Welcome to EEASA

The Environmental Education Association of Southern Africa is a voluntary membership based multi-sectoral and multi-organisational association of educators, researchers, policy makers, students and practitioners. The day to day running of the Association is run by a voluntary elected Council, and administered by a secretariat. It is open to all who engage with the relationship between the environment and social processes including politics, economy and development.

The Association has been an integral part of the sub-regional evolvement from nature studies, to environmental education, education for sustainable development and its various manifestations, e.g. green economy. EEASA drew on the pioneering role in the practice of environmental education played by other NGOs including the Kalahari Conservation Society in Botswana, the Wilderness Leadership School, the Wildlife Society of South Africa, and the Mlilwane Trust in Swaziland.


Call for Papers! SAJEE Special Issue: Vocational Education and Training (VET): Skills for Green and Just work in Southern Africa

Strengthening Vocational Education and Training (VET), a marginalized educational and training
sector in the Southern African region, is critical for social equity, inclusion, Sustainable
Development Goal 4 and the Education for Action 2030 Framework.

In this Special Issue SAJEE aims to profile papers mapping out the growing concern that VET discourses
focus on the productive elements of work and neglect the reproductive aspects of work. A
sustainability lens on VET will introduce a regenerative dimension of work.

Guest Editors: Dr Presha Ramsarup (Wits University, South Africa) and Prof Volker Wedekind
(Notthingham University, UK)

Call for Contributions! NORRAG Special Issue 07: Education in Times of Climate Change

NORRAG, an associate program of the Graduate Institute of International and Development Studies, Geneva, Switzerland, invites contributions to NORRAG Special Issue (NSI) 07 on Education in Times of Climate Change.

  • Abstracts of no more than 250 words due 21 May. 2021
  • Full articles of no more than 1500 words due 12 August 2021

The guest editors who will work closely with authors to ensure a diversity of contributions and perspectives are:

  • Distinguished Professor Heila Lotz-Sisitka and Professor Eureta Rosenberg (South Africa)

All correspondence and abstracts to the SI Manager Ms Carlene Royle (c.royle@ru.ac.za)


Transforming teacher education policy and practice for sustainable development in Southern Africa: Sustainability Starts with Teachers

UNESCO’s Regional Office for Southern Africa are happy to announce that the NEW website on Education for Sustainable Development for teachers and teacher educators in the Southern African region is NOW LIVE!

The portal kicks off at time UNESCO and partners are working on fostering distance education to ensure learning never stops in the face of the global COVID-19 pandemic.

The website provides course materials, news, stories of change, policy briefs and an interactive learning space, developed under the Capacity Building Programme for Teacher Educators on Education for Sustainable Development called, “Sustainability Starts with Teachers”. The web portal was developed in partnership with Rhodes University and will support the upcoming online Sustainability Starts with Teachers regional course to be launched in September 2020. Go to the Sustainability Starts with Teachers website for more information.


Please write for the Southern African Journal of Environmental Education. We are launching a 2020 Special Edition on EE in a time of crises: Insights for and from environmental education scholars. What do environmental education scholars make of the Covid19 pandemic and the reactions to it? What does it mean for our practice? For whom and how and what we teach, and research? To find the call details, click here.

Publications: The publication teams have produced another set of publications. These include the EE Bulletin issue 43; EE Bulletin issue 44 and the Southern African Journal of EE Vol 34 (2018). The journal is now available on Africa Journal Online (AJOL). To see articles and previous volumes, click here. For more information on EE Bulletins click here.

Some Achievements

Albeit being a voluntary organisation some of the accomplishments include the voluntary hosting of the EEASA annual conferences by countries in the region  including the 4th World Environmental Education Congress (WEEC) that was hosted in South Africa; developing and publishing various publications including monographs, bulletins as well as the accredited annual Southern African Journal of Environmental Education (SAJEE); and contributing to the inception and development of major regional Environmental Education /Education for Sustainable Development projects that have become stand-alone programmes such as the SADC Regional Environmental Education Programme (SADC REEP) coordinated by the SADC Food Agriculture and Natural Resources Directorate.

EEASA plays a major role in providing a platform for developing and channelling a critical southern African EE/ESD bottom up/ broader voice to be developed and heard globally. Following a vibrant consultation and engagement with the 2005-2014 UN Decade on Education for Sustainable Development (UNDESD) as reflected in EEASA’s annual conferences and publications, EEASA has committed to the UNESCO Global Action Plan (GAP) as a way forward post the UNDESD. Although EEASA has committed to all 5 priority areas, UNESCO has invited EEASA to be a member of Partner Networks of the Global Action Programme on ESD participating in priority 3 (Building capacities of educators and trainers – increasing the capacities of educators and trainers to more effectively deliver ESD.)  EEASA’s priority 3 commitment is:

“Increasing capacities of educators and trainers through encouraging re-orientation of teacher education programmes in southern Africa in partnership with the SADC Mainstreaming Environment and Sustainability in African Universities (MESA) Chairs, the SADC ESD Teacher Education Network, SADC REEP Network, ESSA, WESSA, and RCEs using cluster and institution based training workshops and online initiatives. Also, to promote and implement the use of eLearning and mLearning in disadvantaged areas, even those where electricity and internet connectivity are lacking – to enhance access to quality ESD materials in partnership with SADC.”

These commitments will be explored, deepened, monitored and reported on through EEASA’s annual conferences, publications and other activities (UNESCO funded a project for Out-of-School Youth in Namibia where they take two courses that we named “Education for Sustainable Development for out-of-School Youth” and “Micro-Gardening (Horticulture)”. These two courses are for skills development where we focus on ESD (specifically on water and energy management) and food security where the youth learn how to produce vegetable using well managed water. These two courses are running on the mLearning system that I presented in Japan and we selected to offer the two courses in a rural school in Omusati region. The school don’t have electricity from the national grid and without the Internet; we use solar energy. The out-of-school youth use the system in the afternoon when the school closes and the school learners use it during the morning up to 13:00 (school closes this time). We have already learning materials on the system for ESD (a lot of learning materials including the integration of ESD in some subjects offered in the Namibia curriculum), Mathematics, ebooks for kids to foster literacy and many more.)