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V. Uzelac, THEORETICAL-PRACTICAL FRAMEWORK OF LIFELONG LEARNING...Decade of Education for Sustainable Development (2005: 5), attention is called tothe following: education widely proclaims a number of values and principles thatform the basis of sustainable development. Shallcross model (2006) is also valuableand interesting because, in a wider space, there are dimensions such as social,economic and ecological sustainability, that is, the values of the lifelong learningprocess. In order to deliberate the dimensions of sustainability further, one is to bereferred to the UNESCO document that emphasizes human sustainability, socialsustainability, economic sustainability and environmental sustainability (Biasutti,2007: 19). For the purpose of this work, it would be interesting to single out thefollowing: development (sustainable development) provides for endurance (sustainability)of the natural environment and social endurance (sustainability) (Novalić,2003: 98). It is also important to point out that Lay advocates the view of integrativesustainability (2007: 1013), referring to ecological, economic, socio-cultural andpolitical sustainability.What arises from the mentioned approaches to the problem of sustainable developmentis that the effects of lifelong learning for sustainable development arebeing measured and assessed by the degree of successful inclusion of a number ofdimensions of sustainability (based on Nenad Strac’s communication submitted atthe conference ‘Education for Sustainable Development’, Zagreb, 13-14 December2007). In accordance with this, it should be clear that their implementation into theprocess of education for sustainable development could have various forms.In order to locate education within today’s global position, we need to determinethe core of fundamental dimensions of our own sustainability which, in generalterms, always occur on the relation ‘dimension nature – dimension society’. Affirmativeassociations in education, set off by the dimensions of sustainability, move alsotowards modernization, which through its efforts and shaping looks further for anadequate approach towards the development of holistic-ecological culture as a valuableconception and orientation that is regarded to be not only the key of development,but also the basic prerequisite of natural, human and social survival (Novalić,2003: 84). Regarding the development of the awareness of sustainable development,the globalization complex has, on the one hand, imposed the domination of severaleducational-problem questions. They imply the orientation to the following:• early education for sustainable development;• continuity of education for sustainable development; and• views of the dimensions of the principle of diversity in education for sustainabledevelopment;On the other hand, the problem also concerns teacher education for sustainabledevelopment. The prospects of both of these problems are favourable, and thereforewe keep our interest in them in the next sections.31