Embedding Education for Sustainability in the School Curriculum: the contribution of Faith Based Organisations to Curriculum Development
SCHOLARLY FEATURE
Embedding education for sustainability, in Faith Based Organisations’ (FBOs) school curricula in Uganda, puzzles. Any progressive education system should be dynamic-always calling for timely transformations in content, instructional methodologies, imparted values,
skills and attitudes, to remain holistic. Once these are adequately embraced, the system tends to remain vibrant and relevant to the institutions, the learner and the community. However, in Uganda especially in education institutions of FBOs, Education for
Sustainability (EfS) – a universally conceived aspect of holistic learning seems not to be whole-heartedly attended to either by omission or unawareness. Problems centre mainly on ideological and operational premises. These include lack of awareness, lack of goodwill of
key stakeholders to plan for and manage EfS and lack of competent teachers in EfS aspects. Answers to these problems in essence center on the theoretical underpinning of this report-curricular transformation. Secondly, proper capacity building, integrative planning,
financing and management to enable sustainable programme growth and development should also be enhanced.
Leonard Ssozi is an Administrator in the Department of Dean of Students at Uganda Martyrs University. He is currently a Commonwealth Scholar in Education for Sustainability at London South Bank University. Leonard’s research interests are in fields of cultural ecology, education for sustainability, development economics and ICT for Sustainable Development. 
