An investigation of socio-ecological issues and risks and capabilities in the 'my future is my choice' HIV and AIDS programme : a case in northern Namibia
- Authors: Tjiveze, Wakaa
- Date: 2015
- Subjects: My Future is My Choice (Program : Namibia) , HIV infections -- Social aspects -- Namibia , AIDS (Disease) -- Social aspects -- Namibia , AIDS (Disease) -- Study and teaching -- Namibia , AIDS (Disease) -- Risk factors -- Namibia , AIDS (Disease) -- Moral and ethical aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2050 , http://hdl.handle.net/10962/d1017769
- Description: The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings: The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content. Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible. The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.
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Environmental citizenship in citizen science: a case study of a volunteer toad conservation group in Noordhoek, South Africa
- Authors: Van Wyk, Sheraine Maud
- Date: 2015
- Subjects: Toad NUTS (Noordhoek, South Africa) , Environmental education -- South Africa -- Noordhoek , Environmental education -- Citizen participation , Social learning -- South Africa -- Noordhoek , Toads -- Conservation -- South Africa -- Noordhoek , Toads -- Conservation -- Citizen participation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2048 , http://hdl.handle.net/10962/d1017359
- Description: The endangered Western Leopard Toad (Amietophrynus pantherinus) is endemic to the winter-rainfall parts of the Western Cape, areas which are also favoured for human settlement. Residents in the Noordhoek area witnessed many toads being killed on roads during their annual migration to breeding ponds. Concerned citizens mobilised a volunteer group to mitigate this threat to the species. Toad NUTS (Noordhoek Unpaid Toad Savers), a well-established and successful citizen science group is explored as a case study of how environmental citizenship emerges in a citizen science group. This research has three research goals. Firstly to probe the enabling and constraining factors shaping the Toad NUTS practices, secondly to investigate the learning dynamics in the citizen science group and thirdly to understand how participation in citizen science develops environmental citizenship. Practice architectures theory (Kemmis & Grootenboer, 2008) was used to explore how cultural-discursive, economic-material and social-political arrangements shape the practices of the Toad NUTS group. The Toad NUTS group was identified as a community of practice, therefore Lave and Wenger’s (1991) communities of practice theory was used to better understand the social learning processes within the group. The Global Citizenship Education international policy document was used to capture the aims of citizenship education as it relates to environmental issues and identifies the competencies that citizenship education initiatives should develop. The practices of the Toad NUTS group were investigated for evidence of the goals and competencies identified in the Global Citizenship Education policy documents of environmental citizenship. Data was generated through documentary research, surveys, a questionnaire, semi-structured interviews and observations. The data was stored, organised and analysed using NVivo data management software in three phases corresponding to the three research goals. With respect to Goal 1, the evidence suggested that there are various shaping arrangements of cultural-discursive, material-economic and social-political configurations which influence Toad NUTS practices. Volunteers must learn to navigate these arrangements in order to successfully implement conservation strategies. The shaping features identified were the WhatsApp group communication system used by volunteers; public awareness and education strategies; equipment, material and funding required for implementing the group’s practices; power balances and exchanges between stakeholders in the conservation field; bureaucratic processes and scientist-lay person exchanges. Very important for facilitating social-political connections to various stakeholders, is the membership Toad NUTS enjoys on the Western Leopard Toad Conservation Committee. With respect to Goal 2, four interconnected components of learning were investigated. These were: learning as belonging, learning as doing, learning as meaning-making experience and learning as becoming. Members learn by doing things together like training, patrolling and deliberating problems in the field. They learn by exploring what is collectively known from past and unfolding experiences. Evidence showed that learning deepens as Toad NUTS members perceive their praxis as meaningful and their identities evolve as their knowledge and experience grows. This strengthens members’ sense of belonging and identification with the Toad NUTS group. In time the group develops a reputation and the wider community acknowledges the expertise and knowledge that resides with the group. With respect to Goal 3, it was found that volunteers who have a predisposition for environmental citizenship are more likely to join a citizen science group. Although volunteers care about nature and want to make a difference, it is after gaining access to the embedded knowledge and knowledge processes of the citizen science group that they realise meaningful sustainable solutions to the issue(s) that the project is concerned with. It was found that knowledge paired with reasoned practice enables the agency of volunteers to bring about positive and meaningful change in the local environment. If facilitated carefully, citizen science can make positive contributions to the field, in this instance, conservation, while allowing volunteers to exercise environmental citizenship engaging in participative governance with regard to the project.
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Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum
- Authors: Jacobs, Nicola Clara
- Date: 2015
- Subjects: Environmental education -- Study and teaching -- Activity programs -- Namibia -- Windhoek , Active learning -- Namibia -- Windhoek , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2058 , http://hdl.handle.net/10962/d1019803
- Description: The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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