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Assessment Case Study

Assessment Case Study. RCE KwaZulu-Natal Indicators for “Stepping up to Sustainability”. Clement Mader: Graz Assessment Principles Leadership and Vision Social Network Participation Education and Learning Research integration Case Studies of Change Practices.

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Assessment Case Study

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  1. Assessment Case Study RCE KwaZulu-NatalIndicators for “Stepping up to Sustainability”

  2. Clement Mader: Graz Assessment PrinciplesLeadership and VisionSocial NetworkParticipationEducation and LearningResearch integrationCase Studies of Change Practices

  3. “how can we appraise the performance of RCEs on delivering their ESD goals and objectives’?” “How can we evaluate our change based practices so as to re-shape and enhance them?” How can the RCE “community of practice” provide leadership in sustainability practices for a low-carbon economy?

  4. All too often we teach from the problem through awareness campaigns to seek solutions. Participants become aware but change actions (behaviour change) do not usually follow.

  5. We are learning that where participants are actively part of the growing understanding of what is now known sustained (behaviour) change is more likely. Processes that enable “contradictions to surface” so that they can be addressed and, where possible resolved, can we expect (behaviour) change towards a sustainable future. ‘Aha! Learning’ – enabling freedoms (Sen) Such processes support people to achieve their aspirations for a more equitable and sustainable world.

  6. Water Energy Waste Modern livelihood practices Health Transport Agriculture Biodiversity Working with earth system and ecosystem science knowledge to mediate sustainable liveihood practices (Millennium Eco-System Assessment). Earth Systems Sciences allow us to model what makes our planet habitable Restore habitats & ecosystem services Reduce resource use Enhance quality of life Adapt to & mitigate change Ecological Sciences allow us to model habitat change and life support systems From: The Millennium Development Goals

  7. AGRICULTURE (HKP Izala) Flip composter Worm farm Wire-tie shade house Chicken tractor Biochar drum Sun drier BIODIVERSITY(HKP: Take forest) Acacia fire woodlot Micro nursery Micorrhyzal 3 step potting soil TRANSPORT Solar e-bike Trailer SEWAGE (HKP: Dry toilet) Urine separation toilet WASTE (HKP: Izalene) Reuse padding Hand made paper Making fire-bricks WATER (HKP: Water pot) Rainwater tank First flush Ceramic filters Filtering grey water ENERGY (HKP: flame / coal) Clay stove Cobb charcoal oven Volcano kettle Sun stove Hot box Solar water heater Solar cell Wind generator HEALTH (HKP: Slow food) Tippy hand washer Soured milk AmaRewu Sourdough bread Hand mill Handprint materials for change orientated learning towards sustainable livelihood practices

  8. Stepping up to Sustainability: Climate adaptation activities Strategic objectives 220 + People with enhanced climate change adaptability 1890 people with enhanced climate change adaptability 56 climate change adaptations effected Sustainability practices understood Traffic/like hits increase & case studies uploaded Activity indicator 15x1 15x9x2 7 x 4 x2y 7 x 4 x2y 7 x 4 x2y Sms traffic 12 techs at 11 sites Output indicator 70% participants Competent SAQA level 5 Competent SAQA level 5&2 Knowledge test 70% 3+ Practical test 70% 3+ Awareness test Increased traffic IR Impact TOT’s Qualified Statement of Results Courses reviewed Follow-up enquiries/review Presentation reviewed Portal Mgt. Review Qualification (Learnership) 6 5 Short course (Accredited) 4 Short course (not accredited) Progression 3 Practical work-shops (model practices) 2 Presentations & Practical Demonstrations 1 Information from portal and Social media Change practice stories with an IR review of absences Sustainability Commons social learning activities around technologies for transition to a low-carbon economy Positive sustainability impact assessments

  9. The production of learning and change Are there any absences in current patterns of ESD practice that if resolved would enable better learning and change?

  10. Skill / Awareness / Knowledge TestVery early first draft Rate the extent to which this course has enabled you to reduce resource use? (Not at all) 1 2 3 4 5 (a lot) To what extent has this course enabled you to understand the concept of eco-system services? (Not at all) 1 2 3 4 5 (a lot) To what extent has this course helped you understand and reduce your carbon footprint? (Not at all) 1 2 3 4 5 (a lot) To what extent do you feel this course / experience has enabled you to work towards enhanced ‘quality of life’? (Not at all) 1 2 3 4 5 (a lot)

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