Open AccessEducation for Sustainable Development in Kenya: Rhetoric and Reality in Basic Education
Author(s) -
Benard O. Nyatuka
Publication year - 2020
Publication title -
global journal of transformative education
Language(s) - English
Resource type - Journals
ISSN - 2640-1533
DOI - 10.14434/gjte.v2i1.31212
Subject(s) - facilitator , education for sustainable development , creativity , underpinning , sustainable development , rhetoric , engineering ethics , competence (human resources) , curriculum , mindset , transdisciplinarity , sociology , pedagogy , political science , engineering , psychology , computer science , social psychology , linguistics , philosophy , civil engineering , social science , artificial intelligence , law
Education for sustainable development (ESD) is increasingly being recognized as a critical element of education systems and facilitator of sustainable development. This is because its ultimate goal is to foster ideal teaching, learning, policies and practices needed to enhance social, economic, ecological viability and wellbeing for the present and future generations. Embracing ESD could therefore, facilitate realization of objectives of the Competence- Based Curriculum (CBC) that Kenya has rolled out. Particularly, the CBC is expected to foster acquisition of core competencies like creativity, problem-solving, and self-efficacy. But, limited understanding, inappropriate pedagogical approaches, and weak collaboration among key stakeholders are some of the challenges that face application of ESD. This paper consolidates and discusses the pertinent ESD aspects to successful implementation of the CBC in basic education in Kenya. Specifically, elucidated are the underpinning pedagogical theories and their implications, relevant legal and policy frameworks, some success stories, challenges and proposed solutions.