An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya
- Authors: Epus, Joash Gregory Odeke
- Date: 2010
- Subjects: Environmental education -- Kenya -- Case studies Curriculum planning -- Kenya -- Case studies Curriculum change -- Kenya -- Case studies Environmental literacy -- Study and teaching -- Namibia -- Case studies Environmental education -- Activity programs -- Namibia -- Case studies Conservation of natural resources -- Study and teaching -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1463 , http://hdl.handle.net/10962/d1003344
- Description: This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
- Full Text:
- Date Issued: 2010
- Authors: Epus, Joash Gregory Odeke
- Date: 2010
- Subjects: Environmental education -- Kenya -- Case studies Curriculum planning -- Kenya -- Case studies Curriculum change -- Kenya -- Case studies Environmental literacy -- Study and teaching -- Namibia -- Case studies Environmental education -- Activity programs -- Namibia -- Case studies Conservation of natural resources -- Study and teaching -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1463 , http://hdl.handle.net/10962/d1003344
- Description: This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
- Full Text:
- Date Issued: 2010
Implementation of local agenda 21's education, awareness and training component: a case study of Gaborone
- Authors: Mogotsi, Barulaganye Jones
- Date: 2006
- Subjects: Environmental education -- Botswana -- Gabarone -- Case studies Environmental education -- Activity programs Environmental health -- Botswana -- Gabarone -- Case studies Sustainable development -- Botswana Environmental policy -- International cooperation Environmental protection -- Botswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1565 , http://hdl.handle.net/10962/d1003447
- Description: ‘What is required is the ‘politics of the rhizome’ in which everyone, every community, every nation and every major region comes to terms with the uniqueness of their situation and acts accordingly – and realises that it is only by vast numbers of people, of groups and organizations acting in accordance with possibilities of their situations, that the environmental crisis will be solved.’ (Gare, 1995:161). The study investigates the implementation of Local Agenda 21’s education, awareness and training component by the Gaborone City Council Environmental Health Department (GCCEHD) to address environmental challenges facing the city of Gaborone, the capital city of Botswana. The research was conducted as a qualitative case study that made use of semi-structured interviews, focus group interviews and document analysis as instruments of data generation. Samples of respondents were selected from the Gaborone City Council (GCCEHD) employees in management positions, workers, and elected political councillors. The study is contextualised through establishing environmental issues in the Gaborone City Council, identifying strategies to address environmental issues and the review of the Waste Management Plan 2003-2009, which the department uses as a guiding document for waste management. The study establishes that the council employees are mostly concerned with issues of waste management and need commitment from all Local Government sectors of the work force. The study established the importance of education, awareness and training as a response to environmental issues facing Gaborone. The study also establishes the need for social education in terms of public education, awareness and training needed for the public to adequately respond to environmental challenges in their context. Models and relevant policy and guiding documents such as the Vision for Greater Gaborone, DPSEEA Model and Botswana Environmental Planning Principles were identified and recommended for the department to consider. The awareness and training activities should be developed and involve the community in environmental management. This should enable the council to create opportunities for income generation, at the same time changing community negative attitudes towards the environment and improving service delivery by the department.
- Full Text:
- Date Issued: 2006
- Authors: Mogotsi, Barulaganye Jones
- Date: 2006
- Subjects: Environmental education -- Botswana -- Gabarone -- Case studies Environmental education -- Activity programs Environmental health -- Botswana -- Gabarone -- Case studies Sustainable development -- Botswana Environmental policy -- International cooperation Environmental protection -- Botswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1565 , http://hdl.handle.net/10962/d1003447
- Description: ‘What is required is the ‘politics of the rhizome’ in which everyone, every community, every nation and every major region comes to terms with the uniqueness of their situation and acts accordingly – and realises that it is only by vast numbers of people, of groups and organizations acting in accordance with possibilities of their situations, that the environmental crisis will be solved.’ (Gare, 1995:161). The study investigates the implementation of Local Agenda 21’s education, awareness and training component by the Gaborone City Council Environmental Health Department (GCCEHD) to address environmental challenges facing the city of Gaborone, the capital city of Botswana. The research was conducted as a qualitative case study that made use of semi-structured interviews, focus group interviews and document analysis as instruments of data generation. Samples of respondents were selected from the Gaborone City Council (GCCEHD) employees in management positions, workers, and elected political councillors. The study is contextualised through establishing environmental issues in the Gaborone City Council, identifying strategies to address environmental issues and the review of the Waste Management Plan 2003-2009, which the department uses as a guiding document for waste management. The study establishes that the council employees are mostly concerned with issues of waste management and need commitment from all Local Government sectors of the work force. The study established the importance of education, awareness and training as a response to environmental issues facing Gaborone. The study also establishes the need for social education in terms of public education, awareness and training needed for the public to adequately respond to environmental challenges in their context. Models and relevant policy and guiding documents such as the Vision for Greater Gaborone, DPSEEA Model and Botswana Environmental Planning Principles were identified and recommended for the department to consider. The awareness and training activities should be developed and involve the community in environmental management. This should enable the council to create opportunities for income generation, at the same time changing community negative attitudes towards the environment and improving service delivery by the department.
- Full Text:
- Date Issued: 2006
The relationship between the development and use of teaching and learning support materials: the case of "A year of special days" booklet
- Authors: Urenje, Shepherd
- Date: 2006
- Subjects: Southern African Development Community Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1724 , http://hdl.handle.net/10962/d1003607
- Description: This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.
- Full Text:
- Date Issued: 2006
- Authors: Urenje, Shepherd
- Date: 2006
- Subjects: Southern African Development Community Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1724 , http://hdl.handle.net/10962/d1003607
- Description: This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.
- Full Text:
- Date Issued: 2006
Investigating an environmental education curriculum to a developing society's needs: a case study of the programme offered at the Pilanesberg National Park, Bophuthatswana
- Authors: Johnson, Steven Robert
- Date: 1994
- Subjects: Environmental education Environmental education -- Curricula -- South Africa -- Bophuthatswana Environmental education -- Curricula -- Case studies Pilanesberg National Park (South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1585 , http://hdl.handle.net/10962/d1003467
- Description: The Environmental Education programme offered at the Gold Fields Environmental Education Centre (GFEE Centre) in the Pilanesberg National Park, Bophuthatswana, was initiated in response to requests from schools in Bophuthatswana to visit game reserves as 'syllabus related school activities'. Evaluative research into the GFEE Centre programme by an external researcher indicated that the learning experiences largely concentrated on cognitive development, and neglected to influence affective and psychomotor development. After a number of adaptations to the programme, which emphasised a more child-centred approach it was realised that little was known about the background and learning needs of the predominantly BaTswana school children. It was felt by the researcher that the learning activities provided at the GFEE Centre could also possibly be biased by a Western, scientific orientation which possibly lacked relevance to the cultural backgrounds of the pupils. The researcher used an action research approach in a number of workshops with a purposive sample of BaTswana primary school teachers, to gather data. The teachers were encouraged to critically reflect on the background and learning-needs of BaTswana children, with specific regard to environmental issues and worldviews. The information provided by the teachers' reflective deliberations and a seperate research project with school children, indicated that primary school children in Bophuthatswana tend to follow accepted human development patterns in their perceptions of the environment. The influence of either a predominantly rural or urban upbringing during a child's early formative years was considered by the teachers to be significant in determining worldviews, and culture was considered to have an influence on children's learning processes. Their beliefs and experiences were used by them in generating suggestions to correct the GFEE Centre programme. The teachers' also highlighted the fact that there were a number of socio-cultural and institutional issues which influenced the effectiveness of the GFEE Centre programme.
- Full Text:
- Date Issued: 1994
- Authors: Johnson, Steven Robert
- Date: 1994
- Subjects: Environmental education Environmental education -- Curricula -- South Africa -- Bophuthatswana Environmental education -- Curricula -- Case studies Pilanesberg National Park (South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1585 , http://hdl.handle.net/10962/d1003467
- Description: The Environmental Education programme offered at the Gold Fields Environmental Education Centre (GFEE Centre) in the Pilanesberg National Park, Bophuthatswana, was initiated in response to requests from schools in Bophuthatswana to visit game reserves as 'syllabus related school activities'. Evaluative research into the GFEE Centre programme by an external researcher indicated that the learning experiences largely concentrated on cognitive development, and neglected to influence affective and psychomotor development. After a number of adaptations to the programme, which emphasised a more child-centred approach it was realised that little was known about the background and learning needs of the predominantly BaTswana school children. It was felt by the researcher that the learning activities provided at the GFEE Centre could also possibly be biased by a Western, scientific orientation which possibly lacked relevance to the cultural backgrounds of the pupils. The researcher used an action research approach in a number of workshops with a purposive sample of BaTswana primary school teachers, to gather data. The teachers were encouraged to critically reflect on the background and learning-needs of BaTswana children, with specific regard to environmental issues and worldviews. The information provided by the teachers' reflective deliberations and a seperate research project with school children, indicated that primary school children in Bophuthatswana tend to follow accepted human development patterns in their perceptions of the environment. The influence of either a predominantly rural or urban upbringing during a child's early formative years was considered by the teachers to be significant in determining worldviews, and culture was considered to have an influence on children's learning processes. Their beliefs and experiences were used by them in generating suggestions to correct the GFEE Centre programme. The teachers' also highlighted the fact that there were a number of socio-cultural and institutional issues which influenced the effectiveness of the GFEE Centre programme.
- Full Text:
- Date Issued: 1994
Evaluation of environmental education courses in Bophuthatswana colleges of education
- Authors: Leketi, Makgau Peter
- Date: 1993
- Subjects: Environmental education -- South Africa -- Bophuthatswana Environmental education -- Study and teaching -- South Africa -- Bophuthatswana Environmental education -- Curricula -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1525 , http://hdl.handle.net/10962/d1003407
- Description: This study evaluates Environmental Education courses in Bophuthatswana Colleges of Education. The semi-structured interviews with final year students, lecturers, rectors of colleges offering the courses, external examiners and the course co-ordinator at the Institute of Education at the University of Bophuthatswana (Unibo) are made. Written documents relating to Environmental Education courses, such as students' examination answer books, moderators' reports and minutes of meetings, are also used to evaluate the courses. Specifically, the aim of this study is to identify the strengths and the weaknesses of Environmental Education courses in Bophuthatswana Colleges of Education and this would present a contribution in the research field and also be useful in the further refinement of the courses. Strengths and weaknesses identified in this research are related to knowledge of Environmental Education and environmental issues, the syllabuses of the Environmental Education courses, the operation of the courses, the examining of the courses and the ethos and support of the colleges and the local university's Institute of Education. New insights are gained inter alia into the operation of Environmental Education courses in the Teacher Education programme in Bophuthatswana. An important contribution of the study is the application of the phenomenological paradigm, since it allows understanding of subjective experience as far as the operation of Environmental Education is concerned.
- Full Text:
- Date Issued: 1993
- Authors: Leketi, Makgau Peter
- Date: 1993
- Subjects: Environmental education -- South Africa -- Bophuthatswana Environmental education -- Study and teaching -- South Africa -- Bophuthatswana Environmental education -- Curricula -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1525 , http://hdl.handle.net/10962/d1003407
- Description: This study evaluates Environmental Education courses in Bophuthatswana Colleges of Education. The semi-structured interviews with final year students, lecturers, rectors of colleges offering the courses, external examiners and the course co-ordinator at the Institute of Education at the University of Bophuthatswana (Unibo) are made. Written documents relating to Environmental Education courses, such as students' examination answer books, moderators' reports and minutes of meetings, are also used to evaluate the courses. Specifically, the aim of this study is to identify the strengths and the weaknesses of Environmental Education courses in Bophuthatswana Colleges of Education and this would present a contribution in the research field and also be useful in the further refinement of the courses. Strengths and weaknesses identified in this research are related to knowledge of Environmental Education and environmental issues, the syllabuses of the Environmental Education courses, the operation of the courses, the examining of the courses and the ethos and support of the colleges and the local university's Institute of Education. New insights are gained inter alia into the operation of Environmental Education courses in the Teacher Education programme in Bophuthatswana. An important contribution of the study is the application of the phenomenological paradigm, since it allows understanding of subjective experience as far as the operation of Environmental Education is concerned.
- Full Text:
- Date Issued: 1993
A study of the role of nature conservation law enforcement officers as facilitators of environmental education
- Authors: Barrett, Janice Anne
- Date: 1992
- Subjects: Environmental education Nature conservation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1783 , http://hdl.handle.net/10962/d1003668
- Description: This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.
- Full Text:
- Date Issued: 1992
- Authors: Barrett, Janice Anne
- Date: 1992
- Subjects: Environmental education Nature conservation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1783 , http://hdl.handle.net/10962/d1003668
- Description: This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.
- Full Text:
- Date Issued: 1992
Environmental education in primary schools in Bophuthatswana : a case study in curriculum implementation
- Authors: Shongwe, Doctor Petrus
- Date: 1992
- Subjects: Environmental education -- South Africa -- Bophuthatswana , Primary school teaching -- Research -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1514 , http://hdl.handle.net/10962/d1003396
- Description: This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
- Full Text:
- Date Issued: 1992
- Authors: Shongwe, Doctor Petrus
- Date: 1992
- Subjects: Environmental education -- South Africa -- Bophuthatswana , Primary school teaching -- Research -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1514 , http://hdl.handle.net/10962/d1003396
- Description: This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
- Full Text:
- Date Issued: 1992
Environmentalism and its implications for education: a study of private schools in the Eastern Cape
- Authors: Slade, Wilfred John
- Date: 1992
- Subjects: Environmental education -- Study and teaching -- South Africa Environmental education -- Curricula -- South Africa Private schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1520 , http://hdl.handle.net/10962/d1003402
- Description: This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.
- Full Text:
- Date Issued: 1992
- Authors: Slade, Wilfred John
- Date: 1992
- Subjects: Environmental education -- Study and teaching -- South Africa Environmental education -- Curricula -- South Africa Private schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1520 , http://hdl.handle.net/10962/d1003402
- Description: This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.
- Full Text:
- Date Issued: 1992
A study of the relationship between personality factors and attitudes towards perceived problem animals in white small-stock farmers of the Eastern Cape
- Authors: Van Rensburg, Eureta Janse
- Date: 1991
- Subjects: Conservation of natural resources -- South Africa Farmers -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1782 , http://hdl.handle.net/10962/d1003667
- Description: This study explores a possible relationship between personality factors and attitudes towards perceived problem animals in a sample of 17 white, male, full-time small- stock farmers in the Eastern Cape district of Cradock. Personality factors were analysed by means of Cattell's l6 Personality Factor Questionnaire, standardised for South Africa. Attitudes were determined by qualitative analysis of data from semi-structured interviews. Specific personality factors associated with positive and negative attitudes towards 'problem animals', including Lynx Felis caracal, eagles and vultures, were identified. Demographic and situational influences and certain world views associated with environmental attitudes are also discussed. Re-orientation of perspectives are recommended for farmers, conservationists and environmental educators.
- Full Text:
- Date Issued: 1991
- Authors: Van Rensburg, Eureta Janse
- Date: 1991
- Subjects: Conservation of natural resources -- South Africa Farmers -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1782 , http://hdl.handle.net/10962/d1003667
- Description: This study explores a possible relationship between personality factors and attitudes towards perceived problem animals in a sample of 17 white, male, full-time small- stock farmers in the Eastern Cape district of Cradock. Personality factors were analysed by means of Cattell's l6 Personality Factor Questionnaire, standardised for South Africa. Attitudes were determined by qualitative analysis of data from semi-structured interviews. Specific personality factors associated with positive and negative attitudes towards 'problem animals', including Lynx Felis caracal, eagles and vultures, were identified. Demographic and situational influences and certain world views associated with environmental attitudes are also discussed. Re-orientation of perspectives are recommended for farmers, conservationists and environmental educators.
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- Date Issued: 1991
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