1. Lesotho, Malawi, Namibia, South Africa, Swaziland, Zambia, Zimbabwe Lemohang Mtshali (Secretary) Overson Shumba (Chair)

2.  Southern Africa Development Community (SADC) Regional Environmental Education Programme (REEP)  Policy Frameworks and Strategies for ESD have been put in place  Curriculum reviewed and materials have been developed  Centre based Environmental Education

3.  Capacity building- International Training Programmes (ITP) organized  Regional Centres of Expertise (RCEs) established, e.g., Lesotho, Malawi, RSA, Swaziland, Zambia  Mainstreaming Environment and Sustainability in African Universities (MESA) on which the Global Universities Partnership for Environment and Sustainability (GUPES) is modelled

4.  Research conducted around ESD and a Research Network Formed Coordinated by Rhodes University (around 11 SADC countries involved)  Teacher Education Networks established and linked to the Africa Regional Teacher Education Institutions for Mainstreaming Sustainability (AFRETEIS)  Media Practitioners’ Network established and linked to the Federation of Media Practitioners in Africa

5.  Phase out of SIDA funding to SADC REEP  Institutionalizing ESD  Mainstreaming across the entire institution  Lack of coordination  Problem with up-scaling  Runs parallel with existing programs/systems  Remains peripheral to formal education  Mostly sits with non-formal education

6.  Ministry of Education not taking the necessary leadership  Lack of clarification and working in silos when dealing with ESD and CCE concepts  Lack of resources and lack of information on accessibility of funds where available, e.g., for CCE

7.  SADC-REEP needs to be sustained, needs mobilisation of resources  Teacher education should be given priority at all levels  Resources (human and financial) mobilisation  Intensify awareness about the existing networks so as to get more institutions joining these networks  More training required to re-define CCE & ESD in a more meaningful way

8.  Develop projects that seek address issues of Climate Change  Address the issue of green economy, poverty reduction, employment creation, and equity  UNU should try to ease up the application process for RCE formation  Communities of Practice should be more inclusive, i.e., youth and local communities should be represented

9.  Communities of Practice at local, national, regional and international levels  Local Communities and Youth  Governmental and Non-Governmental Organisations, Civil Society Organisations and Community Based Organisations  Higher Education Institutions, e.g., Universities and Teacher Education Institutions  International Development Partners, e.g., UNDP and other UN Agencies, SIDA, JICA, DfID, etc.

10. Overall, the Successes, Challenges, Solutions, and Partners in a post-2014 ESD framework in Southern Africa presented are consistent with the synthesis of recommendations from the SADC to the UNESCO Regional Consultative Meeting held in Abidjan, Ivory Coast, from 4-5 March 2013.  Sushita Gokool-Ramdoo, ADEA, Mauritius  Overson Shumba, Copperbelt University, Zambia  Jim Taylor, WESSA & SADC-REEP  Cornelia Shaimemanya, University of Namibia