Advanced Regional Training Programme (ARTP) in Education For Sustainable Development (ESD) For Ecce, Primary and Tvet Teacher Educators in Southern Africa
This project aims to provide capacity building to support educators for the implementation of Target 4.7 of SDG 4, which requires educators to integrate Education for Sustainable Development into all areas of education. The project is focused on southern Africa, which is one of the region’s most at risk from climate change and the ongoing impacts of poverty.
Together with national, regional and international partners, UNESCO will carry out activities under this project to achieve the following expected results in 11 Southern African countries (Angola, Botswana, Eswatini, Lesotho, Malawi, Mozambique, Namibia, South Africa, Tanzania, Zambia and Zimbabwe).
- Sustainability principles integrated into education and training environments, with emphasis on curriculum change in Teacher Education Institutions (TEIs) and Technical and Vocational Education and Training (TVET) College programmes
- ESD capacity of teacher and TVET institutions enhanced via an Advanced ESD Regional Training Programme (ARTP)
- ESD reinforced in national and international education and sustainable development policies, with emphasis on policies influencing the education of teachers and TVET educators for Goal 4 of the SDGs (Target 4.7)
- ESD Professional Networks strengthened in southern Africa
- Science education and uptake of science related careers enhanced through ESD integration and engagement
The project builds partly on 'Sustainability Starts with Teachers', an ESD Action Learning Programme for Secondary Teacher Educators in Southern Africa in 2017 and 2018. This GAP flagship programme has shown good results with participating TEIs completing Change Projects that show evidence of changed practice in the TEIs towards incorporation of ESD in the TEIs. The environmental scan of this initiative showed very poor and uneven integration of ESD into teacher education in SADC countries, as well as no integration (as yet) of ESD into teacher professional standards (currently being developed) and no Monitoring and Evaluation instruments for aligning ESD teacher education activities with monitoring and evaluation reporting on SDG4, Target 4.7.
The Sustainability Starts with Teachers started to address some of these issues, but only reached a few TEI’s at one level only, and needs to be expanded to include more secondary teacher educators, as well as early childhood teacher educators and primary school teacher educators, as well as TVET educators, STEM teachers, policy makers and curriculum experts in the subsector.
Partners: The ESD Division of UNESCO, Paris; UNESCO Regional Office for Southern Africa (ROSA Rhodes Universit); the Southern African Regional Universities Association (SARUA); SWEDESD
Funder: The Swedish International Development Cooperation Agency, Sida
Contact: Shepherd Urenje, email@example.com