Management and Leadership for a Sustainable Africa, Volume 3: Educating for Sustainability Outcomes

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