Climate action to enable quality education: exploring the potential of Eco-Schools to reverse the triple education crises in Rwanda

Abstract

This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge co-creation processes revealed a negative relationship at the intersection between climate change and quality education which is interrupting successful implementation of both the Competence-Based Curriculum (CBC), and the School Feeding Programme policies of the Government of Rwanda, affecting national progress towards SDG 4 and SDG 13. However, by integrating climate action projects in the CBC, with practical skills and knowledge from parents and wider community members, education barriers caused by poor school conditions, and poor nutrition, health and comfort of learners are being removed, while the quality and relevance of teaching and learning in schools is being improved. The article therefore proposes the Eco-Schools programme as a potential means of simultaneously addressing the UN’s ‘triple crisis’ of inclusion, quality and relevance. Ultimately, by showing that it is possible to transform education in even the most challenged schools, at a relatively low cost, within a very short space of time (one school year) and without large-scale curriculum reform or infrastructure, the findings of this research promote wider, faster and more optimistic progression toward the UNESCO’s ‘Reimagining Education’ vision and the Greening Education Partnership targets.

Keywords

• eco-schools
• education for sustainable development
• rwanda
• competence-based-curriculum
• sdg 4
• sdg 13