Consider the unexpected: scaling ESD as a matter of learning

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Figure 1. ReSolve process framework and model (Do 2015).

Table 1. Re-Solve Sweden, September – December 2015.

	Workshop 1	Workshop 2	Workshop 3	Workshop 4	Workshop 5	Workshop 6
Aim:	To construct indicators of scalability in general	To develop internal & external criteria for scaling in particular	To apply scaling criteria to selected ESD-activities	To develop the concept of scaling in relation to selected ESD-activities	To construct scaling ESD vision and identify scaling ESD resources	To construct scaling action plan and to evaluate the Re-Solve process

Table 2. Re-Solve South Africa, March 2016.

	Workshop 1	Workshop 2	Workshop 3	Workshop 4	Workshop 5
Aim:	To introduce concepts of scaling	To develop indicative descriptions of scaling using results from WS1	To self-assess selected ESD-activities using results from WS2	To construct scaling visions and identify scaling resources	To construct scaling action Plan and to evaluate the Re-Solve process

Table 3. Re-Solve Ecuador, July 2016.

	Workshop 1	Workshop 2	Workshop 3	Workshop 4	Workshop 5
Aim:	To reflect on current educational practice in relation to ABR	To reflect on how the ESD-activity on ABR could be introduced into participants’ educational practice	To continue and iteratively reflect on how the ESD-activity on ABR could be introduced into participants educational practice	To continue and iteratively reflect on how the ESD-activity on ABR could be introduced into participants educational practice	To construct scaling vision of the ESD-activity and to construct a scaling action plan

Table 4. Qualitative elements of scaling-as-learning.

	Scaling object	Scaling subjects	Scaling site	Scaling pathway	Scaling resources	Scaling drivers
Sweden	• Educational approach • Educational methods	• Researchers • Teachers • Lecturers at colleges and universities • Employees in municipality/ NGO:s	• Swedish organisations/ NGO:s and municipalities • Educational institutions in Sweden and Southern Africa	• Collaborations between schools and communities • Context sensitivity, adaption to new conditions though de- and re-contextualisation	• Enabling policy • Strong partnerships • Facilitation • Cooperation	• Context sensitivity • Timing and local relevance • Scientific accuracy
South Africa	• Educational approach • Educational method • Factual content	• Small scale farmers • Practitioners • Researchers • Donors and funders • Educators • Agricultural extension officers • Employees at agricultural colleges	• Research and practice networks • Local Communities • Small scale farms • Educational Institutions,	• Institutionalization of projects • Projects that generate new projects • Working together with others instead of working on the other • Projects that are not limited to a specific context but connect multiple contexts historically • Fluctuation and in terms of resources and funding	• Political willingness • Leadership • Mandates • Social resources or ethos • Networks among practitioners and researchers • Space in terms of adaptation • Organisational capacity • Incentives and accountability • Good governance • Legitimacy	• Partnership based on trust • People who have been in the field for a long time are enablers for scaling • Networks that link engaged people and researchers together • Capabilities expansion
Ecuador	• Onto-epistemology • Factual content • Educational method	• Educational practitioners in both formal and informal education • Children • Families • Local communities	• Educational workshops • School • Family homes • Local community	• Starting with input from families, community and children • Educators as both learners and teachers • Children as both learners and teachers • Families and community as recipients	• Educational material • Time and space in the curriculum enabling long term engagement	• Families and community in defining the challenge • Educators in school • Children outside of school in families and community

Do ,T. 2015. A Review of Scaling Concepts, ReSolve Scaling Workshops Project . Literature review, SWEDESD. http://swedesd.uu.se/bibliotek/rapporter-och-policydokument/

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