Abstract
Education for sustainable development (ESD) has become so crucial that we have tried to smear it on anything and everything that's teachable. The consequence is that almost everything we do may be said to contain weak attributes of ESD even if we know nothing significant about it. This paper attempts to reveal an understanding of ESD that is informed by an exploration of policy language and agenda and recent literature in the field. The exploration of policy reveals the possible cause for previous inadequate implementation of ESD. An exploration of policy and literature reveals some key competencies that are advocated for through ESD. Insight into how policy has shifted from an ecological to a development focus and substantiation for why this shift is important in addressing current sustainable development issues serves to inform the interpretation of ESD. Finally, the analysis of policy and literature is triangulated to develop a framework that may assist ESD stakeholders in identifying ESD competencies in policy and practice. It is hoped that through this engagement with selected texts a more informed and complex insight into ESD and its features may be developed