Study Unit 5
Learner outcomes:
− Teach about Sustainable Development when focusing on citizenship, health and consumer
education
− To be able to use interdisciplinary curriculum theme of Indigenous Knowledge to support
environmental learning
− To use a variety of teaching and learning strategies to support environmental learning
− To evaluate the importance of transformative learning environments for Education for
Sustainable Development; and
− To develop lesson plans for transformative learning experiences
Some key terms to remember
Formative assessment
− Evaluating learning outcomes as they are developing throughout the course of a learning activity
with the purpose of providing feedback to aid further learning.
Indigenous pedagogies
− Teaching and learning approaches and the philosophies on which they are based associated with
indigenous knowledge systems and values.
− These include participatory group methods.
Systems thinking
− An approach to problem solving and innovation that relies on analysing how things and issues
relate as part of the whole system and how it functions, i.e. how environmental, economic and
sociocultural issues relate to sustainable development.
Teaching and learning in a multicultural context
− Entails using a variety of teaching and learning approaches specifically to cater for different
learning and teaching styles that reflect the diversity in gender, ethnic and racial backgrounds,
and interests of learner
Ubuntu
− An example of an African moral and ethical framework carrying key African values, involving
collective personhood and collective morality.
− Ubuntu promotes pro-social behaviour, togetherness and responsibility.
Introduction
− The first question to ask is why is education key in Sustainable Development when focusing on
citizenship, health and consumer education?
− Of paramount is the UN agenda for 2030 that “ensure that all learners acquire the knowledge
and skills needed to promote sustainable development, including, among others, through
education for sustainable development and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution to sustainable development”
− Please refer to previous notes…..
− It is worth stating that students are introduced to sustainability and global citizenship issues not
only in school but also through academic clubs, student associations, sport, debate clubs,
theatre productions, music groups, volunteer work and among others
− Education at the centre of sustainable development when focusing on citizenship, health and
consumer?
− Education has proven to be a fundamental tool that can adequately contribute
to behavioural changes in citizens
✓ A strong education system broadens access to opportunities, improves health, and
bolsters the resilience of communities while fuelling economic growth.
✓ Education can bring about a fundamental shift in how we think, act, and discharge our
responsibilities toward one another and the planet
✓ Governments are increasingly integrating education strategies, tools, and targets into
national development policies
Environmental citizenship
− Environmental Citizenship is recognized as an important aspect in addressing global
environmental problems: Refer to previous notes on environmental problems;
− According to Dobson (2010), environmental citizenship refers to pro-environmental behaviour,
in public and in private, driven by a belief in fairness of the distribution of environmental goods,
in participation and in the co-creation of sustainability policy
− We are currently experiencing an unprecedented environmental crisis thus the need for
environmental citizenship is necessary to achieve positive outcomes for the environment
− Some conflicting views not be confused to environmental citizenship should be clearly
distinguished