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Promoting ESD Using Locally Available Resources: A Case of Machinga TTC Resource Centre

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Promoting ESD Using Locally Available Resources: A Case of Machinga TTC Resource Centre
Case Study Session
Dr Marlene Chikuni, RCE Zomba
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini

Published in: Government & Nonprofit
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Promoting ESD Using Locally Available Resources: A Case of Machinga TTC Resource Centre

  1. 1. 2019/08/12 1 ACCELERATING PROGRESS TOWARDS ACHIEVEMENT OF SDGS IN AFRICA Promoting ESD using locally available resources: a case of Machinga TTC Resource Centre ¹ Mrs M. Luhanga, ¹ Rhana Kapito Mndala and ²Marlene Chikuni, PhD ¹ Machinga Teachers Training College ² Chancellor College, University of Malawi; RCE Zomba coordinator 9th African RCE meeting. Kwaluseni, Eswatini. 5 – 7 August 2019 OUTLINE •introduction •Project activities •Way forward Accelerating progress towards achievement of SDGs in Africa CHALLENGES IN SCHOOLS • Limited teaching materials • Large pupil : teacher ratio • Community participation apathy • Lack of entrepreneurship skills: leaners shd be taught to be independent • Education should create freedom & independence: safeguard against violence, abuse, exploitation. Accelerating progress towards achievement of SDGs in Africa PROJECT BACKGROUND •Machinga TTC: one of the teacher training colleges in Malawi •UNICEF funded project that led to establishment of Teacher Resource centres and a manual •Improve life skills based & gender responsive methodologies •Access and quality education for all especially girls Accelerating progress towards achievement of SDGs in Africa TRC PROJECT • Be self sustaining to achieve quality education: consumables, long lasting; most communities do not donate because never asked! • T&L • Realia: coins, tools, tins, bottles, glass, mirror, clothes • Specimen: whole animal, plant or parts of • Model: train, plane, brain, earth globe • Pictures & illustrations • Materials/tools: scissors, knives, blades, rulers, markers, pestles, pots, glue, paper, strings, crayons, cellotape, flexafoam, wires RELEVANCE • T&L materials shape young minds • Most textbooks implicitly communicate traditional & limited gender roles: traditional societal notions • Immediate & complete overhaul of textbooks not possible at school level • Adaptability
  2. 2. 2019/08/12 2 RESOURCE CENTRES • Demonstration • Use locally available materials to make visuals for teaching • Address limitation of relevant teaching models • Empower teachers to use imagination • Makes learning fun • Open door policy community come & go to read and learn; part & parcel of resource committee Accelerating progress towards achievement of SDGs in Africa ESD & SDG LINKAGE • SDG 4 • Tell me & I’ll listen. Show me & I’ll understand. Involve me and I’ll learn – Teton Lokota Indian – • Participatory teaching and learning: fun & transformative, build critical & analytical skills of learners • Community involvement: schools do not exist in isolation; sustainability • Provide materials and skills REQUIREMENTS • Resources must be accessible/within reach for any intended user • Expressive arts • Environmental and social science • Science and technology: Maths, Agric, Biology, Chemistry, Human ecology • Foundation studies • Language: Chichewa, English • Shopping corner; Reading corner Accelerating progress towards achievement of SDGs in Africa
  3. 3. 2019/08/12 3
  4. 4. 2019/08/12 4 LINKAGE TO GAP PRIORITY ACTION AREAS 1. Advancing policy: National Education Policy 2. Transforming learning and training environments: using locally relevant and culturally appropriate strategies 3. Building capacities of educators and trainers: participatory teaching & learning methods 4. Empowering and mobilizing youth: transformative teaching and learning 5. Accelerating sustainable solutions at the local level: community involvement ACCELERATING PROGRESS TOWARDS ACHIEVEMENT OF SDGS IN AFRICA IMPACT • Manual for setting up TRCs published • Upscaling: every two years graduates go out to establish more TRCs • Sustainability: project still ongoing despite conclusion of initial project • Increased literacy rate in surrounding communities • TRCs is one way of increasing access to quality education: SDG 4 achievement

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