This paper looks at the goals and objectives of education for sustainable
development (ESD), including the competencies and value systems which can and
should be developed in children in first cycle of primary education, and
analyses the factors underlying this development. By using the Science and
Social Studies teaching curriculum as an example, we pointed at the reasons
for and possible directions of the curricula revision in the context of ESD.
The method of theoretical analysis was applied in examining the curricula in
terms of their topicality, preciseness and systematic approach as important
prerequisites for a successful integration of the goals and content of ESD.
The results of the research highlight the following problem areas: (1)
significant, though selective representation, (2) lack of preciseness, (3)
insufficient horizontal and vertical inter-connectedness of the key elements
of this educational concept across all segments of the analysed curricula, as
well as insufficient focus of the curricula on the development of the
competencies and value systems which this concept encompasses. The paper
proposes feasible steps in implementation of the ESD goals that could be
taken in curricula revision, particularly in case of the World Around Us and
Science and Social Studies subjects, taught in first cycle of primary
education in the Republic of Serbia.