ABSTRACT
With the United Nations' introduction of the Sustainable Development Goals in 2015 has come a welcome and very necessary emphasis on Early Childhood Education (ECE) in the Majority World. Most children in Ethiopia, and in many Majority World contexts, get far more opportunities than do many Minority World children to be independent outside school, in their local community. One major inhibiting factor has derived from the earlier successful implementation of the Millennium Development Goal to bring a higher percentage of the world's children into formal schooling. A further consideration about the Indigenous Early Childhood Care and Education agenda is that as yet it places limited emphasis upon Education for Sustainability (EfS). As Dyment et al. argue, based upon their experiences in Australia, professional development on EfS is necessary to ensure that it is valued, understood and implemented in ECE; this may be even more the case in African countries.
