Home Forums Curricula review on Climate Change

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    • Wilma
      Keymaster
      Post count: 16

       The five videos that you watched at the end of session 2 gave you some idea of

      (a) what is known about a topic, and

      (b) what is not yet known about a topic (in this case, climate change in Southern Africa).

      Use these videos to review what is currently included in your TE/TVET subject curricula on climate change in southern Africa, what is missing, and how you can review your curriculum to improve it

    • Mushinga wa Mooto
      Participant
      Post count: 6

      What is currently included in your TE subject curricula on climate change in southern Africa:

      1. In Sociology of Education and Child Psychology (SECP) course, there is a mention of Cross cutting issues. Cross Cutting issues are also mentioned in Guidance and Counselling
      2. The Students at ECE teacher education study a course called Environmental Science

      3. In the course Social Studies there is a topic on Population with subtopics on Settlement and Environment
      *** The avenue through which climate change issues can find themselves in the teaching and learning at Teacher Education level is available through the subjects mentioned above.

      What is missing:

      1. The mention of Cross Cutting Issues in SECP is so narrow and inadequate that it does not actually mention Climate Change or the consequences of climate change like temperature rise, unreliable rainfall pattern etc. The specific Outcomes list Cross Cutting Issues as Street Children, Gender, Poverty, HIV/AIDS, Child Labor and children rights. It does not attempt to show that even the listed Cross cutting issues can actually be consequences of Climate Change.
      The same cross cutting issues are mentioned in Guidance and Counselling
      2. There is a course called Entrepreneurship in ECE teacher Education. The course does not make mention of climate change in the selection of business ideas.
      3. The non mention of Climate Change matters in the syllabus for Environmental Science Education
      4. Social Studies syllabus is not elaborate on matters to do with climate change as this is primarily the course that deals with the way of life a people over a period of time. Although the course has topic/subtopics on settlement and environment, issues to do with Ecosystems and how they relate to the human adaptation and development do not come out at all.
      *** The Syllabus for ECE teacher education does not have the column on content which should further be subdivided into Knowledge, Competencies/ Skills and Values that the students should acquire and be able to inculcate into the would be learners

      How you can review your curriculum to improve it:

      1. Let the syllabus of SECP be candid on the cross cutting issues to include climate change and related knowledge.
      2. If business ideas be that important in the training of ECE teachers and that the business ideas are very important in the ultimate grooming of ECE learners in schools, then Climate change matters must be included in entrepreneurship course
      3. The course Environmental Science Education must be made to include the aspects of Climate Change in totality.
      4. Social Studies syllabus should be more elaborate on matters to do with climate change as this is primarily the course that deals with the way of life a people over a period of time.
      *** The Syllabus for ECE teacher education should have the column on content which should further be subdivided into Knowledge, Competencies/ Skills and Values that the students should acquire and be able to inculcate into the would be learners.
      With the inclusion of such a column it will be easy to insert matters of Climate change in many courses, topics or subtopics.

    • Chilufya
      Participant
      Post count: 9

      (a) what is known about a topic, and
      -Cross cutting issues appear as part of the syllabi in all the study areas in my TE.
      -Studies about the Environment and Climate Change are found in study area of Social Studies, under Geography.
      -Integrated Science deals with topics on the Ecosystems.
      -Home Economics involve the teaching of Nutrition.
      -There is a course for Entrepreneurship among the courses for Education and Professional Studies.

      (b) what is not yet known about a topic (in this case, climate change in Southern Africa).
      -Although cross cutting issues are part of the syllabi, how and what cross cutting issues are being addressed is not known.
      -The follow up of cross cutting issues being assessed is not done.
      -Entrepreneurship is in existence but does not include prevention of environmental degradation in business plans.
      -The general knowledge that relates to co-existence with other organisms and nature is not emphasised.

      Use these videos to review what is currently included in your TE/TVET subject curricula on climate change in southern Africa, what is missing, and how you can review your curriculum to improve it.

      -The curriculum must specify the cross cutting issues to be address by each study area in my TE.
      -Suggested methodology to cover the cross cutting issues would be of help.
      -Follow ups of whether the cross cutting issues are being covered and being included in the assessment schemes.

    • ngwenyafm
      Participant
      Post count: 4

      The videos are on effects of climate change. Due to climate change, we are facing floods, droughts and other problems. These problems are addressed in our curriculum. We teach about global warming and the environment. We look at man and the environment, the effects of man’s activities on the environment. There is also settlement, and reasons people settle in certain areas and why they migrate from the certain areas.
      Our curriculum addresses the issues of climate change. Urbanisation is also discussed and its challenges and effects on the environment.

    • Aubrey
      Participant
      Post count: 8

      (a) what is known about a topic
      – climatic changes are part of the cross-cutting issues that are usually covered only and just when they happen. In this case, Climate Change is visibly seen together with its effects today.
      – In my subject Art and Design, cross-cutting issues are covered and these include HIV/AIDS, Environmental Education, Health Education, Human Rights and Gender. In this case, Environmental education covers issues to do with climate changes and its effects on the environment.
      – Other study areas like Social Studies also looks at Population, Living together, the Environment, etc. where the climatic changes are covered either as positives or negatives to humanity.

      (b) what is not yet known about a topic (in this case, climate change in Southern Africa).
      – I think the current devastative effects are less pronounced in the curriculum on cross-cutting issues. Much of the content is mainly mentioning the emerging issues and gives less practical solutions to the problems. This means, as the climate changes, communities still do not have answers to the problems thus allowing the effects to grow beyond human capacity to end the effects.
      – The inter-relationship that exist between different ecosystems is not known by the community members thus acting in manners that affect the whole system when man becomes irresponsible on one. For instance, harvesting timber for making charcoal has adverse effect on the rainfall pattern which again affects human in terms of food growth.

      Use these videos to review what is currently included in your TE/TVET subject curricula on climate change in southern Africa, what is missing, and how you can review your curriculum to improve it
      *What is included:
      Weather patterns are part of the curriculum; the Environment (in terms of how to take care of the environment and what happens if it is not taken care of; causes of floods and droughts), the rain cycle; Population growth, etc.
      *What is not yet known:
      The causes of prolonged droughts, floods and high temperatures to abnormal levels. Most community members have not understood how systems are interconnected thus not understanding the origins of the devastative effects on mother earth and their regions.
      – Also how humans must adapt to the climatic changes that have brought more misery and call for a change in how we live and interact with the environment as human beings.
      *How I can review my curricula and improve it:
      – Include cross-cutting issues in all study areas and concentrate on what must be done to address the emerging issues instead of just making awareness.
      – Prioritize climate change as one of the most devastative emerging issue and seek for practical interventions to end its effects in all subjects.
      – Allow for more field trips on topics to do with climate changes so that students experience the effects first hand.

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