Education for sustainable development and preschool teachers’ competencies

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2019
Authors
Mitranić, Nevena
Miškeljin, Lidija
Pavlović-Breneselović, Dragana
Contributors
Orlovic Lovren, Violeta
Peeters, Jan
Matović, Nataša
Book part (Published version)
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Abstract
Within the 2030 Agenda for Sustainable Development, inclusive quality education is defined as one of the main sustainable development goals (SDG 4). According to the UNESCO, education has also been recognised as the main vehicle for attaining all the other SDGs. In 2017 UNESCO published a guide for educational professionals (Education for Sustainable Development: Learning Objectives), identifying the key sustainability competencies to be developed by all learners of all age groups – meaning children and adults. Recognising teachers as learners as well, in this paper, we will explore the meaning of key sustainability competencies for the role of the preschool teacher and, by comparing them with National Standards for Preschool Teachers’ Competencies and National Curriculum Framework for Early Childhood Education and Care – Years of Ascent, consider the issues and possibilities for preschool teachers’ professional engagement in education for sustainable development in our nati...

Keywords:
educational policy, preschool curriculum framework, standards for preschool teachers’ competencies, sustainability competencies
Source:
Quality of education: global development goals and local strategies, 2019, 63-81
Publisher:
  • Institut za pedagogiju i andragogiju
  • Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
Funding / projects:
  • Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji

ISBN: 978-86-80712-14-7

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Handle
https://hdl.handle.net/21.15107/rcub_reff_3436
URI
http://reff.f.bg.ac.rs/handle/123456789/3436
Collections
Institution/Community
Pedagogija / Pedagogy