Formation of Competences of Future Educators for Requirements Education for Sustainable Development

Abstract

With the help of analysis the recommendations of major international conferences, treaties and conventions over the last two decades of reforming the education system for sustainable development have substantiated that the range of scholars interested in addressing the issues of progress towards sustainability has expanded from economists to scientists and economists. Businessmen, educators and representatives of governments, politicians, managers who are trying to bring sustainable development ideas into practice with all stakeholders. Attention is directed to finding new solutions to the problems of sustainability of the biosphere and society. The main solution to the problems is the formation of national educational systems for sustainable development, which should include environmental, social and economic, organizational and managerial aspects of shaping the quality of training of specialists and the quality of life of humankind, using formal, non-formal inclusive democratically oriented models of education and science. In all areas with public awareness, broad access to education and a reorientation of the entire education system to take into account sustainable issues of development. Education for sustainable development should be at the forefront of the concepts and strategies for moving towards sustainability, which provided for the development of a National action plan for the implementation of the United Nations Strategy for education for sustainable development. It is established that activities to disseminate his ideas will help to improve the quality of education and to implement the principles of “Education for All”. Sustainable development issues should be included more actively in higher education institutions (HEI) curricula and science, at all levels to promote the formation of a national education system for sustainable development, and to formulate five- and ten-year framework programs and National action plans for the implementation of the UN Strategy. Transformation of HEI curricula and curriculum, primarily those providing pedagogical education, to form sustainable development competencies for future and contemporary teachers (academics) should be a priority of the National Action Plan for the implementation of the Strategy. We describe the basic requirements for the preparation of a modern teacher who would possess communication managerial, qualitative competencies.

Education for Sustainable Development in Kenya: Rhetoric and Reality in Basic Education

“…The latter entails peace and human rights education, intercultural education and education for international understanding. In particular, these should include the aspects of shaping the quality of training of specialists and humankind, using formal, non-formal, inclusive and democratically oriented models of education and science (Kondur, et al, 2020). Accordingly, countries should promote the availability of educational tools, teaching aids and textbooks for sustainable development to all who need them.…”

“…Pedagogical competence should be understood as a synthesis of cognitive, visual, practical and personal experience (Kondur, et al, 2020). It is therefore, important to involve teachers in the relevant management processes in order to constantly improve the organization of decentralization of education.…”

“…It is important to note, however, that sustainability is a highly demanding concept as it calls for changes at the political, social, economic, environmental, educational and decision-making levels, among others. Kondur, Ridei, Mykhailyshyn and Katsero (2020) argue that since education for sustainability is evolving on a geospheric, geopolitical and transboundary scale, it can be defined economically, socially, environmentally and educationally. On their part, Lampa, Greculescu and Todorescu (2013) consider sustainable development to be a continuous search for improving our daily lives, while minimizing the negative impact brought about by humans on the environment.…”

“…As a prerequisite for realizing sustainable development, education systems should be restructured to focus on enhancing the development of creative thinking among the population, promoting tolerance and democratic ideals, making informed decisions and participating in the implementation of relevant cross-cutting plans and issues (Kondur, et al, 2020;UNESCO, 2005a). In the European Union, for example, sustainable development is regarded to be the basic principle upon which all policies are anchored.…”