Assessment Case Study

RCE KwaZulu-NatalIndicators for “Stepping up to

Sustainability”

Clement Mader: Graz Assessment Principles

Leadership and VisionSocial Network

ParticipationEducation and Learning

Research integration

Case Studies of Change Practices

“how can we appraise the performance of RCEs on delivering their ESD goals and objectives’?”

“How can we evaluate our change based practices so as to re-shape and enhance them?”

How can the RCE “community of practice” provide leadership in sustainability practices for a low-carbon economy?

All too often we teach from the problem through awareness campaigns to seek solutions.

Participants become aware but change actions (behaviour change) do not usually follow.

We are learning that where participants are actively part of the growing understanding of what is now known sustained (behaviour) change is more likely.

Processes that enable “contradictions to surface” so that they can be addressed and, where possible resolved, can we expect (behaviour) change towards a sustainable future.

‘Aha! Learning’ – enabling freedoms (Sen)

Such processes support people to achieve their aspirations for a more equitable and sustainable world.

Working with earth system and ecosystem science knowledge to mediate sustainable liveihood practices (Millennium Eco-System Assessment).

Earth Systems Sciences allow us to model what makes our planet habitable

Ecological Sciences allow us to model habitat change and life support systems

From: The Millennium Development Goals

Modern livelihood practices

Water

Agriculture

EnergyWaste

Restore habitats & ecosystem servicesReduce

resource use

Adapt to & mitigate change

Enhance quality of life

Health

Biodiversity

Transport

AGRICULTURE (HKP Izala)• Flip composter• Worm farm• Wire-tie shade house• Chicken tractor• Biochar drum• Sun drierBIODIVERSITY (HKP: Take forest)• Acacia fire woodlot• Micro nursery• Micorrhyzal• 3 step potting soilTRANSPORT• Solar e-bike• TrailerSEWAGE (HKP: Dry toilet)• Urine separation toiletWASTE (HKP: Izalene)• Reuse padding • Hand made paper • Making fire-bricks

WATER (HKP: Water pot)• Rainwater tank• First flush• Ceramic filters • Filtering grey waterENERGY (HKP: flame / coal)• Clay stove• Cobb charcoal oven• Volcano kettle• Sun stove• Hot box• Solar water heater• Solar cell• Wind generatorHEALTH (HKP: Slow food) • Tippy hand washer• Soured milk• AmaRewu• Sourdough bread• Hand mill

Handprint materials for change orientated learning towards sustainable livelihood practices

Quality of life enhanced

Resource use sustainable

Ecosystem

services restored

Carbon footprint mitigated

Change practice stories with an IR review of absences

Positive sustainability impact assessments

Sustainability Commons social learning activities around technologies for transition to a low-carbon economy

Information from portal and Social media

Presentations & Practical Demonstrations

Practical work-shops (model practices)

Short course (not accredited)

Short course (Accredited)

Qualification (Learnership)

1

2

3

4

5

6

Activity indicator

15x1

15x9x2

7 x 4 x2y

7 x 4 x2y

7 x 4 x2y

Sms traffic

12 techs at 11 sites

Stepping up to Sustainability: Climate adaptation activities

Quality of life

enhanced

Resource use reduced

Ecosystem services restored

Carbon footprint mitigated

Strategic objectives

220 + People with enhanced climate change adaptability

1890 people with enhanced climate change adaptability

56 climate change adaptations effected

Sustainability practices understood Traffic/like hits increase & case studies uploaded

IR Impact

TOT’s Qualified

Statement of Results

Courses reviewed Follow-up enquiries /review

Presentation reviewed

Portal Mgt. Review

Output indicator

70% participants

Competent SAQA

level 5

Competent SAQA level 5&2

Knowledge test 70% 3+

Practical test70% 3+

Awareness test

Increased traffic

Progre

ssion

The production of learning and change

Are there any absences in current patterns of ESD practice that if resolved would enable better learning and change?

Impact areas

Describe how your change project and what is or has been achieved for each impact area

Change rating0-1-2-3-4-5

Improved quality of life

Reduced resource use

Restored ecosystem services

Reduced carbon footprint

Skill / Awareness / Knowledge TestVery early first draft

Rate the extent to which this course has enabled you to reduce resource use?(Not at all) 1 2 3 4 5 (a lot)

To what extent has this course enabled you to understand the concept of eco-system services?(Not at all) 1 2 3 4 5 (a lot)

To what extent has this course helped you understand and reduce your carbon footprint?(Not at all) 1 2 3 4 5 (a lot)

To what extent do you feel this course / experience has enabled you to work towards enhanced ‘quality of life’?

(Not at all) 1 2 3 4 5 (a lot)