Teacher-community cooperation to promote sustainability of wetlands in Kenya
- Ndaruga, Ayub M, Irwin, Patrick R
- Authors: Ndaruga, Ayub M , Irwin, Patrick R
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373860 , vital:66728 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122727"
- Description: This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by environmental education programmes to champion the sustainability of wetlands.
- Full Text:
- Date Issued: 2006
- Authors: Ndaruga, Ayub M , Irwin, Patrick R
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/373860 , vital:66728 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122727"
- Description: This study was undertaken with 83 teachers from 54 primary schools in Kenya. Its purpose was to establish how teachers relate with the local community and how they harness this interaction to promote sustainability of wetlands within their locality. Data were collected using questionnaires, interviews and observation. Results of the study indicated that teachers acknowledge the value of, and threats to, their local wetlands. Some teachers reported interacting and engaging in diverse activities with members of the community to conserve the local wetlands. Forums for interaction and action mentioned by the teachers included public baraza, women’s groups, church, youth groups, local community, parents’ meetings and environmental days. Use of these forums differed. The approaches used to involve the community in awareness and action ranged from theoretical arguments to visits to wetlands, use of wetland resources, ecomanagement and political action. The responses by teachers revealed lack of engagement with the real local wetland problems. This study demonstrated existence of a potential but under-utilised opportunity that can be harnessed by environmental education programmes to champion the sustainability of wetlands.
- Full Text:
- Date Issued: 2006
Editorial
- Authors: Irwin, Patrick R
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438730 , vital:73495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137406"
- Description: The 1998 EEASA Conference-and-Workshops meeting was a sound success. The Botswana organisers must be congratulated on convening such a convivial and stimulating event. The conference gave exposure to some of the environmental education research in progress in the region. While there is an exciting level of regional research activity, this is not adequately represented in the Southern African Journal of Environmental Education, or any other published forum for that matter. The SAJEE receives a rather small number of research papers from southern Africans for review; in addition the journal's referees and editors judge an even smaller number of these as suitable for publication. What this reflects, inter alia, is the need for environmental educators in the region to write more vigorously about their research.
- Full Text:
- Date Issued: 1998
- Authors: Irwin, Patrick R
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438730 , vital:73495 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137406"
- Description: The 1998 EEASA Conference-and-Workshops meeting was a sound success. The Botswana organisers must be congratulated on convening such a convivial and stimulating event. The conference gave exposure to some of the environmental education research in progress in the region. While there is an exciting level of regional research activity, this is not adequately represented in the Southern African Journal of Environmental Education, or any other published forum for that matter. The SAJEE receives a rather small number of research papers from southern Africans for review; in addition the journal's referees and editors judge an even smaller number of these as suitable for publication. What this reflects, inter alia, is the need for environmental educators in the region to write more vigorously about their research.
- Full Text:
- Date Issued: 1998
Editorial
- Janse van Rensburg, Eureta, Irwin, Patrick R
- Authors: Janse van Rensburg, Eureta , Irwin, Patrick R
- Date: 1994
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438694 , vital:73491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137493"
- Description: In 1993 environmental education was looking forward to the first democratic election in South Africa - now it is in the midst of 'reconstructionand-development'. For many local environmental educators, this means a contrihution, in one way or another, to the new national curriculum. But the challenges of 1993 continue: processes of participative curriculum development are forcing us to clarify different orientations to environmental education in our efforts to shape a curriculum based on the best of our various visions.
- Full Text:
- Date Issued: 1994
- Authors: Janse van Rensburg, Eureta , Irwin, Patrick R
- Date: 1994
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438694 , vital:73491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137493"
- Description: In 1993 environmental education was looking forward to the first democratic election in South Africa - now it is in the midst of 'reconstructionand-development'. For many local environmental educators, this means a contrihution, in one way or another, to the new national curriculum. But the challenges of 1993 continue: processes of participative curriculum development are forcing us to clarify different orientations to environmental education in our efforts to shape a curriculum based on the best of our various visions.
- Full Text:
- Date Issued: 1994
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