Advancing Assessment Thinking in Education for Sustainable Development with a Focus on Significant Learning Processes
- Shumba, Overson, Mandikonza, Caleb, Lotz-Sisitka, Heila
- Authors: Shumba, Overson , Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435209 , vital:73138 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This position paper is developed in the context of the Fundisa [Teaching] for Change teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www. sustainabilityteachers.org/course). Fundisa for Change is a South African programme while Sustainability Starts with Teachers is a Southern Africa Development Community (SADC) programme for teacher educators. Both these programmes seek to enhance transformative environments and sustainability education processes in teacher education. They have a strategic focus on situated and transformative learning approaches for learners to learn to ‘know the world’ and practice ‘being in the world’. The real world provides the context for learning and assessment for learning, but not enough is known about assessment of such learning.
- Full Text:
- Authors: Shumba, Overson , Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435209 , vital:73138 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This position paper is developed in the context of the Fundisa [Teaching] for Change teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www. sustainabilityteachers.org/course). Fundisa for Change is a South African programme while Sustainability Starts with Teachers is a Southern Africa Development Community (SADC) programme for teacher educators. Both these programmes seek to enhance transformative environments and sustainability education processes in teacher education. They have a strategic focus on situated and transformative learning approaches for learners to learn to ‘know the world’ and practice ‘being in the world’. The real world provides the context for learning and assessment for learning, but not enough is known about assessment of such learning.
- Full Text:
Making sense of climate change in a national curriculum
- Lotz-Sisitka, Heila, Mandikonza, Caleb, Misser, Shanu, Thomas, Kgomotso
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
- Full Text:
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
- Full Text:
Emergence of Environment and Sustainability Education (ESE) in teacher education contexts in Southern Africa : a common good concern
- Mandikonza, Caleb, Lotz-Sisitka, Heila
- Authors: Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2016
- Subjects: Sustainable development -- Study and teaching -- South Africa , Environmental education -- South Africa , SADC Regional Environmental Education Programme
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59624 , vital:27632 , http://dx.doi.org/10.17159/2221-4070/2016/v5i1a7
- Description: Environmental and sustainability issues prevail in modern society. Southern Africa, where this study is based, is one of the regions most at risk from intersecting issues of climate health risk, and poverty-related ills. Education has the potential to facilitate catalytic transformation of society through development of understandings of these intersecting environment and sustainability concerns, and to support engagements in more sustainable social practices oriented towards the common good. This requires a rethinking of education within a wider common good frame. It also has implications for how quality education is considered. However, little is said of how this could be done, especially in teacher education. The paper shares two cases of teacher educators’ change project experiences, as they emerged via professional development support and the mediatory processes applied in courses conducted by the Southern African Development Community Regional Environmental Education Programme (SADC REEP) aimed at enhancing professional capacity of teacher educators and other environmental educators for mainstreaming environment and sustainability education (ESE)1. These courses are framed using a change project approach, and involve teacher educators as main participants. In-depth data were generated from interviews with two teacher educators, their assignment write-ups, and observations of their teacher education practice. Realist social theory, particularly the principle of emergence, was used to trace the emergence of change in teacher education practice. Sociocultural learning theory was used to explain mediation of learning-oriented changes in teacher education practice. We illustrate how the change project model and approach contributed to mediating change in practice, showing emergent attributes of capacity for mainstreaming ESE and elements of a concept of quality education among course participants oriented towards the common good. In conclusion, we argue that ESE seems to be a sensitising construct for initiating and sustaining change for ESE in teacher education. In addition, the change project has proved to be a potential vehicle for mainstreaming the notion and practice of ESE into social systems and teacher education practices. We argue that reflexive ESE praxis provides a sensitising focus, initiating quality education with humanising properties necessary for the common good.
- Full Text:
- Authors: Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2016
- Subjects: Sustainable development -- Study and teaching -- South Africa , Environmental education -- South Africa , SADC Regional Environmental Education Programme
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59624 , vital:27632 , http://dx.doi.org/10.17159/2221-4070/2016/v5i1a7
- Description: Environmental and sustainability issues prevail in modern society. Southern Africa, where this study is based, is one of the regions most at risk from intersecting issues of climate health risk, and poverty-related ills. Education has the potential to facilitate catalytic transformation of society through development of understandings of these intersecting environment and sustainability concerns, and to support engagements in more sustainable social practices oriented towards the common good. This requires a rethinking of education within a wider common good frame. It also has implications for how quality education is considered. However, little is said of how this could be done, especially in teacher education. The paper shares two cases of teacher educators’ change project experiences, as they emerged via professional development support and the mediatory processes applied in courses conducted by the Southern African Development Community Regional Environmental Education Programme (SADC REEP) aimed at enhancing professional capacity of teacher educators and other environmental educators for mainstreaming environment and sustainability education (ESE)1. These courses are framed using a change project approach, and involve teacher educators as main participants. In-depth data were generated from interviews with two teacher educators, their assignment write-ups, and observations of their teacher education practice. Realist social theory, particularly the principle of emergence, was used to trace the emergence of change in teacher education practice. Sociocultural learning theory was used to explain mediation of learning-oriented changes in teacher education practice. We illustrate how the change project model and approach contributed to mediating change in practice, showing emergent attributes of capacity for mainstreaming ESE and elements of a concept of quality education among course participants oriented towards the common good. In conclusion, we argue that ESE seems to be a sensitising construct for initiating and sustaining change for ESE in teacher education. In addition, the change project has proved to be a potential vehicle for mainstreaming the notion and practice of ESE into social systems and teacher education practices. We argue that reflexive ESE praxis provides a sensitising focus, initiating quality education with humanising properties necessary for the common good.
- Full Text:
- «
- ‹
- 1
- ›
- »