Sustainability Starts with Teachers

Change Project Orientation
5 Sessions
Developing an ESD Change Project
Some ESD Change Project Examples
Change Project Pathway to Bring About ESD Innovation
Completing the Parts of the ESD Change Project
Change Project Guidelines and Review
Learning Action 1: ESD Policy, Context and Competences Review
5 Sessions
Learning Action 1: A Case Story to Introduce ESD
Develop a common understanding of ‘Sustainable Development’ and ‘Education for Sustainable Development’ (ESD).
Review of the Vision and Mission statement of your institution and Sustainable Development Goal Number 4
Review of other relevant documents guiding the work of educators in your TE/TVET Institution
Assignment: Change Project Part 1 – Review of context, policy and institutional vision and mission
Learning Action 2: Sustainable Development Goals and Critical Issues
5 Sessions
Learning Action 2: A Case Story
Environment and Sustainability Knowledge: integrating society-economy-environment
The Sustainable Development Goals and sustainability challenges in Africa
Responses to Sustainability Issues and Concerns
Assignment: Change Project Part 2 – Exploring local “matters of concern”
Learning Action 3: Transformative Learning and Learning Environments
5 Sessions
Learning Action 3: A Case Story
Aspects to consider in ESD teaching and learning processes
Transformative pedagogies for ESD teaching
Transformative social learning and transforming learning environments
Assignment: Change Project Part 3 – Transformative learning and transforming learning environments
Learning Action 4: Design and Try out Assessment of Significant Learning in ESD
5 Sessions
Learning Action 4: A Case Story
Exploring your experience of assessment in the context of ESD assessment innovations
Additional guidance for designing assessments in ESD
Examples of alternative assessments
Assignment: Change Project Part 4 – Assessment of significant learning
Learning Action 5: Monitoring, Evaluation and Scaling for Impact
5 Sessions
Learning Action 5: A Case Story
Monitoring your Change Project in a community of practice
Evaluating the Change Project for value creation
Scaling the Change Project for Impact
Assignment: Change Project Part 5 – Monitoring and evaluating the ESD Change Project, and scaling for impact
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Assignment: Change Project Part 2 – Exploring local “matters of concern”

Sustainability Starts with Teachers Learning Action 2: Sustainable Development Goals and Critical Issues Assignment: Change Project Part 2 – Exploring local “matters of concern”

In this part of the Change Project we invite you to use the’‘SDG wheel model’ to map out a ‘matter of concern’ in your local context (e.g. poverty, health, or water security or any other local matter of concern). To identify this matter of concern (the central part of the ‘SDG wheel’), you will have to consult local communities, or ask your students to do observations in the local context.

You can download the Learning Action 2  below. The final step for Learning Action 2 is to complete the Assignment discussed below.

Download Learning Action 2

We conclude Learning Action 2 with TASK 2:

Change Project Part 2 – Sustainable Development Goals and Critical Issues

Use the SDG ‘wheel’ framework to map out a local matter of concern, and to identify how it relates to the SDGs. From here you can begin to map out the contents, values and ethics, including local and indigenous knowledge that could help your students understand the matter of concern.  They can help to do this research! The framework of the ‘SDG wheel model’ can be found in the text in Learning Action 2, with further discussion on it. Use it to map out the following:

  • A description of the context – local, national, regional and international (i.e. how the issue situates in context and in relation to the wider SDGs and the emphasis on SDGs as put forward by the southern African community in their preparations for the SDGs).

  • Concerns in the local community that raise ethical issues or ‘purposes’ for education which hold meaning in the local context. What intangible heritage sources can be used to develop insight into the matter of concern? What features of the place can be used to develop insight into the matter of concern?

  • You could identify and summarise the available knowledge of the inter-related issues – here you should look into scientific knowledge as well as local, place-based and indigenous knowledge, and how these can be brought together for learning-led change.

  • And then identify what kind of learning-led change is needed in the context.

  • Map this out as possibilities for curriculum enhancement/enrichment in your current subject, and for future curriculum change.

Assignment Guidelines

Format: written task or ppt presentation

Length: Should include all aspects above, using the SDG wheel as a starting point. Between 2 to 3 pages written, or 5-6 slides on ppt.

Structure: Your report must include the links from the matter of concern to the relevant SDGs and relevant content that will help the students understand the matter of concern by making use of the framework of the ‘SDG wheel model’.

Prepare a report, or powerpoint based on the guidelines above, of 2 to 3 pages or 5-6 slides on powerpoint, and submit your assignment below.

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