Page 161 - Lepičnik Vodopivec Jurka, Mezgec Maja. Ur. 2023. Vseživljenjsko učenje odraslih za trajnostni razvoj in digitalni preboj. Koper: Založba Univerze na Primorskem
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ojmovanje trajnosti in njeno uresničevanje v realnem vrtčevskem okolju z vidika vzgojiteljic
UNESCO. 2002. Information and Communication Technologies in Teacher Educa-
tion: A Planning Guide. Pariz: UNESCO.
———. 2005. »Report by the Director-General on the United Nations Decade
of Education for Sustainable Development: International Implementation
Scheme And UNESCO’s Contribution To The Implementation Of The De-
cade; Draft International Implementation Scheme for the United Nations
Decade of Education for Sustainable Development (2005–2014).« 172 EX/11.
UNESCO, Pariz. http://unesdoc.unesco.org/images/0014/001403/140372e
.pdf.
———. 2012. Learning for the Future: Competences in Education for Sustainable
Development. Ženeva: United Nations Economic Commission for Europe.
———. 2016. Global Education Monitoring Report 2016: Education for People and
Planet; Creating Sustainable futures for All. 2. izd. Pariz: UNESCO.
United Nations. 1993. »Agenda 21: Programme of Action for Sustainable Deve-
lopment, Rio Declaration on Environment and Development, Statement
of Forest Principles: The Final Text of Agreements Negotiated by Gover-
nments at the United Nations Conference on Environment and Develop-
ment (UNCED), 3–14 June 1992, Rio de Janeiro, Brazil.« A/CONF.151/26/Rev.1.
United Nations, New York.
———. 2015. »Transforming Our World: The 2030 Agenda for Sustainable De-
velopment.« A/RES/70/1. United Nations, New York.
Uzelac, V. 2008. »Theoretical-Practical Framework of Lifelong Learning for Su-
stainable Development«. V Cjeloživotno učenje za održivi razvoj, ur. V. Uze-
lac in L. Vujičić, 27–55. Reka: Učiteljski fakultet Sveučilišta u Rijeci.
World Commission on Environment and Development. 1987. Our Common Fu-
ture: Report of the World Commission on Environment and Development.
New York: United Nations.
World Organization for Early Childhood. 2019. »The OMEP ESD Rating Scale
(2nd ed.).« https://omepworld.org/wp-content/uploads/2021/02/2019
-OMEP-ESD-rating-scale2ed.ENG_.pdf.
Conception of Sustainability and its Implementation
in a Real Kindergarten Environment from the Point of View
of Kindergarten Teachers
The paper is part of a wider research in which the concept of sustainability
and its implementation in a real kindergarten environment in kindergartens
in Slovenia, Croatia and Bosnia and Herzegovina are studied from the point
of view of kindergarten teachers. In this paper, we present the results re-
lated to the data collected with a survey questionnaire, which was completed
by 34 Slovenian kindergarten teachers. We started with a three-dimensional
construct of sustainability, which includes environmental, social and eco-
nomic dimensions. We used a combined pedagogical research paradigm. We
159
UNESCO. 2002. Information and Communication Technologies in Teacher Educa-
tion: A Planning Guide. Pariz: UNESCO.
———. 2005. »Report by the Director-General on the United Nations Decade
of Education for Sustainable Development: International Implementation
Scheme And UNESCO’s Contribution To The Implementation Of The De-
cade; Draft International Implementation Scheme for the United Nations
Decade of Education for Sustainable Development (2005–2014).« 172 EX/11.
UNESCO, Pariz. http://unesdoc.unesco.org/images/0014/001403/140372e
.pdf.
———. 2012. Learning for the Future: Competences in Education for Sustainable
Development. Ženeva: United Nations Economic Commission for Europe.
———. 2016. Global Education Monitoring Report 2016: Education for People and
Planet; Creating Sustainable futures for All. 2. izd. Pariz: UNESCO.
United Nations. 1993. »Agenda 21: Programme of Action for Sustainable Deve-
lopment, Rio Declaration on Environment and Development, Statement
of Forest Principles: The Final Text of Agreements Negotiated by Gover-
nments at the United Nations Conference on Environment and Develop-
ment (UNCED), 3–14 June 1992, Rio de Janeiro, Brazil.« A/CONF.151/26/Rev.1.
United Nations, New York.
———. 2015. »Transforming Our World: The 2030 Agenda for Sustainable De-
velopment.« A/RES/70/1. United Nations, New York.
Uzelac, V. 2008. »Theoretical-Practical Framework of Lifelong Learning for Su-
stainable Development«. V Cjeloživotno učenje za održivi razvoj, ur. V. Uze-
lac in L. Vujičić, 27–55. Reka: Učiteljski fakultet Sveučilišta u Rijeci.
World Commission on Environment and Development. 1987. Our Common Fu-
ture: Report of the World Commission on Environment and Development.
New York: United Nations.
World Organization for Early Childhood. 2019. »The OMEP ESD Rating Scale
(2nd ed.).« https://omepworld.org/wp-content/uploads/2021/02/2019
-OMEP-ESD-rating-scale2ed.ENG_.pdf.
Conception of Sustainability and its Implementation
in a Real Kindergarten Environment from the Point of View
of Kindergarten Teachers
The paper is part of a wider research in which the concept of sustainability
and its implementation in a real kindergarten environment in kindergartens
in Slovenia, Croatia and Bosnia and Herzegovina are studied from the point
of view of kindergarten teachers. In this paper, we present the results re-
lated to the data collected with a survey questionnaire, which was completed
by 34 Slovenian kindergarten teachers. We started with a three-dimensional
construct of sustainability, which includes environmental, social and eco-
nomic dimensions. We used a combined pedagogical research paradigm. We
159
