Practising Sustainability Approaches To Education In Selected Universities In Tanzania: Challenges And Prospects

ABSRTACT

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