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It draws on a phenomenological study of Chinese and Norwegian teachers’ and principals’ experiences, using reflective notes and recorded reflections from a joint seminar within a kindergarten network. Findings highlight ethical normative, dialogical, and anticipatory approaches as pivotal for ECEfS partnerships. 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The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change.  \nDesign/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network.  \nFindings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes.  \nCorresponding author:  \n˚Asta Birkeland, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences (Høgskulen p˚a Vestlandet), Postbox 7030, Bergen 5020, Norway.  \nEmail: [abi@hvl.no](abi@hvl.no)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).  \nKeywords  \nAgents for change, cultural sustainability, partnership programme, sustainability competencies Date received: 20 February 2019; accepted: 7 November 2019  \nIntroduction  \nCultural understanding through dialogues leads to a multiplicity of voices and can be mutually enriching, because “it educates each side about itself and about the other, and it not only discovers, but activates potentials.”  \n—Morson and Emerson (1990, p. 55)  \nIn this article, we argue that establishing international partnership programmes is pivotal for early childhood education for sustainability (ECEfS) . The United Nations General Assembly announced 17 sustainable development goals (SDGs) in 2015 as part of Resolution 70/1 of the 2030 Agenda. SDG 17 (United Nations [UN], 2015), Developing International Partnerships, is particularly important for strengthening the means of implementing and revitalizing global partnerships for sustainable development. Enhancing international cooperation, rather than competition, and developing multi-stakeholder partnerships for sharing knowledge and expertise, is vital to the overall success of the S","cbCaitfiNhUdMtFL","https://ap.wps.com/l/cbCaitfiNhUdMtFL","pdf",231583,17,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Keywords\n# Introduction\n## SDGs and international partnerships\n## ESD and sustainability competencies\n## UNESCO and community learning\n## Competencies and research gaps\n# Article Focus","[{\"question\":\"What is the article’s purpose regarding ECEfS partnership programmes?\",\"answer\":\"The article uses an example of an international partnership programme to discuss how kindergartens’ participation promotes early childhood education for sustainability (ECEfS).\"},{\"question\":\"How was the study designed and what data were used?\",\"answer\":\"The study uses a phenomenological approach based on teachers’ and principals’ experiences in China and Norway. Data include reflective notes and recorded reflections from a joint seminar in the kindergarten network.\"},{\"question\":\"What does the article identify as pivotal for international ECEfS partnership programmes?\",\"answer\":\"It argues that ethical normative, dialogical, and anticipatory approaches are pivotal within such programmes.\"}]","Building a Sustainable Future Through International ECE Partnership Programmes - Article | PDF",1792091920,43]