line with the principles and values of sustainability. This article offers a response to that demand. It aims to carry out a reflective analysis that reveals the similarities between the principles and values of the SSE and those guiding the UN's 2030 Agenda, with its 17 Sustainable Development Goals (SDGs). Based on the results of this analysis, we will argue that training in the competencies for sustainability, essential in achieving the SDGs, is among the main functions of education within the SSE framework. Further, in order to make educational programs more sustainable, such training must be included in their operating objectives. The work uses a hermeneutic methodology based on the existing literature and gives particular attention to UNESCO's directives on training in key competencies for sustainability. The significant contribution the results make is to show: (a) the emphases of each approach and their similarities; (b) how the two are complementary; and (c) the potential, and need, for creating synergies based on their respective strengths. A further original contribution is a proposed basic guide for the design of training activities geared towards gaining the normative competency that UNESCO has identified as key to sustainability. This innovative proposal will be useful for improving the quality of adult training programs, thereby contributing to the achievement of the SDGs in communities.

como fuente de datos el punto de vista de los propios docentes. Se han empleado dos instrumentos de recogida de datos: una prueba objetiva de elección múltiple y un cuestionario, ambos elaborados ad hoc. Los resultados muestran la necesidad de reforzar la formación del profesorado de educación infantil para la adquisición de competencias en sostenibilidad. Palabras clave: formación del profesorado; competencias en sostenibilidad; educación para el desarrollo sostenible; educación infantil; práctica docente. SUMMARY: This paper addresses the figure of teachers of early childhood education in the context of education for sustainable development. The investigation, a descriptive exploratory study has two main objectives: to assess the basic knowledge that the teachers of this educational level have on education for sustainable development and additionally, to explore the similarities that may exist between the current teachers teaching practice and the one required by the United Nations Decade of Education for Sustainable Development model in three significant ways: principles, values and procedures, using the teacher's perspective as data source. We have employed two data collection instruments: an objective test of multiple choices and a questionnaire, both made ad hoc. The results show the need to strengthen the training of childhood education teachers to acquire competences in sustainability.

Resumen: La educación ambiental es un movimiento con un largo e intenso recorrido histórico y, en este artículo, realizamos un breve repaso por algunos de los hitos más importantes y su situación actual. Los problemas ambientales, principalmente el cambio climático han legitimado las tesis que desde la educación ambiental se vienen difundiendo desde hace décadas: la necesidad de un cambio en las relaciones del ser humano con el medio natural y con sus congéneres. Sin embargo, los problemas externos e internos que ha experimentado han dificultado su avance y consolidación. Más allá del necesario examen crítico no podemos dejar de celebrar no solo la pervivencia sino la vitalidad de un movimiento más que necesario, junto con otros, en el camino a la sostenibilidad.

Fecha de recepción: enero de 2017 Fecha de aceptación: marzo de 2017 RESUMEN Los planteamientos de la sostenibilidad abocan a un desarrollo glocal que articule las necesidades y condicionamientos globales con las posibilidades y prácticas locales. La complejidad del fenómeno conduce a un modelo de ciudadanía planetaria que enfatiza el compromiso de la humanidad con la Naturaleza y la necesaria equidad social entre los seres humanos. De ello se derivan implicaciones para la Pedagogía que este artículo pretende destacar. A partir de los escenarios del desarrollo sostenible se avanza la propuesta de una ciudadanía planetaria enraizada en lo local. Glocalidad y ciudadanía planetaria -concepto próximo al de ciudadanía

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