Reflections on Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern Africa

1. Lesotho, Malawi, Namibia, South Africa, Swaziland, Zambia, Zimbabwe LemohangMtshali(Secretary) OversonShumba(Chair) Reflections on Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern Africa

2. Successes • Southern Africa Development Community (SADC) Regional Environmental Education Programme (REEP) • Policy Frameworks and Strategies for ESD have been put in place • Curriculum reviewed and materials have been developed • Centre based Environmental Education

3. Successes (continued) • Capacity building- International Training Programmes (ITP) organized • Regional Centres of Expertise (RCEs) established, e.g., Lesotho, Malawi, RSA, Swaziland, Zambia • Mainstreaming Environment and Sustainability in African Universities (MESA) on which the Global Universities Partnership for Environment and Sustainability (GUPES) is modelled

4. Successes (continued) • Research conducted around ESD and a Research Network Formed Coordinated by Rhodes University (around 11 SADC countries involved) • Teacher Education Networks established and linked to the Africa Regional Teacher Education Institutions for Mainstreaming Sustainability (AFRETEIS) • Media Practitioners’ Network established and linked to the Federation of Media Practitioners in Africa

5. Some Challenges • Phase out of SIDA funding to SADCREEP • Institutionalizing ESD • Mainstreaming across the entire institution • Lack of coordination • Problem with up-scaling • Runs parallel with existing programs/systems • Remains peripheral to formal education • Mostly sits with non-formal education

6. Challenges (continued) • Ministry of Education not taking the necessary leadership • Lack of clarification and working in silos when dealing with ESD and CCE concepts • Lack of resources and lack of information on accessibility of funds where available, e.g., for CCE

7. Solutions and Actions Beyond 2014 • SADC-REEP needs to be sustained, needs mobilisation of resources • Teacher education should be given priority at all levels • Resources (human and financial) mobilisation • Intensify awareness about the existing networks so as to get more institutions joining these networks • More training required to re-define CCE & ESD in a more meaningful way

8. Solutions and Actions (continued) • Develop projects that seek address issues of Climate Change • Address the issue of green economy, poverty reduction, employment creation, and equity • UNU should try to ease up the application process for RCE formation • Communities of Practice should be more inclusive, i.e., youth and local communities should be represented

9. Proposedpartners • Communities of Practice at local, national, regional and international levels • Local Communities and Youth • Governmental and Non-Governmental Organisations, Civil Society Organisations and Community Based Organisations • Higher Education Institutions, e.g., Universities and Teacher Education Institutions • International Development Partners, e.g., UNDP and other UN Agencies, SIDA, JICA, DfID, etc.

10. Conclusion Overall, the Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern Africa presented are consistent with the synthesis of recommendations from the SADC to the UNESCO Regional Consultative Meeting held in Abidjan, Ivory Coast, from 4-5 March 2013. • SushitaGokool-Ramdoo, ADEA, Mauritius • OversonShumba, Copperbelt University, Zambia • Jim Taylor, WESSA & SADC-REEP • Cornelia Shaimemanya, University of Namibia