Enhancing the Competencies of Tutors to Integrate Education for Sustainable Development Component into Primary Teachers Colleges Teaching and Learning Practices

Abstract

This report is an account of activities delivered during the course of implementing the project that focused on enhancing the Competencies of Tutors in Primary Teachers Colleges to Integrate Education for Sustainable Development components in Teaching and learning Practices and to create awareness among Tutors in PTCs and Pre-service Teachers on ESD and its various programmes within and outside Uganda and related tools. The planned intervention aimed at maintaining the momentum already generated in the country about ESD implementation through awareness creation and building capacity of differentactors as a mechanism for realizing sustainable development.

Teacher training is essential in the promotion of Education for Sustainable Development because those future teachers are a reference to society. If they have acquired sustainable patterns, they can encourage sustainable behavior changes in future generations. Teacher education and training are critical for the implementation of ESD in the formal education system.

The main goal for the intervention was to build capacity of Tutors in Primary Teachers Colleges to integrate ESD Components in the teaching and Learning Practices, and to create awareness on ESD programmes and tools among PTC Tutors and Pre Service Teachers. It is expected that Tutors in PTCs, Pre- service Teachers and Primary School learners will be empowered to assume responsibility for the country’s sustainable development agenda and aspirations.

The project involved a series of capacity building sessions with a number of Tutors from Primary Teachers Colleges across the country. The country was divided into two regions; -Western- Southern-Central, Eastern –Northern-West-Nile. Eighty (80) Tutors were selected from 40 PTCS, each PTC was represented by two Tutors. The selection criteria followed gender and tutors handling integrated Sciences, Social Studies and production skills Expected outputs included capacities of Tutors in PTCS to integrate ESD components in the Teaching and Learning Practices Strengthened, awareness and understanding about ESD among Tutors in PTCS and Pre-service Teachers created, ESD related clubs and groups as a means of sustaining ESD agenda within PTC systems formed, ESD programmes and tools currently run and employed within the country sustainable development framework introduced in PTCs Achievements registered include; in 8 Colleges visited, trained tutors have been able to support and promote ESD activities in the Colleges, availability of the Tutors who were trained. Majority are still in the Colleges serving, Team work among Tutors and team teaching in promotion of ESD in all the six colleges visited was observed. In all Colleges visited improved competences and teaching skills among tutors trained was evident in all lessons we attended with good preparations, use of leaner centered methodologies, free expression of learners was observed. In all Colleges visited land was offered for promotion of ESD based initiatives, for example planting of trees, and fruits were observed in Gulu CPTC and Kamurasi PTC in Masindi. Rain harvesting tanks and gutters were repaired in all colleges visited and are functioning well. Tutors visited observed that content identified for integrating ESD was relevant given the current Global Catastrophic Climate changes. In conclusion, this intervention will contribute towards the achievement of one of the goals of Education for Sustainable Development as a practice for building sustainable societies. The project focused at specific competencies and attitudes that teachers and leaners need to promote sustainable development. It is important that each Educational Institution comes to an individual decision on this, while demonstrating examples and actions of creating sustainable societies. Promotion of ESD should include ability to think critically, ability to plan with anticipation of a future scenario, multidimensional and integrative thinking, communication skills, ability to cooperate with others, respect for human dignity, building new relations and partnerships, networking, and proactive participation in building peace and sustainable development.