Sustainability Issues in the Geography Curriculum for an Undergraduate Programme: The case of Addis Ababa University, Ethiopia

Abstract

The Lucerne Declaration on Geographical Education for Sustainable Development proposes that the ‘paradigm of sustainable development’ be integrated into the teaching of geography at all levels and in all regions of the world. This study is aimed at assessing the extent to and ways in which sustainability issues have been addressed in the revised undergraduate curriculum for Geography at Addis Ababa University, Ethiopia. The study also attempts to critically examine the methods of delivery suggested in the curriculum. Content analysis has been used as a principal technique. Twenty (sustainability) issues have been identified for analysis from the first and second sections of the United Nations Agenda 21. Courses offered in the Department have been put under four categories: physical/environmental; social/economic; interdisciplinary/ integrative and foundational/skills. Attempt is then made to show the extent to which sustainability issues have been integrated into the first three categories of courses. Results indicate that the three pillars or building blocs of sustainable development are duly represented in the curriculum, with more courses dealing with social/economic issues. Moreover, a noticeable attempt has been made to take an integrative approach. It is, however, clearly evident that classroom-based approaches occupy proportionally more space and remain the dominant modes of delivery across the course categories.