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1 (32) 2018

Demography and social economy, 2018, 1(32):29-42
doi: https://doi.org/10.15407/dse2018.01.029

.. Khmelevska
PhD (Economics), Leading Researcher
Ptoukha Institute for Demography and Social Studies of the National Academy of Sciences of Ukraine
01032, Ukraine, Kyiv, blvd Taras Shevchenk, 60
E-mail: kh_o@ukr.net

Language: Ukrainian
Abstract: UNESCO documents and academic publications on sustainable development describe an education as an integral part of sustainable development and the basis of a sustainable society. Also, international documents identified Education for Sustainable Development as an essential tool for achieving sustainable development. In addition, the Global Action Programme on Education for Sustainable Development focuses on the importance of the integration of a sustainable development into an education and of the integration of an education into a sustainable development. Consequently, taking into account the interconnection of the three constituents of the concept of sustainable development (economic, social and environmental) and the complex nature of the Sustainable Development Goals 2030, one can conclude that the subjectivity and objectivity of the social institute of an education will be significantly expanded. If the content of a social institute is treated as the complex of institutions, then one can define the institutional basic for the Education for Sustainable Development at the national level. The author analyzed the content and systematized the directions of the relevant institutional work currently being implemented in different countries or planned for implementation in recent UNESCO publications for this purpose. The aim of the article is to ground the content of the institutions for education, which will promote the transition to sustainability and the implementation of the Sustainable Development Goals 2030 in Ukraine. Therefore, it is suggested for Ukraine to focus on the development of such institutions for education as reorienting of the functional and subject field of an education; design of competencies; introduction of transformative pedagogy; support of education agents; creating sustainable learning environments; improvement of coordination and integration; updating the content of educational reforms. It will be possible to identify the key functions, to supplement the institutional content, to specify the specific forms of implementation for each of these institutions for education during further research. In addition, the author used the approaches and tools of other education practices that are not directly related to the issues of the Education for Sustainable Development, but can be useful for this (in particular, valorization of the curricular programme goals, curricular articulation, relational model of knowledge mobilization).
Key words: education for sustainable development, institutions for education, reorienting education, the key competencies for sustainability, transformative pedagogy, education agents, sustainable learning environments, education practices, educational reforms.
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