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

The sequence of the papers in Volume 1 and 2 has been, in the first place, agreedupon the criterion of area affiliation: papers that belong to the social-humanities area;papers that belong to the natural sciences area; and papers that belong to the artisticarea. The paper grouping has also been made according to the criterion of the degreeof education: papers that refer to pre-school, primary, secondary or higher education.Of course, we are well aware of the fact that any other criterion could have beentaken into account because there is a large number of works that could be classifiedaccording to a number of criteria or even beyond the mentioned ones.Looking from the viewpoint of pedagogical theory and practice, i.e. educationalpolicy, the range of topics presented in the 150 papers and two volumes concentrateson the following primary aims: (1) to encourage wider social and pedagogicalpublic to consider the measures for the implementation of the Decade of Educationfor Sustainable Development into its own educational systems and strategies, developmentplans, etc.; and (2) to present and discuss the importance of results obtainedby research for development, and also the improvement of the national curriculumof education for sustainable development. In accordance with this, the followingissues should also be considered: (a) historical development of past environmentaleducation; (b) actual issues of contemporary education for sustainable development;(c) projection of future development of education for sustainable development on themodel of scientific-professional cognitions and research results.The challenge put in front of all spheres of education is not only teaching but alsoefficacious/successful learning in/about the world of great change – social, economic,ecological and other. The core of our interest is learning for sustainable development.It should represent one of the dominant problems in the area of education– for every participant, at every educational level, at every age, including formal,non-formal and informal education (UNESCO, 2005). Among other things, this forcesthe need for a permanent and critical rethink of educational contents as well aslearning and teaching methods.In this connection, having the problem of lifelong learning for sustainable developmentin mind, the key questions that should be answered are as follows:What makes lifelong learning for sustainable development truly needed for aneducational or any other institution?In what way are the expectations of lifelong learning for sustainable developmentbeing explained?What are the possibilities and options for an educational institution or any otherinstitution based on lifelong learning for sustainable development?We are well aware of all the limitations of approaches to the mentioned problemsand questions. Despite that, we hope that they will encourage the interest of a largenumber of authors in order to continue and realize the progress of lifelong learningfor sustainable development with regard to those problems and questions that haveVIII