Environmental Sustainability Education: Driving Towards Achieving SDG 4 Through Teacher Education

Abstract

Notwithstanding the continued emphasis that Botswana has placed on the crucial role of teacher education in being instrumental to the implementation of education reforms, there has been a consistent outcry from all spheres of society on the poor quality of education. Teacher education is key to responding to this outcry that is evident in the rising challenges associated with the national education system which consistently seems to fall short of equipping learners with appropriate skills and competences to respond to the environmental and socio-ecological risks that plight the nation. The environmental socio-ecological risks include water scarcity, energy matters, lately governance issues and an uncertain political climate change and variability, an uncertain economic landscape, quality and relevance of education. Poor quality education has been reflected among others, in poor academic performance in school children, youth restiveness, juvenile delinquency and other anti-social behaviours predominantly in the youth, all of which are aspects contrary to the main objective of Sustainable Development Goal 4 (SDG4) which is seen as the key enabler goal for the implementation of the other sixteen (16) Sustainable Development Goals (SDGs) which embrace all these environmental and sustainability issues, as it is oriented to achieving inclusive and equitable quality education within the lifelong learning framework. Teacher education can draw largely on SDG 4 and the Global Action Program (GAP) priorities to realize the 2030 framework’s agenda of sustainable development. Using the case of the University of Botswana Faculty of Education Environmental and Sustainability Education unit, the chapter provides some insights into how teacher education can drive SDG 4 implementation through curriculum innovations and professional development to enhance education quality and relevance.