Transcript 06_Shava
Climate Change Education in the SADC Higher Education Curriculum Soul Shava (PhD) UNISA, College of Education, Department of Science & Technology Education UNESCO Experts Meeting on CCE 20-22 March 2013 Book: CCE in SADC School Curriculum Collaborative initiative between UNISA (College of Economics & Management Sciences - Exxaro Chair on Business & CC; College of Education – Department of Science, Technology & EE ) & SADC REEP Emerging findings Country Higher Education Institutions Coverage of CCE Angola Teacher training and higher education institutions In EE Botswana University of Botswana The University of Botswana offer courses with climate change topics for teacher trainees for both primary and secondary education. Teacher education curriculum in the pure sciences (Environmental Science, Geography) and social sciences (Environmental Education) provide opportunities for climate change education. DRC Universities and higher education colleges More emphasis on geography and environmental issues and very little emphasis on climate change. Lesotho Teacher training colleges, university Currently no integration but possibility of integration through EE Malawi Teacher training colleges, universities University of Malawi, Chancellor College: Geography and Earth Sciences Department has integrated climate change in some courses both at undergraduate and post graduate level. Not integrated into teacher education. Emerging findings Country Higher Education Institutions Coverage of CCE Mauritius Universities, institutes including the Mauritius Institute of Education While universities have no full-fledged formal programme on climate change per se, the curriculum of some of the programmes at the University of Maritius (UoM) and University of Technology (UTM) includes modules that partially address climate change issues. The UoM has also been very active in collaborating with local and international bodies in several climate related research studies. In 2012 the Mauritius Institute of Education MIE spearheaded two major projects (AAPCC and CCESD) which were carefully designed to provide the school managers, inspectors, curriculum developers and educators with tools and methods for successfully integrating the key issues and concepts of climate change related topics (e.g. climate change, environment, natural disaster preparedness and response, etc) into the core curriculum for any subject or discipline in primary and secondary education. Mozambique Teacher education institutions, universities CCE content is not specifically covered in teaching programs. The most common content is on environmental aspects. Namibia Polytechnic, university At the UNAM climate change topics are integrated in various environmental related modules in Agriculture and Environmental Sciences, Sciences, Law, Geography and Environmental Studies and Environmental Management. At the Polytechnic of Namibia climate change topics are also integrated in the School of Natural Resources and School of Environmental health. Climate Change is also taught at the Polytechnic of Namibia in the National Environment Education Certificate (NEEC). Seychelles Emerging findings Country Higher Education Institutions Coverage of CCE South Africa Universities South African universities provide teacher training which is mainly focused on pedagogic strategies. The majority of institutions in South Africa, however, provide training and capacity development programmes on climate change education that take the form of short courses and workshops on climate change lasting from 2 to 5 days. The University of Cape Town (UCT), for example, offers training workshops and short courses focusing on short-term input and usually cover introductory course materials on adaptation and climate modelling. These courses are popular but do not provide the necessary skills and knowledge that will enable individuals with limited subject background to master climate change education. In some universities, climate change is integrated in teacher education courses particularly in environmental education. Stellenbosch has an Environmental Education Centre which offers courses in environmental education in which climate change education is mainstreamed. At Rhodes University, environmental education programmes are offered by the Environmental Learning and Research Centre. Both centres offer programmes that are mainly targeted and teachers. The focus of environmental education is much broader and hence climate change will be just one part of the myriad of topics taught. The African Centre for Climate and Earth System Sciences (ACCESS) together with the University of Cape Town have a higher education project (university students) called the Habitable Planet which has now been adapted for teachers as part of a Rhodes University initiative to support teacher professional development for climate education in schools. Supporting this approach is the Fundisa for Change Teacher Professional Development Network, formerly known as the National Environmental Education Teacher Development Network (NEETDN). The network is led by Rhodes University and is made up of a variety of partners from government, higher education institutions, conservation and biodiversity institutions and non-governmental organisations. It has developed several “exemplars” that can be used by teachers to support their content knowledge, teaching methods and assessment practices. One of the exemplars developed focuses on climate change. The approach looks at climate change from the perspective of energy in the climate system. Many other universities in South Africa have environmental centres and units which offer programmes in which climate change features. Emerging findings Country Higher Education Institutions Coverage of CCE Swaziland Teacher training and university. Initial Teacher Training (ITT) level indicates that the environmental issues which include climate change are still a preserve of traditional subjects such as: Science, Social Studies, Agriculture, Home Economics, Chemistry and Geography. The University of Swaziland has embraced the UNESCO - MESA programme whose main mandate in to ensure the mainstreaming of Environment and Sustainability issues at tertiary institutions. However there is currently no specific coverage of CCE in the university curricula Tanzania Teacher education, university Integration of climate change education EE aspects in teacher education. Climate change related topics addressed in geography include weather and climate issues. Zambia Teacher training colleges, universities University of Zambia has a detailed CCE Course (being offered at third year level as an elective) under EE unit in the School of Education. Climate change is generally integrated in other EE programme’s courses. In addition, the University of Zambia, and particularly EE Unit in School of Education, was one of the institutions that piloted the Climate Change Education for Sustainable Development Course designed by UNESCO between April and May, 2012. Climate change is also integrated in various courses in the department of Geography and Environmental Studies (GES) (former Department of Geography). However, the most specific Geography courses where it is emphasised are Climatology, Elements of Meteorology, Hydrology and Geomorphology. Climate change themes are integrated into various university programmes such as Agricultural Science, Development Studies and Sociological Studies. Zimbabwe Teacher training colleges, universities The Environmental Science syllabus for primary teacher training and the Geography syllabus secondary teacher training colleges has a very strong CC component. With regards to university programmes, there is currently no specific programme on climate change education. Solusi University and the University of Zimbabwe are offering degree programmes in Environmental Science Education. The programmes were designed to respond to environment and sustainability issues the nation is facing including climate change.