Equality for sustainability

The aim for this study was to collect examples of early childhood education initiatives that focused on social perspectives exemplified with addressing poverty. The rationale for the Study 4 (OMEP 2014) was to address the tendency among teachers and children to primarily work with issues linked to the environmental dimension of sustainable development. Thus Study 4 highlighted the social-cultural and economic dimensions. A recent survey of the Ministries of Education, Environment and Sustainable Development in 97 UN Member States identified poverty as the highest priority area to be addressed in achieving sustainable development (United Nations 2013). The local projects were categorised by the inequality they addressed Socio-economic/Relative poverty, Special needs and Disability, Social injustice (in general), Gender and Ethnicity/Indigenous peoples. Several countries reported projects within more than one of these areas.