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The primary goals of regional policy in Slovenia are reducing regional development disparities and ensuring balanced development based on the principles of sustainable development. This article examines the performance of Slovenian regions in achieving these goals in the socioeconomic and environmental fields after 2010. For this purpose, four synthetic indicators (gross domestic product per capita, ecological footprint per capita, development risk index and indicator of sustainable regional development) and 32 separate economic, social and environmental indicators, which are also included in the calculation of the indicator of sustainable regional development, were examined. Most of the economic and social indicators indicate progress towards the strategic development goals, while most of the environmental indicators show a shift away from them. ; Zmanjševanje regionalnih razvojnih razlik in uravnotežen razvoj, temelječ na načelih trajnostnega razvoja, sta osrednja cilja regionalne politike v Sloveniji, zato v članku preučujemo uspešnost slovenskih regij pri doseganju teh ciljev na socialno-ekonomskem in okoljskem področju po letu 2010. V ta namen so bili preučeni štirje sintezni kazalniki (bruto domači proizvod na prebivalca, ekološki odtis na prebivalca, indeks razvojne ogroženosti in kazalnik trajnostnega regionalnega razvoja) in 32 posameznih ekonomskih, socialnih in okoljskih kazalnikov, ki so vključeni tudi v izračun kazalnika trajnostnega regionalnega razvoja. Večina ekonomskih in socialnih kazalnikov kaže približevanje strateškim razvojnim ciljem, večina okoljskih pa oddaljevanje od njih.

Sub-Saharan Africa is a very diverse region with extensive natural wealth, great human potential, and a rich history. However, the majority of its countries are among the poorest in the world and about half of its 800 million inhabitants live in extreme poverty. Sub-Saharan Africa produces only 1.5% of the world's GDP and its share in world trade has fallen from 6% in 1980 to 2% today. The region's exports remain dominated by primary goods (fuels, ores, and agricultural products). The roots of the region's economic weakness lie variously in the past colonial relationships with European countries and in unjust global trade patterns as well as in misuse of power by ruling political elites in the post-independence era. Numerous civil wars and other conflicts have fragmented the sub-Saharan countries into many factions and parties fighting for domination. The region is lagging behind developed countries because of corruption, lack of infrastructure, weakness of its institutions, heavy indebtedness, lack of education and health services, and unfavorable natural conditions, among other factors. Subsistence agriculture is the source of livelihood for most Africans. Nevertheless, average yields per hectare are low and heavily dependent on climatic conditions. Compared to urban areas (except for slums), people living in rural areas have worse infrastructure and are further from achieving the UN's Millennium Development Goals. The recent increase in food prices is threatening the limited progress in reducing hunger and malnutrition (28% of children under age five are underweight and particularly vulnerable to infectious diseases). Little progress has been made in reducing child and maternal mortality; mortality rates remain the highest in the world. In the previous decade, life expectancy in sub-Saharan countries has fallen due to the spread of HIV/AIDS and it still remains below fifty. In addition, many negative socioeconomic effects are the result of malaria, which kills approximately one million people every year, 91% of whom live in sub-Saharan Africa. In order to promote gender equality and empower women, education is of vital importance. Compared to other (especially developed) regions, school enrollment rates are considerably lower and dropout rates considerably higher, particularly for girls. The majority of countries in subSaharan Africa will not be able to achieve their educational goals by 2015. Despite the fact that the region is not exceeding the carrying capacities of its environment (as measured by its ecological footprint), environmental problems in some areas are severe. Deforestation, desertification, coral bleaching, negative effects of climate changes (sea level rise, reduced freshwater availability, extreme weather events, etc.), loss of biodiversity, and soil degradation are the most worrying. Population growth is exacerbating these environmental problems and is making it more difficult to achieve a higher standard of living for all. Owing to the complexity of developmental problems, sub-Saharan Africa will have to use its own resources very wisely and make the most of development aid from developed countries.

Purpose
This paper aims to reflect education for sustainable development (ESD) principles and their manifestation in higher education (HE) in Central and Eastern European (CEE) countries which share a similar policy situation owing to post-socialist transition processes.


Design/methodology/approach
Observations from comprehensive mapping of ESD in professional development of university educators in CEE within the University Educators for Sustainable Development project provided the initial input for this research. To justify the findings, a questionnaire was distributed among informed respondents and assessed qualitatively. ESD success factors were identified to support the interpretation of the results within the overall HE policy context.


Findings
Opportunities for educators' competence development are lower and less diverse in the CEE region than in other parts of Europe. Historical reasons and the policy context may contribute to this situation; the most important factor being the underfinanced HE sector which is currently undergoing profound structural transformation.


Research limitations/implications
The sample of respondents is not representative; they are informed experts in ESD. The results are of an illustrative nature; different sources of information are combined to draw a broad picture.


Social implications
University educators in CEE have considerable know-how and experience in ESD and thus represent significant potential for the development of this field under more favourable conditions.


Originality/value
This research is based on more than two years of cooperation within a broad partnership of European universities; it represents a contribution to the debate from a specific regional perspective. It shows opportunities for critical, creative and participatory approaches in HE, analyses current trends in historical and policy contexts and provides impulses for theoretically and practically oriented efforts.