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Participatory planning for project sustainability of environmental education projects: a case study of the Secondary Teacher Training Environmental Education Project (St~2eep) in Zimbabwe

机译:环境教育项目可持续性的参与式规划:以津巴布韦中学教师培训环境教育项目(St〜2eep)为例

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Within the first year of the Secondary Teacher Training Environmental Education Project (St~2eep) in Zimbabwe, project stakeholders, including lecturers, college administrators, local project coordinators, and donor representatives, expressed concern about the non-sustainability of the project due to its over-reliance on its international donor. In response to this challenge, a process of critical self-reflection through self-assessment workshops was started to give an opportunity for key project stakeholders to explore the challenge of project sustainability. Applying the principles of expansive learning theory to St~2eep's reflection processes, this paper shows how the contradictions that emerge from the interaction between different project stakeholders can be powerful sources for learning. This has resulted in new forms of activity to address the challenge of project sustainability in St eep. The insights of this paper may be useful for other donor-funded environmental education projects that are confronted with the challenge of project sustainability.
机译:在津巴布韦的中学教师培训环境教育项目(St〜2eep)的第一年内,项目利益相关者,包括讲师,大学行政人员,当地项目协调员和捐助者代表,对该项目的不可持续性表示关注过度依赖其国际捐助者。为应对这一挑战,开始了通过自我评估研讨会进行批判性自我反思的过程,从而为关键项目利益相关者提供了一个探索项目可持续性挑战的机会。将扩展学习理论的原理应用于St〜2eep的反思过程中,本文说明了不同项目利益相关者之间的互动所产生的矛盾如何成为强大的学习资源。这导致了新形式的活动,以应对Steep的项目可持续性挑战。本文的见解对于面临项目可持续性挑战的其他捐助者资助的环境教育项目可能很有用。

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