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Schooling for Sustainable Development 8

Heila Lotz-Sisitka
Overson Shumba
Justin Lupele
Di Wilmot Editors

Schooling for
Sustainable
Development
in Africa
Schooling for Sustainable Development

Volume 8

Series editors
John Chi-Kin Lee, Education University of Hong Kong, Tai Po, New Territories,
Hong Kong
Michael Williams, Emeritus Professor of Education, Swansea University, UK
Philip Stimpson, Formerly Associate Professor, Faculty of Education, University
of Hong Kong
This book series addresses issues associated with sustainability with a strong focus
on the need for educational policy and action. Current attention and initiatives
assume that Education for Sustainable Development (ESD) can be introduced
successfully and gradually into schools worldwide. This series explores the issues
that arise from the substantial and sustainable changes to be implemented in schools
and education systems.
The series aims to counter the prevailing Western character of current research
and enable cross-cultural comparisons of educational policy, practice, and project
development. As a whole, it provides authoritative and comprehensive global
coverage, with each volume providing regional/continental coverage. The volumes
present data and insights that contribute to research, policy and practice in ESD-
related curriculum development, school organization and school-community
partnerships. They are based on ESD-related project experiences, empirical studies
that focus on ESD implementation and teachers’ perceptions as well as childhood
studies that examine children’s geographies, cultural characteristics and behaviours.

More information about this series at http://www.springer.com/series/8635

Heila Lotz-Sisitka • Overson Shumba
Justin Lupele • Di Wilmot
Editors

Schooling for Sustainable

Development in Africa
Editors
Heila Lotz-Sisitka Overson Shumba
Environmental Learning Research School of Mathematics and Natural
Centre (ELRC) Sciences
Education Department, Rhodes University Copperbelt University
Grahamstown, South Africa Kitwe, Zambia

Justin Lupele Di Wilmot

Chief of Party: USAID, Strengthening Faculty of Education
Educational Performance Up (STEP-UP) Rhodes University
Lusaka, Zambia Grahamstown, South Africa

Schooling for Sustainable Development

ISBN 978-3-319-45987-5    ISBN 978-3-319-45989-9 (eBook)
DOI 10.1007/978-3-319-45989-9

Library of Congress Control Number: 2016957748

© Springer International Publishing Switzerland 2017

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.

Printed on acid-free paper

This Springer imprint is published by Springer Nature

The registered company is Springer International Publishing AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents

Part I Orientation to Education for Sustainable Development and

Schools in Africa and Education for Sustainable Development
Learning Processes
1 ESD, Learning and Quality Education in Africa: Learning
Today for Tomorrow................................................................................ 3
Heila Lotz-Sisitka and Justin Lupele
2 Situated Learning in Relation to Human Conduct
and Social-Ecological Change................................................................. 25
Rob O’Donoghue
3 Deliberations on a Changing Curriculum Landscape
and Emergent Environmental and Sustainability Education
Practices in South Africa......................................................................... 39
Ingrid Schudel

Part II Curriculum Innovations: Teaching, Learning, and Assessment

4 The Relation of Mainstreamed Environmental Education
to the Modern Schooling System in Zambia.......................................... 57
Charles Namafe and Manoah Muchanga
5 The Culture Hut Concept as Curriculum Innovation:
Engaging the Dialectic Nature of Heritage in Zimbabwean
Schools to Support ESD Learning.......................................................... 67
Cryton Zazu
6 Integrating Afrocentric Approaches for Meaningful Learning
of Science Concepts.................................................................................. 79
Charles Chikunda and Kenneth Mlungisi Ngcoza

v
vi Contents

7 The Uptake of Education for Sustainable Development

in Geography Curricula in South African Secondary Schools............ 93
Carolina Dube
8 Education for Sustainable Development in the Namibian
Biology Curriculum................................................................................. 107
Sirkka Tshiningayamwe
9 Developing Problem-Based Learning Approaches
to Water Education in Mauritius............................................................ 119
Ravhee Bholah
10 Issues-Based Enquiry: An Enabling Pedagogy for ESD
in Teacher Education and School Geography....................................... 129
Di Wilmot

Part III Integrated Approaches to Education for Sustainable

Development in Schools
11 Integrating School Community Concerns in Framing ESD
and Educational Quality......................................................................... 141
Raviro Chineka and Cecilia Mukundu
12 Integrating Learners’ Voices into School Environmental
Management Practices Through Dialogue............................................ 153
Nthalivi Silo
13 Improving the Quality of Education Through Partnerships,
Participation and Whole-School Development: A Case of the
WASH Project in Zambia........................................................................ 175
Justin Lupele, Bridget Kakuwa, and Romakala Banda

Part IV Teachers and Teacher Education

14 Learning as Connection: Pedagogical Innovations
to Support ESD Learning Processes in Science Teacher
Education Settings................................................................................... 189
Overson Shumba and Royda Kampamba
15 Strengthening Teachers’ Knowledge and Practices
Through a Biodiversity Education Professional
Development Programme........................................................................ 205
Zintle Songqwaru and Soul Shava
16 Education Quality and the Introduction
of New Teaching Methods into Teacher Education............................... 219
Evaristo Kalumba
Contents vii

17 Reflecting on Innovative ESD Pedagogies in the Context

of Teacher Education in Lesotho............................................................ 231
Tšepo Mokuku and Mantoetse Jobo
18 Enhancing Agency and Action in Teacher Education
in Zimbabwe............................................................................................. 245
Caleb Mandikonza and Cecilia Mukundu
19 Towards Professional Learning Communities: A Review.................... 259
Sirkka Tshiningayamwe and Zintle Songqwaru
20 Development of ‘Fundisana Online’: An ESD E-Learning
Programme for Teacher Education........................................................ 275
Shepherd Urenje, Wolfgang Brunner, and Andrew Petersen
Contributors

Romakala Banda is a Commonwealth scholar and a final year master of science

education for sustainability student at London South Bank University. She has
4 years of experience in the WASH sector and has specialised in the integration of
gender in WASH (water, sanitation and hygiene) with a focus on equity and inclu-
sion in WASH as well as the integration of WASH in national policy and official
school curriculum including WASH material development. She has wider interests
in sustainable development particularly with regard to participatory approaches,
advocacy for equality and climate change responses. Social research and capacity
building are among her key competencies. She currently serves as technical advisor
for the Reform of the Water Sector Programme with Deutsche Gesellschaft fur
Internationale Zusammenarbeit – GIZ-Zambia – for both rural and urban water pro-
grammes including water resource management for climate change resilient
agriculture.

Ravhee Bholah A Fulbrighter and Tertiary Education Commission scholar, Dr.

Ravhee Bholah is associate professor in the Department of Science Education and
coordinator of the education for sustainable development (ESD) at the Mauritius
Institute of Education (MIE). He has been coordinating various ESD and climate
change education (CCE)-related projects and has also been actively involved in cur-
riculum and learning resource development at institutional and national levels. He
has been a consultant for UNESCO, UNDP and Government of Japan-funded proj-
ects related to ESD, CCESD and Africa Adaptation Programme. He has published
in and reviewed various scientific papers for international peer-reviewed journals
and conference proceedings.

Wolfgang Brunner has studied Earth sciences, zoology, botany and geography at
Swedish Universities in Stockholm, Uppsala and Umeå and has a Master of Science
degree in teacher education. He has taught biology, chemistry and natural sciences
within the senior level of compulsory school in Sweden. He also worked part-time
for the Swedish National Boards of Education and Environment, developing meth-
ods, materials and approaches concerning environmental and sustainability

ix
x Contributors

education. He has published textbooks for teachers and students and worked as a
lecturer and course developer on environmental issues at all levels of the Swedish
education system – from pre-school to teacher education institutions at universities.
Between 2010 and 2015, Wolfgang worked as programme specialist at SWEDESD
(Swedish International Centre of Education for Sustainable Development, Uppsala
University) with teachers and teacher educators in India and southern Africa.
Through the ESSA programme (Education for Strong Sustainability and Agency),
Wolfgang has developed strategies, courses and teaching materials used at 42 uni-
versities and teacher education institutions in 14 SADC countries in southern Africa.
Wolfgang has also produced online courses on sustainability and CSR (corporate
social responsibility) for Uppsala University.

Charles Chikunda is a senior researcher with the Association for Water and Rural
Development in the Olifants River Basin in South Africa, a project that aims to
reduce vulnerability to climate change through building improved transboundary
water and biodiversity governance and management of the Olifants River Basin. His
work focuses on stakeholder engagement, professional development and training in
natural resources management and basin resilience building. Charles holds a Ph.D.
in education with a focus on science education and education for sustainable devel-
opment. He has over 15 years’ experience in teacher education focusing on these
fields. Charles has been actively involved in the Southern Africa Development
Community Regional Environmental Education Programme over the years. His
research interests centre around equity, social justice and sustainability as well as
integrated natural resources management. He has published in and reviewed various
scientific papers for international peer-reviewed journals and conference
proceedings.

Raviro Chineka An early career researcher and scholar, Raviro Chineka is a lec-
turer in physics education in the Department of Science and Mathematics Education
at the University of Zimbabwe. She is currently studying towards a Ph.D. in climate
change education with the University of Technology, Sydney. Raviro’s past and
present research passion lies in sustainability science and in conducting change-­
oriented research with a focus on community innovations for transformation towards
a more livable, egalitarian and just world. She researches real problems affecting
real people in real-life settings. Raviro served as the focal person at the University
of Zimbabwe (UZ) for the SADC-REEP EE/ESD research initiative and UNEP-­
MESA programmes, which sought to reorient curricula towards sustainability. She
has participated in regional and international training programmes on greening the
curriculum and has shared her research outputs at a number of conferences.

Carolina Dube taught school geography in Zimbabwe for many years before
studying academic geography, specialising in environmental courses. At Ph.D.
level, her research focused on teachers’ experiences of implementing EE and ESD
through the geography curriculum at secondary level in the Western Cape in South
Africa. Her research revealed the contextual and structural challenges facing the
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Contributors xi

implementation of EE and ESD in the school context. In 2013–2014, she was a

postdoctoral fellow in the Department of Education at Rhodes University. Working
with Professor Di Wilmot, they researched geography teachers’ experiences of
implementing the geography curriculum at secondary level in Grahamstown, in the
Eastern Cape. She is currently based in Zimbabwe where she is a tutor of a number
of geography courses that include environmental education at the Zimbabwe Open
University. Her publications are mainly in the field of school geography and envi-
ronmental education.

Mantoetse Jobo holds a master’s degree in agronomy and systems from the
University of Adelaide, Australia. She holds B.Sc. honours in science education
from the University of Limerick in Ireland. Her interests are in education for sus-
tainable development. She has been an active member of the Lesotho Environmental
Education Support Project (LEESP), working in the monitoring and evaluation
team. She participated in the writing of Environmental Education Strategy Toward
2014: A Strategic Plan for Education for Sustainable Development in Lesotho. She
has coordinated education for sustainable development (ESD) and environmental
education activities at Lesotho College of Education working in collaboration with
the National University of Lesotho. Mantoetse has participated in UNESCO, UNDP
and Government of Lesotho ESD and climate change activities.

Bridget Kakuwa is a Ph.D. student of communication science at the University of

South Africa. She has published on communication strategies used to promote
regional integration in Africa and runs a family life and parenting blog on WordPress.
Her professional interests are in participatory communication; educational child
development and psychology; information management; water, sanitation and
hygiene education; knowledge management and organisational learning; and chil-
dren broadcasting/television and film production. She has worked as knowledge
management, partnerships and communication advisor for FHI 360. She previously
worked as an electronic librarian for the Regional Integration Support Programme
at COMESA and as school teacher. She currently works as the regional communica-
tions officer for Feed the Future Harmonized Seed Regulations Project in southern
Africa.

Evaristo Kalumba is an environmental educator, practitioner, writer, course

developer and a senior lecturer of biology and science teaching methods in Zambia.
He wrote the Environmental Education Module for Primary School Colleges sup-
ported by the CDN SADC REES Project, SADC-REEP and WESSA and the
Mathematics and Science Education Module 4: Conservation of the Environment
supported by USAID. He has contributed chapters to books and articles to the
Zambia Journal of Teacher Professional Growth (ZJTPG). He has presented papers
at local, regional and international environmental education attachment pro-
grammes, conferences, WWF ZEP EE courses and workshops supported by SADC-­
REEP. He had been a member of ZANEEP and EEASA. He was formerly a lecturer
xii Contributors

at Mufulira College of Education and is currently working at Josmak College of

Education in Zambia.

Royda Kampamba is a lecturer in the School of Mathematics and Natural

Sciences at the Department of Mathematics and Science Education at the University
of Copperbelt (Zambia). She has worked as a secondary school science teacher and
science teacher educator in the College of Education. She is a co-­establisher of the
Department of Mathematics and Science Education and of Sustainability (2007,
2009). She has participated in the southern African environmental education, Vrije
University in the Netherlands and UNESCO short courses, workshops, research and
conferences in ESD-related teaching, learning and research. She has presented
papers and published peer-reviewed articles. She is a member of the Southern
African Development Community (SADC) research network based at Rhodes
University, South Africa. Her research interests include science innovative teaching
and learning in secondary and primary schools; chemistry/science teacher educa-
tion, interdisciplinary and transdisciplinary research; and precolonial Zambian
indigenous science and technology knowledge.

Heila Lotz-Sisitka holds a national research foundation chair in transformative

social learning and green skills learning pathways. She previously held the Murray
& Roberts chair of environmental education and sustainability for 15 years and was
also director of the Centre for Postgraduate Studies at Rhodes University. She has
been involved in national and international education and environmental education
research and policy development since 1992. She has coordinated the master’s and
Ph.D. programmes in environmental education at Rhodes University and has served
on a number of international scientific and international policy committees, includ-
ing as international reference group member for the UN Decade on Education for
Sustainable Development and scientific chair of the World Environmental Education
Congress in 2007. She is editor-in-chief of the Southern African Journal of
Environmental Education and a coeditor of the journal Learning, Culture and Social
Interaction. She recently coedited a Routledge book with Leigh Price, entitled
Critical Realism, Environmental Learning and Social-Ecological Change. Her
research interests include learning, agency and social change in contexts of risk and
vulnerability and critical research methodologies.

Justin Lupele is a distinguished Rhodes and Commonwealth scholar with a string

of academic papers and chapters in refereed journals to his credit. His professional
interests are in education research; curriculum development; climate change; water,
sanitation and hygiene education; participatory educational materials development
and institutional/organisational capacity building. He has provided leadership in
education through USAID contractors (Academy for Education Development, FHI
360 and Chemonics International) where he has served as a chief of party. He previ-
ously worked as programme manager for SADC Regional Environmental Education
Programme, education officer for WWF and a school teacher. He holds a Ph.D.
(environmental education) from Rhodes University in South Africa. He is currently
Contributors xiii

chief of party for Chemonics International under a USAID-funded project – STEP

UP (Strengthening Educational Performance Up) in Zambia.

Caleb Mandikonza holds a Ph.D. in environmental education from Rhodes

University, South Africa. He has a long history in environment and sustainability
education in southern Africa. He was involved with capacity development of teacher
educators for environmental education through the Secondary Teacher Training
Environmental Education Programme (STTEEP) in Zimbabwe prior to joining the
Southern African Development Community Regional Environmental Education
Programme (SADC-REEP) as training coordinator. As training coordinator, Caleb
supported capacity building for environment and sustainability in the SADC subre-
gion. He has researched and wrote up the UNESCO Climate Change Education case
study for South Africa. Caleb’s professional and research interests lie in the notion
of mediation for academic professional development in environment and sustain-
ability education, climate change education, science education and indigenous
knowledge practices in relation to science education and sustainability.

Tšepo Mokuku is a senior lecturer in science and environmental education in the

Department of Science Education at the National University of Lesotho. His
research and curriculum development interests include school-community interface
in respect of epistemological integration, biodiversity conservation and outdoor
learning. He has coordinated and participated in a number of local and international
projects in environmental sustainability. These include curriculum development and
training focused projects under the aegis of Development Partnership in Higher
Education (DelPHE), Erasmus Mundus (STETTIN) programme and SADC-­
REEP. Community-based projects he has coordinated include those funded by the
United Nations Development Programme (UNDP), UNDP-Global Environment
Facility (UNDP-GEF) and Lesotho Highlands Development Project (LHDP). He
has published a number of articles in peer-reviewed international journals.

Manoah Muchanga is a Southern Africa Science Service Centre for Climate

Change and Adaptive Land-use (SASSCAL) Ph.D. scholar. His Ph.D. focuses on
water and the problem of sedimentation. He is a lecturer in the Environmental
Education Unit at the University of Zambia, School of Education. He is currently
coordinating the development of a community of practice around learning for sus-
tainable management of the sediment problem in small reservoir catchments in
southern Zambia. His current research interests include learning around sediment
management, philosophy of science, environmental education and modelling as
well as water and climate change.

Cecilia Mukundu is an experienced biology/science educator with the University

of Zimbabwe with a keen interest in education for sustainable development (ESD),
particularly mainstreaming environmental and sustainability issues in the curricu-
lum. She was involved in quality and relevance of education research projects with
a focus on children living in contexts of risk and vulnerability including
xiv Contributors

marginalised groups for the last 10 years. She has benefited from capacity develop-
ment programmes through the Southern African Development Community Regional
Environmental Education Programme (SADC-REEP), Swedish International
Training Programme (ITP) in ESD and Mainstreaming Environment and
Sustainability in Africa (MESA) Universities. She was instrumental in the forma-
tion of the Regional Centre of Expertise on ESD (Harare) and continues to coordi-
nate activities in this network. Cecilia is currently a Ph.D. scholar with the University
of Witwatersrand, South Africa, where she is researching the teaching of biodiver-
sity conservation in biology classrooms in the Zimbabwean secondary school
curriculum.

Charles Namafe is currently associate professor of environmental education at the

University of Zambia, School of Education. He is also the SADC-MESA chair for
teacher education to address sustainability. He holds a master’s degree in geographi-
cal education (with an orientation in environmental education) from McGill
University, Montreal, Canada. His doctor of philosophy obtained from the University
of London, Institute of Education, was in the same field. His current research inter-
ests are in water education and conflict resolution as well as indigenous education.

Kenneth Mlungisi Ngcoza is a senior lecturer in science education and deputy

head of the Department in the Faculty of Education at Rhodes University. Kenneth
is a mathematics and science teacher by profession. At the Education Department,
he is involved with science teacher education (both pre-and in-service) and is the
coordinator of the B.Ed. (hons) science elective and M.Ed. in science education
courses. He has supervised a number of honours, master’s and doctoral students. He
is involved in community engagement activities, and he is the Faculty of Education
community engagement representative. He is the former chairperson and now trea-
surer of the Southern African Association for Research in Mathematics, Science
and Technology Education (SAARMSTE), Eastern Cape Chapter, as well as a
chapter representative in SAARMSTE. His research interests include professional
development, science curriculum, education for sustainable development (ESD),
cultural contexts and indigenous knowledge.

Rob O’Donoghue is a professor at Rhodes University and director of the

Environmental Learning Research Centre. In his research on environmental educa-
tion processes of learning-led change in the Fundisa for Change Teacher Education
programme, he has developed models of process for contemplating concerns in the
environment, for working with the sustainable development goals and for mapping
pathways to future sustainability. This work has given close attention to indigenous
knowledge practices to frame environmental learning in post-colonial curricula and
community contexts.

Andrew Petersen is a science education specialist who currently works in the field
of teacher professional development at the Schools Development Unit at the
University of Cape Town. His main focus is biodiversity and climate change and
Contributors xv

sustainability education. He has been involved in various education for sustainable

development (ESD) projects involving both collaborative resource development for
teachers and networking locally and internationally. He was a coresearcher in an
international project on ESD as part of the UN Decade of Education for Sustainable
Development which culminated in his participation in a seminar presentation at the
world conference on ESD held in Kanoya, Japan. He has a special interest in eLearn-
ing and is currently engaged in collaborative work to integrate this approach in
teacher professional development.

Ingrid Schudel is a senior lecturer involved in teaching and research in the

Environmental Learning Research Centre, Rhodes University. She has an under-
graduate degree in science and a master’s in education (environmental education).
She is currently manager of the Fundisa for Change Teacher Education programme.
Her Ph.D. research focused on environmental education in a teacher professional
development programme and examined the emergence of active learning as trans-
formative praxis in foundation phase classrooms. She aims to strengthen quality
learning, through environmental education processes which equip learners with the
competence and confidence to actively reimagine, try out and critique new ways of
developing sustainable people-environment relationships in local and global con-
texts. Her research interests include the exploration of change and change processes,
learning and transformative praxis and knowledge and knowledge building.

Soul Shava is currently an associate professor in environmental education in the

Department of Science and Technology Education at the University of South Africa
(UNISA). He holds a Ph.D. in environmental education from Rhodes University,
South Africa. Soul has research interests in indigenous knowledges, particularly
their representation in knowledge generation processes at the interface of modern
institutions and local communities and their application in community development
contexts and environmental education processes in southern Africa, indigenous
epistemologies and decoloniality. He also has interests in community-based natural
resources management (CBNRM) and socio-ecological resilience; climate change;
green economy; intangible cultural heritage; sustainable agriculture and traditional
agrobiodiversity conservation; and the use of traditional crops and indigenous food
plants by local communities to achieve food security and resilience to climate
change impacts.

Overson Shumba is a professor of science education at the Copperbelt University,

Zambia, where he is research and innovations coordinator in the School of
Mathematics and Natural Sciences. He is a former W.K. Kellogg Foundation fellow
(at Iowa State University, USA) and German Academic Exchange Services fellow
(at the University of Muenster, Germany). He served as a member of the UNESCO
Monitoring and Evaluation Expert Group (MEEG) during the UN Decade of
Education for Sustainable Development. His research interests and publications are
in science teacher education, environmental science and ESD, curriculum and
instruction, research methods and monitoring and evaluation.
xvi Contributors

Nthalivi Silo is a senior lecturer in environmental education in the Department of

Primary Education of the University of Botswana. She holds a Ph.D. in environ-
mental education from Rhodes University, South Africa. Her areas of interest are in
curriculum issues in environmental education and development of children’s civic
agency and competences in environmental-related and sustainability issues. She has
used her educational experience to work for social justice in formal and informal
setups with minority children. She is a council member of the Southern African
Association of Environmental Education of which she is the editor of the
Association’s bulletin and is a regular reviewer of the articles of the Association’s
journal. She is also a key participant in the SWEDESD/SADC-REEP teacher edu-
cation programme in which she is, with other teacher educators in the region, devel-
oping an online course on Education for Strong Sustainability and Agency (ESSA)
for Southern African Development Community (SADC) teacher educators and
teachers.

Zintle Songqwaru is a lecturer and a Ph.D. scholar at the Education Department

at Rhodes University in South Africa, with an interest in teacher professional devel-
opment. Before joining Rhodes University, she was a high school science teacher,
teaching natural sciences, life sciences and physical sciences from 2001 to 2012.
During her years as a teacher, she was an eco-schools coordinator in her school,
through which she became involved with the Rhodes University Environmental
Learning Research Centre (ELRC). In 2013, she became the first coordinator of the
Fundisa for Change Teacher Education programme until 2015. She currently teaches
pre-service teachers in the postgraduate certificate in education at Rhodes University
and in-service teachers in the Fundisa for Change Teacher Education programme.

Sirkka Tshiningayamwe is a postdoctoral fellow at Rhodes University in the

Environmental Learning and Research Centre (ELRC). Her research interests are in
teacher professional development, and she thus helps to coordinate Fundisa for
Change Teacher Education programme, a national teacher professional develop-
ment programme. This is a partnership programme that aims to enhance transfor-
mative environmental learning through teacher education in South Africa. She has
been involved in teacher education resource development focusing on environmen-
tal education in Namibia and South Africa. She has peer-reviewed journal articles
for the Southern African Journal of Environmental Education.

Shepherd Urenje is a programme specialist in education for sustainable develop-

ment with the Swedish International Centre of Education for Sustainable
Development (SWEDESD). His current work supports processes of transformation
in education and creating opportunities for quality and relevance in education within
and among countries in Scandinavia, southern Africa and south Asia. His expertise
includes developing and implementing learning for change strategies that develop
in learners relevant skills for a changing world. He studied developmental education
at the University of London. His professional background includes teaching envi-
ronmental science and development education in Zimbabwe, SADC Regional
Contributors xvii

Environmental Education Programme manager for education and training and prin-
cipal examiner of environmental science in the UK. He is the current chair of part-
ners in the UNESCO Global Action Programme Priority Action Area 3 Network,
responsible for increasing the capacity of educators and trainers in mainstreaming
ESD in their practice.

Di Wilmot is an experienced geography teacher educator and researcher and is

currently dean of education at Rhodes University, South Africa. Her Ph.D. research
focused on social sciences teacher professional development in a context of national
curriculum transformation and policy overload. Her current research interests
include curriculum and active learning pedagogical approaches. She coordinates
and teaches initial and postgraduate geography education courses in South Africa
and Namibia. As a member of the International Network of Teacher Education
Institutions associated with the UNESCO Chair on reorienting teacher education to
address sustainability, Di piloted and contributed to the further development of
UNESCO’s climate change course for secondary teachers. She has presented papers
on her research at international conferences in the UK, China, Finland, the USA,
Germany and Canada and has published and reviewed papers for national and inter-
national education journals.

Cryton Zazu holds a doctorate degree in environment and sustainability education

from Rhodes University, South Africa. Born into a family of eight, Zazu was brought
up in a typical African traditional family context, a background that influenced his
research interest around the integration of indigenous knowledge systems into
mainstream policy and practice as a way of improving the relevance and quality of
education and sustainable development practices in post-colonial southern Africa.
He is an active environment and sustainability practitioner in the SADC region and
is currently based in Zimbabwe.
 Part I
Orientation to Education for Sustainable
Development and Schools in Africa and
Education for Sustainable Development
Learning Processes
Chapter 1
ESD, Learning and Quality Education
in Africa: Learning Today for Tomorrow

Heila Lotz-Sisitka and Justin Lupele

As the twenty-first century continues to unfold, African societies are characterised

by the continuing effects of a long history of colonial intrusion, the challenges asso-
ciated with establishing new societies and governance structures following the post-­
1950s’ independence period and a complex array of risks and uncertainties
associated with the more recent spread of hyper-capitalism, globalisation and earth
system degradation. African societies, like societies elsewhere, are in the process of
working out what the full meaning of educational quality might be in such a world.
In this chapter we suggest that in working towards a fuller understanding of the
meaning of educational quality, there is need to consider insights provided by envi-
ronment and sustainability education (ESE) and education for sustainable develop-
ment (ESD).1 These perspectives can potentially also frame and provide perspective
on emerging research agendas for ESD in Africa, as demonstrated in the chapters
of this book. We propose the need to place emphasis on ESD learning processes in

1
In this chapter we acknowledge that ESD is not an uncontested discourse on the African continent
and more widely in the developing world (Gonzalez-Gaudiano, 2005, 2009; Gonzalez-Gaudiano
& Silva, 2015; Leff, 2009; Lotz-Sisitka, 2004). Normally we would prefer to use ESE (environ-
ment and sustainability education), but in keeping with the title of the book series, we use the
notion of ESD. In southern Africa, environment and sustainability education has taken account of
development challenges from the start, but we also recognise that notions of development under
neo-liberalism and globalisation are not without serious problems with various performative
impacts on societies in the Global South that need to be troubled. In using ESD in this paper, we
include a strong focus on politics and social justice (i.e. a strong political ecological perspective).
H. Lotz-Sisitka (*)
Environmental Learning Research Centre (ELRC), Education Department,
Rhodes University, Grahamstown, South Africa
e-mail: [email protected]
J. Lupele
Chief of Party: USAID, Strengthening Educational Performance Up (STEP-UP),
Lusaka, Zambia
e-mail: [email protected]

© Springer International Publishing Switzerland 2017 3

H. Lotz-Sisitka et al. (eds.), Schooling for Sustainable Development in Africa,
Schooling for Sustainable Development 8, DOI 10.1007/978-3-319-45989-9_1
4 H. Lotz-Sisitka and J. Lupele

conceptions of educational quality and, in turn, probe how such ESD learning pro-
cesses are conceptualised.
This chapter provides insights into some emerging conceptual framings of ESE
and quality education, with an emphasis on ESE learning processes. The chapter
draws on a recent review of literature and case examples of ESE learning processes
in Africa, published in a Southern African Development Community Study under-
taken for the Association for the Development of Education in Africa (Lupele &
Lotz-Sisitka, 2012). It links this literature and case study review to the recent
emphasis on ESD and educational quality in the global sustainable development
goals and to wider imperatives for decolonisation of education in Africa.

1.1 The African Context

Dussel (1998) insightfully commented on key intersecting challenges facing all

developing countries affected by colonial histories and modern environmental deg-
radation. He framed the intersecting challenges for former colonised communities
and nation states as follows:
1. Ecological destruction of the planet based on a view of nature as an exploitable
object
2. Poverty and inequality based on ongoing exploitation and accumulation of
wealth
3. Narrow rationalities epitomised by colonial and imperialist thinking
Writing from a broader global perspective, Mythen (2004, p. 1) contextualised
the African situation further within the wider transformations and challenges of the
twenty-first century when she suggested that increasing portions of our everyday
lives are spent negotiating change, dealing with uncertainty and assessing risk and
impacts of situations that are complex and that often appear to be out of control.
Thus, the contemporary context poses many challenges for societies in transfor-
mation. In most African societies, there is a need to address a range of intersecting
issues such as social inequality and poverty (economy); cultural change, social jus-
tice and health risks (society); natural resource depletion, biodiversity loss and
global climate change (environment); and governance, democracy and peace (poli-
tics). Besides the key objectives for societal transformation such as food and water
security, peace, well-being and sustainability, there is also a need for communities
in Africa to learn to deal with the ‘slow emergence’ of climate change impacts
(IPCC, 2014).
Although these commonly noted problems affect development on the African
continent, Africa has the immense asset of a young population. It is one of the most
youthful continents on the planet, and as Mbembe (2001) stated a few years ago,
Africa is most well-known for its lacks or what it is not. Too little is known about
what Africa is or can be. To give adequate attention to the potential of Africa’s
youth, and to their futures, there is a need to develop knowledge, skills, values and
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1 ESD, Learning and Quality Education in Africa: Learning Today for Tomorrow 5

capabilities to maximise the wealth of resources and cultures that exist on the con-
tinent and to ensure that future generations are able to live sustainable lives free of
poverty and other factors that impede quality of life. To achieve this, ESD learning
processes and new concepts of educational quality, as outlined below, are needed to
guide education on the continent.
Framing this need from an African policy perspective, the African Union recently
released the Africa Agenda 2063 (African Union [AU], 2014). This is an endoge-
nous, shared strategic framework for inclusive growth and sustainable development
aimed at guiding Africa’s transformation. It represents a continuation of the pan-­
African drive for self-determination, freedom, progress and collective prosperity
(AU). Education, access to education and access to quality and relevant education
is a key focus of this vision, as is the commitment to people-centred, sustainable
development and gender equality. The AU 2063 foregrounds people’s participation
in the transformation of the continent and the building of caring and inclusive soci-
eties through empowering women and providing an enabling environment for its
children and young people to flourish and reach their full potential (ibid). Key to
this is the promoting, strengthening and valuing of African cultural identity, values
and ethics. This vision has implications for the way in which educational quality is
framed and pursued and for the way in which ESD learning processes are
conceptualised.
To address historical challenges related to the provisioning and quality of educa-
tion, sustainable development goal (SDG) four, one of the recently proclaimed
global goals, focuses on the provision of quality lifelong learning and education for
all (United Nations [UN], 2015). Following the years of emphasis on access, the
SDG global goal also emphasises quality education, stating that ESD and global
citizenship education must form part of the conceptualisation of quality education
(ibid.). Yet, as shown by the recently completed international educational quality
research programme led by Tikly and Barrett (2011), quality education remains
poorly defined on the African continent, and there is even less definition of the rela-
tionship that exists between ESD and educational quality. It is this question, and
especially the relationship that exists between educational quality and ESD, that
inspires the work of this book.

1.2 Methodological Note

In 2012 we were requested by the Southern African Development Community and

the Association for the Development of Education in Africa to review ESD learning
processes. This study involved a comprehensive literature review of research pub-
lished in Africa on ESD and learning processes. It also involved collecting a number
of case studies of ESD learning processes. To conduct the review, we reviewed 36
published studies of ESD learning processes and solicited further 12 case studies of
ESD learning processes in Africa (Lupele & Lotz-Sisitka, 2012). In this work, we
6 H. Lotz-Sisitka and J. Lupele

found that there was indeed a strong interest in ESD learning processes in Africa,
and an emerging body of published research was arising that reflected on ESD
learning processes. To interpret these ESD learning processes in relation to the cen-
tral question of the relationship between ESD and educational quality and relevance,
we:
• Developed an argument for bringing ESD learning processes into focus in
debates on educational quality and relevance
• Critically reviewed and developed a reframed notion of educational quality and
relevance which provides for perspectives on ESD learning processes and their
potential contribution to educational quality
• Developed a set of propositions from the cases reviewed which provides a frame-
work for further research on ESD and educational quality and relevance (Lupele
& Lotz-Sisitka, 2012)
We share a summary of this work in this chapter. Since we undertook this con-
ceptual framing research in 2012, a number of additional studies into ESD and
educational quality and relevance have emerged in Africa, many of which are
reported on in this book. This chapter therefore does not provide an ‘update’ on the
case-based research undertaken since our earlier conceptual framing work, but
rather cross references to the more recent work as reported on across the chapters of
this book. In many ways the research that has emerged since 2012 in the field of
ESD in Africa demonstrates the importance of producing conceptual frameworks
for generating research into ESD learning processes in ways that can contribute
critically and cumulatively to our knowledge of ESD in Africa.

1.3 ESD Learning Processes in Focus

Learning processes are at the heart of education, including ESD.2 ESD learning
processes involve engagement with matters of concern that arise at the social-­
ecological-­economic-political interface. These matters of concern often involve
engagement with risk, uncertainty and wicked or difficult-to-resolve problems.
They also involve envisioning new futures and engagement in actions and practices
that model and contribute to the emergence of a more sustainable, inclusive and
socially just society. ESD learning should be understood as a process of discovery
that allows children in schools to participate in and generate a new understanding
about themselves and the world around them. As part of the midterm evaluation of
the United Nations Decade of Education for Sustainable Development (2005–2014),
UNESCO released an expert study on ESD learning processes (Tilbury, 2011)

2
The following sections provide a summary/synthesis of the conceptual framework developed out
of the Lupele and Lotz-Sisitka (2012) study on ESD learning processes, and as such they also serve
to provide a framework for reading the remaining chapters of the book.
1 ESD, Learning and Quality Education in Africa: Learning Today for Tomorrow 7

which suggested that ESD learning, in addition to the gaining of knowledge, values
and theories related to sustainable development, also refers to learning:
• To ask critical questions
• To clarify one’s own values
• To envision more positive and sustainable futures
• To think systemically
• To respond through applied learning
• To explore the dialectic between tradition and innovation (Tilbury, 2011, p. 104)
In order to understand ESD learning, there is a need to develop and work with
theories of learning that meet the challenges of social transformation and to con-
sider the knowledge and learning implications of the complexity and wicked nature
of often intractable environmental and social challenges. ESD learning links being
to becoming. The distinction between knowledge, understanding and expression of
valued beings and doings deepens our grasp of the layering of learning. As children
are given a chance to express their valued beings and doings, and expand their
knowledge, values and action competence through ESD learning, they can engage
in a wider range of debates, think more critically and participate in the world differ-
ently. This is what an ESD focus in schooling allows.
ESD learning processes and associated educational practices often emphasise
new ethics, norms and understandings and therefore require engagement with new
concepts, knowledge and teaching approaches and practices. Yet, how does learning
and culture interact in African schools when it comes to ESD, especially if we have
an understanding that ESD learning processes engage people in processes of social
change? If Tilbury’s (2011) point about the dialectic between tradition and innova-
tion is to be taken seriously in ESD learning, then the pedagogies needed in schools
should not only take cognisance of children’s sociocultural histories and contexts
but should also expand and challenge cultural practices that need to change. Such a
form of education not only involves acculturation into existing sociocultural heri-
tages and histories but also requires a challenging and changing of these cultures,
heritages and histories in the face of new challenges outlined above. Commenting
on the legacy of Vygotsky’s research on learning, Holland, Skinner, Lachicotte and
Cain (2003, p. 176) claimed that ‘individuals have access to the cultural legacy of
the collective through others. Social interaction is the context in which cultural
forms come to individuals and individuals come to use cultural forms’. It is in this
sense that ‘learning is situated’.

1.4 ESD and Situated Learning

ESD brings the importance of situated learning to the fore, an approach to learning
that focuses on the cultural, social and socio-material ‘figured worlds’ (Holland
et al., 2003) in which individuals act as members of social groups and interact with
material and linguistic resources that are situated in and emerge from historical and
8 H. Lotz-Sisitka and J. Lupele

cultural contexts (Gerstenmaier & Mandl, 2001; Holland et al.). ESD learning pro-
cesses are, within a situated learning framework, seen as active and constructive
meaning-making processes in which participation in a system of distributed knowl-
edge and practice emerges in ways that are also contextually located and situated in
the real socio-material world, out of which learning praxis emerges. In this way,
ESD learning processes can therefore also be described as ‘adaptation’ to con-
straints and affordances, but they are also potentially transformative of these situa-
tions (Chabay et al., 2011; Holland et al.; Vygotsky, 1978).
In many of Africa’s schools and communities, it is necessary to conceptualise
what ESD means at the interface of poverty, environmental degradation and health
conditions. Findings from research undertaken into ESD at the interface of these
issues suggest that such education involves a complex combination of learning pro-
cesses that involve (1) proactive engagement with risk reduction and mitigation, (2)
reactive engagement with the consequences and impacts of risk (e.g. the impacts of
the HIV/AIDS pandemic) and (3) critical, advocacy-based education that strength-
ens institutional efficacy and state accountability (Lotz-Sisitka, 2012; see Fig. 1.1
below). According to authors such as Namafe (2008), education should also be
based on and emerge out of existing strengths at individual, community and societal
level and people’s valued beings and doings.
ESD learning processes, therefore, introduce engagement with substantive learn-
ing theory in African educational contexts. They also usher in new ways of thinking
about educational quality and relevance in African schools. Researchers working on
these issues, as shown in the chapters of this book, are providing useful insights into
the relationship between knowledge, learning and meaning making. These issues
have somewhat been neglected in the drive to attain Education for All, which, in
many cases, has tended to focus on structural aspects of education, at the expense of
process aspects of education (United Nations Educational, Scientific and Cultural
Organisation [UNESCO], 2015). The book and its chapters focus on the process
aspects of education and on how ESD can shape these processes in new and exciting
ways that also strengthen the quality and relevance of education.
ESD learning processes are not only concerned with issues of participation in
education or with situated learning approaches. They are also interested in critical
engagement with the new forms of knowledge; new values, skills and dispositions;
and cognitive and social development of learners. This is one of the key roles defined
for schools, i.e. the responsibility for ensuring that children acquire new knowledge.
Sfard (1998) argued that education should be concerned with both acquisition and
participation. There is much new knowledge that children have to learn in today’s
world. Climate change, biodiversity loss, environmental health, disaster risk reduc-
tion and sustainable development are only a few of the topics they encounter and
need to make sense of. Such topics carry universal meaning, but they are also locally
imbued with contextual meaning, as the issues they represent differ in different
contexts. Teachers, too, need to acquire a deep understanding of these new concepts
and contexts so that they are able mediate them effectively to children. So, while
acquisition of knowledge remains an important aspect of ESD learning in schools in
1 ESD, Learning and Quality Education in Africa: Learning Today for Tomorrow 9

Fig. 1.1 New orientations to education that foreground capability and agency (Lotz-Sisitka, 2012)

Africa, the participation interest in ESD learning processes cannot be neglected and
needs to be foregrounded as a means to strengthen critical and reflexive engagement
with concepts, knowledge and values, as is shown in many of the chapters in the
book. Chabay et al. (2011, p. 28, citing Reid & Nikel, 2007) suggested that ‘peo-
ple’s capacity for participation in societal change processes is learnt, constructed
and dynamic – and that this can be enhanced (rather than being regarded as some-
thing that is, for example, fixed, largely inherited, or stable)’ (our emphasis).
Holland et al. (2003, p. 177) reminded us here of the importance of dialogue in the
learning process noting that Bakhtin emphasised the ‘always continuing activity of
producing meaning in dialogue’, which takes place in relation to and in the context
of everyday activity and practice.
Chabay et al. (2011, p. 27) suggested too that current ESD learning process
research approaches tend to ‘strongly underestimate the importance of local and
indigenous knowledge, as they mostly focus on its contents, but not on its impor-
tance for value systems, local theories-in-use, and hence its role in the learning
process’. Similar findings are expressed in the work of indigenous knowledge
researchers interested in ESD learning processes (Asafo-Adjei, 2004; Mokuku &
Mokuku, 2004; Shava, 2005), an interest that is carried forward in a number of dif-
ferent chapters in the book (e.g. see Chaps. 5, 6 and 15). Shava (2010) explained
that
a critical aspect in the development of indigenous knowledge is the resilience of indigenous
knowledge systems as evidenced by the continued sustenance of traditional medicinal prac-
tice and traditional cultural practices even in urban settings […] This shows that indigenous
knowledge is not entirely lost […] however, these practices are often not represented in
formal educational settings, and if so, it is normally the researchers’ anthropological eye
that dominates the representations. (p. 40)
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CHANGED FROM TO
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