Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
- Full Text:
Enabling green skills: Pathways to sustainable development
- Ramsarup, Presha, Ward, Mike, Rosenberg, Eureta, Jenkin, Nicola, Lotz-Sisitka, Heila
- Authors: Ramsarup, Presha , Ward, Mike , Rosenberg, Eureta , Jenkin, Nicola , Lotz-Sisitka, Heila
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/436702 , vital:73294 , ISBN 978-0-620-79605-7 , https://www.vetafrica4-0.com/wp-content/uploads/2020/02/Green-Skills-Sourcebook-Jul18.pdf
- Description: The purpose of this source book is to support skills planning entities to work with employers to identify and anticipate green skills needs and to build these needs into occupational de-scriptors and sector skills plans. Thus, the source book com-plements the existing Enabling Document (DEA, 2010b) and provides guidelines to support Sector Education and Training Authorities (SETAs) to embed environmental considerations, related occupations and green skills into their skills planning processes.
- Full Text:
- Authors: Ramsarup, Presha , Ward, Mike , Rosenberg, Eureta , Jenkin, Nicola , Lotz-Sisitka, Heila
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/436702 , vital:73294 , ISBN 978-0-620-79605-7 , https://www.vetafrica4-0.com/wp-content/uploads/2020/02/Green-Skills-Sourcebook-Jul18.pdf
- Description: The purpose of this source book is to support skills planning entities to work with employers to identify and anticipate green skills needs and to build these needs into occupational de-scriptors and sector skills plans. Thus, the source book com-plements the existing Enabling Document (DEA, 2010b) and provides guidelines to support Sector Education and Training Authorities (SETAs) to embed environmental considerations, related occupations and green skills into their skills planning processes.
- Full Text:
Report containing learning, reflection and evaluation based on social learning:
- Burt, Jane C, Wilson, Jessica, Copteros, Athina, Lotz-Sisitka, Heila, Pereira, Taryn, Mokoena, Samson, Munnik, Victor, Ngcozela, Thabang, Lusithi, Thabo
- Authors: Burt, Jane C , Wilson, Jessica , Copteros, Athina , Lotz-Sisitka, Heila , Pereira, Taryn , Mokoena, Samson , Munnik, Victor , Ngcozela, Thabang , Lusithi, Thabo
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142005 , vital:38023 , ISBN WRC Report no K5/2313 Deliverable 7
- Description: This report forms the seventh deliverable in the NWRS2 citizen monitoring project and builds on the previous 6 deliverables, which include methodology for the project (Del 1), an assessment of civil society involvement in water policy (Del 2), an overview of the social learning approach and introduction to the case studies (Del 3), draft citizen monitoring guidelines (Del 4), an update on social learning to-date, including action plans (Del 5) and a report on a description and assessment of the case studies (Del 6). This report describes the last social learning module of the ‘Changing Practice’ course and highlights preliminary reflections on the learning that has taken place during this course. The report also describes the plans that were taken at the follow up research meeting. Finally we present the approach towards evaluating the role of social learning in the project as a whole.
- Full Text:
- Authors: Burt, Jane C , Wilson, Jessica , Copteros, Athina , Lotz-Sisitka, Heila , Pereira, Taryn , Mokoena, Samson , Munnik, Victor , Ngcozela, Thabang , Lusithi, Thabo
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142005 , vital:38023 , ISBN WRC Report no K5/2313 Deliverable 7
- Description: This report forms the seventh deliverable in the NWRS2 citizen monitoring project and builds on the previous 6 deliverables, which include methodology for the project (Del 1), an assessment of civil society involvement in water policy (Del 2), an overview of the social learning approach and introduction to the case studies (Del 3), draft citizen monitoring guidelines (Del 4), an update on social learning to-date, including action plans (Del 5) and a report on a description and assessment of the case studies (Del 6). This report describes the last social learning module of the ‘Changing Practice’ course and highlights preliminary reflections on the learning that has taken place during this course. The report also describes the plans that were taken at the follow up research meeting. Finally we present the approach towards evaluating the role of social learning in the project as a whole.
- Full Text:
- «
- ‹
- 1
- ›
- »