1. Africa Adaptation Programme for Climate Change

Africa Adaptation Programme (AAP) was launched by the United Nations Development Programme (UNDP) in partnership with the United Nations Industrial Development Organization (UNIDO), the United Nations Children’s Fund (UNICEF) and the World Food Programme (WFP). This programme benefited financial support from the Government of Japan. The Minister of Environment, Sustainable Development, and Disaster and Beach Management together with the UNDP has led the AAP in Mauritius. The AAP aimed at attaining a number of specific objectives, including promotion of Climate Change Education (CCE) at all levels in the country.

A Multi-disciplinary team from the Mauritius Institute of Education in collaboration with the Ministry of Education and Human Resources, Teacher Education and Scientific Research has coordinated the Project entitled “Africa Adaptation Programme for Climate Change (AAPCC)” in the Republic of Mauritius.  It was aimed at promoting climate change education for sustainable development (CCESD) (climate change issues, mitigation and adaptation education) among pupils/students, educators, managers (Rectors/ Deputy Rectors, Headmasters/Deputy Head Masters), non-teaching staff and Inspectors of both primary/ secondary schools and other stakeholders (parents, community members, NGOs, etc.) in the Republic of Mauritius (Mauritius, Rodrigues and Agalega).

The MIE AAPCC used a systematic and holistic approach to address climate change education which adopts the philosophy and principles of the climate change education for sustainable development (CCESD) as prescribed by the UNESCO and focuses on the following three major areas:

  • Understanding of Climate change
  • Mitigation strategies and,
  • Adaptation Strategies to climate change

The AAPCC project involved development of  a range of curriculum resource materials on CCESD (e.g bookmark, Flyer, Factsheets, comic strip, teachers’ manuals, 3D-models, simulations) for pupils/students, educators and other stakeholders.  The school community (pupils/students, educators, managers (Rectors/Deputy Rectors, Headmasters/Deputy Head Masters), non-teaching staff and Inspectors of both primary/secondary schools) and other stakeholders (parents, community members, NGOs, etc.) were sensitised on climate change issues and their mitigation and adaptation strategies through workshops/seminars and others.  A Mobile Graphic Exhibition (MGE) on climate change and disaster risk reduction including low cost models was also conceptualized and used for sensitization programmes throughout Mauritius.  An activity day and competitions (e.g. quiz/essay) for educators and learners of primary and secondary schools in connection with CCESD were also organized.  During this project desk analysis and documentation were conducted to gather updated information (including issues related to local context, e.g. indigenous knowledge) and appropriate pedagogical approaches (e.g. whole school approach) were used to address CCESD at all levels. The views, suggestions and comments of all stakeholders were used to revisit the resource materials and appropriate amendments were brought. Measures were also taken to strengthen network with local, regional and international stakeholders/partners in the field of climate change education.

2. Education for Strong Sustainability and Agency (ESSA) Project

The project was based on the SWEDESD Strong Sustainability and Agency (ESSA) course to which teacher educators in the SADC region were exposed and whose objectives were to support professional development and to enhance institutional capacity to initiate and support change in the field of ESD pedagogies. Change projects which were developed came out of and were directly linked to institutional situations The main objective of the change project was to use the concepts of strong sustainability and agency learnt from the SWEDESD course to choose, plan, design and construct projects as part of capacity building at the MIE and how this linked to the curriculum.

3. School Consumption Production (SCP)

Consumption patterns are intrinsically linked with lifestyle and economic development.  Throughout the development of the national programme on SCP for Mauritius, the role of education and communication in shaping attitudes, values and behaviour of people has been strongly recognized and emphasized. This action plan of SCP therefore intends to pave the way for the development of an integrated strategy for education and communication to promote sustainable lifestyles through its component, the Education Communication and sustainable Life (ECSL).  This has led to the production of the following guidelines to integrate sustainable consumption:

  • ECSL for Primary Education Sector
  • ECSL for Secondary Education Sector

Different stakeholders including primary and Secondary School Educators were sensitized about ECSL through different workshops.

3. Appui Regional à la Promotion d’une Education pour la Gestion de L’Environnement (ARPEGE)

The project has also used as a curriculum support to reinforce Environmental Education both at primary and secondary levels. This is an action-oriented environmental education project in the member states of the Indian Ocean Commission. Its main objective has been to train teachers of the Primary and Secondary Sectors on the techniques of teaching environmental education and the preparation of educational materials for use in schools. This project was undertaken in collaboration with the Ministry of Environment, Mauritius Institute of Mauritius and other stakeholders.

4. School Compost Project

MIE conducted School Compost Project in collaboration with Ministry of Environment and other relevant stakeholders. This project was initially initiated in 44 schools in 2006 and later extended to other schools. The school community, especially children, learn how solid waste can be reduced, recycled and reused through composting.

5. Waste Segregation Project

Waste Segregation Project has been implemented since 2010 in schools in Mauritius and Rodrigues where students have been involved to segregate their wastes in four different categories namely plastic, paper, green wastes and other wastes. The project was then extended to tertiary institutions where the MIE also participated. The objectives of the project were: (i) sensitise and promote 3R’s-Reduce, Reuse, and Recycle (ii) inculcate concept of waste sorting (paper, plastic, green wastes and other wastes) and (iii) contribute to resource conservation.