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  • Busisiwe
    Post count: 11

    What aspect of the ESD Change Project we wish to scale
    -A yearly training program on ESD matters intending on work-shopping both academic and support staff in creating awareness.
    -Expanding manure production from the available Biomass and mixing it with cow manure before packing it in recycled bags such as those found in supermarkets ( Boxer Stores use them to deliver chicken portions) and accumulate them as clutter. From this small scale packaging, a brand name would be established. More pits would be dug to contain the daily collection of raked leaves. The branded manure would be sold.
    -The small garden currently measuring 8 m by 6 m would be scaled up to a larger one in a more open space within the FoE grounds meaning that not only would we reproduce existing plants but we would also look for more plants to add to our list.
    -As we increase the number of plants, both medicinal plants and other forms of spices, we would improve on our harvesting and packaging techniques to ensure that our products are approved by Eswatini Bureau of Standards for sale as herbal remedies and medicinal spices.
    -Sales from the manure and herbal remedies would create capital to support ESD activities and initiative as the CoP membership expands to include school and communities. Such would include establishing tree nursery plants to promote tree planting in schools. The process of entrepreneurship could involve students such as ENACTUS and any green Clubs in existence.
    -Research on better ways of producing medicines from plants leading to better packaging of products differentiated according to their pharmacological classifications and values would be this regard, students will be involved in research about indigenous uses of these herbs as well as indigenous extraction methods.
    -Scaling up trans-disciplinary approaches underpinned by improved collaboration with other departments within the FoE at SANU would be supported to ensure that content infused into our curriculum practices are taught properly.
    -The concept of water harvesting will be scaled up by urging the University to budget for the purchasing of 5K litre tanks at FoE buildings.
    -Ultimately, our scaling up endeavours are deeply rooted in both the institution and the local community so that having started small, we are able to serve SANU and the entire Nation before going global to serve individuals and the agricultural industry explicitly encouraging the use of organic gardening principles.

    2. Who will be involved?
    – All CoP SANU SST 2021 members
    – All academic and support staff members of SANU FoE
    – SANU Pre-service teachers (PSTs)
    – Members of the local community that we interact with especially during community service
    3. How you plan to do it?
    – Protracted interaction among all CoP SANU SST 2021 members as we continue to grow the CP
    – Workshops for all academic and support staff members
    – Sensitize all PSTs in the institution on the importance of the ESD change project as ESD is intentionally integrated into faculty curriculum practices.
    – Civic education for members of the local communities in collaboration with their (local) authorities such as Chiefs, Community Headmen and the Chiefs’ runners (Bagijimi). Grass roots collaboration at constituency level to be leveraged.
    4. When it will be done?
    -Scaling up will be a continuation of the grounding of our CP meaning that it will be scheduled in line with existing practices. Unfortunately, due to Covid related adjustments and civil unrests, the dates suggested are founded on a fragile foundation that is nevertheless adjustable. The protracted engagements will include suggested schedules below:
    -October 2022: Extended information gathering and visiting more farm projects practicing ESD to secure more seedlings for our CP. With official approval by Faculty Dean, we will prepare the bigger botanical garden as more compost pits are dug for larger scale organic manure production. The help of support staff will be sought wrt land preparation.
    -November – December 2022: Planting of more seedlings in our expanded botanical garden.
    The protracted interaction will be ongoing indefinitely as the CoP expands progressively to include as many faculty staff members as possible.
    -Workshops for all academic and support staff members will be conducted every beginning of an academic year to reinforce what is already infused into our curriculum practices and to receive feedback from what is being practiced on the ground. The half-day workshop will take place in the third week of semester one of every new academic year.
    -Sensitizing all PSTs in the institution on the importance of the ESD change project as ESD is intentionally integrated into faculty curriculum practices will be scaled up as course outlines are revised by departments every new academic year.
    -Civic education for members of the local communities at grass roots and collaboration at constituency level will be carried out as opportunities to engage in community service are curved out. Such cannot be timetabled easily but it will be scheduled in the second semester towards the end of every academic year.
    5 Why it is important?
    All the scaling up should generate concrete actions that will touch lives in line with the UN global agenda 2030. Scaling up will enable us to attain target 4.7 of SDG 4. Expanding and extending for greatest effect (Impact) will make the CP more relevant, better grounded hence will guarantee its long term survival. As the CP grows and thrives, there will be:
    – Increased collaboration among academic and support staff members.
    – Sustained involvement of PSTs in the planning and implementation of integration of ESD into SANU FoE curriculum practices.

    Ultimately, Sustainability lifestyle will become more visible for the benefit of preserving Mother Earth as we achieve the Global Agenda SDGs.

    Post count: 11
    in reply to: Assessment of ESD #4962

    Comment and discuss on the forum how the following technology supported approaches can be used to enhance assessment of ESD.

    Online discussions/blogs:
    During these times of the pandemic, the online discussions are more relevant and are a solution as they provide learners with the opportunity to network and share ideas with other peers without the pressure from a lecturer waiting for an instant response. They help leaners to operate at their own pace and develop traits of responsibility and independence while assessing themselves. Social skills and values are greatly improved as it is during such times that learners should show tolerance and lead in decision making as well as in problem solving without actually coming face to face with the other learners. Learners will be made to read and research so that they may effectively assess during discussions.

    Blended learning assessments;
    The act of alternating learning to face to face and online help in dealing with all types of content. For instance, practical will be easily assessed through observations and demonstrations during face to face encounters. Online will also cater for topics that would not demand face to face. Online learning is fast and flexible, it is not time bound in most cases so learners work without being conscious of their learning environment or surrounding.

    Online project based learning; Learners have ample time to work on their projects, they will work at their own pace concentrating only on the project. These motivate learners as they have a say in decisions taken. They may select the work that they feel comfortable working with. This helps develop learners’ ownership of the project and they even commit more to be successful and think of sustainable initiatives.

    e-portfolio; these electronic portfolios help display learners’ weaknesses and strength as they have the opportunity to gather their work and make an analysis of their learning progression and what they are capable of as well as what they need to improve.

    Online assessment; could be exams or transformative learning can help speed up the whole process of learning and writing exams. The above approaches are relevant during such times of Covid-19 and they also help promote competency-based and learner centered approaches in learners. Learners are hands on and they are the the forefront of teaching, learning and assessment.

    Post count: 11
    in reply to: Reflection #4961

    How would you go about assessing the cognitive learning objectives?
    This could be assessed by using questions that will require learners to display knowledge of concepts. They should apply critical thinking, problem solving, analysis, synthesis and evaluation. Learners should demonstrate knowledge by giving facts and figures and then apply them where relevant. They will be given questions that will demand critical reflection of the concepts.

    What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
    Group discussion, surveys, interviews and field work will be used for assessment so to allow learners to demonstrate the social skills and display their psychological health. Assessment will also be based on communication skills where learners will need to communicate about issues surrounding the topic under study and argue with others. They will need to develop personal commitment to topics learned and encourage others to make informed decisions.

    What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
    Question and answer, higher order questions, role play will help show the level of behavoural change amongst learners. They will be required to plan, implement, evaluate and replicate strategies enhancing the topic under study and the community. They should perceive when other need assistance and seek help for themselves and the rest. Learners will be involved in processes of policy development for the institution and the community as well as nationally.

    Post count: 11

    Plan for an active learning sequence with students, using the T-learning sequence model.
    I would together with the students analyze the objectives of the lesson, give them a chance to discover elements of SD from these objectives before they can engage on the actual exercise. A motion that provokes an argument will be staged for students to research and present findings in some form of a debate. In some instances, a local resource community persons will be invited to have an open discussion with the students on indigenous knowledge where students will first present what they know before the outsider opens for questions.

    Think through:

    How would you work with students to mobilize stories and cultural heritage on a specific local SD issue or matter of concern (e.g. water pollution, waste, community health, energy, food security, safety of girl children etc.)?
    Students will engage community personnel to find information about things they need to know and wish to share with the class. Information shared should be on sustainability in the community or any development that is sustainable in the community or school.

    How would you approach the matter of concern with a systems view? And how can this inform a participatory local inquiry into the matter of concern to understand it better? How would you do this with your students?
    A situation analysis would be conducted to ascertain the matter of concern which students will be working with. It will then depend on the type of matter which transformative approaches should be used for everyone to understand what we are dealing with. Students will do a research in the community, either through interviews or observation so as to identify the problem. After identification, then they will need to discuss and come out with a solution, one that is sustainable.
    How would you work with your students and the community to work out what can be done together to address the matter of concern?
    A community of practice that include community members will be formed, community members will be capacitated and a awareness will be made so that everyone understands what is going on. Community members will visit the institution to share indigenous knowledge with the students and how it can be linked to SD.
    Would it be possible to try out some of the proposed solutions and ways of dealing with the matter of concern? If so how would you and your students approach this?
    If the matter of concern is unhealthy eating and nutrition deficiencies, then solutions would be to have a nursery or garden that grows a variety of plants (traditional herbs, vegetables) that are medicinal and healthy. Students will make a research on the traditional plants and how they can be grown. The waste or litter would be used to nourish the soil in the garden. Students should be able to come up with ideas themselves and make their learning transformative.

    Post count: 11

    Cross-cutting issues in my context include food security that lead to individuals getting malnourished and prone to illnesses. There is also gender inequalities, scarcity of clean water, poor sanitation, environmental unhealth/poor management, lack of quality education, climate change in terms of disasters and high energy costs just to name a few.

    This can be dealt with by reviewing national policies and ensure they embrace sustainable development. ESD should be part of the education sector and institutional policies should align with the national policies on SD. The curriculum from primary to higher education should integrate SD.

    Post count: 11
    in reply to: Earth System #4687

    Anthropocene: the current geological era where human activity has a greater influence on climate and environment.
    Earth as a System: is the interactions through material and energy or processes.
    Key life supporting processes: Ozone depletion, land use, climate change, biodiversity. Biodiversity boosts ecosystem productivity where all species have a role to play.
    They are all relevant in the topic on environmental health in my subject; and for other courses offered at my institution, such as biology, agriculture; and the videos may be shared with the class as a teaching/learning material.

    Post count: 11

    1. The Learning Action has been greatly informative and has brought awareness on the responsibility of a teacher in developing a sustainable generation. I am now looking at our programme from a sustainable development perspective; thus realized how far do our vision and mission talk to SD and ESD.

    2. An in-depth analysis and review of our programme with regards to SD and ESD will be made, a community of practice be formed to ascertain existing gaps and to sensitize more people; then SD will be integrated into the curriculum and teaching approaches be transformative.

    3. A discussion and planning on agreed Change Project followed by its implementation. The way it would be evaluated should also be discussed.

    4. A collective responsibility is needed for a scene assessment to identify gaps. The establishment of CoP in developing an ESD Change Project and its implementation. Modules should have topics on sustainable development so to cater for SDG 4:4.7 and they should include the 21st Century competencies.

    Post count: 11

    SANU aspires to impact communities through transformational leadership and Christ-like service in pursuit of academic excellence. The transformational leadership entails leadership approach that causes change in individuals and social systems, however, more emphasis is put on creating valuable and positive change in the followers with the end goal of developing followers into leaders instead of futuristic critical thinkers and ESD.
    The institution affirms the Wesleyan-Holiness heritage and commits to shape and model persons of Christ-like character for community service through high quality innovative, inquiry based-interactive teaching and learning and transformational leadership. There is an element of empowering persons with skills of sustainable development though it is too general on issues of SD. It looks like it was developed with no SD idea in mind; but greatly focused on a changed character.
    I would have liked to see more of SD elements in both the Vision and Mission.

    Post count: 11

    To me SD entails creating a platform/resources today that will last to be used by the future generation without having to struggle. It means establishing lasting initiatives that will be beneficial to the current and the future generation. My country’s concern includes waste management, gender equality, equity issues, curriculum and poverty. It has to all begin with awareness; individuals need to be capacitated and gain an understanding of how important SD is to humankind. This initiative needs collective responsibility and such community of practice will help shape the vision, mission and objectives of the institution to talk to ESD.

    Post count: 11

    I have enjoyed all the case studies at different levels though. My attention has been drawn by the recycling practices that play a greater role in resource management, health and safety. I also liked the improvisation of teaching and learning materials. They are cheap to consumers, make learning practical and accessible with no child left behind.

    Post count: 11

    Hallo everyone!
    Busisiwe Simelane, a Health & Physical Education lecturer at Southern Africa Nazarene University (SANU) Eswatini. I joined this course so to have a greater understanding of ESD and to learn from others on how one can best integrate concepts of sustainable development in the curriculum. The Change Project will focus on the curriculum; considering education anew in the light of COVID-19 emerging opportunities and challenges to sustain quality education.

Viewing 11 posts - 1 through 11 (of 11 total)