Reflections on Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern AfricaLesotho, Malawi, Namibia, South Africa, Swaziland, Zambia, Zimbabwe

Lemohang Mtshali (Secretary)Overson Shumba (Chair)

Successes

Southern Africa Development Community (SADC) Regional Environmental Education Programme (REEP)

Policy Frameworks and Strategies for ESD have been put in place

Curriculum reviewed and materials have been developed

Centre based Environmental Education

Successes (continued)

Capacity building- International Training Programmes (ITP) organized

Regional Centres of Expertise (RCEs) established, e.g., Lesotho, Malawi, RSA, Swaziland, Zambia

Mainstreaming Environment and Sustainability in African Universities (MESA) on which the Global Universities Partnership for Environment and Sustainability (GUPES) is modelled

Successes (continued)

Research conducted around ESD and a Research Network Formed Coordinated by Rhodes University (around 11 SADC countries involved)

Teacher Education Networks established and linked to the Africa Regional Teacher Education Institutions for Mainstreaming Sustainability (AFRETEIS)

Media Practitioners’ Network established and linked to the Federation of Media Practitioners in Africa

Some Challenges

Phase out of SIDA funding to SADC REEP

Institutionalizing ESD Mainstreaming across the entire institution Lack of coordination

Problem with up-scaling Runs parallel with existing programs/systems Remains peripheral to formal education Mostly sits with non-formal education

Challenges (continued)

Ministry of Education not taking the necessary leadership

Lack of clarification and working in silos when dealing with ESD and CCE concepts

Lack of resources and lack of information on accessibility of funds where available, e.g., for CCE

Solutions and Actions Beyond 2014

SADC-REEP needs to be sustained, needs mobilisation of resources

Teacher education should be given priority at all levels

Resources (human and financial) mobilisation

Intensify awareness about the existing networks so as to get more institutions joining these networks

More training required to re-define CCE & ESD in a more meaningful way

Solutions and Actions (continued)

Develop projects that seek address issues of Climate Change

Address the issue of green economy, poverty reduction, employment creation, and equity

UNU should try to ease up the application process for RCE formation

Communities of Practice should be more inclusive, i.e., youth and local communities should be represented

Proposed partners

Communities of Practice at local, national, regional and international levels

Local Communities and Youth

Governmental and Non-Governmental Organisations, Civil Society Organisations and Community Based Organisations

Higher Education Institutions, e.g., Universities and Teacher Education Institutions

International Development Partners, e.g., UNDP and other UN Agencies, SIDA, JICA, DfID, etc.

Conclusion

Overall, the Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern Africa presented are consistent with the synthesis of recommendations from the SADC to the UNESCO Regional Consultative Meeting held in Abidjan, Ivory Coast, from 4-5 March 2013.

Sushita Gokool-Ramdoo, ADEA, Mauritius Overson Shumba, Copperbelt University, Zambia Jim Taylor, WESSA & SADC-REEP Cornelia Shaimemanya, University of Namibia