19.07.2019 - UNESCO Office in Harare

Three ROSA countries to benefit from CAP-ESD

Botswana, Namibia and Zimbabwe are set to benefit from the Capacity Building Programme for Teachers on Education for Sustainable Development (CAP-ESD), an initiative targeting teacher educators in 11 countries in southern Africa over the next four years.

With funding from the Swedish Government, the CAP-ESD programme is responding to the fact that teacher education needs to be more adequately aligned with the SDGs, and teachers need greater support to understand and implement Education for Sustainable Development (ESD). The aim is to strengthen implementation of the Sustainable Development Goals (SDGs) in teacher education institutions for teachers and educators from early childhood care and education (ECCE), primary, secondary and technical vocational education and training (TVET). Special focus will be given to Sustainable Development Goal 4, which focuses on the achievement of educational quality within a lifelong learning framework.

The programme kicked off with two national workshops held in Harare in June as well as in Windhoek in July 2019.

ESD is well recognized by education planners and practitioners in Namibia. Representatives from the ministries of education, the curriculum development department as well as TVET directorate presented the policy environment for ESD as well as the new basic education curriculum. A standalone ESD policy should be developed in Zimbabwe. Namibia already has one that will be launched this year in order to facilitate the integration of ESD at all levels of education. The competence based national curriculum also supports the teaching of ESD issues and promotes ESD pedagogies to develop competencies, skills and values.

In Zimbabwe, the new competency based curriculum reflects ESD values, competencies and pedagogies; however, a gap between teacher education and the nation curriculum was identified which the programme hopes to address. 

Namib Desert Environmental Education Trust (NaDEET), the 2018 winner of the UNESCO/ Japan ESD prize, as well as the University of Namibia presented their programmes and change projects which promote hands on learning, the development of sustainable learning environments as well as the importance of issues of culture and Indigenous Knowledge IK in education. Reflecting on the presentations, it became obvious to the participants that institutional change to ESD requires a strong emphasis on practice and can only be achieved collaboratively.

Inspired by these projects, participants developed their first change project ideas and will submit further developed proposals and nomination forms at the CAP ESD regional training that will take place at Rhodes University later this year.

For more information, please contact: j.heiss@unesco.org and c.chikunda@unesco.org.




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