| dc.creator |
Ephrem, Abdon |
|
| dc.date |
2019-09-05T11:25:18Z |
|
| dc.date |
2019-09-05T11:25:18Z |
|
| dc.date |
2016 |
|
| dc.date.accessioned |
2022-10-20T14:14:17Z |
|
| dc.date.available |
2022-10-20T14:14:17Z |
|
| dc.identifier |
Ephrem, A. (2016). Practicing sustainability approaches to education in selected universities in Tanzania: Challenges and prospects (Doctoral thesis). The University of Dodoma, Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1742 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1742 |
|
| dc.description |
Thesis (PhD Education) |
|
| dc.description |
This thesis examines the practising of sustainability approaches to education in
higher learning institutions in Tanzania from the perceptions and experiences of
lecturers and students of four selected universities. Systems thinking and sociocultural perspectives were used as theoretical frameworks. The study sought to
respond to the major question: “How do higher learning institutions in Tanzania
practice sustainability education?” The study specifically explored the conceptions
of sustainability education among academic staffs and students; examined the extent
to which sustainability education was incorporated in curricula and in other
operations; the strategies used to effect sustainability education; and the barriers the
universities face in implementing sustainability education.
Cross-sectional design with mixed method approach was used to triangulate
information gathered from academic staffs and students across the three disciplinary
areas of specialization at the four selected universities as well as from the top
management officials.
The results showed that, the conceptions about sustainability education were based
on lecturers‟ and students‟ personal knowledge in their fields of study and from
different circumstances found in their universities. Some elements of sustainability
education were found in the curriculum, written statements, and in extra-curriculum
activities. However, most of the topics related to sustainability were added as a by
the way and were not key in the courses taught at the universities. The barriers that
universities face in implementing sustainability education includes - inter alia, lack
of funds, lack of institutional drive and commitment and, lack of expertise on the part
of lecturers. From this study it can be concluded that through use of sustainability
approaches, university functions and operations can be mobilized to implement
sustainability education as a way of responding to contextual sustainable
development challenges.
This study recommends professional development on sustainability education to
support and qualify university lectures as well as top university leaders,
mainstreaming of education for sustainability in curricular and extracurricular
activities, promotion of interdisciplinary learning, and allocation of resources to
sustainability initiatives to ensure the capacity in the implementation of sustainability
education |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Higher learning institutions |
|
| dc.subject |
Universities |
|
| dc.subject |
Colleges |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Sustainability education |
|
| dc.subject |
Sustainability |
|
| dc.subject |
Education |
|
| dc.subject |
Sustainability approaches |
|
| dc.title |
Practicing sustainability approaches to education in selected universities in Tanzania: Challenges and prospects |
|
| dc.type |
Thesis |
|