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By what criteria and how can the efficiency of education for sustainable development (ESD) be assessed or measured? Theoretical and political definitions of teacher competencies for ESD are only the first steps in the implementation process of these competencies throughout the educational system. If we want to develop an effective evaluation system of ESD, a diagnosis is needed about which ways of evaluation are accepted by teachers and which competencies needed further developments. Ourdoi:10.1556/063.9.2019.4.54 fatcat:ge66i6r2tvg3vjtenfuttwdroq