RCE Dar es Salaam - 2019

“Talk, chalk and walk”
Basic Information
Title of project : 
“Talk, chalk and walk”
Submitting RCE: 
RCE Dar es Salaam
Contributing organization(s) : 
St Joseph University in Tanzania
Focal point(s) and affiliation(s)
Name: 
Dr. Victoria U. Ferdinand
Organizational Affiliation: 
Lecturer at St Joseph University (2016-2019)
Format of project: 
Poster Presentation
Language of project: 
English
Date of submission:
Wednesday, May 1, 2019
Additional resources: 
Creativity and imagination
The National Education Policy 2014, National ESD and integrated learning programmes
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Tanzania
Location(s): 
Dar es Salaam
Address of focal point institution for project: 
Box 11007, Dar es salaam, Tanzania
Ecosystem(s):
Target Audience:
Socioeconomic and environmental characteristics of the area : 
The person to person contacts between higher learning students and their lecturers is enlarging as most teaching in higher learning is conducted in bigger classes compared to class sizes of 2-3 decades ago. Students learn by power-point projections and obtain their subject materials electronically from instructors and from websites. Teacher/lecturer’s creativity in applying and integrated methods of T-l is pertinent for academic, social-cultural and economic production. Talk, chalk & walk method may extend to outdoor learning environment were students are strategically exposed to diversity of micro wildlife concerns.
Description of sustainable development challenge(s) in the area the project addresses: 
The project addresses attitudes of Globalized University teaching approaches. It explores transformative social learning approaches in the teaching and training of higher learning.
Empowers Lecturers to promote students to self-actualization, responsibility, reflexivity as learn stuff. The project enhances student’s creativity and academic excellence.
Contents
Rationale: 
To stimulate valuable connections between students and teachers may facilitate effective teaching – learning spaces. It improves social relations among students and between students and teachers.
Objectives: 
Physical and emotional empowerment of University Lecturers and students
Activities and/or practices employed: 
Lecturing with interesting talk e.g. illustrative examples and simulations. Integrate the talks with chalk board writing or sketching with reference to subject; can also involve students. The lecturer must involve the walks up and down the lecture hall. Sometimes some students may also be requested to walk in order to illustrate a subjects. The walk can be extended to outdoor excursions where students can interact more with the lecturer and among themselves. After the outdoor learning students may decide to document their learning outcomes. The lecturer may use both the class room sessions and the outdoor sessions to evaluate students personality and capability.
Size of academic audience: 
The project involves 60-100 students
Results: 
Both students and accompanied lecturers – increased enthusiasm about subject matter
The method inspired more interactions and promote love for nature studies.
It opened up to expansive learning interactions.
It encouraged to establish an environmental club for students
The club started to document field /academic experiences in an E-newsletter
Nature walks like birdwatching became a tradition which was regularly practices
Members of the class connected on a WhatsApp group
Lessons learned: 
Limited timelines for university calendar to accommodate project activities
Key messages: 
Lecturers must be creative and imaginative in ways that they connect to emotional needs of higher learning students (young adults) through class work
Relationship to other RCE activities: 
Project intended to stimulate RCE Young forum for RCE Greater Dar es Salaam
Funding: 
Non
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Traditional Knowledge  
Indirect
Curriculum Development 
Direct
Ecotourism 
Direct
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Indirect