Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/5140
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dc.contributor.authorUrenje, Shepherd-
dc.contributor.authorChauraya, Million-
dc.contributor.authorChikunda, Charles-
dc.date.accessioned2022-08-17T07:42:38Z-
dc.date.available2022-08-17T07:42:38Z-
dc.date.issued2021-10-31-
dc.identifier.issn2411-5959-
dc.identifier.issn1810-0333-
dc.identifier.uriDOI: 10.4314/sajee.v37i1.6-
dc.identifier.urihttp://hdl.handle.net/11408/5140-
dc.description.abstractThe change project approach could be applied to enhance teacher education for the purpose of confronting 21st Century challenges through education (Education 2030). The challenge for teacher education institutions is to prepare future teachers with the socio-ecological knowledge, skills, attitudes and values essential for sustainable living, by reorienting current unsustainable ways of thinking and doing. This can be achieved by integrating Education for Sustainable Development (ESD) and in a number of teacher education programmes in southern Africa, teacher educators have begun to do this. This paper discusses the critical role of a change project approach in creating the social transformation processes and actions required to achieve the ambitions of Education 2030. Cases from the Midlands State University in Zimbabwe have demonstrated important efforts to reorient university curricula. The paper investigates and discusses the challenges associated with reimagining teacher education and key considerations that need to be addressed to achieve the goal of Agenda 2030.en_US
dc.language.isoenen_US
dc.publisherThe EEASA Presidenten_US
dc.relation.ispartofseriesSouthern African Journal of Environmental Education;Vol. 37-
dc.subjectChange project approachen_US
dc.subjectSocial transformationen_US
dc.subjectEducation 2030en_US
dc.subjectEducation for Sustainable Developmenten_US
dc.subjectZimbabween_US
dc.titleThe Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabween_US
dc.typeArticleen_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeArticle-
item.fulltextWith Fulltext-
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