cjeloživotno učenje za održivi razvoj - Učiteljski fakultet - Sveučilište ...

V. Uzelac, THEORETICAL-PRACTICAL FRAMEWORK OF LIFELONG LEARNING...integral efforts, necessary if global aims are to be realized in the domain of educationfor sustainable development, would be lost from sight (Promotion of a global partnershipfor the UN Decade of Education for Sustainable Development, 2005-2014:5).The overemphasis of continuity in education for sustainable development hasdirected us to the following question: What is lying behind the continuity of educationfor sustainable development? The continuity has been viewed more generallyand determined as relatively permanent change of the entire education for sustainabledevelopment, from the earliest age to an old age. This determination implies manyimportant elements. Their analysis is prominent because, regarding the curriculumexplanation, they rely largely on: (a) interdisciplinary and/or integrated curriculum(Hackle, 2005: 22) what, generally, leads us to the following conclusion: (b)the curriculum, that is, skills and knowledge about sustainable development needto be modified and raised at a higher level (Memorandum o cjeloživotnom učenju,2000: 7-8).With regard to the current efforts, the continuity of education for sustainable developmentshould be sought in basic education, that is, in the application of most efficientcharacteristics of pre-school education learning methods (Lepičnik-Vodopivec,2006). At the same time, we are talking about the establishment of the conditions forlarger appreciation of flexibility while organizing the activities and appreciation offun and recreation in a form of a game while researching and using the means thatchildren are familiar with and which are an integral part of pre-school and/or familylife, etc. In this context, the visual-aesthetic characteristic of space is one of theimportant factors of environmental perception (Uzelac, 2003).At the same time, primary school education needs to take care of the demands ofsecondary school education for sustainable development. Namely, the connectionof the primary and secondary levels of education for sustainable development alsoimposes certain adaptation, that is, avoidance of separate development of learning atthree educational levels (pre-school, primary and secondary level) with the tendencyof further prolongation (Huckle, 2005: 22).Generally, school education for sustainable development needs to offer more thanjust narrow learning and teaching about the nature protection, although it also remainsas important (xxx, Environmental Education in the Formal School of South-EasternEurope, 2003). It is not enough to emphasize only the need for new knowledge andinformation about what the environment deals with today, and neglect the point ofchange in school and its basic consequences for the development of the sensitivityand awareness of sustainable development. The need of extending the dimensionsof children’s/pupils’ immediate physical and cultural environment should be emphasizedas well. In short, school successfulness is determined by various impetuses33