South Africa: Applied competence as the guiding framework for environmental and sustainability education
- Lotz-Sisitka, Heila, Raven, Glenda C
- Authors: Lotz-Sisitka, Heila , Raven, Glenda C
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437395 , vital:73375 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_22
- Description: Following the demise of apartheid rule in South Africa in 1994, the new government adopted the South African Qualifications Act (RSA, 1995a) which established the South African Qualifications Authority (SAQA). The SAQA was tasked with the responsibility for developing and im-plementing a national qualifications framework (NQF) based on princi-ples of quality, equity and redress. A primary objective of the NQF was to establish a portable and responsive model for lifelong learning and one which could recognize prior learning according to an outcomes-based education and training framework. In addition to this mandate and amongst other responsibilities, SAQA has had a responsibility to design and develop qualifications that respond to the environmental rights and sustainable development clauses of the Constitution and as-sociated national policies. Through this, environment and sustainability education was placed on the national education and training agenda (see Lotz-Sisitka and Olvitt in this volume).
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila , Raven, Glenda C
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437395 , vital:73375 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_22
- Description: Following the demise of apartheid rule in South Africa in 1994, the new government adopted the South African Qualifications Act (RSA, 1995a) which established the South African Qualifications Authority (SAQA). The SAQA was tasked with the responsibility for developing and im-plementing a national qualifications framework (NQF) based on princi-ples of quality, equity and redress. A primary objective of the NQF was to establish a portable and responsive model for lifelong learning and one which could recognize prior learning according to an outcomes-based education and training framework. In addition to this mandate and amongst other responsibilities, SAQA has had a responsibility to design and develop qualifications that respond to the environmental rights and sustainable development clauses of the Constitution and as-sociated national policies. Through this, environment and sustainability education was placed on the national education and training agenda (see Lotz-Sisitka and Olvitt in this volume).
- Full Text:
- Date Issued: 2009
Learning through cases adopting a nested approach to case‐study work in the Gold Fields participatory course initiative
- Lotz-Sisitka, Heila, Raven, Glenda C
- Authors: Lotz-Sisitka, Heila , Raven, Glenda C
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482637 , vital:78673 , https://doi.org/10.1080/1350462032000173715
- Description: This paper argues that there is a need, in southern Africa, to develop in-depth understanding in educational reform initiatives. Through ongoing reflexive development of a professional development programme in environmental education, we have found that case-study methodology, which emphasizes context-dependent knowledge, is significant for learning about environmental and sustainability education in higher ed-ucation. We draw on the case of the Gold Fields participatory certificate course programme, developed over a 10-year period in southern Africa and describe how use of a nested approach to case-study methodolo-gy in the context of this initiative has assisted us to learn from these cases, and grapple with key issues of relevance to our practice. We de-scribe how a nested approach to case-study research has informed theory and practice in environmental education professional develop-ment, attesting to the value of context-dependent knowledge. Paradoxi-cally, this approach to research has also resulted in increased tensions associated with the transfer of case learning within the broader institu-tional frameworks of higher education.
- Full Text:
- Date Issued: 2004
- Authors: Lotz-Sisitka, Heila , Raven, Glenda C
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482637 , vital:78673 , https://doi.org/10.1080/1350462032000173715
- Description: This paper argues that there is a need, in southern Africa, to develop in-depth understanding in educational reform initiatives. Through ongoing reflexive development of a professional development programme in environmental education, we have found that case-study methodology, which emphasizes context-dependent knowledge, is significant for learning about environmental and sustainability education in higher ed-ucation. We draw on the case of the Gold Fields participatory certificate course programme, developed over a 10-year period in southern Africa and describe how use of a nested approach to case-study methodolo-gy in the context of this initiative has assisted us to learn from these cases, and grapple with key issues of relevance to our practice. We de-scribe how a nested approach to case-study research has informed theory and practice in environmental education professional develop-ment, attesting to the value of context-dependent knowledge. Paradoxi-cally, this approach to research has also resulted in increased tensions associated with the transfer of case learning within the broader institu-tional frameworks of higher education.
- Full Text:
- Date Issued: 2004
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