The aim of this study was to investigate the nature and development of affective education in the Chinese context, the way it is translated into primary education, and how it is perceived by teachers and pupils in Taiwan and China. In this study, the term 'affective education' refers to all the planned or hidden curriculum provided to enhance pupil's affective development, based on which the empirical research was conducted focusing on teachers and pupils in year 5 and 6 in twelve primary schools in Taiwan and China (six in each country). The study comprised five stages. First, some psychological theories of affect were reviewed in an attempt to explore what the definition and the scope of affective development is, its implications for education, and some models of the place of affect in it; some Chinese literature was reviewed in terms of different approaches to affective education found in a Chinese context. This was followed by the examination of how 'affect is perceived in Confucianism, a key philosophical influence on the culture, and its impact on affective education in Chinese context. After that, the evolution and practice of moral education in both countries which was influenced by Confucian culture was considered, as well as school guidance systems which were introduced from the US, as these were seen to be the most obvious early manifestations of affective education in these two countries. It was then followed by the detailed introduction of the recent ongoing reforms in both countries, as they represent the latest evolution of affective education and the context in which this study is conducted. Finally, the current picture -of how affective education is delivered and perceived in twelve primary schools in both countries was investigated, and the data generated by this investigation was analysed. The main finding was that the significance of affective education is widely recognised by teachers and pupils and a variety of initiatives is conducted to deliver affective education in primary schools in both countries, additionally several difficulties that teachers encountered to deliver affective education were identified. Also great similarities of the current situations of how affective education is perceived and delivered in both countries. Given that only twelve schools were involved in this study, more research is needed to validate and extend the present findings, and to explore the topics that was not possible included in this study.

Thesis (M.Phil. (Environmental law and Management)) --University of Limpopo, 2010 / Environmental Education in schools is one of the vital means through which learners can acquire environmental literacy, which is vital for the protection of the environment. The purpose of this study is to determine the level of environmental literacy among Grade 12 learners based on selected issues namely: Acid rain, soil erosion and global warming. There is a need to encourage active participation in resolving environmental issues. This will in turn ensure compliance with laws of the country. Environmental Education is the process of recognizing values and clarifying concepts in order to develop skills and attitude necessary to understand and appreciate the interrelatedness or interrelationships among people, their culture and their biophysical surroundings. Environmental education also entails practice in decision-making and self-formulation of a code of behaviour about issues concerning environmental quality (IUCN World Conservation Union 1971). This research was conducted in five schools located in Ga-Molepo area. The Grade 12 geography learners were tested to determine their level on environmental literacy. This knowledge was tested by means of a questionnaire, which contained questions that tested the learners’ environmental literacy level. The level of literacy was compared between males and females. Their understandings of legal implications were also tested. Anderson & Arsenault (1990:170-179) states that questionnaires need no introduction. The advantage of questionnaire is that if properly designed, it provides a collection of reliable and reasonably valid data in a simple manner. Yet constracting a good questionnaire is a challenge and requires thorough thought, piloting, revision and reformatting. 85% of learners from all the schools indicated that they are aware of the causes and effects of soil erosion. 42% of learners understand what acid rain is and only 20% of them understand what global warming is. Learners must be educated on environmental issues in relation to environmental protection and improvement. Legal obligations and accountability under laws as well as the need to comply with law must be part of all environmental education. Hammond et al (1999:42) explains Coefficient of Variation (CV) as a normalized measure of dispersion of a probability distribution. The Coefficient of Variation was used where Tshebela high school got 33%, which indicated that the learners level of understanding did not indicate variability. In the other 3 schools (Mamokgari, Mamodikeleng and Mmapadi) their level of understanding did not indicate a high level of variation. The last school, Mokwatedi indicated that the learner’s level of understanding indicated a high level of variation which shows that their level of understanding is not good. When coming to what the law requires of them it is clear that only 40% of them understand the legal implications but the rest may harm the environment as they use natural resources for their own benefit such as chopping trees while not considering environmental sustainability and the people around them. It is, therefore, concluded at the end of the research that environmental laws need to be integrated into the learner’s knowledge as their opinions on environmental laws shows clearly that they do not have knowledge and understanding of the environmental legal implications.

Thesis (M.Phil.(Environmental Law and Management)) --University of Limpopo, 2010 / Environmental Education in schools is one of the vital means through which learners can acquire environmental literacy, which is vital for the protection of the environment. The purpose of this study is to determine the level of environmental literacy among Grade 12 learners based on selected issues namely: Acid rain, soil erosion and global warming. There is a need to encourage active participation in resolving environmental issues. This will in turn ensure compliance with laws of the country. Environmental Education is the process of recognizing values and clarifying concepts in order to develop skills and attitude necessary to understand and appreciate the interrelatedness or interrelationships among people, their culture and their biophysical surroundings. Environmental education also entails practice in decision-making and self-formulation of a code of behaviour about issues concerning environmental quality (IUCN World Conservation Union 1971). This research was conducted in five schools located in Ga-Molepo area. The Grade 12 geography learners were tested to determine their level on environmental literacy. This knowledge was tested by means of a questionnaire, which contained questions that tested the learners’ environmental literacy level. The level of literacy was compared between males and females. Their understandings of legal implications were also tested. Anderson & Arsenault (1990:170-179) states that questionnaires need no introduction. The advantage of questionnaire is that if properly designed, it provides a collection of reliable and reasonably valid data in a simple manner. Yet constracting a good questionnaire is a challenge and requires thorough thought, piloting, revision and reformatting. 85% of learners from all the schools indicated that they are aware of the causes and effects of soil erosion. 42% of learners understand what acid rain is and only 20% of them understand what global warming is. Learners must be educated on environmental issues in relation to environmental protection and improvement. Legal obligations and accountability under laws as well as the need to comply with law must be part of all environmental education. Hammond et al (1999:42) explains Coefficient of Variation (CV) as a normalized measure of dispersion of a probability distribution. The Coefficient of Variation was used where Tshebela high school got 33%, which indicated that the learners level of understanding did not indicate variability. In the other 3 schools (Mamokgari, Mamodikeleng and Mmapadi) their level of understanding did not indicate a high level of variation. The last school, Mokwatedi indicated that the learner’s level of understanding indicated a high level of variation which shows that their level of understanding is not good. When coming to what the law requires of them it is clear that only 40% of them understand the legal implications but the rest may harm the environment as they use natural resources for their own benefit such as chopping trees while not considering environmental sustainability and the people around them. It is, therefore, concluded at the end of the research that environmental laws need to be integrated into the learner’s knowledge as their opinions on environmental laws shows clearly that they do not have knowledge and understanding of the environmental legal implications.