The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)