Browsing by Author "Bongoza, Nomandla"

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    Education for sustainable futures : an appropriate approach for early childhood development from birth to five years
    (Stellenbosch : Stellenbosch University, 2018-03) Bongoza, Nomandla; Annecke, Eve; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Economics.
    ENGLISH SUMMARY : The 21st century is marked by numerous challenges ranging from environmental degradation, resource depletion, pollution, poverty and inequality to poor education outcomes especially in the global south. This study explores a system of learning that seems to integrate ECD training/curricular with the principles of sustainable development. While it is conceivable in theory, I attempted to explore how the thinking in sustainable development translates into practice in the early learning space. The research was done by means of a literature review and practical research conducted at two early learning centres in Cape Town (Lynedoch Children’s House and GROW with Reaching Stars in Khayelitsha). This study employed qualitative research approach using ethnographic participant observation, literature review and case studies. The data was analysed using qualitative content analysis. The literature reviewed highlighted the benefits of starting early in terms of instilling values of sustainable development in children. The benefits align with the sustainable development basic principles that recognise the unbreakable connection between social and economic development tied to environment conservation and care. Additionally, children who are connected to the environment may well have a predisposition to care for the environment throughout life. Literature also revealed that children are capable of being agents of change and they understand issues related to inequality. Even though the concepts of sustainable development are seen to be challenging to introduce at an early childhood development level, research shows that children are capable of exploring and understanding complex issues. Quality learning, learning in context and education for sustainable development were the overarching themes in the literature reviewed. Using a participant observation research method I observed two case studies in Lynedoch and Khayelitsha. The case studies were chosen for explorative study of the two different contexts of learning that provide different perspectives in learning for sustainability. The Khayelitsha school uses a method that greatly focusses on the cognitive development of a child a dominant method in South African early learning space. Lynedoch Chidren’s House uses Montessori Method of education that has been reported to be one of the methods that embody principles of sustainable development. The method recognises that the environments that children are exposed to positive or negative have far reaching effects on their future. There is a need to re-educate ourselves in order to change the trajectory in which we are found. Humans need education that helps us become better people who care for one another, other living things, the environment and where humanity can realise its aspirations. The findings from both case studies is the importance of early learning that provides holistic development of a child, connection to nature, child centeredness, and connection with other humans and living things. Learning in context was also identified as one of the key factors that drive quality learning and Education for Sustainability. There is a need to find local solutions to global problems. A way forward in finding solutions with the education crisis in South Africa lies in collaboration, support and investment in early childhood development. There is no denying the value of introducing education for sustainability in early childhood development. Sustainable Development Goals promote the attainment of life skills and knowledge needed to promote sustainability through education. I have used these goals as the international framework for my study. Moreover, three factors will drive the successful implementation of the Sustainable Development Goals: people (the individual and communities that promote sustainable lifestyles), the environment (urban and rural and connection to nature) and method of learning (how it speaks to the nature of a child and his/her capabilities).