The green economy learning assessment South Africa: Lessons for higher education, skills and work-based learning
- Authors: Rosenberg, Eureta , Lotz-Sisitka, Heila , Ramsarup, Presha
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182765 , vital:43872 , xlink:href="https://doi.org/10.1108/HESWBL-03-2018-0041"
- Description: The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework. The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives. Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning. The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies. A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared. The assessment methodology is novel in this context and the workplace-based tools, original.
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Enabling green skills: Pathways to sustainable development
- 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.
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Leadership for biodiversity in South Africa transformation and capacity development in the GreenMatter programme
- Authors: Rosenberg, Eureta
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437190 , vital:73351 , ISBN 978-9086862528 , https://doi.org/10.3920/978-90-8686-802-5_18
- Description: As we begin to write this chapter, it is only a few hours since the news broke about the passing of Nelson Mandela, the founding president of a democratic South Africa. As we de-scribe our work in supporting intergenerational learning and the development of transformational leadership, it seems appro-priate to make this reference as a tribute to him. This work would not have been possible without the contribution of Man-dela and all who fought for justice and an egalitarian society in South Africa. We are able to write about the so-called ‘born frees’ because of Mandela’s role in dismantling apartheid, a system that sought to condemn black people to perpetual ser-vitude, ignorance and poverty. Indeed, our efforts in building skills for biodiversity, under the auspices of GreenMatter, are inspired by his courageous leadership, his selflessness, com-mitment to education and love of people, knowledge and na-ture. While philosophies, contexts and methods will vary, the quest of all intergenerational learning is to build a bridge that enables young people to learn from the experiences and wisdom of previous generations.
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Biodiversity research and conservation: careers
- Authors: Rosenberg, Eureta
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391079 , vital:68615 , xlink:href="https://hdl.handle.net/10520/EJC89811"
- Description: It is the International Year of Biodiversity, and if you are interested in a career in biodiversity, there are many options from which to choose. This article introduces the dynamic and growing field of biodiversity management, research and conservation. It gives a taste of the varied careers that would suit different interests and talents and invites you to look with fresh eyes at the field and its possibilities.
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Eco-Schools and the quality of education in South Africa: Realising the potential
- Authors: Rosenberg, Eureta
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370511 , vital:66349 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122759"
- Description: Eco-Schools South Africa is increasingly being used by external partners as a framework for supporting environmental education in schools. This paper shares the findings of a recent evaluation of the programme in relation to the quality of education in South African schools. Do Eco-Schools activities help to improve the conditions of teaching and learning? Or do they take teachers and students away from their core focus? Evaluation of learner and teacher work in Eco-Schools found signs of the quality problems that currently plague the schools system, and there is evidence that the programme can add to the complexity to which many teachers struggle to respond. The evaluation also found, however, that the programme has significant potential to improve conditions for teaching and learning. The paper is an opportunity to reflect on how environmental education support for schools, in general, and Eco-Schools South Africa, in particular, can detract from and strengthen teaching and learning.
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