South Africa is a water-scarce country and receives less rainfall than the average rainfall of the World. As population increases, and development calls for increased allocation of ground water and surface water for the domestic, agriculture and industrial sectors, the pressure on water resources intensifies. This is exacerbated by the wastages that occur in schools and homes. Conservation of water by all consumers is essential. The study attempts to identify practices that lead to wastage of water and indicate strategies for the reduction of water wastage and conservation strategy. / Educational Studies / M.Ed. (Environmental Education)

Environmental Education is a foundation in strengthening learners and community awareness in all environmental issues, including water pollution-related diseases. This study aimed at investigating the level of environmental education awareness on water pollution-related diseases by learners who live in the informal settlement. And lastly, if possible and feasible, to propose solutions to the perceived water pollution-related diseases found in this informal settlement adjacent to the Jukskei river in Alexandra Township, Johannesburg. The research focused on the introduction of the dissertation in Chapter 1 Theoretical foundations of the research in Chapter 2 Research methodology in Chapter 3 Data analysis, interpretation and discussion in Chapter 4 Conclusions and recommendations in Chapter 5 The study provided various definitions of environment, Environmental Education, The goal, Aims & Objective, Classification & Outcomes, Environmental literacy; water pollution-related diseases, the integration of Environmental education in the RNCS & water pollution-related diseases awareness; Education for Sustainable Development; and the relationship between the development of informal settlement and water pollution related diseases. The outcomes of the investigation indicated that the level of environmental education awareness on water pollution –related diseases by learners at the informal settlement is less at primary level and partially increases at the high schools. In order to increase learners’ awareness on water pollution-related diseases across the curricula there should be an adequate integration of Environmental Education in the RNCS. / Educational Studies / M.Ed. (Environmental Education)

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used. / Teacher Education / M. Ed. (Environmental Education))

In this qualitative case study, I investigated the experiences of teachers employed at Muslim schools in the Gauteng Province in South Africa regarding the enabling and constraining factors for the implementation of EE at their schools. The study was inspired by the observation of the ongoing environmental problems in South Africa such as water shortages and environmental degradation with the realisation of the possible contributions that the Muslim schools may make in addressing such problems if they were to implement EE. Although some research has been conducted to indicate the challenging and supporting factors related to the implementation of EE in South African schools, little has been done regarding such factors in Muslim schools in Gauteng Province. Due to my pre-existing knowledge of the principles of the Quraan and Ahaadith (Prophetic traditions) which bears the guidelines for the practices of Muslim communities (including schools) and values regarding the environment, I regarded the limited research on this topic as a serious gap in literature. To contribute knowledge to this gap, a case study of five Muslim schools located in the Gauteng Province was conducted to observe their EE-related practices. These schools were selected through a convenience sampling technique which was followed by the purposive selection of 15 information-rich teachers for semi-structured, face-to-face interviews. These research methods were preceded by the analysis of the Qur’aan and Ahaadith (Prophetic Traditions) as well as the National Curriculum Statement (NCS) as stated in the Curriculum Assessment Policy Statement (CAPS) document. Findings indicated that EE implementation in the participating schools is enabled by factors such as inclusion of EE in the school’s extra-curricular activities and teamwork among teachers to implement EE. Conversely, there are factors such as the lack of time and physical space as well as the lack of teaching resources related to EE which constrain the implementation of EE in these schools. Among the recommendations made was that Muslim school teachers need to participate in in-depth training courses directly related to EE implementation. / Educational Studies / M. Ed. (Environmental Education)

This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.

The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.

This qualitative case study focuses on identifying factors that could either enable or constrain sustainable food waste management as a form of environmental education (EE) in the participating schools. The study was motivated by the observation that the National School Nutrition Program (NSNP) that was introduced by the Department of Basic Education to support learners from disadvantaged backgrounds with nutritious food was causing pollution in some schools due to inadequate discarding of food leftovers. The purpose of the study was to develop recommendations towards a sustainable means of managing this food waste in the schools. As an Agricultural Science educator, I wanted to explore the possibilities of enhancing environmental education in schools through sustainable food waste management. While research has been conducted about food waste management and how this is an environmental concern, little has been written about it as it relates to environmental education and sustainability in schools. Hence, this study sought to contribute knowledge to this gap. To achieve this aim, this study followed a descriptive case study design, framed by the value-belief-norm (VBN) theory. Three schools in Vhembe district, Limpopo, were conveniently selected, and the NSNP food coordinator of each selected school, one food handler, two learners, two educators and two SGB members from each sampled school were purposively sampled to get rich information from them about sustainable school food waste management. Data were collected through semi-structured, face-to-face interviews and observations. The findings indicate the various ways in which food waste could be managed in these schools, such as recycling through composting, reusing by community farmers, and reducing the amount of possible food waste. The study also found environmental education to be a key element in which the schools could invest to sustainably and effectively manage food waste. / Educational Studies / M. Ed. (Environmental Education)

The aim of the study was to investigate the impact of Environmental Education in learners with regard to unacceptable waste dumping which causes land degradation in Mkhondo village. Large parts of the Mkhondo area, including the informal settlement, the location and the local school, are very untidy due to littering by the residents and learners. The situation is contrary to the objectives of the Decade of Education for Sustainable Development (DESD). The study was focused on the impact that Environmental Education as an extracurricular activity would have on the students in reducing or eradicating littering. Data was collected through focus group interviews with the learners and the parents as well as observations. The study revealed that learners showed no concern about the negative impact of disposing of litter inappropriately even after the extra-mural activities on Environmental Education, which indicated that they were not concerned about the environment at school as well as at home. The initiative of Environmental Education was implemented in a short period, hence learners were not yet fully acquainted with the responsibility of taking care of the environment and alleviating littering on the school premises. I therefore recommend that educational campaigns on appropriate solid waste disposal should be initiated in the school and in the community. Further studies should be conducted on how Environmental Education can be integrated in the curriculum as an examinable subject. / Environmental Sciences / M. Ed. (Environmental Education)

Avitourism (birding) in South Africa, with remarkable birdlife, provides economic, social and conservation opportunities. Globally, bird species are decreasing rapidly due to environmental degradation and climate change. The dependence of avitourism on natural resources is undisputable, urging further research. Avitourism research is embryonic compared to higher-order tourism markets (i.e. naturebased) and under-researched in the southern hemisphere. Despite increased international scholarship, substantial knowledge gaps remain regarding strategies to enhance sustainable avitourism. Education, encouraging changes in environmental behaviour, is essential to solve environmental problems. The current day learners influence the future state of the natural environment and consequently the sustainability of avitourism in South Africa. The research therefore aimed to develop a literacy model for sustainable avitourism aimed at secondary school learners in Gauteng (South Africa). In phase 1 of the methodological procedure, mechanisms facilitating behavioural change towards nature were explored. A conceptual literacy framework for sustainable avitourism was developed in phase 2 (theoretical contribution). Phase 3, consisted empirical research. Multi-stage sampling was used to collect primary data by distributing questionnaires at 17 purposively selected secondary schools in Gauteng from July to October 2014. The data were obtained from n = 5 488 secondary school learners (aged 13–17). Descriptive statistics provided insight into ‘environmental and avitourism literacy’ of the learners. Exploratory- and confirmatory factor analyses (EFA; CFA) and structural equation modelling (SEM) were employed to test the conceptual literacy framework. Obtaining the primary objective, a literacy model for sustainable avitourism was developed and confirmed (empirical contribution). Critical paths were identified in the model to enhance the likelihood of behavioural change. The literacy model could be useful for environmental education and avitourism roleplayers, assisting in curriculum development and evaluation (practical contribution). This model could also be applied to other educational contexts, including art and music. Bird education teaches a love for birds and nature, leading to conservation and sustained birdlife, to ensure avitourism attractions in the future. The development of sustainable avitourism intervention programmes is suggested for further research. Longitudinal research could evaluate the effects of the intervention programmes.Ultimately, the learners of today are the responsible citizens and tourists of tomorrow. / Abstract in English, Sesotho and Afrikaans / Transport, Logistics and Tourism / D.Phil. (Management Studies)

The aim of the study was to investigate the impact of Environmental Education in learners with regard to unacceptable waste dumping which causes land degradation in Mkhondo village. Large parts of the Mkhondo area, including the informal settlement, the location and the local school, are very untidy due to littering by the residents and learners. The situation is contrary to the objectives of the Decade of Education for Sustainable Development (DESD). The study was focused on the impact that Environmental Education as an extracurricular activity would have on the students in reducing or eradicating littering. Data was collected through focus group interviews with the learners and the parents as well as observations. The study revealed that learners showed no concern about the negative impact of disposing of litter inappropriately even after the extra-mural activities on Environmental Education, which indicated that they were not concerned about the environment at school as well as at home. The initiative of Environmental Education was implemented in a short period, hence learners were not yet fully acquainted with the responsibility of taking care of the environment and alleviating littering on the school premises. I therefore recommend that educational campaigns on appropriate solid waste disposal should be initiated in the school and in the community. Further studies should be conducted on how Environmental Education can be integrated in the curriculum as an examinable subject. / Environmental Sciences / M. Ed. (Environmental Education)