14.08.2019 - UNESCO Office in Harare

Botswana concludes Sustainability Starts with Teachers workshops

Botswana concludes Sustainability Starts with Teachers workshops

Botswana recently concluded the in-country Sustainability Starts with Teachers workshops for 2019, held from the 29th to the 30th of July. This simple but powerful message – that sustainability starts with teachers – is the call to action of the Capacity Building Programme for Teachers on Education for Sustainable Development (CAP-ESD), an initiative targeting teacher educators that will run in 11 countries in southern Africa over the next four years.

The programme kicked off with Zimbabwe hosting her workshop in Harare at the end of June, followed by Namibia in early July. These are the three countries that are benefiting from the programme in 2019.

With funding from SIDA, CAP-ESD is responding to the major issues pointed out in the Global Education Monitoring Report (2016), namely, that teacher education needs to be more adequately aligned with the SDGs, and teachers need to be supported to understand and implement Education for Sustainable Development. The aim is to strengthen implementation of the Sustainable Development Goals (SDGs) in teacher education institutions for teachers and educators from ECCE, primary, secondary and Technical Vocational Education and Training (TVET). Special focus will be given to Sustainable Development Goal 4, which is oriented towards the achievement of educational quality within a lifelong learning framework.

More than 40 participants from the various teacher education and TVET institutions across Botswana as well as representatives from the ministries of education attended the workshop. Key discussion topics included sustainability challenges in the country, ESD and SDGs in the school system, as well as the Teacher/TVET education curriculum.

The three workshops managed to achieve the following in each country:

  • Launched the CAP-ESD programme, with participants and other stakeholders embracing its vision, objectives and expected impact;
  • Co-developed a shared understanding of the context for ESD in the country;
  • Identified available ESD resources, opportunities and gaps in teacher and TVET education;
  • Teacher and TVET educators collaboratively developed initial change project ideas;
  • Discussed the implementation processes of the programme;
  • Deliberated on the selection criterion for the Advanced Regional Training Programme.

For more information on CAP-ESD contact: j.heiss@unesco.org and c.chikunda@unesco.org

 




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