Lesotho, Malawi, Namibia, South Africa, Swaziland, Zambia, Zimbabwe Lemohang Mtshali (Secretary) Overson Shumba (Chair)

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    23-Dec-2015

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  • Slide 1
  • Lesotho, Malawi, Namibia, South Africa, Swaziland, Zambia, Zimbabwe Lemohang Mtshali (Secretary) Overson Shumba (Chair)
  • Slide 2
  • Southern Africa Development Community (SADC) Regional Environmental Education Programme (REEP) Policy Frameworks and Strategies for ESD have been put in place Curriculum reviewed and materials have been developed Centre based Environmental Education
  • Slide 3
  • Capacity building- International Training Programmes (ITP) organized Regional Centres of Expertise (RCEs) established, e.g., Lesotho, Malawi, RSA, Swaziland, Zambia Mainstreaming Environment and Sustainability in African Universities (MESA) on which the Global Universities Partnership for Environment and Sustainability (GUPES) is modelled
  • Slide 4
  • Research conducted around ESD and a Research Network Formed Coordinated by Rhodes University (around 11 SADC countries involved) Teacher Education Networks established and linked to the Africa Regional Teacher Education Institutions for Mainstreaming Sustainability (AFRETEIS) Media Practitioners Network established and linked to the Federation of Media Practitioners in Africa
  • Slide 5
  • Phase out of SIDA funding to SADC REEP Institutionalizing ESD Mainstreaming across the entire institution Lack of coordination Problem with up-scaling Runs parallel with existing programs/systems Remains peripheral to formal education Mostly sits with non-formal education
  • Slide 6
  • Ministry of Education not taking the necessary leadership Lack of clarification and working in silos when dealing with ESD and CCE concepts Lack of resources and lack of information on accessibility of funds where available, e.g., for CCE
  • Slide 7
  • SADC-REEP needs to be sustained, needs mobilisation of resources Teacher education should be given priority at all levels Resources (human and financial) mobilisation Intensify awareness about the existing networks so as to get more institutions joining these networks More training required to re-define CCE & ESD in a more meaningful way
  • Slide 8
  • Develop projects that seek address issues of Climate Change Address the issue of green economy, poverty reduction, employment creation, and equity UNU should try to ease up the application process for RCE formation Communities of Practice should be more inclusive, i.e., youth and local communities should be represented
  • Slide 9
  • Communities of Practice at local, national, regional and international levels Local Communities and Youth Governmental and Non-Governmental Organisations, Civil Society Organisations and Community Based Organisations Higher Education Institutions, e.g., Universities and Teacher Education Institutions International Development Partners, e.g., UNDP and other UN Agencies, SIDA, JICA, DfID, etc.
  • Slide 10
  • Overall, the Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern Africa presented are consistent with the synthesis of recommendations from the SADC to the UNESCO Regional Consultative Meeting held in Abidjan, Ivory Coast, from 4-5 March 2013. Sushita Gokool-Ramdoo, ADEA, Mauritius Overson Shumba, Copperbelt University, Zambia Jim Taylor, WESSA & SADC-REEP Cornelia Shaimemanya, University of Namibia

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