Climate Change Education in South Africa

1. Climate Change Education in South Africa Development of National Case Study &Monitoring and Evaluation Component Vivian Malema, Roleen Ellman, Jabulani Mpungose (SANBI), with Heila Lotz-Sisitka, Caleb Mandikonza, Di Wilmot (RU) March 2013, Mauritius

2. Presentation Overview • Terms of Reference • Approach • Emerging Picture • Next Steps

3. Terms of Reference Policy Intentions • Identification & Engagement with key CCE policy/decision makers Contexts of Practice • State of national educational systems (Formal and Non Formal, school & post School , teacher education, etc Relevance to Policy • CCE Programme & Materials Review

4. Methodology/Approach • Size, diversity of CCE initiatives in S.A. • Difficult to judge relevance, policy alignment, appropriateness, comprehensiveness, etc. • Agreed on a tool/frame towards national case study and M&E • Collaboratively develop an understanding of CCE practice broadly • Produce a tool that can guide the conceptualisation and practice of CCE in future • Agreed Focus • policies to be reviewed • strategic sampling i.t.o. practices • 4 National Policies (CC White Paper, TE, CAPS, Post School Education & Training • CCE Programmes & Materials Review • 4 X FET Colleges • 4 X Universities • 4 X EE Centre (NGO’s, & Parastatals) • 4 X CCE Materials (UNESCO & others) • Both implementation and M&E teams piloted the framework

5. Framework CLIMATE CHANGE Discourses and Policy Directions Climate Change Education Conceptual Framework • CCE within a Science and a New Science Framework • CCE within a Climate Compatible Development Framework • CCE within a Mitigation Framework • CCE within an Adaptation Framework • CCE within a social-ecological risk and resilience framework • CCE within a futures-oriented competence and capabilities framework • CCE within an ESD and ESD Learning Processes Framework • CCE within a Social Learning Framework • CCE within an Outcomes-based Education Framework • CCE within a learner-centred education framework • CCE within an action learning education framework • CCE within a content-referenced curriculum framework Which of these approaches are widely used? How do they relate to national policy on CC? Which are relevant to different contexts of practice? EDUCATION and ESD Discourses and Policy Directions

6. Framework and Policy

7. Synthesis analysis of main national CC policy (Climate Change Response White Paper) CC RESPONSE APPROACHES FOREGROUNDED EDUCATIONAL APPROACHES FOREGROUNDED FINDING: From this we can see that national climate change policy emphasises adaptation, mitigation, risk and vulnerability and climate resilience approaches to dealing with climate change in SA. It also emphasises understanding of climate change, and the need for education, training and public awareness (ESD approach). How is this policy orientation reflected (or not) in our educational policies, activities and programmes?

8. Emerging Policy Picture Mitigation • International ambitions and obligations regarding emission reduction Cleaner energy, new growth path • DoE • DEA Adaptation,, risk and vulnerability and climate resilience • Local government • Department of Agriculture & Forestry

9. Emerging Picture Resource Programmes & Materials Resilience • How can informal settlements housing deal with flooding • Disasters Prevention • Science and indigenous • CCE not a specific focus, part of others • awareness present but uncoordinated, not a priority compared to adaptation and risk management • CCE uncoordinated at TE level though Fundisa for Change might assist • SETA’s FET Colleges, Universities - skilling for CC inline with Green Economy, enable new growth path

10. Insights towards Case Study Write Up • Contextual factors as such need for adaptation and mitigation, content reference curricula, action taking, learner centredness in SA • General CC awareness present • A wide range of CCE related activities in S.A. • Mixed bag’ of approaches and orientations, activities, programmes, materials • Make the case for national coordination in support of national policy implementation

11. Next Steps • Good progress has been made with the implementation data collection and analysis. There is still a need to complete some fieldwork and pattern analysis , • To reflect on what the analysis is telling us about the ‘bigger picture’ of CCE in South Africa • To develop the contextual argument for approaches to CC and CCE (relevant to policy and contexts of practice) in order to ‘make sense’ of the conceptual framework and pattern analysis • To identify directions and gaps for the future (e.g. the lack of substantive adaptation and climate change resilience knowledge in the Curriculum and Assessment Policy Statements) • Refine the CCE analysis tool tested out in the development of the national case study for future reflexive adaptation and use by policymakers and educational practitioners

12. Thank You!