How a Gambian teacher is blending sustainability education with cultural heritage

Safeguarding and Sustaining Gambia’s Heritage through Education

“I believe it is important that both our tangible and intangible cultural heritage (ICH) are integrated into our education system for the Gambia’s heritage to be safeguarded and sustained,” says Ceesay. 

Intangible cultural heritage, including traditions, rituals, and oral histories, enriches education for sustainable development (ESD) by fostering diverse cultural perspectives in the education system. Integrating ICH knowledge into the curricula cultivates a deeper understanding of the interconnectedness between cultural diversity, environmental stewardship, and sustainable practices, nurturing future generations equipped to safeguard both cultural heritage and the planet.

“Education for sustainable development, local indigenous knowledge, intangible cultural heritage…all these terms are largely unknown in the education sector here,” she says. “We face an uphill struggle to sensitive and familiarise education stakeholders to the point where they can meaningfully integrate these ideas into the education system.” 

Importance of Integrating Intangible Cultural Heritage into Education

The integration of intangible cultural heritage (ICH) into the education system plays a vital role in safeguarding and sustaining Gambia’s heritage. By incorporating traditions, rituals, and oral histories into the curricula, education for sustainable development (ESD) is enriched with diverse cultural perspectives. This integration fosters a deeper understanding of the interconnectedness between cultural diversity, environmental stewardship, and sustainable practices.

Enhancing Education for Sustainable Development

Integrating ICH knowledge into the education system cultivates future generations equipped to safeguard both cultural heritage and the planet. By nurturing an appreciation for cultural diversity and environmental stewardship, students are empowered to become active contributors to sustainable development. Through education, they gain the necessary knowledge and skills to promote sustainable practices and protect both tangible and intangible cultural heritage.

Challenges in Integrating Intangible Cultural Heritage into Education

Despite the importance of education for sustainable development, local indigenous knowledge, and intangible cultural heritage, these concepts remain largely unknown in Gambia’s education sector. Education stakeholders face an uphill struggle to raise awareness and familiarize themselves with these ideas. Only by sensitizing and familiarizing education stakeholders can meaningful integration of these concepts into the education system be achieved.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The SDGs addressed or connected to the issues highlighted in the article are SDG 4: Quality Education, SDG 11: Sustainable Cities and Communities, and SDG 13: Climate Action.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, the specific targets identified are:
– Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
– Target 11.4: Strengthen efforts to protect and safeguard the world’s cultural and natural heritage.
– Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets. These indicators include:
– Integration of intangible cultural heritage (ICH) knowledge into curricula: This indicator relates to Target 4.7 and measures the extent to which ICH knowledge is incorporated into educational curricula.
– Safeguarding and sustaining tangible and intangible cultural heritage (ICH): This indicator relates to Target 11.4 and measures the efforts made to protect and preserve cultural heritage.
– Integration of environmental stewardship and sustainable practices into education: This indicator relates to Target 13.3 and measures the extent to which environmental stewardship and sustainable practices are integrated into educational programs.

By monitoring these indicators, progress towards the identified targets can be measured.

SDGs, Targets, and Indicators

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Source: unesco.org

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