The sweet taste of entrepreneurship:
Mwekera Beekeeping Educational Forum
The Zambia Forestry Institution Aimed to establish an integrated approach to Beekeeping focusing particularly on unemployed youths, scholar’s men, and women. Their change project aims to enhance participation of different stakeholders in order advance environmental protection. This is achieved through the establishment of a demonstration site that will be used for educational tours. One of their aims is to ultimately enhance vocational skills using Beekeeping curricula. So far results from their activities have been a reduction in deforestation, improvement of food security for local communities, improved teamwork, new source of income for the institution from the sale of honey, improved nutrition and the establishment of a multi segmented apiary that is also used to enhance learning aspects in primary and secondary education schools around the geography syllabus.
Growing food in an urban jungle
The Mongu College of Education change project aims to incorporate Education for Sustainable Development through planning to teach and urban gardening. To achieve this, they plan to source the land, engage student teachers to participate in the change project, secure the enclosure and teach the teacher educators transferable skills on how to manage the crops. One of their key sustainability issues is the enhancement of STEM (Science, Technology, Economics and Mathematics) through intensive urban gardening. Their Change Project is aimed at finding innovative ways of integrating ESD through curriculum development as a means to enhance teaching and learning in the classroom. The community of practice will be tasked with creating teaching plans that have incorporated ESD into ECE learner assessment (Child Development Assessment Tool for Zambia) supported through best practice models.
Exotic and indigenous fruits in a landscaped nursery
The Charles Lwaanga College of Education (Chisekesi) aims to Create a fruit and ornamental plant nursery that will be used to supply the College and surrounding community for the purpose of reviving the College Orchards and Bee keeping. Their primary aim is to mainstream sustainability education through environmental restoration on their local campus. How they will achieve this will be by the planting of fruit and ornamental trees in campus and surrounding community using an inter-groping management technique of indigenous and exotic plants. Indigenous horticulture practices will be used to revive the existing College Orchards and nearby community areas. The College will seek to engage community stakeholder buy-in with traditional and civic leaders for sustainable development.
So far, they have held a College Environmental Day on 18th December 2020 where 300 trees were planted. Environmental Day was shared with the local community through local radio stations and College website. Beehive shelves have since been built, and one of them has been occupied by bees as well as one out of the two target orchards, one has been fenced and an irrigation system has been installed.
Interactive teaching materials for ease of reading to promote ESD
The Kitwe College of Education aims to promote Education for Sustainable Development through active learner involvement using interactive teaching and learning materials made from locally available resources. What they have found is that poor pedagogical skills by teacher trainers does not prepare teacher-learners in using appropriate pedagogy to foster sustainability in learners. The next stage consisted of recruiting four additional lecturers into the change project to create a vibrant community of practice that was diverse in thinking and would provide rich regenerative data. One of key issues discussed was the need to build on and enhance existing teaching models and practices using a student-centered approach that encourage active engagement through active learning activities bridging the gap between theory and practice.
Enhancing ICT use amongst 21st century teacher educators
The Technical and Vocational Teachers College (TVTC Luanshya) aims to promote the pedagogical use of Information and Communication Technology (ICT) among teacher educators and teachers for the enhancing of 21st Century skills among trainee teachers. To achieve this, they have integrated the use of ICTs in teaching and learning at the college. The college has also embarked upon training other institutions using the online platform. So far 840 TVET lecturers have been trained in MOHE and in how to facilitate online. Trained teachers, lecturers, and officers in the pedagogical use of ICTs. Trained pre-service teachers at TVTC in the pedagogical use of ICTs.
Bridging the gap between practice, curriculum, and pedagogy
The Malcolm Moffat College of Education (Serenje) aims to model learner centered pedagogies through teacher educators (Chibuye). To establish Communities of Practice that aims to bridge the identified gaps between practice, curriculum, and pedagogy in the implementation of ESD they have decided to design a curriculum template. This meant designing curriculum model that incorporated ESD. The aim is to ensure that trainee teachers are capacitated with practical and engaged teaching methods in facilitating learner centered lessons. Overall, the Change Project will assist in creating and re-working through innovative ways ESD learner centered lessons.
There has been successful adoption of the Change Project by the College management which resulted in the opportunity to find innovative ways to integrate the Change Projects into the College’s curriculum. The establishment of an ESD Community of Practice in the College has enabled Trainee students to practice pedagogical approaches of their choice during presentations using selected topics from the Teacher Education curriculum. Lesson plan demonstrations had emphasis on good pedagogical approaches were conducted at class level, interclass level and institutional level and their reviews conducted soon afterwards.
The use of Ecolitter to promote environmental awareness
The goal of this ambitious change project is to help promote Eco litter disposal among ECE 1st Year students at Malcolm Moffat College (Chewe) to enhance environmental awareness.To achieve this, they have prioritized systematic collection, separation and recycling of litter. The College administration was briefed on the ESD CP aimed at generating a case-study for Departmental CoP on Education for Sustainable Development. Upon the successful approval of the CP by the College Administration a selection of peer participants was conducted to form a community of practice and an orientation program was created. The Club began the process of sourcing, refurbishing, and branding old bins and specify litter. This process simultaneously took place as the compost drive began. The compost was to be used firstly as a demonstration site and teaching tool that outlined eco-learning in the teaching and learning of the ESD and secondly would be used in the cultivation of the school garden. Old bins where branded with specific litter to be disposed into. E.g. “Ecobin: plastics” and also currently they are in the process of sourcing more bins.
Turning compost into environmental and social benefits
The St. Mary College of Education (Mbala) change project aims to promote awareness on production and uses of compost manure for the economic, environmental and social benefits on ESD (the use of manure for market gardening). To achieve this they have integrated sustainable development into teacher education programs (educational institutions/ schools) in line with survival skills (pragmatic skills) through the production and use of organic manure for market gardening. As a training institution COP member, we are spearheading the process of managing the production of compost manure and integrate it into the college curriculum.
The Change Project aims to engage in a process of capacity building through the implementation of environmentally friendly and sustainability-oriented practices for the College’s staff, student-teachers, and broader community. The demonstration sites will be used phases. Towards the end of the year 2020, we established a vegetable (cabbages and tomatoes) garden as a pilot project. The vegetables were grown using organic manure only. They have engaged in multi-stakeholder meetings. They have designed and distributed teacher-student assignments on ESD and formed teacher-students club to spearhead on the issue of ESD.
Sharpening research skills At Mufulira College of Education
The Mufulira College of Education aims to enhance education for sustainable development through transformative teaching and learning towards education for sustainable development. Teaching practice reports reveal that many of our students predominately practice teacher-centered learning approaches in the classroom that are skewed towards theory negating the importance of practical application as a result, the skills and ability to gain expertise to deliver remains theoretical. The trend reflects inadequacies /gaps among teacher educators to being leading examples of learners-centered contrary to principles for ESD, national curriculum framework/policy on education.
Institutional policy advocates for the integration of SD and ESD into the college curriculum however found a gap between policy and implementation. As a result, they planned curriculum review that aimed to understand the extent to which the lecturers understood SD and ESD issues, through one of the change project development slots.
The team made very little progress due to limitations of time in the 3rd term this was due to the need for the college to make up for teaching and learning time lost during Covid19 hard lockdown. However, they remain focused on the following paradigm inquiry for Mufulira College of Education proposed curriculum innovation: To what extent does sustainability awareness exist among teacher educators and students and how much sustainability is infused across the education curricular of pre-service teachers?
The high-level impact of eco-offices in Lusaka
The University of Zambia (Lusaka) aims to create sustainable eco offices in collaboration with the UNZA- School of Education. To achieve this, they highlighted and zoned in on the unsustainable use of paper and use of energy resources. Poor waste disposals and unsustainable use of electric equipment and the use of cleaning agents that not eco friendly.
The aim was to educate lecturers and non-academic staff on eco offices. This has meant engaging in the building back better policy framework by conducting UNZA strategic plan policy review. This will be accompanied by an office audit that will be aimed at creating greening offices. This process is to include: the identification of stakeholders, the introduction of innovative systems in the introduction of paperless offices, the use of energy efficient appliances. The activities so far include Document reviews, Office audits, Identification of stakeholders, Network colour printers for communal printing are now used where necessary. Clearing of unwanted stuff from offices is in progress and the use of electronic memos has started. Printing on both sides of paper has also begun.
Realization of sustainable development through inclusive education
Through teacher and student engagement it was reported that students with visual and hearing impairment face challenges while learning. This was attributed to poor and in some instances lack of capacitation in the classroom. The Kwame Nkrumah University (Kabwe) Change Project focuses on promoting inclusiveness in response to SDG 4.5 and 5 that advocates for equal access to education and training. Therefore, the need to create inclusive educational spaces that promote lifelong learning opportunities. The CP intends to focus on braille and sign language skills, technology (JAWS) for visually impaired students, methodology orientation and training to promote pedagogy to address sustainability concerns for vulnerable for them to accessing the curriculum accurately. This was planned to be done through workshops. The change project for the institute aims at providing braille and sign language skills to lecturers in order address the difficulties they face in handling students who are visually and hearing impaired through the two workshops.
Integration of ESD principles in Pedagogy and Assessment Strategies
The Mukuba University (Kitwe) Change Project aims to identify content that speaks to ESD in our courses that advances transformative and transgressive methodologies. The Change Project is geared towards creating a conducive environment that motives and empower students towards change in the sustainable implementation of ESD.
This Change Project potentially has the capacity of a paradigm shift from focusing on knowledge (examination) to focusing on all pillars of education. A situational analysis of the curriculum implementation at Mukuba University is aimed at building ESD capacity among staff. They established a community of practice and designed a CoP that was underpinned by ESD principles. Thus far they have through curriculum development been able to share experiences with the appropriate forums such as review/body of studies/department meeting in order to influence curriculum change. The aim is upscale activities within the College.
Identified courses that has content to speak to ESD principles and SD: All methods courses; Agric, Geo, Chemistry, Biology, Physics, Mathematics.
Going Paperless using ICT to enhance quality of education
The Livingstone Institute of Business and Engineering Studies aims to integrate sustainability into all aspects of the educational institution. It involves rethinking the curriculum, campus operations, organizational culture, leadership and management, student participation and community relationships and research. Going Paperless will allow educators and learners to integrate sustainability principles into their daily practices and facilitate capacity-building, competency development and value education in a comprehensive manner especially under Covid19 conditions where Information and Communication Technology (ICT) has become integral to quality and socio-just teaching and learning medium through online facilitation and e-learning. As a result, the introduction of ICT teaching and learning systems has proven to be cost effective and efficient in the facilitation and delivery of teaching and learning methods, assessment, and general communication to community of practice stakeholders (i.e. WhatsApp, student portals, emails, and instructional websites).
So far Activities have been implemented such as record keeping for members of staff i teaching files are now done through the use of ICT and an E-Library was also established where students and staff study in the comfort of their classrooms, hostels or workrooms. The successes have seen an Increased productivity and interaction between lecturers and students.
Some challenges met has been in creating interactive content more especially the story boards as most of the lecturers have difficulty to create interactive story boards on the learning materials because they do not have the skills. In response management of the college has engaged a company called TAST-TECH to teach all members of staff on innovative ways of creating interactive content for both learners and teachers even for those students who might be geographically isolated locations. To ensure that not student is left behind. The problem of weak internet access especially by students and sometimes connectivity takes long. The management of the school has since engaged the ZAMREN company to extend and strengthen internet up to the hotels, classrooms and work rooms.
News & Events
Mwekera Beekeeping Forum – Ruth Mulenga, Edgar Bowa, Musunke Kanyembo Chisenga, Zambia Forestry College
The Mwekera National Forest reserve was strategically designed to be a buffer for the Kafue River owing to the numerous streams found in the forest area. However, the forest is under extreme pressure from human activities including illegal settlement, charcoal manufacturing and farming. There were few links between the forestry college and the local community on matters of sustainable...
This change project involved using intensive urban gardening as an avenue for practically augmenting what is learnt in the classroom in two ways: 1. STEM (Science, Technology, Engineering, and Mathematics) subjects. 2. ECE (Early Childhood Education) To continue reading Click here
In early March 2020, the Lesotho and Zambia country workshops were successfully held in Maseru and Lusaka. However, due to the outbreak of the COVID-19 pandemic, the South African in-country workshop planned for April has been postponed until May. The regional Training of Trainers Course, earlier scheduled for July 2020, is now scheduled for September 2020 at Rhodes University, South Africa....
Stakeholders and participants of the Capacity-Building Programme on Education for Sustainable Development (CAP-ESD) met in Harare on 31st January 2020 to review their Change Projects. Change Projects are institutional change initiatives to support the integration of Education for Sustainable Development (ESD) into teacher education. Participants reviewed each other’s project presentations. They...