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104 I. Bormann

Table 9.1 Classification ‘Gestaltungskompetenz’ sub-competences (de Haan et al. 2009)
Competence categories of OECD Sub-competences of ‘Gestaltungskompetenz’
Use tools and media interactively T.1 Competence for perspective-taking: Be open-minded
and create knowledge from new perspectives
T.2 Competence for anticipation: undertake forward-looking
analysis and evaluate developments
T.3 Competence for interdisciplinary knowledge acquisition:
acquire interdisciplinary knowledge and act on it
T.4 Competence for dealing with incomplete and overly
complicated information: recognize risks, dangers and
uncertainties and be able to evaluate them
Interact in homogenous groups G.1 Competence for cooperation: be able to plan together
with others and take action
G.2 Competence to deal with individual decision-making
dilemmas: account for conflicts in goals when reflecting
on action strategies
G. 3 Competence for participation: be able to take part in
collective decision-making processes
G.4 Competence for motivation: be able to motivate one’s
self and others to take action
Act autonomously E.1 Competence for reflecting on goals: be able to reflect on
one’s own goals and those of others
E.2 Competence for moral action: be able to use ideas of
justice as a basis for making decisions and taking action
E.3 Competence for independent action: be able to
independently plan and act
E.4 Competence for supporting others: be able to show
empathy towards others

types” (ibid, 13). And for the investigation of competences, Jude et al. (2008) make
the fundamental point “that the high expectations for a competence diagnostic (…) are
confronted with measurement methodologies (…) that are still unsatisfactory” (ibid, 7).

Criteria and Indicators

Competence models have the goal of providing statements about individual learning
results and abilities resulting from ESD or normative orientation about structuring
what should be learnt and how. Criteria and indicators on the other hand aim at
observing progress in development at the level of the organisation or the whole
system and when applicable enable comparisons or inform decisions to be made.
Criteria and indicators were first used in economic and social reporting. Indicators
are common instruments for evaluating guidelines, measures and programmes.
They serve the preparation of political and administrative decision-making
(Ben-Arieh and Frønes 2007). However, “there is no single, generally applied definition
of ‘indicator’” (de Vries 2001: 319). In fact, there is a controversy about defining the