Towards inclusive education for environmental sustainability at a University of Technology

Ivan Govender

doi:10.21511/ee.07(4).2016.08

Abstract

The purpose of the study is to evaluate the efforts of Durban University of Technology to provide a more inclusive education for the transition towards an economic and sustainable environment. The paper is centred on assessing the current general education programme implemented by Durban University of Technology by exploring the general education environmental knowledge domains. In 2009, the Durban University of Technology Senate accepted the general education guidelines for curriculum renewal and stipulated the aims of general education as building a student-centeredness experience, preparing students for the complex and changing globalized environment and to cultivate responsible citizenship. Documentary analysis was undertaken to assess the graduate attributes and its incorporation into the general education modules. The general education policy documents, thematic clustering, module descriptors and study guides were inspected to establish the scope of the knowledge that would aid students to engage in a transitional and transformational world. The study findings highlighted that while the general education modules related to environmental sustainability, there was little evidence of the green economy being included in the general education curricula. DUT needs to progress towards becoming a sustainable university to enrich the students’ experiences in education in sustainable development (ESD) through committed leadership, being lecturer focused and developing a participatory monitoring and evaluation system for ESD. The study is of value to higher education and governmental institutions engaged in transformative learning and education policy development in environmental management and green economy. Keywords: green economy, general education, sustainable development, evaluation. JEL Classification: Q56, Q01.

Highlights

Climate change and environmental degradation is a consequence of unsustainable business and consumption patterns that present critical global and local challenges for the current and future generations
This study evaluates the extent to which the current general education program delivers on the skills and competencies for developing the green economy
While the development of general education modules and it implementation are work in progress, the basket of general education modules adequately represent the general competencies for sustainable development, enhancing an inclusive education for sustainable development

Summary

Introduction

Climate change and environmental degradation is a consequence of unsustainable business and consumption patterns that present critical global and local challenges for the current and future generations. The key challenge for the higher education sector is to provide well-prepared graduates who could engage with the complex social, political and environmental challenges facing society. Since higher education institutions operate within the broader economy, they are affected by the current low economic growth, political instability, high unemployment and huge income inequalities in South Africa. The above factors create a complex environment with no evidence of key stakeholders dealing with these issues in a strategic and sustainable manner that could minimize the adverse effects of the above issues. Ivan Govender, Dr, Senior Lecturer, Economics and Management, Department of Entrepreneurial Studies and Management, Durban University of Technology, South Africa

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Conclusion