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What do we need for policy, action and change to work together? Policy dialogue and change projects are key parts of the UNESCO Sustainability Starts with Teachers (SST) programme.

First, let’s get to know the context. 

Policy Briefs (four-pagers) have been developed for six southern African countries (, , , , and ) to date and outline sustainability challenges, responses, institutions involved and change projects in each of these countries. These can be found on the SST webiste and further briefs will be added as the project progresses. 

The policy briefs were developed out a process in each country. This too is ongoing. An annual regional policy dialogue process is planned for 11-12 May (online) and will gather policy makers, senior education actors and teacher educators from around southern Africa. The purpose is to engage policy actors and educational leaders on ESD activities as a way of advocating for ESD integration into policies and leadership activities in teacher/TVET education. 

Join the forthcoming policy dialogue process on 11-12 May (online) by registering .

The specific objectives of the policy dialogue are to:

• Share the achievements of the SST programme in six countries, showcasing selected change project initiatives and their impact on teacher/TVET education policies; 
• Launch and present the interactive alumni website and the regional course of the SST;
• Showcase ESD in policies in southern Africa and engage with policy makers and education practitioners on ESD;  
• Share ideas on using data and information collected from the SST programme for  national reporting on SDG 4.7;
• Highlight the synergies between the SST programme and other ESD for 2030 country initiatives.

Around 150 participants have been invited including various policy actors and education leaders and practitioners, change project coordinators and development partners from the nine countries so far involved in the SST programme (Botswana, Lesotho Namibia, South Africa, Zambia and Zimbabwe as well as three countries that have joined the programme in 2021  â€“ Eswatini, Malawi and Tanzania).  

Following dialogue, we need action and change. Transformative, change-oriented learning is at the heart of the SST programme. The programme has therefore adopted a transformative learning model called the Change Project. These self-defined institutional change initiatives include curriculum innovations, pedagogical innovations and whole-institution innovations orientated towards sustainability.

Here are two examples of change projects in Zambia:  

Mwekera Beekeeping Forum developed sustainable development links between the Zambia Forestry College and the local community around the Mwekera National Forest reserve. This change project  worked to change the beekeeping curriculum at the college which lacked an essential skills development aspect for sustainable beekeeping practice. Networking with nearby local schools or civic organisations was also a focus. This change project further explored options for communal beekeeping and how to add value to bee products. 

More stories of can be found on the .

You can join the forthcoming policy dialogue process on 11-12 May (online) by registering .