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V. Uzelac, THEORETICAL-PRACTICAL FRAMEWORK OF LIFELONG LEARNING...View of dimensions of principle of diversity in education for sustainabledevelopmentThe principle of diversity in education for sustainable development realizes variousrelations: (1) it can be used on equal terms and in turns; (2) its dimensions caninterpenetrate in the process of education for sustainable development; and (3) onedimension of the principle of diversity can be stratified into more different dimensions.Namely, the advocates of the appreciation of the principle of diversity in educationfor sustainable development hold that the emphasis is put on the following: toprovide each child with the opportunity to develop their individual interest and personalstyle of learning for sustainable development. In this context, the monitoringof progress has been singled out and particularly emphasized through a number ofrelations (Huckle, 2005: 64). However, many proposed solutions to the appreciationof the principle of diversity did not become adequate reality.Singling this problem out from the entirety of education for sustainable developmenttentatively, we made efforts to observe it within the context of a future perspective.The starting question is: How can it be proved that education gives a validpicture of the diversity of learning for sustainable development? At the same time,this question initiates a few important things:(1) What can be a better measure of the diversity of learning than the situation whereit opens some new vistas, that is, little known ways of understanding the problemof the diversity of learning for sustainable development? As could be expected,the changes linked with the master plan of learning new knowledge and skills gofurther than that.In fact, (2) behind all this there is a more observable need for the right to the diversityof learning about sustainable development for all children, regardless of theirorigin, gender, socio-cultural background, language and developmental potential(e.g. children with difficulties in development, gifted children, etc.) on the onehand, and pedagogical-didactic-methodical requests for diversity on the other,going from various learning contents, outcomes, forms and methods to differenttime inclusion.Having in mind that it is a matter of numerous dimensions of diversity within theeducational process, we need to say that such interpretations are not always easilyachievable or their realization is not equally good with regard to education for sustainabledevelopment. Here, we could also raise the question of what criteria are orshould be taken as the starting point if we know that each of them implies numerousinterpretations. However, we will restrict ourselves to a short comment on some dimensionsof the principle of diversity in education for sustainable development.35