Education for sustainable development and preschool teachers’ competencies

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 national education policy.