The SADC REEP facilitates a number of courses, including the Rhodes / SADC International EE Certificate Course; Mainstreaming Environment and Sustainability in NRM and Agriculture Course and in Teacher education Course; Curriculum Developers’ Course; and Environmental Education Attachment courses. All courses are strategically aligned with SADC Policy, such as the SADC Regional Indicative Strategic Development Plan and relevant SADC Protocols (e.g. on Education and natural resources), and at the same time are foreground in practice. Another important strategy adopted for courses is decentralisation from the Regional EE Centre in Howick to other sites of excellence in the SADC Member States (see detailed explanation below).
Rhodes University/SADC International Certificate Course in Environmental Education
This is the longest course for the SADC REEP programme. It builds on the success of the Rhodes University/WWF International Certificate in Environmental Education (1995 and 1997). The SADC REEP has run it since 1998 and as at end 2010 over 260 participants from over 15 countries in Southern & East Africa have graduated from this course.
The Rhodes University/SADC International Certificate Course in EE is a residential course on professional development through participation in EE /ESD (Education for Sustainable Development) processes. It provides a structured framework and resources around which participants can enhance their skills to support, initiate and improve EE/ESD processes in their own contexts. Participants spend time at Rhodes University in Grahamstown and at the SADC Regional EE Centre in Howick.
This practice-based adult education course embraces a view of knowledge as open-ended and socially constructed. In keeping with this approach we aim to provide diverse learning opportunities that promote reflexivity and agency in order to encourage dialogue, encounter and reflection within a context of action-taking, within the context of facilitating participation that provides opportunities for social learning and support agency of the participants in their workplace practices. On this course ‘environment’ is understood as a concept referring to the interaction between the biophysical and the cultural, economic, political and social dimensions of our life worlds. Environmental education/ ESD is viewed as a process of social change in response to the environment and sustainability issues rather than simply a subject or field of study.
The course is participatory and requires a high level of involvement from all participants. The course will be negotiated around three units;
Unit 1: Environmental issues and risks, and unsustainability practices
- Environmental issues and their history
- International and southern African perspectives on environmental issues and risks, and unsustainable practices
- Policy responses to environmental issues
- The development of more sustainable alternatives
- The emergence of environmental education as a response
Unit 2: Methods for mediation of better learning and more sustainable alternatives
- Educational policy and assumptions about educational methods
- Sustainability practices and alternatives and methods for mediating learning
- Using diverse methods in a complex knowledge environment
- Participation in learning, and implications for educational methods
- Using methods with purpose
- Reading and writing to learn
- Thinking it through in stories
- Finding out through fieldwork, audits and other enquiries
- Acting it out in drama, debate and role play
- Trying it out in experiments and action projects
- Working it out and making it work through problem solving, design and action research approaches
- Methods and Materials that support learning
Unit 3: Reflexive application, evaluation and review of environmental education change projects and programmes
- Working reflexively with policy
- Working reflexively with knowledge resources
- Working reflexively with methods and materials
- Selecting, using, adapting and developing learning support materials
- Working in communities of practice to develop wider learning capabilities and reflexivity
- Monitoring, evaluation and reflexive project development
Workplace application and reflections
For more information on how to apply for these courses contact us
International Training Programme on Education for Environment and Sustainability in Formal Education
This is a Swedish and southern African partnership course which provides an opportunity for the participants to reflexively engage with their practices through exchange of knowledge and experiences in environmental and sustainability education processes within formal education. The course supports capacity development in the development of learning support materials that are relevant for enabling change in their institutions. The approach aims to enhance understanding and implementation of EE and education for sustainable development and how to support those processes within the formal curriculum in the respective institutions and countries of the participants. Successful applicants spend three weeks in Sweden and two weeks in South Africa on a structured EE and ESD programme.
By conducting the course in Sweden and southern Africa it is envisaged that participants will be able to explore a wide range of perspectives within EE/ESD and the context within which the concepts can be located.
Phase I of the course takes place in participants' home country with participants identifying their Change Project together with their colleagues through a participatory and deliberative social process. For Phase II participants spend three weeks in Sweden in a residential session during which they work on their home-based assignments. Phase III happens when participants return from Sweden and report to colleagues in their workplace and start to try out some of the changes together with their colleagues. Participants then get together again during a residential session of two weeks for Phase IV at the SADC Regional Environmental Education Centre in South Africa (southern African participants). It is during this session that participants produce resources that support their change projects. After this session participants return to their workplace to implement their institutional change projects. This phase ends with participants presenting their projects in their home country.
For more information on this course please contact your nearest Swedish Embassy or obtain the course brochure and application form from the Ramboll Natura AB home page: www.rambollnatura.se or by clicking on the icons below.
All institutional change projects are located within wider EE / ESD processes and communities of practice to ensure sustainability.
Decentralization of courses and workshops
The SADC REEP programme supports (technically and financially) a number of national workshops and courses on environment and sustainability education in the SADC member states. These activities include two-day workshops, one-month courses, ad hoc workshops, and year-long part time courses.
Courses are being conducted on Member States in line with the SADC policies on decentralization and alignment. In some instances SADC REEP staff conducts courses in Environment and sustainability in Member States while at times the staff only provides support to national facilitation teams. Decentralisation of courses and workshops is an ongoing process where Attachment courses, MESA Curriculum Development Network support workshop, the ESD lens development and the UNESCO Teacher Education Network course have so far been conducted in Member States. SADC REEP has supported establishment of MESA Chairs in three southern African universities and these Chairs have started supporting the process of decentralization by conducting courses and workshops.
For more information on forthcoming training opportunities in the SADC region contact Sally or request the more recent copy of the EE News Flash from us