South Africa: Applied competence as the guiding framework for environmental and sustainability education
- Lotz-Sisitka, Heila, Raven, Glenda C
- Authors: Lotz-Sisitka, Heila , Raven, Glenda C
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437395 , vital:73375 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_22
- Description: Following the demise of apartheid rule in South Africa in 1994, the new government adopted the South African Qualifications Act (RSA, 1995a) which established the South African Qualifications Authority (SAQA). The SAQA was tasked with the responsibility for developing and im-plementing a national qualifications framework (NQF) based on princi-ples of quality, equity and redress. A primary objective of the NQF was to establish a portable and responsive model for lifelong learning and one which could recognize prior learning according to an outcomes-based education and training framework. In addition to this mandate and amongst other responsibilities, SAQA has had a responsibility to design and develop qualifications that respond to the environmental rights and sustainable development clauses of the Constitution and as-sociated national policies. Through this, environment and sustainability education was placed on the national education and training agenda (see Lotz-Sisitka and Olvitt in this volume).
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila , Raven, Glenda C
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437395 , vital:73375 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_22
- Description: Following the demise of apartheid rule in South Africa in 1994, the new government adopted the South African Qualifications Act (RSA, 1995a) which established the South African Qualifications Authority (SAQA). The SAQA was tasked with the responsibility for developing and im-plementing a national qualifications framework (NQF) based on princi-ples of quality, equity and redress. A primary objective of the NQF was to establish a portable and responsive model for lifelong learning and one which could recognize prior learning according to an outcomes-based education and training framework. In addition to this mandate and amongst other responsibilities, SAQA has had a responsibility to design and develop qualifications that respond to the environmental rights and sustainable development clauses of the Constitution and as-sociated national policies. Through this, environment and sustainability education was placed on the national education and training agenda (see Lotz-Sisitka and Olvitt in this volume).
- Full Text:
- Date Issued: 2009
South Africa: Strengthening responses to sustainable development policy and legislation
- Lotz-Sisitka, Heila, Olvitt, Lausanne L
- Authors: Lotz-Sisitka, Heila , Olvitt, Lausanne L
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437382 , vital:73374 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_23
- Description: A key objective of the newly established South African national qualifi-cations framework (NQF) is to enable the transformation of society, fol-lowing the demise of apartheid in 1994. Through the South African Constitution, which enshrines the right to a healthy environment for all citizens, and the sustainable utilization of resources for current and fu-ture generations (RSA, 1996), South African society adopted a devel-opment path that is oriented towards sustainable development. The de-velopment and implementation of the NQF (established by the South African Qualifications Authority Act in 1995) has involved various initia-tives to design and develop qualifications that respond to the environ-mental rights and sustainable development clauses of the Constitution and associated national policy. The past 10 years have been an active period for reconceptualizing education and training in South Africa, par-ticularly in the previously neglected1 area of workplacebased learning. New structures were put in place to develop and approve flexible and portable qualifications in unit-standard format, new service delivery structures and mechanisms have been established which allow for flex-ible forms of programme delivery and new learning programmes have been designed to respond to the outcomes-based, flexible format of the NQF. The NQF has created new opportunities for lifelong learning and new possibilities for those formerly disadvantaged by apartheid exclu-sionary policies and systems to gain access to education and training, and recognition for their skills and competencies. It has also created the space for new innovative programmes to emerge that respond to emerging issues in society, such as increased environmental degradation, increased health risks and new social and economic challenges.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila , Olvitt, Lausanne L
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437382 , vital:73374 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_23
- Description: A key objective of the newly established South African national qualifi-cations framework (NQF) is to enable the transformation of society, fol-lowing the demise of apartheid in 1994. Through the South African Constitution, which enshrines the right to a healthy environment for all citizens, and the sustainable utilization of resources for current and fu-ture generations (RSA, 1996), South African society adopted a devel-opment path that is oriented towards sustainable development. The de-velopment and implementation of the NQF (established by the South African Qualifications Authority Act in 1995) has involved various initia-tives to design and develop qualifications that respond to the environ-mental rights and sustainable development clauses of the Constitution and associated national policy. The past 10 years have been an active period for reconceptualizing education and training in South Africa, par-ticularly in the previously neglected1 area of workplacebased learning. New structures were put in place to develop and approve flexible and portable qualifications in unit-standard format, new service delivery structures and mechanisms have been established which allow for flex-ible forms of programme delivery and new learning programmes have been designed to respond to the outcomes-based, flexible format of the NQF. The NQF has created new opportunities for lifelong learning and new possibilities for those formerly disadvantaged by apartheid exclu-sionary policies and systems to gain access to education and training, and recognition for their skills and competencies. It has also created the space for new innovative programmes to emerge that respond to emerging issues in society, such as increased environmental degradation, increased health risks and new social and economic challenges.
- Full Text:
- Date Issued: 2009
The unit-based sustainability assessment tool and its use in the UNEP mainstreaming environment and sustainability in African universities partnership
- Togo, Muchaiteyi, Lotz-Sisitka, Heila
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
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