- Title
- An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia
- Creator
- Namutenya, Martina
- ThesisAdvisor
- Van Harmelen, Ursula
- Subject
- Environmental education -- Namibia
- Subject
- Environmental education -- Study and teaching -- Namibia
- Subject
- Non-formal education -- Namibia
- Subject
- Sustainable development -- Namibia
- Subject
- Environmental literacy -- Namibia
- Subject
- Environmental literacy -- Study and teaching -- Namibia
- Subject
- Conservation of natural resources -- Study and teaching -- Namibia
- Date
- 2010
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:2000
- Identifier
- http://hdl.handle.net/10962/d1015225
- Description
- Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.
- Format
- 155 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Namutenya, Martina
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