Integrating Ecological Sustainability into Education Policies and Curriculum Reform for the 21st Century in Sub-Saharan Africa
Abstract
This paper examined how educational policies and curriculum reforms in Sub-Saharan Africa could include ecological sustainability as a focus in learning, and as a solution to addressing environmental challenges. Recent academic and policy studies were reviewed in a systematic literature review to reveal gaps and reforms within sustainability education. The research showed that education in Sub-Saharan Africa is lacking in ecological sustainability. Despite having environmental education policies in place, the incorporation of sustainability into the curriculum tends to be insufficient and lacking depth in most countries. Policy changes that infuse sustainability into all cross-cutting theme requires greater commitments from governments, NGOs and schools. Interdisciplinary teaching, project-based learning, and experiential learning are examples of Teaching Methodologies that should be embraced. Regional examples of success that give hope for the scaling of sustainability in education are the Eco-Schools program in South Africa and Uganda’s Green Schools Initiative. There are ongoing challenges as well, like lack of teacher training and materials. It is important that education in Sub-Saharan Africa incorporates ecological sustainability so that future generations can address these issues. In order to do so, it must undergo an extensive process of reform in policies, curricular, and teacher training.
Keywords
Ecological SustainabilityEducation PolicyCurriculum ReformSub-Saharan
AfricaSustainability EducationTeacher Training
References
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