Academic Journal of 2015, 6, 547-554 Social Sciences Full-length paper

Teacher and the Challenges of Sustainable Development in Suriname

Henry Ori ¹ and Genevieve Blanchard² ¹,² Faculty of Social Sciences, Anton de Kom of Suriname

Abstract Education is one of the major instruments for sustainable development if properly planned and implemented. It is no wonder that the United Nations proclaimed 2005 to 2015 the Decade for Education for Sustainable Development. The proclamation shows that the world, with the rapid advances in information and communication technologies coupled with the ongoing globalization, is in need of reevaluating and overhauling the current education policies and practices to achieve sustainable development. Many of the more economically advanced countries regularly assess their school curricula and make adjustments to suit their development. Developing countries, especially those in the , are lagging behind in curricula development that could facilitate sustainable development. Without serious appraisals of current school curricula, Suriname will face difficulties in being part of the information society. It is therefore no exaggeration to suggest that the country urgently needs to find the tools for reassessing and developing school curricula for sustainable development. Achieving higher standards of education and improving the quality of teaching and learning go hand in hand. Hence, this paper aims to achieve three principal objectives: first, to examine the concept of sustainable development as related to the international and national contexts; second, to review the current goals, structure and focus of in Suriname; and, lastly, to highlight the challenges posed by education for sustainable development (ESD) for teacher education and articulate some ways of responding to the challenges.

Keywords: Sustainable development, teacher education, education for sustainable development,

Introduction Much of the recent efforts at improving human Education is, not unexpectedly, linked with the conditions in most societies have focused on current global advocacy for sustainable sustainable development. The United Nations development, because it is a potent weapon of (UN) gave an additional impetus to this trend change and an indispensable mechanism for by declaring the years 2005-2015 a Decade of bringing about meaningful transformation in Education for Sustainable Development the behavioral and intellectual outlook of (DESD) on December 20, 2000. At the core people. The sociocultural, economic, political, of DESD is the need to motivate, equip and institutional, scientific and technological involve individuals and social groups in challenges faced by nations and regions of the reflecting on how people (youth and adults) world in their quest for development have not live and work, to promote informed decision been fully resolved, to the extent to which making as well as create ways of working they actualize relevant activities and programs towards a more sustainable world (IUCN of education and training. 2003).

Correspondence to: Henry Ori, tel: 5978713142, e-mail: [email protected]/ [email protected]. Genevieve Blanchard, tel: 597-8946093, e-mail: [email protected]; [email protected]. Faculty of Social Science, Anton de Kom Universiteit van Suriname, Leysweg, Paramaribo, Suriname,

Available on-line August 28, 2015

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Teachers hold the key to major changes in knowledge and skills of future generations schools. This has been recognized by (UNESCO (2005) cited in Ferreira, Ryan & international agencies such as the United Tilbury, 2007). The United Nations Decade of Nations Educational, Scientific and Cultural Education for Sustainable Development Organization (UNESCO), which has identified (UNDESD) also identifies the need to reorient the professional development of teachers in teacher education towards sustainability. education for sustainable development (ESD) Preservice teacher education provides a as ‘the priority of priorities’ (UNESCO–UNEP strategic opportunity for ensuring that all (1990) cited in Ferreira, Ryan & Tilbury teachers are ready, willing and able to teach (2007). Institutions of teacher education fulfill for sustainability when they begin their vital roles in the global education community; teaching careers (Ferreira, Ryan & Tilbury, they have the potential to bring about changes 2007). within educational systems that will shape the However an increasing majority of the people Sustainable Development: A Perspective live in abject poverty and arrant despondency. The most popular definition of sustainable A clear understanding of the dynamics of the development is from the report of the World local and global ecosystems, for example, Commission on Environment and could go a long way towards assisting the Development (WCED), which defines it as people to get the best quality of life out of “development that meets the needs of the their environment without compromising present without compromising the ability of future needs. future generations to meet their own needs." It is in this context, in particular, that the The definition further explains sustainable promotion of education for sustainable development as: a process in which the development (ESD) seems to readily suggest exploitation of resources, the direction of itself. ESD calls for public understanding of investments, the orientation of technological the principles behind sustainability, and the development, and institutional change are all social process needs to be mainstreamed into in harmony and enhance both current and all sectors including business, agriculture, future potential to meet human needs and tourism, natural resource management, local aspirations (WCED 1987). government and mass media, adding value to program development and implementation. In Commenting on the WCED’s definition, the addition, ESD is lifelong learning for all, World Conservation Union (IUCN??), the regardless of people’s occupations and United Nations Environmental Programme circumstances. It is relevant to all nations, be (UNEP) and the World Widelife Fund for they industrialized, less industrialized or Nature (WWF) in their Caring for the Earth: agrarian. Lastly, ESD calls for specialized A Strategy for Sustainable Living (IUCN/ training programs to ensure that all sectors of UNEP/WWF 1991) stresses that sustainable society have skills necessary to relate to their development can only be meaningful in the world in a sustainable manner (IUCN 2003). context of improving the quality of human life The issues involved in ESD, as highlighted, while living within the carrying capacity of are at the moment no main challenges or supporting ecosystems. The current thinking is priorities for policy makers in Suriname. that sustainable development is a process of While they overlap with some other sectors of adaptive management and systems requiring national life, it is with regard to teacher creativity, flexibility and critical reflection education that meeting the capacity challenges (IUCN 2003). are perhaps the most striking feature. Before returning to this, however, a cursory look at The imperative of concerns for sustainable teacher education in Suriname might be development in many Caribbean countries helpful. (particularly Suriname) resides in the scenario.

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Teaching and Teacher Education in that they continuously meet the required Suriname minimum standards: a) Pedagogical colleges of education or The importance of teacher education is teacher training colleges, mainly for emphasized in educational policies of the training of teachers through in- countries worldwide, including Suriname. Just service and pre-service programs for as no nation can rise above the quality of its a period ranging from three to five education system, by the same token, no years after secondary education; education system can rise above the quality of its teachers. b) Programs of education, and certificates in education through in- We need to define new strategic goals in service and pre-service programs for Suriname to cope with integrating ESD into a duration of between three and five the professionalization of teacher education. years following secondary education; Implementing a new profile of the teacher with emphasis on ESD elements is also the new c) Teachers training institutes for challenge. With the help of the VVOB secondary education (IOL- Teacher (Flemish Association for Development training institute for secondary Cooperation and Technical Assistance) and education) and LOBO (Teacher IOL ( Instituut voor Opleiding van Leraren, training institute for technical Teacher Training Institute for Secondary ), and certificates Education) a new profile of the teacher and through part-time learning for periods teacher education is being implemented in varying between two and five years. teacher training colleges (pedagogical d) By and large, in de future the whole institutes) in Suriname. teacher needs to be Many more efforts should be made to integrate seen against the backdrop of a ESD competencies into the new profile of Surinamese National Education teachers. This is an ongoing project that will Strategic Plan of orienting the quality end in 2018. of instruction at all levels of education towards respect for the The goals of teacher education should be: (a) worth and dignity of the individual: to turn out highly motivated, conscientious and • faith in man’s ability to make rational efficient classroom teachers for all levels of decisions; moral and spiritual Suriname’s education system; (b) to foster an principle in interpersonal and human enduring spirit of inquiry, discovery and relations; creativity in teachers; (c) to equip teachers • shared responsibility for the common with the intellectual and professional good of society; promotion of the background required for their assignment and physical, emotional and psychological to make them adaptable to changing situations; development of all learners, and (d) to provide knowledge to understand the • acquisition of competencies necessary principles of sustainable development, and (e) for self-reliance. to enhance teachers’ commitment to the And it could be stressed that the ideals implicit teaching profession. in the philosophy of Suriname’s education are not only central to effective teacher education The following institutions are officially but are a sine qua non for attaining the recognized by the Ministry of Education, program objectives of ESD. Science and Culture as educational institutions for the training of teachers, with the provision

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Challenges for Education for Sustainable awareness among the masses, proper training Development of the teacher must be given central Education for sustainable development enables consideration. people to develop the knowledge, values and skills to participate in decision-making about The NWGT further emphasized the following the way we do things individually and objectives of teacher education in Suriname: collectively, both globally and locally, which a) creating awareness of the environment will improve the quality of life now and and ESD aspects in the trainees; without damaging the planet in the future b) equipping the trainees with (Council for Environmental Education (1998) knowledge, skills, and attitude that cited in Summers, Childs & Corney, 2005). will enable them to have a positive The definition of ESD given above challenges influence on their environment and the teachers to provide opportunities for pupil students; and learning that encompasses knowledge, values c) serving as resource persons in schools and skills. Teacher education will therefore and communities. have to prepare teachers for active/interactive learning processes, rather than a one-way The NWGT also identified the four thematic transfer of knowledge (Ferreira, Ryan & areas that should constitute the pillars of Tilbury, 2007). Environment Education (EE) in teacher education in Suriname as ecological It is no exaggeration to state that Suriname’s foundations, human environment and developmental aspirations have an impact on developments, environmental changes and teachers. Teachers are character builders and impact, and sustainable development. agents of change. No matter how well- intentioned the educational objectives, no It is therefore beyond discussion that the matter how well-packaged the school ongoing regional and global aspiration for curricula, and no matter the beauty and sustainable development, to which Suriname elegance of school plants and structures, fully subscribes, poses serious challenges for without a crop of dedicated, sound and teacher education. Principal among these are competent teachers, the whole efforts at curricula review, training of trainers, in- promoting education for achieving service training, funding, quality assurance, developmental objectives in Suriname would and policy and general supportive environment come to naught. This point was made long ago for innovation. when we observed: ‘The system of training teachers is the keystone of any national system’. Curricula Review In a rapidly developing country like Suriname, In schools, the key concepts of ESD must be the effectivity of teacher training will be the exemplified within the curriculum and must be main determining factor in the success or embedded in the whole curriculum failure of education to meet the country’s (Sustainable Development Education Panel needs. In August 2013 the Minister of (2003) cited in Summers, Childs & Corney, Education, Science and Culture appointed a 2005). Efforts to introduce Environment National Working Group for Restructuring Education (EE) into the Suriname education Teacher Education (NWGT). The NWGT system crystallized in the production of a made the same observation more critical: ‘The prototype curriculum in newsletters last year, school system is the center of educational largely through the activities of the National activities and the teacher constitutes the most Institute for Environment Development important factor in the effectiveness of the Suriname (NIMOS), the World Widelife Fund education system’. It therefore follows that in for Nature (WWF) and other NGOs. the efforts to propagate environmental

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The Anton de Kom University of Suriname capacity building for Suriname teacher pioneered the integration of EE elements into a educators in the content and methods of EE, if Master in Education and Research for they are to effectively perform the roles Sustainability (MERSD) , in which more than expected of them as trainers of schoolteachers 130 students are enrolled. Other teacher and resource persons at community level. training institutions were expected to borrow a leaf from these initial efforts and commence Funding curricula review in teacher education for the full take-off of environmental education in the It can be rightly argued that the main struggle Suriname school system. of educational development in Suriname is Unfortunately, however, the curriculum funding inefficiency in education and initiatives at both teacher training and school squandering of public money. This is levels only recorded a momentary success, particularly worrisome inasmuch as teacher and needs more stimulation and ownership, education is regarded as the pivot of the but this development is not peculiar to EE. education system and national development. Reflecting on the failure of the curriculum In the words of an observer of the Surinamese projects sponsored within the context of scene, the inadequacy of funding teacher Suriname’s National Policy on Education, Ori education constitutes a serious problem for the (2010) observes: “Apart from the delay in successful implementation of the teacher developing all the curricula, installation in the education program policy. The Government school system was commenced for most has promised to award scholarships and grants subjects without pilot testing. Some (to teacher trainees) but they are not orientation workshops organized for teachers encouraging in terms of numbers and amounts. in different parts of the country to introduce This financial problem also makes it difficult them to the philosophy, objectives and content to expose teachers to innovations in the of the curricula were not repeated, as planned, profession on a regular basis. Teachers who at state and local levels to produce the attempt to upgrade themselves through in- multiplying effect expected. As the allocation service training are not optimally rewarded in of financial resources changed, inputs into the the existing education system, as far as salaries education system became adversely affected; or careers are concerned. and in particular, instructional materials were inadequately supplied and used by both These practices surely constitute serious teachers and learners and in the training of obstacles to the integration of EE in teacher teacher trainers”. education in particular and the educational system as a whole. Without the necessary Evidence abounds to suggest that the vast resources, teacher educators themselves will majority of teacher educators in Suriname not have access to local and foreign training have limited knowledge that could contribute opportunities in EE. Neither can they avail to successfully providing EE courses within themselves of opportunities for further teacher education. Apart from their limited learning through modern information and knowledge, their pedagogical competence is communication technology (ict) particularly sometimes in doubt because some, if not the Internet. Little wonder that some of the many, of them have never taught at the level at leading non-governmental organizations which they work day and night to prepare their (ngo’s) at the forefront of advocacy for EE in students. Again, Surinamese teacher trainers teacher education withdrew into their shells in are reputed for their traditional methods of the face of lukewarm attitudes on the part of instruction which sometimes run contrary to donors to project financing, and their own the problem -solving orientation of highly limited budgets. It is only hoped that environmental education, and may therefore there will be a change of attitude now that the be confronted with marrying the Surinamese government has fully committed methodological demands of EE with the itself to the strategy for sustainable methodology which teachers find convenient development. in preparing student-teachers for examinations. All this underscores the need for adequate

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Quality Assurance original idea of the initiators of EE was to infuse or integrate core EE issues into existing Recent commentators agree that all is not well programs whether at teacher education or with the quality of teacher education school level. The Suriname Government may programmes in Suriname (draft report NWGT, therefore need to insulate the education system 2014). NWGT asserts that it is the creation from the vagaries of sociopolitical life which and foundation of the moral and professional adversely affect the benefits of education, if purposes of teachers that should provide the the system is to effectively respond to the main agenda for their continuing professional challenges of the 21 st century. A starting point development in the 21 st century. is to empower relevant agencies and Suriname needs a well-formulated teacher institutions like the Ministry of Education, profession education policy (Ori, et al, 2015). Science and Culture Development, the Anton There is an immediate need for upgrading the Kom University of Suriname, the teacher teachers, bringing professionalism and talent training Institutes (IOL en LOBO) and other to the profession. educational organizations with the required The Surinamese policy on teacher education personnel and resources to perform their should fully support this view. statutory roles on a sustainable basis. This requires absolute sincerity in the deployment For example, the value of the Bachelor of of internal resources as well as an Science or Bachelor of Arts degree, whether amalgamation of resources from foreign obtained through a full -time or part time donors who are genuinely interested in courseught to be the same. But shortcomings reversing the capacity and institutional in the part-time programs vis-à-vis full-time strengthening in which the country has been programs – ranging from entry qualifications embroiled since its independence. to course duration – have been reported with serious implications for quality teacher Conclusion education. We wish to conclude with some recommendations. The United Nations And in the face of the recent increase in Decade of Education for Sustainable student enrollment for teacher education, Development lays the foundation for Surinamese educators fall short of giving their best for the pedagogical and intellectual reforming and mobilizing education in preparation of teachers. This undesirable trend, every country at all levels, from unless monitored by the relevant authorities, is elementary schools to , in bound to hamper Suriname’s ability to respond support of sustainable development. In to the challenge of ESD now and in the Suriname we need to adopt this reform and coming years. translate this into our education system especially in the teaching institutes. As Supportive Environment many researchers have indicated, among whom L. Mortensen (2000), education for Little or nothing can be achieved if there is no sustainability is a new paradigm, based on enabling environment for the steady a lifelong learning process, leading to an implementation of teacher education programs informed and involved citizenry having or the development of the entire education st system. Changes in the top management of the and demonstrating 21 -century skills like: Ministry of Education, Science and Culture creative problem-solving, scientific, have given rise to the haphazard technological, and social literacy. implementation of policies in Suriname. The

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The role of teacher education in the production 4. institutional perspectives (strong of human capital with a focus on ESD for institutions, policy-making, Suriname is not very well acknowledged, and implementation capacity, capacity needs to be changed. Some researchers (e.g. building, HRD en HRM policies, etc.). Goodlad, 1990) have painted a bleak picture of teacher education, which could still be Our analysis of the challenges posed by the recognized in Suriname. However, for the emergent participatory paradigm, otherwise revitalization of teacher education to fulfill its called “sustainable development”, clearly role, the link between ESD theory and shows that teacher education is the key to practice, the ESD needs of the school and the Suriname’s effective participation in the global curriculum of the training institution, pre- drive to improve the working and living service and in-service teacher education, and conditions of humanity within an the balance between methodology and subject intergenerational perspective. Our hypothesis content need to be taken seriously. It is is that if necessary steps are taken to review believed that the introduction of partnership and install appropriate curricula with the focus development in schools, mentoring system, a on ESD we will make more progress. longer practice in the school, portfolio, Our advice: train the right caliber of trainers, reflective practice and action research at the revitalize the in-service and pre-service Anton de Kom University of Suriname, will training programs on ESD practices, provide go a long way to help to address these issues. adequate funding, assure quality in the education system, keep the ESD policy in We need to adopt the Agenda 21, in which we focus and facilitate a generally supportive lag behind in our educational strategic environment for ESD innovation. If we policies. The Earth Summit adopted Agenda succeed in doing so, teacher education in 21 (2005), describing the guidelines as Suriname will in no time become one of the stipulated during the Tbilisi Intergovernmental prime movers for sustainable development in Conference (1977), which can be seen as a Suriname. comprehensive blueprint for actions leading to sustainable development, including detailed work plans, goals, responsibilities, and References estimates for funding. Today the notion of Aina, E. O. A. 1994. Environmental education sustainable development includes ecological, in Nigeria: Prospects in the 1990s. In economic and social sustainability. We wish to M. B. Lawal & A. A. Mohammed add the institutional perspective on ESD. (eds.) Environmental education According to UNESCO (2005), education for workshop and seminar proceedings sustainable development comprises several (1990–1991), Vol. 1, 9–15. Ajayi, E. aspects: O. A. 2000. The crisis child of our 1. sociocultural perspective (peace and time and the challenges of human security, gender equality, management. 16th Inaugural Lecture, cultural diversity and intercultural Olabisi Onabanjo University, 14th understanding, health, HIV/AIDS and September, 2000. governance); Ajibade, E. S. 1987. The teacher and the 2. environmental perspective (natural teaching profession: Past, present and resources such as water, energy, future in Nigeria. ‘OSU’ Journal of agriculture and biodiversity, climate Educational Studies 1(1, April), 161– change, rural development, sustainable 171. urbanization, and disaster Day, C. 2000. Teachers in the twenty-first prevention and mitigation); century: time to renew the vision (1). 3. economic perspectives (poverty Teachers and Teaching: Theory and reduction, corporate responsibility and Practice, 6(1): 101–114. accountability, and market economy); Goodlad, J. L. 1990. Teachers for our nation’s and we would like to add a fourth schools. San Francisco: Jossey-Bass. aspect to this list:

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