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.

EEASA News

Engaging ‘Green TVET’ in the SST Course with EEASA President, Dr Presha Ramsarup

In a recent Alumni Feature webinar in the SST course, Dr Presha Ramsarup, Director of the University of Witwatersrand Centre for Researching Education and Labour, and President of the Environmental Education Association of southern Africa (EEASA), offered further interesting guidance to TVET educators in taking up this challenge.

Dr Ramsarup clarified that while there was a need to focus on production, TVET should move beyond a productivist only lens, and give attention to issues of sustainable livelihoods and the common good (e.g. water resources and climate change).  She noted that “TVET in the global South has generally been disconnected from the environment”, with the result that TVET “uncritically mirrors the dominant logic of mainstream industry”, which has a history of environmental damage (e.g. water pollution, advancing extractivism, and contributing to climate change). To read further please visit the SST website.

Rhodes University: Master of Education (Environmental Education) 2022

 Applications are no open for the Rhodes University MEd Programme. The MEd (EE) programme is designed for practising environmental education, training and development practitioners. These include (but are not limited to) teachers with various subject specialisms, lecturers and other adult educators, curriculum or resource developers, journalists, writers, researchers, conservationists, activists, development workers, and social learning facilitators. For more information click here.

Education for Sustainable Development Leadership Course

Rhodes University Environmental Learning Research Centre (ELRC) in
partnership with Engagement Global (Germany) invite applications for
participation in this Internationally designed learning opportunity.

What is it? A course aimed at extending the capacity of individuals and
organisations to facilitate Education for Sustainable Development (ESD). The course is part of a programme supporting the development of course-activated learning networks and change projects as part of an international network of ESD practitioners and mentors. It includes exchanges with colleagues in Germany and India .

Who should apply? Professionals in government, civil society, schools,
universities, colleges and industries in South Africa, who are already involved in or want to be more involved in Education for Sustainable Development.

Read below or click here for more information and to apply!

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)

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.

ENVIRONMENTAL EDUCATION IN A TIME OF CRISES

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.)