Blended learning teacher competency framework
iNACOL’s blended learning teacher competency framework

This report includes the key competencies and effective practices of teachers in successful blended learning environments? This research identifies 12 key competencies, organized into 4 larger domains: mindsets, qualities, adaptive skills, and technical skills. This tool is helpful for educators to understand their evolving role in blended learning environments, and it offers insights into the knowledge, skills and dispositions needed to make make new instructional methods successful. Emphasis is placed on the mindsets, qualities, and skills that support practitioners’ creative and continuous improvement as well as ability to thrive amidst change.

Education for All Incheon Declaration
UNESCO declaration

Text of the 2015 Incheon Declaration from UNESCO Education for All and
Framework for Action for the implementation of Sustainable Development Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

EntreComp: The Entrepreneurship Competence Framework

The EU has published a competency framework for entrepreneurship. Some of the more than 400 competences relate to doing business in a sustainable and ethical way. The competences can be used for portfolio building, course building and accreditation of experience.

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The Future Fit Framework

This is a key source for the Prof E Sus project.

This HEA publication, by Professor Stephen Sterling from the Centre for Sustainable Futures, Plymouth, provides readers with a practical introductory guide to learning and teaching for sustainability. While this resource is primarily for academics (including curriculum and educational developers and practitioners), policy makers, senior managers and support staff who want to know more about ESD will also find it helpful.

The Framework was developed out of the experience of the Higher Education Academy (HEA) ESD Project, which ran from 2006-2011, and led the HEA’s work on ESD. This work is now carried on as part of the HEA’s overall programme, which identifies ESD as one of seven key priority areas.