The negative effects of climate change are contributing to the growing complexity of issues challenging livelihood sustainability and are further threatening already vulnerable communities. In response to these challenges, new means of conceptualising problems needs to be investigated so as to adequately deal with the multi-dimensional issues that arise. Central to this are means of communication and participatory interaction with vulnerable communities in the development of adaptation strategies. Theatre has been identified as an effective means of inspiring change through a process of critical self-reflection and personal empowerment, making it a pertinent tool for climate change communication. This research demonstrated how theatre was used in the process of knowledge translation for climate change adaptation within the community of Amaoti, KwaZulu-Natal. Knowledge was gathered from the community through two processes; a vulnerability analysis that examined five main vulnerability components, and a theatre engagement process that resulted in the production and performance of a play, Fish Out of Water. The vulnerability analysis – conducted through a selection of participatory rural appraisal tools - determined that the community was particularly vulnerable with regards to water. In addition to this, it faced a series of social challenges, including high levels of disunity, high crime rates and poverty. This analysis was central to the development of adaptation strategies, which Fish Out of Water communicated through its performance, contextualised in the translated vulnerability knowledge. Responses to the play were analysed, indicating that the climate change information had been successfully communicated and that theatre itself was an effective means of communication. In addition to this, it was determined that this process had also contributed a greater sense of awareness of social issues and had inspired people to take actions to change their behavioural patterns. New social considerations were made, contributing to a comprehensive understanding of situational dynamics that could inspire change. While positive conclusions were drawn from this with regards to the use of theatre in climate change communication, significant challenges were experienced during the process indicating a series of more fundamental issues that need to be addressed. High levels of apathy, difference of value systems and constraining family-dynamics need to be taken into account if the implementation of such processes is to be successful. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

This dissertation, through the case study approach, investigates the role of environmental action groups in raising public awareness of environmental hazards in Merewent. Merewent is a residential suburb that lies in the heart of the South Durban Basin adjacent to two oil refineries, a paper mill and other small industries. The sulphur -rich gases released by these refineries over the more than forty years have affected the health of the residents. Many today have respiratory ailments, with some of them developing related cancers. With the emergence of environmental action groups in the area, the awareness of the problem has increased. This has resulted in pressure being applied by the community on the refineries to adopt less hazardous methods of refining crude oil. Most of the people who make up these action groups had limited knowledge of the environmental pollution. However, through their involvement in the activities of these groups, they learnt and became active participants in these organisations. Using science literacy, popular education and social learning theory as the underlying theoretical basis, this study investigates the learning that took place when people participated in social action. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This study provides an overview of an environmental education programme being implemented in an organization (Umgeni Water), in Pietermaritzburg. In recent years assessment of this education programme’s performance has lost its focus to the detriment of the programme. This has then led to the aim of this study which is to develop a framework to assess the programme. The aim of the study was to develop a framework to assess Umgeni Water’s environmental education programme. Four sub-objectives were identified. These are; to review three learning models and select one best suited to Umgeni Water’s School Environmental Education Programme, to assess which components of the selected learning model are being practiced naturally by teachers, to assess Umgeni Water’s schools environmental education programme against the selected learning model and to develop an outline of a plan for the future of Umgeni Water’s environmental education programme based on the selected learning model. A qualitative research design was used and data collection was through semi-structured interviews and a focus group. One sample of teachers was drawn from schools that had used Umgeni Water’s programme of water treatment plant visits. A second sample was drawn from schools that had no exposure to this programme. The findings revealed that, to some degree, teachers in both instances were naturally applying the components of learning from the selected learning model although they were not aware of the model as such. The study recommends that Umgeni Water’s environmental education programme needs to focus on working with schools that are naturally applying the learning components since the findings revealed that the teachers in these schools could be key in teaching teachers from other schools. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This study is concerned with the availability and adequacy of environmental information resources to support field workers at the Wildlife and Environment Society of South Africa's (WESSA) four environmental education centres in KwaZulu-Natal. It begins by examining the environment, the environmental crisis and environmental education as a response to the crisis, before giving an overview of the history of WESSA. To provide a wider context within which to view the study, literature dealing with environmental education, environmental education centres in South Africa and environmental information was examined. A study population consisting of 18 field workers and eight management staff, based at the four environmental education centres, was surveyed by means of interviews. This allowed for selected attributes such as length of employment at the centre, highest education qualification and previous environmental education experience to be elicited from field workers. Other information asked ofthe population concerned available environmental information resources, the environmental information support required by field workers and the adequacy of this support to field workers. Results were then analysed. With the responses to the open-ended questions, content analysis was used to determine categories which were subsequently tabulated, together with the responses from closed questions. The results revealed that WESSA provides a number of ongoing, in-house training opportunities which expose field workers to environmental information resources; WESSA publications dominate the environmental information resources used during the training offield workers and consequently, during the preparation and conducting of courses by field workers; booklets, books and colleagues are considered valuable information resources by field workers; and there is a recognised lack of environmental information by both field workers and management staff. Recommendations for improving the environmental information resource support to field workers are made in light of the results of the survey and the literature review. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2000.

In South Africa, government (Mbeki 1996:37) and educators (SAIDE Report 1998:9) have expressed concern over the provision of microcomputers for learners. Their provision to schools would allow their effective use across the curriculum and enhance education. This study investigated the role of microcomputers as information retrieval tools in the 1997 schools' Water Audit projects in the greater Pietermaritzburg area. The study considered, firstly, a discussion of environmental education with emphasis on water conservation, and secondly the Water Audit projects. An overview of issues relating to microcomputer systems as information retrieval tools in education was presented. A descriptive survey method was employed for the study, with questionnaires as the data collection technique. Thirty out of 40 teachers/school project co-ordinators were sampled, with a 24 (80%) response. Twenty percent of 550 pupils who participated in the projects also responded. Data was presented by the use of tables. The study revealed an unequal availability of microcomputers among the schools in the departments of education, as they existed prior to 1994, that participated in the projects. Findings also revealed that only a minority of pupils used the microcomputer system for information retrieval during the projects. The use of hard copy sources was significantly high within the departments. A high number of pupils who used the microcomputer found it useful. A higher number that used hard copy sources found them useful. Training of pupils to acquire computer and information skills was inadequate. Major problems encountered during the projects included congestion, lack of computer skills on the part of both teachers and pupils and inadequate training of participants. The study found infrastructural backlogs and logistical problems as hindrances to the delivery of education in South Africa using microcomputers. Non-involvement of media teachers negatively impacted on the results of the projects. It was recommended that schools without microcomputers liaise with donor agencies to acquire microcomputers, while government initiates policies to address the issue of equity. Educators and media teachers should be given concerted training in computer and information skills, as training underpins the use of microcomputers in an information age school. / Thesis (MIS)-University of Natal, Pietermaritzburg, 1999.