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Paper Presented at European Real Estate Society 23-26 June, 2010, Milan Sophia Marcian Kongela

CHALLENGES OF INTRODUCING SUSTAINABILITY IN CURRICULA OF THE BUILT ENVIRONMENT COURSES IN THE DEVELOPING COUNTRIES: EVIDENCE FROM TANZANIA. Paper Presented at European Real Estate Society 23-26 June, 2010, Milan Sophia Marcian Kongela

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Paper Presented at European Real Estate Society 23-26 June, 2010, Milan Sophia Marcian Kongela

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  1. CHALLENGES OF INTRODUCING SUSTAINABILITY IN CURRICULA OF THE BUILT ENVIRONMENT COURSES IN THE DEVELOPING COUNTRIES: EVIDENCE FROM TANZANIA Paper Presented at European Real Estate Society 23-26 June, 2010, Milan Sophia Marcian Kongela IRE|BS - International Real Estate Business School, Regensburg University, Universitaetstrasse 31, 93053 Regensburg, Germany E-mails: kongelasophia@gmail.com

  2. The State of Built Environment in Tanzania • There is a concern that the built environment in cities and towns in Tanzania lack realities concerning local and climatological features, life style, material etc. • Most of modern buildings in the cities and towns portray European architecture with the extensive use of glass and imported construction materials; these seem to put pressure on the environment and resources as the changing of the built environment do not follow sustainable paths.

  3. Sustainable Development and Educational Institutions “African countries are working on the Mainstreaming of Environment and Sustainability into African Universities Partnership” • UN announced Decade of Education for Sustainable Development (DESD programme: 2005-2014)

  4. Overview of Education for Sustainability in Tanzania • Education ‘about’ sustainability and education ‘for’ sustainability • The growing interest has been on teaching about environmental sustainability (i.e. one aspect of sustainability) • It focuses on understanding theoretical part (graduates lack the skills, attitude, motivation and values for practicing sustainability at the work place and in the normal life) • Incorporation of environmental education in the curricula varies across the disciplines(some offer it as an independent subject while others treat it as a theme in various programmes).

  5. Overview of Education for Sustainability in Tanzania (Cont…) • Review of various curricula for some of higher learning institutions which offer courses in the built environment in Tanzania clearly highlight the representation of environmental education across different disciplines. • The findings reveal that, sustainability education in Tanzania is more popular with courses related to natural resource management and agriculture, rather than those related to the built environment

  6. Overview of Education for Sustainability in Tanzania (Cont…) • There are no higher learning institutions which offer courses with comprehensive treatment of sustainability aspects in buildings. • A few sustainability courses which are currently offered in the built environment are either under universities partnership programmes with some European Universities (they are short-lived or dwell on only few elements of sustainability) • Generally, there is no holistic approach to the built environment sustainability education in the country.

  7. Sustainability Education in the Curricula • Few subjects were seen in the curricula which incorporate some aspects of sustainability e.g. B.Sc. in Landscape Architecture and B.Sc. in Interior Design, some degree courses in physical planning, Masters degree in Renewable energy and Maters degree in sustainable resource use.

  8. Methodology • Data was collected using a questionnaire which was administered to 50 respondents • There were two sets of Questionnaires: -to the deans of schools/faculties and heads of departments -members of academic staff and researchers -Response rate was 68% % i.e. 34

  9. Methodology (Cont...) • Review of curricula • Achievement of sustainability calls for multi-disciplinarity, in order to capture the aspect of multi-disciplinarity the questionnaire also sought to understand the involvement of the stakeholders and professionals in the curriculum review process.

  10. Results Curriculum Review Process: • The process of curriculum review differs from one institution to the other (94.1% of the respondents have been involved in curriculum review in their respective institutions) • There is mini (after every 2 years) and major (after every 5 years) curriculum review. • For some institutions, all academic members of staff are involved in the curriculum review process, in others there is a curriculum review committee in place. In only one institution the ministry of education is involved in the curriculum review process.

  11. Reasons for Curriculum Review

  12. Involvement of Stakeholders in Curricula Reviews • The answers given by some respondents did not place much weight on the importance of involving stakeholders in the curriculum review • Some of the respondents were of the opinion that because the Government is one of the key stakeholders should always be involved in the process of curriculum review/development

  13. How comprehensive is the current Curriculum? • Almost all respondents stated that it is comprehensive! • There is confusion in the interpretation of the terms education ‘about’ and education ‘for’ sustainability. Education about sustainability is so far offered by almost all higher learning institutions in the country. • It is clear from these findings that the current curriculum is not adequate in treating sustainability issues.

  14. Challenges of Incorporating Sustainability Aspects in the Curricula • Sustainability literacy among academicians is still a challenge • Lack of current reading and teaching materials • Misconceptions about the concept of sustainability • Lack of financial and human resources • Sustainability-oriented research • Absence of Case Studies

  15. Research Interests • It was observed that sustainability is curricula specific. • Interest varied depending on the respondent’s discipline of study.

  16. Conclusion • Sustainability in the built environment requires a transformation in approach especially in the teaching and learning process. • Addressing the challenges that built environment pose in the environment require diverse educational backgrounds to work out the solutions together. • Sustainability teaching requires a multi-disciplinary approach, it requires the study on natural element, the economic system and the social systems

  17. Conclusion (Cont…) • There should be efforts to understand the local context to be able to identify the key aspects to be included in the curricula • More courses offered in a mode of partnership with universities from developed countries should be introduced in all institutions offering courses in the built environment to enhance capacity building efforts • Change toward sustainability is a long process; which requires preparedness among higher learning institutions and all other stakeholders.

  18. Conclusion (Cont…) Institutions of higher learning require deep understanding of the concept, human and non-human resources and team spirit amongst built environment professionals and stakeholders and not just the integration of sustainability concepts in the curricula

  19. Thank you for your Attention!!!

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