Transcript KZN Case Study

Assessment Case Study
RCE KwaZulu-Natal
Indicators for “Stepping up to
Sustainability”
Clement Mader: Graz Assessment Principles
Leadership and Vision
Social Network
Participation
Education and Learning
Research integration
Case Studies of Change Practices
“how can we appraise the performance of RCEs
on delivering their ESD goals and objectives’?”
“How can we evaluate our change based
practices so as to re-shape and enhance
them?”
How can the RCE “community of practice”
provide leadership in sustainability practices
for a low-carbon economy?
All too often we teach from the problem through
awareness campaigns to seek solutions.
Participants become aware but change actions
(behaviour change) do not usually follow.
We are learning that where participants are actively
part of the growing understanding of what is now
known sustained (behaviour) change is more likely.
Processes that enable “contradictions to surface” so that
they can be addressed and, where possible resolved,
can we expect (behaviour) change towards a
sustainable future.
‘Aha! Learning’ – enabling freedoms (Sen)
Such processes support people to achieve their
aspirations for a more equitable and sustainable
world.
Working with earth system and ecosystem science knowledge to mediate
sustainable liveihood practices (Millennium Eco-System Assessment).
Earth Systems Sciences allow us to model what makes our planet habitable
Restore habitats &
ecosystem services
Reduce
resource
use
Water
Energy
Waste
Transport
Modern livelihood
practices
Health
Enhance
quality of life
Biodiversity
Agriculture
Adapt to &
mitigate change
Ecological Sciences allow us to model habitat change and life support systems
From: The Millennium Development Goals
Handprint materials for change orientated learning towards
sustainable livelihood practices
WATER (HKP: Water pot)
•
Rainwater tank
•
First flush
•
Ceramic filters
•
Filtering grey water
ENERGY (HKP: flame / coal)
•
Clay stove
•
Cobb charcoal oven
•
Volcano kettle
•
Sun stove
•
Hot box
•
Solar water heater
•
Solar cell
•
Wind generator
HEALTH (HKP: Slow food)
•
Tippy hand washer
•
Soured milk
•
AmaRewu
•
Sourdough bread
•
Hand mill
Quality of life
enhanced
Resource use
sustainable
AGRICULTURE (HKP Izala)
• Flip composter
• Worm farm
• Wire-tie shade house
• Chicken tractor
• Biochar drum
• Sun drier
BIODIVERSITY (HKP: Take forest)
• Acacia fire woodlot
• Micro nursery
• Micorrhyzal
• 3 step potting soil
TRANSPORT
• Solar e-bike
• Trailer
SEWAGE (HKP: Dry toilet)
• Urine separation toilet
WASTE (HKP: Izalene)
• Reuse padding
• Hand made paper
• Making fire-bricks
Ecosystem
services restored
Carbon footprint
mitigated
Stepping up to Sustainability: Climate adaptation activities
Activity
indicator
6
Qualification
(Learnership)
Output
indicator
70% participants
15x1
Competent SAQA
level 5
5
4
3
2
1
Short course (Accredited)
Practical work-shops (model practices)
Information from portal and Social media
Competent
SAQA level 5&2
Strategic
objectives
TOT’s
Qualified
220 + People
with enhanced
climate change
adaptability
Statement
of Results
1890 people
with enhanced
climate change
adaptability
Knowledge test Courses
Short course (not accredited)
Presentations & Practical Demonstrations
15x9x2
IR
Impact
7 x 4 x2y 70% 3+
reviewed
Practical test
7 x 4 x2y 70% 3+
Follow-up
enquiries
/review
7 x 4 x2y Awareness test Presentat
ion
reviewed
Sms
Increased
Portal
traffic
traffic
Mgt.
Review
56 climate
change
adaptations
effected
Sustainability
practices
understood
Traffic/like hits
increase & case
studies
uploaded
Change practice stories with an IR review of absences
Sustainability Commons social learning activities around
technologies for transition to a low-carbon economy
12 techs
at 11
sites
Positive sustainability impact assessments
Quality of life
enhanced
Resource use
reduced
Ecosystem services
restored
Carbon footprint
mitigated
The production of learning and change
Are there any absences in current patterns of
ESD practice that if resolved would enable
better learning and change?
Impact
areas
Improved
quality of
life
Reduced
resource
use
Restored
ecosystem
services
Reduced
carbon
footprint
Describe how your change project and what is or has been
achieved for each impact area
Change rating
0-1-2-3-4-5
Skill / Awareness / Knowledge Test
Very early first draft
Rate the extent to which this course has enabled you to reduce resource use?
(Not at all) 1 2 3 4 5 (a lot)
To what extent has this course enabled you to understand the concept of eco-system services?
(Not at all) 1 2 3 4 5 (a lot)
To what extent has this course helped you understand and reduce your carbon footprint?
(Not at all) 1 2 3 4 5 (a lot)
To what extent do you feel this course / experience has enabled you to work towards enhanced
‘quality of life’?
(Not at all) 1 2 3 4 5 (a lot)