A critical overview of education for sustainable development with particular focus upon the development of quality teacher education in sub-saharan Africa

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

Abstract

We are now halfway through the United Nations decade of Education for Sustaianable Development (2005-14) and it seems an appropriate moment to stand back and critically review progress to date and the major challenges facing educationists in turning UN rhetoric into reality. the first part of the chapter examines global efforts to introduce Education for Sustainable Development (ESD) into schools and colleges, and in particular the role ESD can play in developing quality teacher education in sub-saharan Africa. The main thrust of the argument is that without a well-informed and trained teaching force ESD will face severe problems in becoming msainstreamed in the learning of children. the importance of context also lies in efforts to introduce ESD into teacher education, and with that in mind the second part of the chapter moves from the global to the local by evaluating an ESD teacher education project in Madagascar, an island with much at stake in terms of sustainable development. The chapter concludes with a discussion of lessons that can be learned from this evaluation more generally in sub-saharan Africa and elsewhere
Original languageEnglish
Title of host publicationTeacher education in sub-saharan Africa: closer perspectives
EditorsRosarii Griffin
Place of PublicationOxford, UK
PublisherSymposium Books
Pages91-109
Number of pages19
ISBN (Print)9781873927366
Publication statusPublished - 1 Jan 2012

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