To effectively deliver sustainable management in practice for Africa, we need responsible leadership. We need to deepen our understanding of sustainability in the unique socio-political and economic context of the continent. The roles of various actors across public, private and non-profit sectors as enablers of sustainable development need to be explored to understand the social, economic and environmental (SEE) trends in Africa and its emerging and developing economies, as well as to chart the way forward for the continent.
This third volume focuses on education as a tool to build a sustainable Africa. It explores the use of pedagogical approaches, learning resources, and policy implementation to develop African leaders and managers with a sustainability mindset that feeds into leadership decision-making, systemic change management, and efficient and sustainable transfers of knowledge and practice. The case stories from various academic institutions present practicable and innovative ideas for educating those who will lead sustainable development for Africa’s future.
The African scope of the book is hinged on collaboration from authors across Africa and the inclusion of case stories from emerging economies in the five African subregions (East, West, North, Central and Southern Africa) within the chapters. The core message is that, to achieve effective and sustainable management and development for Africa, the practice of responsible leadership is critical.
Author(s): Kemi Ogunyemi, Oreva Atanya, Vanessa Burgal
Series: Palgrave Studies in African Leadership
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 235
City: Cham
Foreword
Contents
Editors and Contributors
About the Editors
Contributors
List of Figures
List of Tables
1 Educating Leaders in Responsibility for Sustainability Outcomes: What Do We Mean
Introduction
Sustainable Trends and Agendas
An African Conception of Leadership and Responsibility
Educating Leaders
References
2 Education for Sustainable Development (ESD) in Egypt: An Interpretivist Analysis of Teaching and Pedagogy in Higher Education Institutions (HEIs)
Introduction
Literature Review
Sustainability Conceptualization
Education for Sustainable Development
ESD and Higher Education
The Context of ESD in Egypt
Pedagogies of ESD
Challenges and Opportunities of ESD
Methodology
Results and Discussion
Conclusion and Implications
Recommendations
Directions for Future Research
Appendix A: Curricular Level References
Appendix B: Community Service Level References
Appendix C: Institutional Level References
References
3 Leading with Purpose for Education for Sustainable Development: Field Trips in Language Teacher Education
Introduction
United Nations and Sustainable Development
Education for Sustainable Development
ESD Leadership in Teacher Education Institutions (TEIs)
Mauritius Institute of Education and ESD
ESD Initiative in the English Department: Language-Oriented Field Trips
Background Information on the Research
Data Collection
Experiential Learning Theory
Benefits and Challenges of Field Trips
Field Trips in Teacher Education Institutions
Research Findings
Conclusions
Recommendations and Directions for Future Research
References
4 Introducing Ecopoetry in Teacher Education to Promote Sustainable Education at Lower Secondary Level in Mauritius
Introduction
How Eco-Ethical Leadership is embedded in the Literature Didactic Module in a B.Ed Programme
Use Ecocriticism and Literary Texts as Cross-Curricular Resources for the Teaching of the General Paper
Introducing Trainee-Teachers to the Teaching of Ecopoetry at Lower Secondary Level
How Literature Contributes to Sustainable Education at Lower Secondary Level
What is Ecopoetry?
Why Use Ecopoetry?
Three Ways of Teaching of Ecopoetry to Promote Eco-Ethical Leadership in Trainee-Teachers
Observations based on a Pilot Implementation
Conclusion and Recommendations
References
5 Raising Sustainability Awareness at the Grassroots
Introduction
Creating Awareness at the Grassroots Using Unilever’s Examples
Examining Change Management to Sustainability
Creating a Purpose Driven Concept for Supporting Sustainability
Awareness at the Grassroots: Communication Media
Conclusion and Recommendations
References
6 Importance of Communicating Sustainability to the Entire Value Chain
Introduction
Importance of Educating People on Sustainability
How Lack of Awareness About Sustainability Has Impacted Our Continent Negatively
Identifying Stakeholders in the Value Chain
The Role of Government and Corporate Organizations
The Role of Individuals, NGOs/CSOs and the Media
Conclusion
References
7 Best Practices in Communications to Support Circular Economy Adoption
Introduction
Communications Theory: Sustainability and Behaviour Change
Government and Business to Consumer (G/B2C)
Awareness-Understanding-Commitment Framework
Framing, Discourse, and Story-Telling
Commitment to Change Model
Business to Business and Government (B2B/G)
3A Model
Government Communication: Government to Business (G2B)
A Comparative Analysis of Cities: Lagos and London
London, Lagos, and Other Cities
London
Lagos
Best Practices
Business Models
Cities
Waste
Infrastructure
People
Stakeholders
The Role of Communications
Communications Best Practice
Government/Business to Consumer (G/B2C)
Communications Framework
Media Model
Business to Business/Government (B2B/G)
Communications Framework
Media Model
Government to Business (G2B)
Communications Framework
Media Model
Conclusions and Recommendations
Appendix
References
8 Training Executives and Policymakers on the Need to Integrate Sustainability into Decision Making
Introduction
Business Case for Sustainability
Policy Framework for Sustainability
Sustainability Standards
Key Regulations Governing Sustainability in Some African Countries
South Africa
Kenya
Nigeria
Ghana
Are Policymakers Doing Enough?
Integrating Sustainability at Different Stages of Business Growth
A Look at Wecyclers and Sahara Group
WeCylcers
Sahara Group
Creating an Organizational Appetite for Sustainability
Investec
Stepping up to Sustainability Challenges
IHS Towers
Enhanced Governance and Accountability Measures
Access Bank Plc
Training for the Sustainability Ecosystem
Policymakers
GRI Guide for Policymakers
Company Boards
Senior Company Leaders
Dangote Cement Plc
Employees
Oando Plc
Case: Dangote Sustainability Champions Training Program
Media
Business and Industry Associations
Training to Support Company Policymakers
Onboarding for New Directors
Board Training on Material Sustainability Issues
Executive Training Courses
Certifications in Sustainability
Setting Sustainability in Motion
References
9 Ensuring Sustainability in Education Amidst the Twenty-First-Century Uncertainties: A Case Study on Educators’ Readiness for Remote Teaching of Chemistry
Introduction
Ensuring Sustainable Educational Outcomes During and After a Global Pandemic in Mauritius
The Need to Ensure Educational Continuity by Tackling the Emergent Technical and Adaptive Challenges in the Mauritian Educational Context
Emergency Remote Teaching
Emergency Remote Teaching in Secondary School Settings
Aims of this Chapter and the Research Questions
Theoretical Framework
Methodology
Results and Discussions
The Predominance of Affective Factors in Problematising or in Enhancing Educators’ Readiness for Remote Teaching
Chemistry Educators’ Comfort with Reconfigured Teaching
Chemistry Educators’ Willingness to Learn New Things
Educators’ Attitude to the Importance of Chemistry Remote Teaching Competencies
Pedagogical Competencies, Time Management and Student Attention as Key Challenges to Overcome in Promoting Sustainable Educational Outcomes in Chemistry Education
The Need to Develop Specific Pedagogical Competencies in Line with the Multiple Theoretical and Practical Demands of Chemistry Teaching to Ensure Sustainable Educational Outcomes
Managing Time and Student Attention During Emergency Remote Teaching to Promote Sustainable Chemistry Educational Outcomes
Conclusions
Recommendations
The Need for Centralised Data and Information Infrastructure and for Community Leadership to Ensure Educational Continuity
Integration of Digital Learning Technologies of Science to Promote Sustainability in Chemistry Education
Developing Professional Learning Networks for Educators to Promote Self and Peer-Directed Learning
Researching Educators’ Readiness to Remote Teaching Based on Their Perception of the Institutional Support Provided to Promote Sustainable Chemistry Educational Outcomes
References
10 Educating Africa for Sustainability—A Leadership Responsibility
Introduction: The Concept of ESD
ESD and ESD in Africa
Formal ESD—In the Classroom
Informal ESD—Beyond the Classroom
Obstacle(s) to ESD in Africa; Leadership for ESDA
ESDA Recommendations for Responsible Leaders
Public Sector Leaders
Private Sector Leaders
Communicating (Educating About) Sustainability (Outside the Classroom)
Communicating (Educating About) Sustainability (in the Classroom)
Communicating (Educating) Sustainably
How to Achieve ESDA?
Conclusion
References
Index
