Demand and Supply Gaps of Sustainable Development Goals through Innovative Sustainability Consciousness Model for Tanzania’s Higher Education

Abstract

Education institutions are undergoing evaluation but there is need for integration of Monitoring, Evaluation and Learning (MEL) in education models. Hence, this study’s purpose is examining demand and supply of Sustainability Consciousness (SC) model in education institutions. Specific objectives are to analyse demand for sustainable development extra-curricular activities and supply of project-related to sustainable development in higher education institutions and; to analyse any modules that have sustainability concepts and university-related sustainability projects. Data were collected from 743 students, staff 119 and 25 face to face interviews in 6 universities including an open and distance learning institution located in Tanzania. The data was analyzed using descriptive statistics and NVivo.  The findings show that most students have not had any extra-curricular activities focusing on sustainable development (73.41%). Additionally, most students have not  had any university project(s) with the core focus on sustainable development (78.41%). The majority of staff are not teaching any modules that have sustainability concepts included in the content and/or assessments (62.20%) and are not involved in any university-related sustainability projects (73.10%). This shows that MEL is still not that integrated in universities. Findings imply that in order to achieve sustainable development goals including SC in Tanzania then it is vital to create a SC model highlighting programs that ensure students receive extra-curricular activities, and engagement in sustainability projects integrated with MEL. Integration of SC can strengthen demand and supply side of MEL capacities in universities.