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 site “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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Change Project Guidelines and Review

Sustainability Starts with Teachers Change Project Orientation Change Project Guidelines and Review

During this Change Project Orientation, we have been discussing the change project pathway, looked at some examples and you have been conceptualising your own change project through the self-reflective questionnaire in Session 3.

You can download the Change Project Guidelines below. The final step for the Change Project Orientation is to complete the sustainability starts with teachers ESD Curriculum and Institutional Practice Review Tool.

Simply click on “Start Task” below to complete your “Sustainability Starts with teachers ESD Curriculum and Institutional Practice Review Tool” task for the Change Project Orientation part of the course.

Download the Change Project Guidelines

Sustainability Starts with Teachers ESD Curriculum an Institutional practice review tool.

Please complete the following questions.

To what extent is sustainability included in the objectives / outcomes of the module / course / learning programme?
The extent to which the module/course /learning programme seeks to support teachers in promoting global citizenship, through, inter alia: # Awareness of heritage, history, culture and traditions # Appreciation of cultural diversity and of culture’s contribution to sustainable development # Self-respect and respect for others (ubuntu/unhu/vumunhu) # Place-based / inclusive of local concerns and realities # Determination to protect the planet from degradation
The extent to which the module/course /learning programme seeks to support teachers in fostering life-long learning in line with the opportunities and challenges of the knowledge society through: # Learning-to-learn # Embracing ICTs and e-learning # Flexibility and adaptability # Critical thinking and creativity # Problem solving
The extent to which the module/course/learning progamme seeks to build capacity of learners to acquire the knowledge and skills needed to promote sustainable development through education for, inter alia: #Sustainable lifestyles #Human rights and gender equality #Promotion of a culture of peace and non-violence #Climate change mitigation and adaptation #Disaster risk reduction #Appreciation for biodiversity
How far does your teaching approach contribute to competence development of the capacity to make informed decisions among your students?
How far does your teaching approach contribute to critical thinking skills development of your students?
How far does your teaching approach contribute to the development of the sense of responsibility among your students?
How far does your teaching approach contribute to the development of the capacity to respect the environment among your students?
How far does your teaching approach contribute to the development of the capacity to respect the view of others among your students?
How far does your teaching approach contribute to the development of integrated problem solving skills among your students?
How far does your teaching approach contribute to the development of future orientated thinking among your students?
How far does your teaching approach contribute to the development of the ethics of care among your students?
The extent to which the module/course /learning programme makes use of innovative assessment practices (e.g. peer review, group assessments, field-based assessment, assessment of work integrated learning, productive dialogue, discussion on learner needs and goal creation)
The extent to which the module/course /learning programme makes use of alternative assessments (e.g formative assessment / competence based assessment)
The level of expertise of staff members in the area of Education for Sustainable Development
The extent to which staff members are willing to carry out research and service activities on ESD
The level of expertise of staff members in the area of climate change / climate resilient development / climate change adaptation / sustainable development / environmental management/ disaster risk reduction
The extent to which staff members are willing to participate in the capacity development programme and the intended expansion of capacity for implementing Target 4.7 of SDG 4 amongst a wider community within the institution
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