Promotion of Nursery School Teacher and Junior Grade Teacher Education for Environment and Sustainable Development in the Republic of Croatia According to the Concept of Lifelong Learning

Abstract

The empiric data used in this work were gathered within a broader research called Further preschool teacher and junior grade teacher education for environment which was approved by the Ministry of Science, Education and Sports of the Republic of Croatia in 2001. The investigation was implemented on the sample of 283 preschool teachers and 202 junior grade teachers and was aimed at determination of their education practice and needs for future education for environment and its sustainable development. In addition, the purpose was to test whether there are differences between the mentioned professional profiles of educational employees. The results indicate that there are statistically significant differences concerning evaluation and that past practice of education for environment is, in several segments, dependent on a professional profile. What was also determined is a single-factor structure of the contents needed for future education and development of skills and abilities within the context of education for sustainable development. Looking at the whole, the research results indicate that, with certain cautiousness, it is possible to determine single approaches in evaluation of practice of nursery school teacher and junior grade teacher education for environment. It is also possible to determine the educational needs which are to a large extent mutually similar concerning the development of skills and abilities but to a lesser extent different concerning the evaluation of content selection in education for sustainable development. The authors draw attention to the educational employees, the significance of recognising their educational needs, taking the critical view of past practice and creating a new education for sustainable development of the environment for them.

Appendices

Appendix: A

Strategy of Lifelong Learning in the Field of Environmental Education

Continuity of Learning Over the Lifespan

Challenge

• 1. Cooperation between formal and informal education

• 2. Planned and organised instruction about the environment in educational institutions and in everyday life – with environmental self-learning processes

Environment Sustaining Education

5.1 The Basic Function of the Concept

5.1.1 Values

• Respect of independence

• Respect of basic human needs

• Respect of equality among species

• Respect of democracy

• Respect of human rights

• Respect of intergenerational equality

• Respect of biodiversity

• Enlightened living

 

6.1  

6.1.1 Knowledge

• Providing ecology-oriented knowledge

• Developing sensitivity and awareness of ecological and ethical values

• Fostering adequate ecology-oriented beliefs and attitudes

• Developing environment-appreciating behaviour patterns

• Developing instructional-methodological skills for future education within the environment

6.1.2 Skills

Innovations in Learning and Teaching

7.1 Development of Efficacious Methods of Instruction and Learning

• 1. Based on the self-organised learning

• 2. A shift to the active acquisiton of knowledge

• 3. A measure of lifelong learning developmental level

Re-Consideration of Roles of Leadership and Counselling in Environmental / Environment Sustaining Education

8.1 Assignment of an Expert in Leadership and Counseling is Manifested as

• (a) Identification and retrieval of valuable information useful for satisfying personal needs

• (b) Protection of education and permanent improvement from unprofessional and negative influences

• (c) Providing integral access to quality information on ecology and education

• (d) Helping people to finding one’s own way in the labyrinth of information