This article discusses the role of the teacher educators in reorienting teacher education to address sustainability. The article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) among Teacher trainers/educators in Kenya. The three recent teacher education and professional development (TEPD) programmes conducted in public Teacher Training Colleges (T.T.Cs) in Kenya were scrutinized with a view of establishing the extend to which Education for Sustainable Development (ESD) has been incorporated in teacher education programmes. Both the analysis and the literature review provide no evidence that ESD has become an integral part of most teacher education programmes, and that there is no teacher education initiative that has strategically set out to mainstream sustainability into the core of teacher education programmes particularly in light of current and developing trends in education in Kenya. There is therefore, almost a blank spot in both the body of knowledge on teacher education and the actual practices of many teacher educators with regard to ESD. The article concludes with a discussion of ways to remedy the situation.
Table of Contents
1. Introduction
2. Decade of Education for Sustainable Development
3. Teacher Education in Kenya
4. Teacher Educator and the Vision 2030
5. Conclusion
6. Recommendations
Objectives & Core Themes
The primary objective of this article is to evaluate the integration of Education for Sustainable Development (ESD) principles within Kenyan teacher education and professional development programs, identifying a significant gap in current educational practices.
- Analysis of UN Decade of Education for Sustainable Development (DESD) implementation in Kenya.
- Evaluation of the role of teacher educators as key change agents in sustainability.
- Critique of existing teacher training curricula and professional development initiatives.
- Alignment of teacher education with national goals like Kenya Vision 2030.
- Challenges regarding the transition from basic literacy to sustainable development education.
Excerpt from the Publication
Teacher Education in Kenya
Lucas (1968) asserts that teacher education is the main pillar of any established system of education and the custodian of the society’s culture. The Kenya government echoed the same view in the Sessional Paper No. 6 of 1988 when it said that “there is urgent need to develop and promote teacher education programme if the administration of education in the country is to succeed and national development is to be accelerated” (Republic of Kenya, 1988).
The government of Kenya recognizes the fact that institutions of teacher education fulfill vital roles in the global education community. These institutions have the potential to bring changes within educational systems that would shape the knowledge and skills of future generations. Often, education is described as the great hope for creating a more sustainable future. Teacher education institutions serve as key change agents in transforming education and society. Not only do teacher education institutions educate new teachers, but also update the knowledge and skills of in-service teachers, create teacher education curriculum, provide professional development for practicing teachers, contribute to authorship of textbooks, consult with local schools, and often provide expert opinion to the Ministry of Education. Teacher trainers have broad influence in curriculum design and implementation, as well as policy setting within educational institutions, and are therefore perfectly poised to promote education for sustainable development (ESD). By working with the teacher education institutions, governments can bring about systematic, economically effective change. For these reasons, the government needs to include teacher education institutions in their national sustainability plans. To assist nations in this task, UNESCO requested the development and dissemination of these guidelines for reorienting teacher education to address sustainability.
Summary of Chapters
1. Introduction: This chapter outlines the historical context of sustainability and the emergence of Education for Sustainable Development (ESD) as a global educational imperative.
2. Decade of Education for Sustainable Development: This section explores the objectives of the UN-led initiative and how global goals such as MDGs and EFA relate to the necessity of quality teacher training.
3. Teacher Education in Kenya: This chapter analyzes the state of teacher training in Kenya, emphasizing the influence of teacher educators on curriculum delivery and the need for ICT and contemporary issues integration.
4. Teacher Educator and the Vision 2030: This chapter critiques the national Vision 2030, arguing for a more holistic integration of social and environmental sustainability alongside economic growth goals.
5. Conclusion: The conclusion highlights that teacher educators are essential change agents and calls for immediate policy shifts to include ESD in both pre-service and in-service training.
6. Recommendations: This final section suggests concrete policy actions, including the establishment of ESD-focused curricula and the creation of digital resource portals for educators.
Keywords
Education for Sustainable Development, ESD, Teacher Education, Kenya, Teacher Trainers, Sustainability, Curriculum Reform, Vision 2030, DESD, Professional Development, Educational Reform, Teacher Training Colleges, Agenda 21, Environmental Education, Quality Teaching.
Frequently Asked Questions
What is the core focus of this research?
The article focuses on the role of teacher educators in Kenya and how they can reorient current teacher training programs to address global sustainability requirements.
What are the central themes discussed in the paper?
The paper covers the UN Decade of Education for Sustainable Development, the role of teacher education institutions in systemic change, the limitations of current curricula in Kenya, and the integration of sustainability into professional development.
What is the primary research concern?
The main concern is that there is a "missing component" in Kenyan education: despite international commitments to ESD, there is little evidence that sustainability is being effectively integrated into the core of teacher training programs.
Which methodology is employed to analyze the topic?
The author uses a systematic analysis of recent teacher education programs, literature reviews of global frameworks like Agenda 21, and a critique of existing national policy documents in Kenya.
What topics are covered in the main body of the text?
The main body examines the history of DESD, the critical influence of teacher trainers in curriculum design, the shortcomings of past reform efforts, and the potential for aligning teacher training with the Kenya Vision 2030.
Which keywords best describe this work?
Key terms include Education for Sustainable Development (ESD), teacher education in Kenya, curriculum reform, and professional development for teacher trainers.
How does the author characterize the current state of teacher training in Kenya?
The author describes it as lacking a structured institutional approach, noting that current professional development programs often fail to link their content to ESD principles.
Why is the "top-down" approach mentioned by the author considered insufficient?
The author argues that top-down policies, such as the National Environment Action Plan, are often exercises in futility if they do not actively engage and re-educate the teacher trainers who influence the next generation.
What role does the Vision 2030 play in this discussion?
The author argues that Vision 2030 is currently biased toward economic growth and suggests that it must be expanded to include social and environmental sustainability pillars to truly prepare the nation for the future.
- Quote paper
- Joseph Opanda (Author), 2013, Education for Sustainable Development in Teacher Education and Professional Development (TEPD) Programmes in Kenya: A Missing Component, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/208668
