ABSTRACT
This chapter establishes a background for education for sustainable development (ESD), and its contemporary Scottish context, while acknowledging the divergent policy agendas found within the UK and the impact these have had. It will address how the Scottish term “learning for sustainability” (LfS) emerged and how it dif ferentiates the approach from prior thinking and terminologies. Attention is drawn to the Scottish Curriculum for Excellence (CfE), looking at how it promotes sus tainability within education. Broader pathways to sustainability are also explored to suggest ways in which skilled practitioners can build sustainable pedagogies through exploring themes and trends within the early years in Scotland. This chapter will look at the ways in which this approach is supported by wider policy, guidance on best practice, skills development and professional registering bodies that provide teachers and early years practitioners with the foundations to carry forth LfS into their workplaces. Although when it comes to LfS Scotland is one of the most progressive countries in the world, this chapter will argue that there is still a huge amount to do and it is up to individual settings and practitioners to continually push it forward.
